Jack Schneider

Reframes current debates over school quality by offering new approaches to educational data that push past the unproductive fixation on test scores. Develops a new framework to more fairly and comprehensively assess educational effectiveness.

Argues that research is often applied when scholars know how to make their work visible to teachers, friendly to their worldview, practical for use by K-12 schools, and easy to share, but this doesn't ensure the quality or effectiveness of the research. 

Answers the question: how is it that Americans both embrace and revile educational assessment? Examines the pressures of consumerism and entrepreneurialism, merit and social mobility, open-access egalitarianism, and local control on assessment culture.

Argues that replacing machine-scored standardized tests with teacher-rated classroom assignments and accurate grading may represent our best hope for promoting both accountability and instruction. 

This article examines the influence of test scores and more holistic measures of school quality in shaping public understandings of familiar and unfamiliar schools.

Reveals the philosophical and ideological underpinnings of the contemporary school reform movement, using three high-profile reforms as case studies.

Explores the relationship between research and practice in education, outlining challenges and opportunities for moving scholarship into K-12 classrooms.