The Consortium’s performance assessment system has been studied nationally and internationally. This selection of books, chapters, articles, and reports highlight the model of inquiry-based learning and rigorous performance-based assessment practiced in Consortium schools.
Beyond Standardized Tests: Using Performance Assessment in College Admissions (2021)
Research presented by Linda Darling-Hammond (President, Learning Policy Institute) and Michelle Fine (Professor, CUNY Graduate Center) on the success of Consortium graduates in CUNY 4-year colleges. According to Darling-Hammond, the Consortium is an example of "some of the most sophisticated performance assessments for graduating high school students in the country." Report cosponsored by the Learning Policy Institute, Education Counsel, and Education First. Authors: Michelle Fine and Karyna Pryiomka
This article shows that the perfromance-based assessments used by the New York Performance Standards Consortium show promise in aiding in the creation of humanizing and transformative educational spaces. Authors: Maria Hantzopoulos, Rosa L. Rivera-Mccutchen, and Alia R. Tyner-MullingsView all authors and affiliations. Teachers College Record.
Beyond Standardized Tests: Using Performance Assessment in College Admissions (2020) —Webinar
This webinar addresses the use of performance assessment for equitable admissions and college success. Cosponsored by the Learning Policy Institute, Education Council, and Education First.
This report uses the NY Performance Standards Consortium as an example of how performance assessment have successfully influenced changes in college admissions. Authors: Ronetta Guha, Tony Wagner, Linda Darling-Hammond, Terri Taylor, and Diane Curtis. The Learning Policy Institute.
Authentic pedagogy: examining intellectual challenge in social studies classrooms (2018)
A national study of 62 social studies classrooms found that participating Consortium classrooms exhibited the highest level of authentic intellectual work, "a necessity to maintain democratic societies." Authors: John W. Saye, Jeremy Stoddard, David M. Gerwin, Andrea S. Libresco & Lamont E. Maddox. Journal of Curriculum Studies.
Building a System of Assessment: Examining the New York Performance Standards Consortium (2017)
The book argues that assessment cannot be reduced to a simple test score. They reference seven forms of assessment more effective than standardized test and include a chapter on the Consortium’s performance assessment system. Chapter Authors: Ann Cook & Phyllis Tashlik. In Beyond Testing: Seven Assessments of Students and Schools More Effective Than Standardized Tests. Book Authors: Matthew Knoester & Deborah Meier.
A compelling set of arguments for reconsidering how we define success in American education and for radically altering the approach we’ve taken to get there. Includes descriptions and impact of schools in the Consortium. Author: Vicki Abeles.
Empowering Students and Teachers Through Performance-Based Assessment (2015)
This chapter explores the connection between curriculum and instruction and the performance assessment system. The chapter documents how eliminating high stakes testing allows teachers to achieve a greater level of professionalism able to develop skills which foster inquiry, equity, and student participation. Chapter Authors: Avram Barlowe & Ann Cook. In Excellence Through Equity: Five Principles of Courageous Leadership to Guide Achievement for Every Student Book Authors: Alan Blankstein & Pedro Noguera.
More Than A Score: The New Uprising Against High Stakes Testing (2015)
More Than a Score is a collection of essays, poems, speeches, and interviews, and includes an account of the New York Performance Standards Consortium as a viable alternative to high stakes testing. Book Editor: Hagopian, Jesse. Haymarket Books.
Developing Mathematical Thinking: A Guide to Rethinking the Mathematics Classroom (2014)
Katz presents both a vision for bringing beauty and inquiry back to the teaching of mathematics and also guidelines and projects that can help teachers implement that vision. As the Director of the Consortium’s mathematics program, this book offers a deep dive into the philosophy that drives our inquiry-based model for math education. Book Author: Jonathan D. Katz, PhD. Rowman & Littlefield
Freedom from high-stakes testing: A formula for small school success (2012)
Dr. Foote discusses how Consortium schools, freed from state testing mandates, prepare their students for college by teaching them how to write papers, develop and defend theses, construct arguments, and do oral presentations. Chapter Author: Martha Foote, PhD. In Critical Small Schools: Beyond privatization in New York City urban educational reform Information Age Publishing.
Changing the National Conversation on Assessment (2010)
This article shows how Consortium schools use qualitative data to make substantive decisions about student work. Author: Phyllis Tashlik. Phi Delta Kappan.
Education: The case for making it personal. Educational Leadership (2010)
The author discusses the inquiry-based learning and performance assessment at a Consortium school, concluding that they foster the complex skills needed to develop life-long learners. Author: Ron Wolk. Education Leadership.
Measuring What Matters (2009)
A consortium of New York schools shows how schools can collect data that serve a 21st century agenda. The author discusses how Consortium schools, unconstrained by state standardized testing mandates, use data to support instruction for such complex learning as critical thinking and problem solving. Author: Mike Schmoker. Educational Leadership.
The author, a Harvard education professor, cites the Consortium for its outstanding assessment and accountability systems that ensure students learn the skills they need to survive in the 21st century. Author: Tony Wagner. Basic Books.
Keeping accountability systems accountable (2007)
This study indicates that despite serving a more disadvantaged student population than NYC high schools in general, Consortium schools have higher graduation rates and college persistence than the national average. Martha Foote, PhD. Phi Delta Kappan.
A coalition of 28 New York public high schools, the New York Performance Standards Consortium, filed suit in state court in August against Commissioner of Education Richard Mills and the State Education Department after Mills revoked the Consortium schools’ waiver from the requirement that all students pass the state’s standardized Regents tests in order to graduate. The variance had been granted to the schools by the previous Commissioner, Thomas Sobol. The plaintiff schools, most in New York City and many with national reputations for excellence, will be forced to change their innovative curricula, instruction and assessment systems in order to focus on the state’s standardized tests. The schools believe this will effectively destroy them.
Report of the UFT Task Force on High Stakes Testing (2007, April)
The task force, concluding that high-stakes testing policies are harming teaching and learning, singles out the Consortium’s assessment system as an alternative model for improving instruction and developing strong learners. United Federation of Teachers Task Force on High Stakes Testing.
Challenging Bad Education Policy: Making the Pendulum Swing in New York State (Fall 2005)
Early challenge to the dominance of high stakes standardized tests and the history of the NY Performance Standards Consortium and its performance assessment system. Authors: Ann Cook and Phyllis Tashlik. Horace: The Journal of the Coalition of Essential Schools.
Standardizing Small (2005)
The authors describe how test-driven policy and the testing industry undermine the goals and mission of small schools. Article Authors: Ann Cook and Phyllis Tashlik. Rethinking Schools.
High Standards and Performance-Based Assessment (2002) in Redesigning Schools: What Matters and What Works. Linda Darling-Hammond. School Redesign Network at Stanford University. (pp. 14-19)