Sec. 6. Establishing a taskforce to evaluate testing practices and to promote quality teaching
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There is established a taskforce within the National Center for Education Research to be known as the Taskforce to Evaluate Testing Practices and Promote Quality Teaching (in this section referred to as the Taskforce ). The duties of the Taskforce shall be to— identify— the effect standardized test practices have on student wellness, learning, and postsecondary education success; opportunities to promote in elementary and secondary schools performance-based assessment systems that are developmentally appropriate, promote experiential and project-based learning, and build technological literacy skills; potential metrics of educational quality and equity that do not rely on standardized assessments, including opportunity-to-learn data; and barriers that prevent elementary and secondary schools from establishing innovative assessment systems; and make recommendations to address such barriers.
Not later than 1 year after the date of the enactment of this Act, the Commissioner for Education Research shall appoint to the Taskforce not fewer than 5, and not more than 10, members. At least 1 member shall be an individual with expertise in education assessment systems, including performance-based assessments. Each member shall be appointed for a term of 2 years. Members shall each be paid at a rate equal to the rate of basic pay for level IV of the Executive Schedule. A vacancy in the Taskforce shall be filled by an appointment of a new member by the Director (as described in subsection (d)) in consultation with— public elementary school teachers; public secondary school teachers; public school leaders; and individuals representing organizations with expertise in education policy.
The Taskforce shall have a Director who shall be appointed by the Commissioner, in consultation with— public elementary school teachers; public secondary school teachers; public school leaders; school-based mental health services providers; and individuals representing organizations with expertise in education policy. Not later than 2 years after the date on which the Commissioner completes all appointments to the Taskforce required under subsection (c)(1), the Taskforce shall submit to the appropriate congressional committees a report that includes— a review, disaggregated by each State, of assessments administered to students in kindergarten through grade 12 that includes— a description of each summative assessment the State used, including assessments developed pursuant to the innovative assessment demonstration authority under section 1204 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6364 ); an estimation of the cost of administering each such assessment; an estimation, for each grade, of the test administration time allocated each academic year for such assessments; an estimation, for each grade, of the classroom instructional time lost each academic year while preparing students for each such assessment; and a description of how each State is using data from such assessments, including whether such data is used for punitive purposes; an accounting of Federal, State, and local funds paid to for-profit entities for the purpose of designing, developing, administering, and scoring summative assessments; a study of the interaction between statewide summative assessment and accountability systems, as implemented as of the date of the beginning of the report required under this subsection, and the quality of teaching and learning, including— the extent to which statewide summative assessments are aligned to 21st century skill development; the extent to which such assessment and accountability systems lead to a narrowing of curriculum; and the impact of such assessment and accountability systems on the quality of instruction and opportunities for deeper learning across a variety of subjects and skills; a description of barriers that prevent schools from establishing and implementing innovative assessment systems that promote performance-based assessment; recommendations to overcome such barriers; and recommendations for innovative assessment systems that— are created in partnership with teachers and other educators; empower teachers; reduce elementary and secondary school reliance upon summative assessment tools from for-profit third-party vendors; and create a framework for designing a balanced assessment system that supports equitable opportunities for learning and centers students’ needs.
The Taskforce shall expire on the date that is 30 days after the date of the submission of the report required under subsection (d). In this section: The term appropriate congressional committees means— the Committees on Appropriations of the Senate and House of Representatives; the Committee on Health, Education, Labor, and Pensions of the Senate; and the Committee on Education and the Workforce of the House of Representatives. The terms elementary school , school leader , secondary school , and State have the meanings given such terms in section 8101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 ).
The term innovative assessment system has the meaning given such term in section 1204(a) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6364(a) ). The term school-based mental health services provider has the meaning given such term in section 4102 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7112 ).
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Sec. 6
Establishing a taskforce to evaluate testing practices and to promote quality teaching
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