NCTE

Resolution Opposing High-Stakes Teacher Candidate Performance Assessments

Approved by NCTE Members Voting at the Annual Business Meeting for the
Board of Directors and Other Members of the Council, November 2016

Ratified by a Vote of the NCTE Membership, February 2017

Background

High-stakes teacher candidate performance assessments are a serious, imminent threat to the integrity of the field of English Education and to the teaching profession as a whole. High-stakes performance assessments are being used in at least 710 teacher education programs across thirty-nine states. Additionally, passing a high-stakes assessment is required or under consideration for licensure in sixteen states and could become a requirement for teacher licensure nationwide.

There are widespread concerns regarding the lack of predictive validity and the privatization of teacher candidate performance assessments as well as the potential for disparate impact of these assessments on preservice English educators and their students.

High-stakes teacher candidate performance assessments do not meet NCTE’s characteristics of a fair, effective, and successful system of teacher evaluation (“Position Statement on Teacher Evaluation [1],” 2012) and violate NCTE’s resolutions on testing and social justice in literacy education (“Resolution on the Students’ Right to Their Own Language [2],” 1974); “Resolution on Testing [3],” 1995; “Resolution on Social Justice in Literacy Education [4],” 2010; “Resolution on Student Educational Data Privacy and Security [5],” 2015). Additionally, high-stakes performance assessments violate CEE’s position statements on social justice and diversity in language arts education (“Beliefs about Social Justice in English Education,” 2009; “Supporting Linguistically and Culturally Diverse Learners in English Education,” 2008). Be it therefore

Resolution

Resolved, that the National Council of Teachers of English

This position statement may be printed, copied, and disseminated without permission from NCTE.