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When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

- Randi Weingarten
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Author:
Randi Weingarten
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Intelligence
Thinking
Improvement
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Beginning with the No Child Left Behind law and continuing today with Race to the Top, the federal emphasis on standardized assessments has become so excessive that it has modified state and district behavior in troubling ways.

As a former teacher and someone who has devoted her entire career to children and public schools, I understand the pain and frustration of parents who feel their children are not receiving the education they deserve.

I loved teaching social studies. And I loved starting each year by teaching about John Locke and the social contract. That lesson helped me teach not just about our rules for the classroom, but how, in our democracy, we give up some individual rights to ensure we collectively have the right to live and prosper in a society.

Public schooling fosters our common identity as Americans sharing a land of diversity. It promotes the American ideal of opportunity for all, not just some. It cultivates the civic values of respecting individuals as well as collective responsibility.

You can't be against bullying without actually doing something about it.

All working parents should have paid family leave. That's one of many reasons I'm working to elect Hillary Clinton. She has a plan to guarantee workers - men and women - up to 12 weeks of paid family leave to care for a new child or a seriously ill family member.

The American Federation of Teachers has a long track record of working with administrators, parents, and communities to provide real help to struggling students and low-performing schools. We've learned that intensive interventions, proven programs, and adequate resources can transform students' lives and their schools.

Good tests can help teachers determine how their students are performing and identify the areas in which their students need assistance. Like an X-ray, however, tests can diagnose, but they cannot cure.

Ensuring that we help prepare all kids for life, college, and work in our knowledge-based economy will require a collaborative, sustained effort from all stakeholders - from the president and the secretary of education on down to states, school districts, principals, teachers, parents, and community members.

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When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.

When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.