Schneider’s research broadly examines the influence of rhetoric, politics, history, and culture on educational policy. Recently, he has focused particularly on the measurement of school quality. How does the public get information about schools? What measurement tools do policymakers rely on? How does the information included in educational data systems align with what people actually value? What are the intended and unintended consequences of standardized testing? Working with the Center for Collaborative Education in Boston, Schneider co-founded the Massachusetts Consortium for Innovative Education Assessment, which seeks to move beyond test scores in measuring school quality -- providing rich, comprehensive, fair, and useful information to stakeholders.
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.