Institute for Urban and Minority Education
Teachers College, Columbia University
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Columbia University

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RSVP for a Special Guest Lecture with Dr. Shirley Steinberg

IUME is excited to announce that Dr. Shirley Steinberg, Research Professor of Youth Studies at the University of Calgary and Consulting Professor and Director of the Institute of Youth and Community Research at the University of the West of Scotland, will be speaking at Teachers College! Dr. Steinberg has published countless books on youth culture, and her upcoming talk is entitled "Islamic Youth as Political Pawns: Critically Deconstructing Fear and Media.

To RSVP for Dr. Steinberg's lecture, please click here.

IUME Director Ernest Morrell's NCTE Presidential Address Published

IUME Director Ernest Morrell's 2014 NCTE Presidential Address has just been published by the National Council of Teachers of English (NCTE). Morrell served as NCTE President from 2013-2014, and at this year's annual conference in Boston, he gave the annual President Address as a capstone to the conference. Congratulations once again for completing his Presidential year at NCTE and leading--and inspiring--tens of thousands of English teachers nationwide!

Click here
to read the recently published speech on the NCTE website and click here to watch a recorded video of his speech on the IUME YouTube channel.

Learn More About IUME's Literacy Teachers Initiative (LTI) Project

 IUME was excited to announce the launch of the Literacy Teachers Initiative (LTI) Project in spring, 2012. Since then, we have partnered with dynamic elementary and middle school teachers from Harlem and Brooklyn in an effort to collaboratively work toward finding increased pedagogical methods for students. The LTI Project is led by Dr. Jodene Morrell of Teachers College. We have grown in number and ideas each year, received competitive research grants, presented at Teachers College and state, national, and international conferences, and written for publication.

Check out our LTI page for more information and check out the biographies of the Teacher Fellows here!

Welcome to our newest IUME Postdoctoral and Faculty Fellows!

We are excited to welcome our newest group of accomplished and innovative IUME Fellows who will be working with us this year. Our IUME Faculty Fellows include Dr. Brian Lozenski, from Metropolitan State University, and Deron Wallace, from the University of Cambridge. In addition, Teachers College's Minority Postdoctoral Fellow, Dr. Monique Lane, from the University of California-Los Angeles (UCLA), will also be be a part of IUME research this year.

Learn more about them on our Faculty Fellow page and Postdoctoral Fellow page.

Learn More about the Youth Historians in Harlem Program!

The Youth Historians in Harlem (YHH) project, sponsored by IUME, is a new critical approach to teaching history in urban schools in Harlem, focusing on empowering minority youth through their own cultural experiences, involving students in the practice of "doing" history through guided projects, programs, and participatory action research. YHH seeks to increase students' interest in history through innovative and engaging pedagogical approaches that help them become historians, researching the rich historical past of ‘their’ Harlem community. While YHIH seeks to advance the historical knowledge of education in Harlem, above all, our project seeks to make history relevant to urban students and help increase academic achievement. To learn more about this exciting project, visit the official website here.

Subscribe to our IUME YouTube Channel!

Have you visited the official IUME YouTube page recently? Want to learn more about IUME? Make sure to stop by our YouTube page here and watch a few of our videos and subscribe!. Not only do we keep a collection of IUME events and Colloquia, but our video team prepares short clips on critical research. The most recent Beyond Bullying presentation is now available, as is our December Colloquium and other great clips that should be shared!

In our increasingly digital and mutlimodal era, we believe strongly in collaborative educational content, so make sure to check back often and subscribe to your channel.


Announcements > Professor Edmund Gordon to Lead Commission on the Future of Assessment in K-12 Education

Professor Edmund Gordon to Lead Commission on the Future of Assessment in K-12 Education

Present-day knowledge and technology may be insufficient to meet the
changing demands of the U.S. education enterprise

Princeton, N.J. (April 28, 2011) — Concerns over current and future emerging changes in the U.S. education enterprise have led one of the nation's premier educational psychologists, Professor Edmund W. Gordon, to lead a two-year study group — the Gordon Commission on the Future of Assessment in K–12 Education.

The commission will consider what educational assessment will look like, and what it should be capable of doing now and through the middle of the 21st century, given the possibility that the present-day knowledge and technological bases for educational assessment could be insufficient to meet the changing demands of the education enterprise in the next 40 years.

Dr. Gordon, a professor emeritus at both Yale and Columbia Universities says, "We need to address these changes now in order to improve the educational opportunities for all people and drive innovation in educational assessment. The work of this commission will be completely transparent and serve to inform teaching and learning in the pursuit of excellence and equity in education."

Comprising more than 20 of the most distinguished scholars in the fields of education sciences, psychometrics, and public policy, and chaired by Dr. Gordon, the commission will try to determine whether future assessments and practices in education should be the same as, or different from, the past and present in terms of:

  • Purpose
  • Structure and design
  • Modes of delivery and scoring
  • Uses of instruments and assessment data
  • The management and interpretation of assessment, program, and student characteristics and performance data

"It is critical that we further examine how to effectively tap into emerging research and development in order to improve teaching and learning through assessment and the better use of educational measurement." Dr. Gordon adds, "Just as the paradigms for education are shifting, our models for assessment will need to change — perhaps moving from a primary concern for accountability and prediction to a greater focus on descriptive diagnosis to inform teaching and learning transactions."

During year one the commission will explore: what education is expected to become and should be by 2050; what will be the consequent demands on the educational assessment enterprise; and what technical and theoretical solutions to those demands are conceivable.

During year two the commission will turn its attention to the development of specifications for procedures, instrumentation, data management systems and administrative policies and practices that are appropriate to the identified changing demands, as well as the development of policy positions that are responsive to those demands.

Professor Gordon expressed the appreciation of his Commission members and himself to Educational Testing Service for the initial funding and logistical support provided for the Gordon Commission, but stressed that the Commission will conduct its work autonomously and independently. Professor Gordon indicated that the Commission will seek additional funding from other corporate, public and philanthropic sources.

About the Gordon Commission on the Future of Assessment in K–12 Education

A two-year study group comprised of thought leaders, trailblazers and innovators in academia, research and policy, the Gordon Commission seeks to harness emerging developments in the pedagogical, cognitive and technological sciences to improve K–12 educational assessment — now and into the mid-21st century. Its mission is to analyze the best assessment practices and our nation's current and future educational needs, and generate recommendations that will improve pedagogical practice, educational measurement and student achievement. 

For more information on the Gordon Commission please contact Paola Heincke, 609-683-2153, or

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