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----cM33zRNK;lrtCry ----8gr3Jcpz;pvJYnn Dear Delegates, Welcome to the second annual Choate Model United Nations Conference, and welcome to the State Leaders Summit! As your chairs, we look forward to debating an important topic that affects every student in this country: standardized testing. You will each be representing individual states instead of countries, so we hope this will be an interesting introduction into to the world of Model UN. Through educated, challenging, and interesting debate, we hope that our committee will successfully tackle the difficult issue at hand. We'd like to just take a minute to introduce ourselves: My name is Karen Shure, and I am a second-year junior at Choate Rosemary Hall. I have been part of Choate's Model UN team for two years, participating in both the Yale and the Ivy League Model United Nations Conferences. Outside of Model UN, I enjoy astrophysics and science in general. I also love watching Gilmore Girls and hanging out with friends. My name is Ananya Karanam, and I'm a returning sophomore at Choate Rosemary Hall. I've participated in Model UN here for two years, attending conferences like the Harvard Model United Nations Conference and the Brown University Simulation of the United Nations, as well as smaller one-day conferences nearby. Outside of MUN, I spend a lot of my time involved in Choate's theater program. I also enjoy playing the ukulele and cooking. In this background guide, you'll find a summary of the topic, questions to consider, ideas for potential bloc positions, and some websites to help you start your research. These are meant to give you a general background on the topic, but we strongly encourage you all to do more research on your own, particularly about the views and experiences of your state regarding standardized testing. We hope that you have an amazing and memorable time at ChoateMUNC this year! For many of you, this may be your first conference, and we look forward to providing you with a great learning experience to improve your skills as a MUN delegate. Please do not hesitate to reach out to any of us for any MUN-related questions before or during the conference. Get excited for an exciting day! Sincerely, Ethan Della-Rocca, Chair Ananya Karanam, Chair edellarocca16@choate.edu akaranam18@choate.edu Karen Shure, Chair kshure17@choate.edu Statement of the Issue: Standardized testing has been prevalent since the 1800s, becoming more prevalent in the United States in 2001 with the No Child Left Behind Act. The goal of The No Child Left Behind Act was to improve education for students from lower income families by providing federal funds to school districts in low income areas. Part of the act requires that states provide standardized tests in reading, math, and science to students throughout different years of schooling. Currently, each state has the ability to choose which test it would like to administer, along with the ability to choose how to define levels of proficiency. This has sparked debate in the US since some tests may be easier than others, allowing some states to get by without teaching as much to the students as others. This disparity in standardized tests between states can thus lead to conflict when trying to distribute funding among different states. One of the biggest debates currently about standardized testing is whether testing should be administered state-by-state or nationally. State-by-state testing advocates believe that by administering tests on a state level, the tests can become more personalized based on the population of the state. National testing advocates believe that some states may "dumb down" the tests, making the curriculum of the state less challenging and providing a weaker education. Additionally, financial aid for standardized tests should also be discussed. Some standardized tests, such as the SAT and ACT, are not paid for by schools, and some students may not be able to afford to take the tests necessary to further their education. Financial aid exists for many tests, but some issues still arise. Discussion on funding of standardized tests would be beneficial to the strengthening of the use of standardized tests. A major question that has arisen recently is the general need for standardized tests. The increased emphasis on tests in many states worries some people because of the fear that schools will only gear learning towards doing well on these tests. Another disadvantage to having many standardized tests is the amount of stress among students–there are worries that having too many tests negatively affects the mental health of students by causing too much stress. Finally, another worry about standardized tests is the lack of learning necessary skills needed in return for only learning how to do well on tests. However, there are advocates for standardized tests, as well. For example, some positive aspects to having prevalent standardized testing include making sure schools teach the proper material following a common curriculum, ensuring that students gain equal access to a proper education; by providing each student with the proper tests, schools can be properly monitored. Questions to Consider: ● Should standardized test requirements be decided on a state-to-state basis or should it be nationwide? ● Are some standardized tests better than others, and how can this be determined? ● How much testing is too much testing? ● How should standardized tests be funded? ● Is standardized testing a reliable way to measure a student's knowledge? ● Are standardized tests discriminatory against students from varying racial and socioeconomic backgrounds? What can be done to minimize this bias? Potential Bloc Positions: Many states have taken strong stances on standardized testing, which can be seen through their past and current actions. A few of these are described below, but some initial research will help you either align yourself with one of the following states or develop your own bloc position. ● Texashas developed the STAAR standardized testing system, and some parents, educators, and commentators say that Texas places too much of an emphasis on standardized testing now. ○ "Texas refused to adopt Common Core, instead mandating curriculum standards known as the Texas Essential Knowledge and Skills" ○ "Conservatives continue to worry about Common Core seeping into Texas classrooms, so much so that the Legislature in 2013 passed a law expressly forbidding school districts from using it as part of lesson plans" ○ "With the passage of SB 1031 in 2007 and HB 3 in 2009, the State of Texas has taken dramatic steps to improve the public education system by adopting a system designed to promote postsecondary readiness for students." ● Alabamahas embraced the Common Core curriculum and has introduced a suite of six tests produced by ACT, Inc. to replace the Alabama Reading and Mathematics Test and Alabama's long-standing high school graduation exam. ○ "The state school board folded Common Core into the state's College and Career Ready Standards for public schools and has been defending the decision ever since." ○ "Legislators introduced bills in 2013 and 2014 to repeal the standards. The repeal movement drew support from tea party groups, but Senate President Pro Tem, Del Marsh, a Republican, blocked the bills with the support of one of the state's most powerful business groups, the Business Council of Alabama." ● Connecticutreplaced its 11th grade Smarter Balance Assessment with the SAT, making it free for all high school students. Governor Malloy said that this change would cut down on the amount of standardized testing required in the state and take stress off of high schoolers and families who feel overburdened. ○ "In June, Democratic Gov. Dannel P. Malloy committed spending an additional $15 million to continue launching Common Core in the state's public schools. That includes $10 million in borrowing for new school technology, one of the recommendations of a task force created by Malloy in March after teachers and education professionals raised concerns about whether schools were prepared for incorporating the new standards." ● California: on a recent common-core test, only 44% of students met or exceeded standards in English, and only 34% achieved the target in math. ○ "The state has resisted the department's call for teacher evaluations to be based in part on standardized test results." ○ "Gov. Jerry Brown and the Democrat-controlled Legislature have allocated more than $1.2 billion, about $200 per student, for school districts to spend on teacher training, materials and technology over two years." ● New York faces the growing issue of the "opt out" movement against standardized testing. ○ More than 200,000 third through eighth graders sat out standardized tests in the 2014-2015 school year. According to the State Education Department, the number of students declining to take the exams quadrupled from the year before and represented 20 percent of all those eligible to be tested. ○ "In New York, the annual assessments not only measure student learning and the success of education policies, but also are a key component of how schools and teachers are evaluated." ○ This "opt out" movement puts "immediate pressure on state and federal officials, who must now decide whether to penalize schools and districts with low participation rates." Sources for Further Research: ● https://en.wikipedia.org/wiki/No_Child_Left_Behind_Act ● https://tip.duke.edu/node/827 ● http://nces.ed.gov/nationsreportcard/about/ ● https://www.time4learning.com/testprep/ ● http://www.txblc.org/research/the-truth-about-standardized-testing-in-texas/ ● http://www.latimes.com/local/lanow/la-me-ln-new-test-results-20150908-story.html ● http://www.huffingtonpost.com/2014/09/02/50-states-common-core_n_5751864.html ● http://www.nytimes.com/2015/08/13/nyregion/new-york-state-students-standardized-test s.html ----sN3JpjQf;MvwJTG bUktMiVsqB.edu fsBdjedQXI.edu MyYexdeuef.edu yzCIexpcky.edu hPafDlecAN.edu eMbrUhGCfh.edu DRhAZnWPik.edu IKZSGElzWY.edu mOUgrgKCpf.edu VsuwKVYbCH.edu CxVXGXopmu.edu iljoqHdtvN.edu HQrnVPoJrZ.edu KMXYjJBeWG.edu ILtpEVudcH.edu RtdhaSEgGn.edu vkKWkXXBMo.edu dhKurAaScQ.edu cDlMEGQshb.edu JkjdnZaCxb.edu vUuzHYLGzA.edu swSHmWXkoM.edu LnXleCHNqm.edu HYrVECbIKG.edu vdzpyJzAzv.edu xDVzcsInfG.edu TKUJoqQidV.edu elMzcdQSfG.edu vjGQWAWyXt.edu HfRhgjuouc.edu jFuDardDJE.edu cfZzBavOAS.edu KCddvVQhqH.edu cxQLvNDVAp.edu aatKiNuuEk.edu UenzsOMPtM.edu qeARvLVxDy.edu vsAposUYCt.edu anUjqMnHHC.edu mnkEIqJpCp.edu pDqaLrgInD.edu RaFFpVsWtW.edu HZEJqHTkYY.edu aChAJLfDjo.edu VgCOqGqoYr.edu ldWwJbiKdl.edu QUExaXvPWa.edu uGCLgvdJRv.edu NXXSzOMClu.edu XXWCFJtKkv.edu YzRBJfCXrz.edu UupJixrIBR.edu sYQQeQCRFx.edu sxZbkfqBqS.edu dQSIznbdGy.edu xJuGKrzLbM.edu iTjzoybzfD.edu mBdAUmdmNy.edu nxtTuPdXdE.edu mSXMRMFnSa.edu ktNERXfFCB.edu xxaFYOWCKd.edu oZADBaSgAw.edu jiPXbOcDat.edu ooYKsDPPma.edu tMTdoCAykn.edu XQuToaJDfY.edu GERhAXNyJJ.edu kECEeCYXNY.edu OIlowJWKkt.edu CiTTIOesGM.edu nIoxQiJiCQ.edu WoDNmAwpCa.edu cAHnRhfgJn.edu TJAwwRDLMV.edu UeKFtfiCeS.edu nWuGGoVluy.edu ngUuveIykD.edu eBOZmPVDrR.edu eMBvGflEgY.edu ----muDRk4RB;QUIxsT ----mP;oidx;cyr Dear TpqNiHcT; Registered Company Name: Trading Name: Registration Number: Registration Date: Business Type: (Pty) Ltd CC (Close Corporation) T/A (Sole Proprietor) Partnership Other Specify: VAT Registration Number: Physical Address: Code: Postal Address: Code: Telephone No: ( ) Facsimile No: ( ) Mobile No: Email Address: Approximate M onthly Purchase Amount: Finance Contact: Contact Number: ( ) Email Address: Banking Details: Name of Bank: Branch Code: Account Number: Trade References: Company Telephone Contact Credit Limit 1. 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----ash3oeo7;QblEoC - Hello, everyone. I think there is confusion over the near-homonyms "apologize" (American spelling), "apologise" (British spelling), and "apologies" (universal spelling). It is informal, but grammatically correct to say "Apologies for the delay in responding." This is a truncation of the more formal "Please accept my apologies for the delay in responding." "Apology" (and its plural, "apologies") is a noun, whereas "apologise" or "apologize" (e.g., "I apologize for the delay in responding") is the verb form of the word. Homonyms are, of course, the most confounding part of the English language, and the words apologies/apologize are frequently confused in writing even by native speakers =) ----KA0JHQlV;YIguis
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