Experts
Daniel Koretz
Professor of Education, Harvard
Daniel Koretz has seen a steady trend toward arbitrarily high graduation standards even for kids with cognitive disabilities. Read More
Daniel Koretz believes fostering accountability in the system will, in turn, foster critical twenty-first century skills. Read More
Daniel Koretz sought to disabuse us of the myths surrounding testing and foster public debate about purpose in education. Read More
Daniel Koretz distrusts grading more than he distrusts the SAT. Read More
Daniel Koretz sees a problem when the system places skilled teachers in the schools that least need them. Read More
Some measures of intelligence cannot be executed through testing alone, Daniel Koretz says. Read More
A gap exists, Daniel Koretz admits, but he wonders how much of technology is used for educational purposes. Read More
Daniel Koretz says, though it’s difficult to compare testing in developed countries, most indicators show the US lagging behind. Read More
The number one priority for Daniel Koretz should be attracting and retaining skilled educators. Read More
The gender gap can be traced to the inflated expectations we have for boys Daniel Koretz believes. Read More
Daniel Koretz notes no difference between African-American and Hispanic populations. Read More
Daniel Koretz laments that math gains in elementary and middle schools are not maintained in high school. Read More
Daniel Koretz believes research and development need their place at the local level but are stifled by state and federal management. Read More
Parents wrongfully assume some kids are good at math and others are not, Daniel Koretz notes. Read More
No Child Left Behind set arbitrary goals for education, Daniel Koretz says. Read More
About Daniel Koretz
Daniel Koretz is the Henry Lee Shattuck Professor of Education at Harvard Graduate School of Education. He focuses his research primarily on educational assessment, particularly as a tool of education policy. A primary emphasis in his work has been the effects of high-stakes testing, including effects on schooling and the validity of score gains. His research has included studies of the effects of testing programs, the assessment of students with disabilities, international differences in the variability of student achievement, the application of value-added models to educational achievement, and the development of methods for validating scores under high-stakes conditions. His current work focuses on the design and evaluation of test-focused educational accountability systems. Dr. Koretz founded and chairs the International Project for the Study of Educational Accountability, an international network of scholars investigating improved approaches to educational accountability. Dr. Koretz is a member of the National Academy of Education. His doctorate is in developmental psychology from Cornell University. Before obtaining his degree, Dr. Koretz taught emotionally disturbed students in public elementary and junior high schools.