Transforming Education for the Future Act

(a) Establishment. There is established within the National Center for Education Research a taskforce to be known as the Taskforce to Evaluate Testing Practices and Promote Quality Teaching (in this section referred to as the Taskforce).

(b) Duties. The duties of the Taskforce shall be to—

(1) identify—

(A) the effect standardized test practices have on student wellness, learning, and postsecondary education success;

(B) opportunities to promote in elementary schools and secondary schools performance-based assessment systems that are developmentally appropriate, promote experiential and project-based learning, and build technological literacy skills, and maintain consistent, rigorous expectations;

(C) potential metrics of educational quality and equity that do not rely on standardized assessments, including opportunity-to-learn data; and

(D) barriers that prevent elementary and secondary schools from establishing innovative assessment systems; and

(2) make recommendations to address such barriers.

(c) Membership

(1) In general. Not later than 1 year after the date of the enactment of this Act, the Commissioner for Education Research shall appoint to the Taskforce not fewer than 5, and not more than 10, members.

(2) Inclusion of educational assessment experts. At least 1 member appointed under paragraph (1) shall be an individual with expertise in education assessment systems, including performance-based assessments.

(3) Terms. Each member shall be appointed for a term of 2 years.

(4) Basic pay. Members shall be paid at a rate equal to the rate of basic pay for level IV of the Executive Schedule.

(5) Vacancies. A vacancy in the Taskforce shall be filled by an appointment of a new member by the Director in consultation with—

(A) public elementary school teachers and other educators;

(B) public secondary school teachers and other educators;

(C) public school leaders; and

(D) individuals representing organizations with expertise in education policy.

(d) Director of Taskforce. The Director of the Taskforce shall be appointed by the Commissioner, in consultation with—

(1) public elementary school teachers and other educators;

(2) public secondary school teachers and other educators;

(3) public school leaders;

(4) school-based mental health services providers; and

(5) organizations representing educators, including unions and professional associations.

(e) Report required. Not later than 2 years after the date on which the Commissioner completes all appointments to the Taskforce required under subsection (c)(1), the Taskforce shall submit to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and Workforce of the House of Representatives a report that includes—

(1) a review, disaggregated by each State, of assessments administered to students in kindergarten through grade 12 that includes—

(A) a description of each summative assessment the State used, including assessments developed pursuant to the innovative assessment demonstration authority under section 1204 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6364);

(B) an estimation of the cost of administering each such assessment, including the value of the contract as well as any hardware, software, and other procurements required to administer the assessment;

(C) an estimation, for each grade, of the test administration time allocated each academic year for such assessments, including time spent on preparing for such assessments, such as through the use of student practice tests;

(D) an estimation, for each grade, of the classroom instructional time lost each academic year while preparing students for each such assessment; and

(E) a description of how each State is using data from such assessments, including whether such data is used for punitive purposes;

(2) an accounting of Federal, State, and local funds paid to for-profit entities for the purpose of designing, developing, administering, and scoring summative assessments;

(3) a study of the interaction between statewide summative assessment and accountability systems, as implemented as of the date of the beginning of the report required under this subsection, and the quality of teaching and learning, including—

(A) the extent to which statewide summative assessments are aligned to 21st century skill development;

(B) the extent to which such assessment and accountability systems lead to a narrowing of curriculum; and

(C) the effect of such assessment and accountability systems on the quality of instruction and opportunities for deeper learning across a variety of subjects and skills;

(4) a description of barriers that prevent schools from establishing and implementing innovative assessment systems that promote performance-based assessment;

(5) recommendations to overcome such barriers; and

(6) recommendations for innovative assessment systems that—

(A) are created in partnership with teachers and other educators;

(B) empower teachers;

(C) reduce elementary and secondary school reliance upon summative assessment tools from for-profit third-party vendors; and

(D) create a framework for designing a balanced assessment system that supports equitable opportunities for learning and centers students’ needs.

(f) Expiration of taskforce. The Taskforce shall expire on the date that is 30 days after the date of the submission of the report required under subsection (d).