Great Schools Partnership and the Covert Agenda of Assessment Reform
During a required workshop on proficiency-based education this Monday, I spent most of the day moving between anger and awe at the way this billionaire-funded agenda has made its way so seamlessly into our gymnasium, into every school in Maine.
Research to support proficiency-based education does not yet exist, so we were given a copy of the “Ten Principles of Proficiency-Based Learning” instead.
This document, produced by the Great Schools Partnership, states that “students can demonstrate learning progress and achievement in multiple ways through differentiated assessments, personalized-learning options, or alternative learning pathways” and that “students are given opportunities to make important decisions about their learning, which includes contributing to the design of learning experiences and personalized learning pathways.”
The principles match those found in the Foundation for Excellence in Education’s and the American Legislative Exchange Council’s Great Schools Partnership and the Covert Agenda of Assessment Reform – Save Maine Schools:
