{"id":17291,"date":"2014-04-07T11:10:44","date_gmt":"2014-04-07T15:10:44","guid":{"rendered":"https:\/\/tashorg.wpengine.com\/?p=10119"},"modified":"2014-04-07T11:10:44","modified_gmt":"2014-04-07T15:10:44","slug":"in-support-of-alternate-assessments","status":"publish","type":"post","link":"https:\/\/tash.org\/in-support-of-alternate-assessments\/","title":{"rendered":"In Support of Alternate Assessments"},"content":{"rendered":"<p>Educators are responsible for the high quality education of all students in public schools: this is the mandate\u00a0that congress established when it reauthorized the Elementary and Secondary Education Act in 2002 (NCLB).\u00a0For the first time schools were held accountable for the progress of all students, including students in subgroups\u00a0historically vulnerable to poor educational outcomes, such as students of color, students living in poverty and\u00a0students with disabilities. Recently, the value of assessing students with significantly disabilities has been publicly called into question, and TASH has responded by issuing a statement of support for alternate assessment.<\/p>\n<p><a href=\"https:\/\/tash.org\/wp-content\/uploads\/2015\/03\/Alternate-Assessment-Report-Final-2.pdf\" target=\"_blank\"><b>Download full report here.<\/b><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Educators are responsible for the high quality education of all students in public schools: this is the mandate\u00a0that congress established when it reauthorized the Elementary and Secondary Education Act in 2002 (NCLB).\u00a0For the first time schools were held accountable for the progress of all students, including students in subgroups\u00a0historically vulnerable to poor educational outcomes, such [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[13,1],"tags":[],"acf":[],"_links":{"self":[{"href":"https:\/\/tash.org\/wp-json\/wp\/v2\/posts\/17291"}],"collection":[{"href":"https:\/\/tash.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tash.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tash.org\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/tash.org\/wp-json\/wp\/v2\/comments?post=17291"}],"version-history":[{"count":0,"href":"https:\/\/tash.org\/wp-json\/wp\/v2\/posts\/17291\/revisions"}],"wp:attachment":[{"href":"https:\/\/tash.org\/wp-json\/wp\/v2\/media?parent=17291"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tash.org\/wp-json\/wp\/v2\/categories?post=17291"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tash.org\/wp-json\/wp\/v2\/tags?post=17291"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}