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Exposing learners to the opportunities that lie ahead begins with establishing equitable learning environments and exposing them to a myriad of possibilities. For Dr. Patricia Gándara, ETS Board of Trustees Member, Research Professor of Education in the School of Education and Information Sciences at UCLA and Co-Director of the Civil Rights Project at UCLA, discovering what was possible began with exploring educational opportunities outside of what she was exposed to growing up. After individuals in her school and local community took time to contribute to her personal and academic development, Dr. Gándara was able to progress in her learning journey and serve as a role model for not only the next generation of English-language learners, but for peers who came from similar backgrounds. As an advocate for bilingual learners, Dr. Gándara has encouraged these students to believe in and voice their perspectives on the world and to serve as mentors for others to see the possibilities availa

Efforts to promote equity and ensure opportunity for all learners in the United States requires a deeper understanding of how the supports provided to students outside of school influence learning and how schools can compensate for lack of such supports among some students. The relationship between students’ academic success and the resources available to them in their homes and communities has long been a topic of interest to education policymakers and researchers. Researchers often use socioeconomic status (SES) to examine influences on student learning. Measures of SES typically include information about student and family background. Although SES can be measured in a variety of ways, researchers have largely settled on three components as the basis for student SES measurement: parental education, parental occupation, and family income. This student SES information is often collected as part of the survey questionnaires that are paired with large-scale assessments (LSAs), providing

Last year was filled with tremendous challenges that forced the world of education to continually pivot and adapt. It also made vividly clear that ETS’s mission – to advance quality and equity in education by providing fair and valid assessments, research and related services – has never been more critical. Now is the time for us to act with purpose and ask ourselves, “what’s necessary,” and, “what’s possible?” For all the progress we’re making in this world, many people are still left behind, facing inequities in education, housing, finance, food and more. As a society, we must do everything we can to address these inequities because it’s the right thing to do. If successful, we’ll have a much better world to live in for ourselves, our children and generations to come. At ETS , we believe the journey to those possibilities starts with learning. Therefore, now is the time to engage our community of learners, educators, parents and leaders like never before in the pursuit of creating mo

Aligned with InTASC Model Core Teaching Standards (PDF), the PPAT® assessment measures the instructional capability of teacher candidates before receiving a license. The assessment consists of four tasks — one formative and three summative. Each task requires written commentary and submission of artifacts. A video is required for Task 4. The tasks are described below, and a requirements document and rubric document have been provided for each. The requirements document contains the activities and guiding prompts for each task, the standards and indicators measured by each task, and detailed instructions to follow when submitting responses. The rubric document contains the four task-specific rubrics that are used to evaluate the elements of the evidence you provide. Before beginning the assessment, review the PPAT® Candidate and Educator Handbook (PDF) for information about the tasks, rubrics, writing guidelines, how to include artifacts and record video and more. Guidance for Completi

School leadership candidates required to submit a performance assessment now have another assessment choice — the ETS ® Performance Assessment for School Leaders (PASL). The PASL assessment allows you to demonstrate the application of knowledge and skills identified as relevant and important for beginning school leaders. The assessment contains three tasks requiring written commentary and submission of required documents called artifacts. A video of you facilitating a collaborative team during your internship experience is required as one of the components for Task 3. Task responses can be created throughout your clinical experience rather than at the end, allowing you to continually refine your professional practice. You will complete tasks by entering and submitting a written response and uploading artifacts via an online submission system. Within the online system, you can: enter a written response to each task link the required documents and artifacts to the written response upload

English Language Learning, Higher Education, Workplace & Training, Scoring Services A business development venture in which ETS seeks to partner with organizations, start-ups, venture capitalists, tech entrepreneurs and others to grow their business, help to improve their offerings, or add our products, services, capabilities and research to their offerings. ETS Accelerate provides access to our intellectual property through licensing, research and development, partnerships, and general business development opportunities. ETS Strategic Capital English Language Learning, Higher Education, Workplace & Training, Scoring Services Mission-driven and strategic, ETS Strategic Capital was formed to invest in, acquire or partner with innovative companies and technologies to further enhance the ETS strategy and mission — to advance quality and equity in education for learners worldwide. Skills for a New Economy Higher Education, Workplace & Training Automation, artificial intellige