Transcript Assessment & Accountability

Assessment & Accountability
TEP 128A
March 7, 2006
Assessment
AS S ES S
S TUDENTS
INTERPRET
AS S ES S MENT
RES ULTS
PRO VIDE
PRAC TIC E
EVERY CHILD A READER
EVERY CHILD BY NAME
TEAC H
PREPARE
INS TRUC TIO N
Helps teachers,
students and
other
stakeholders to
gauge learning
and to plan
instruction
Assessment
• Formative: during a lesson (or within a
series of lessons)
– Questions
– Observations
– Student work samples
• Summative: at the end of a lesson (or series
of lessons)
– Standardized, norm-referenced (e.g., CST)
– Curriculum-embedded, criterion-referenced (e.g.,
end of unit tests)
• Diagnostic: main purpose is to determine
student learning needs (e.g., initial CELDT)
CA mathematics standards
By the end of grade one, students understand
and use the concept of ones and tens in the
place value number system. Students add
and subtract small numbers with ease. They
measure with simple units and locate objects
in space. They describe data and analyze
and solve simple problems.
http://www.cde.ca.gov/be/st/ss/mthgrade1.asp
How many characters
started out to see the
world?
 0
 13
 15

1
Student work samples
• Which strategies did children use to solve the
problem?
• What does each child’s answer reveal about
her/his understanding? About the
understanding of the group as a whole?
• What other information would you want to
gather in order to plan for future teaching?
AS S ES S
S TUDENTS
INTERPRET
AS S ES S MENT
RES ULTS
PRO VIDE
PRAC TIC E
EVERY CHILD A READER
EVERY CHILD BY NAME
TEAC H
PREPARE
INS TRUC TIO N
Accountability
• The use of
assessment data
and other measures
(e.g., attendance,
safety) by
policymakers to
determine how well
schools are
performing.
NCLB controversies
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The accountability movement
• 1983: A Nation At Risk
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– Choice
– Competition
– Standards
• What is the purpose of
public education? What
is the role of the federal
government?
State accountability measures
• California’s Student
Testing and Reporting
Program (STAR)
(1999)
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– California Standards
Tests (CSTs) match the
content standards
– Academic Performance
Index (API) measures
growth
• CSTs
• California High School
Exit Exam (CAHSEE)
• CA Alternative
Performance
Assessment (CAPA)
The Elementary & Secondary Education
Act: No Child Left Behind (2001)
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• Choice, Flexibility,
Teaching practices that
“work”, accounability
– Adequate Yearly
Progress (AYP)
• 100% of students
proficient by 2013
• Targets for subgroups
of students to close
achievement gap
Components of AYP
1) Achievement of the statewide Annual
Measurable Objectives (AMOs) in both
English language arts (ELA) and math
•
“Percent proficient”
2) Achievement of a 95% participation rate on
all applicable assessments
3) Achievement on the “additional” indicators
•
•
API for all schools, and
Graduation rate for high schools
Under No Child Left
Behind:
If a school does not meet its
academic growth target for two
consecutive years: parents have
the right to transfer their child to
a successful public school,
including a charter school and…
The school district
must pay for
transportation.
If a school has failed
for three consecutive
years, parents of
disadvantaged
students have the
right to supplemental
educational services
at the expense of the
school district.
If a school is
designated by
the state as
dangerous or
unsafe, parents
have the right to
request a
transfer to a
safer public
school.
No Child Left Behind (NCLB)
Highly Qualified Teachers & Paraprofessionals
Improving Teacher Quality State Grants
“Our new
education reforms
ask a lot of
America's
teachers—and we
owe them
something in
return. We owe
them our respect.
We owe them our
support”
-(Former)Secretary
Rod Paige-
Improving Teacher Quality State Grants
"Good teachers... need to know—deeply—the
subject they teach... You can't teach what you
don't know well."
-Sandra Feldman-
President of the American Federation of Teachers
TEACHER QUALITY
Does It Really Matter?
Good teaching lasts a lifetime - and bad teaching limits
dreams and opportunities. Compelling evidence confirms
what parents have always known: A teacher’s mastery of the
academic content of what he or she teaches is critical to
engaging students and inspiring them to academic excellence.
For example, students in Tennessee with “highly qualified”
teachers for three years in a row scored 50 percentage points
higher on a test of math skills than those who had ineffective
teachers
SOURCE: W.L. Sanders & J.C. Rivers, Cumulative and Residual Effects of Teachers on Future Student
Academic Achievement (Knoxville: University of Tennessee, 1996); and H. Jordan, R. Mendro & D.
Weerasinghe, Teacher Effects on Longitudinal Student Achievement (paper presented at the CREATE
annual meeting, 1997).
Defining A Highly Qualified Teacher
1. A Highly Qualified Teacher holds a minimum of a
bachelor’s degree
2. A Highly Qualified Teacher has obtained full state
certification or licensure
3. A Highly Qualified Teacher has demonstrated
subject area competence in each of the academic
subjects in which the teacher teaches (e.g., CSET)
TEACHER QUALITY
The Inequity
Students in High Minority Schools More Likely to
be Taught by Teachers Lacking Certification in
Their Field
27
30
20
13
Percent
10
0
Low Minority School High Minority School
Source: Richard M. Ingersoll, University of Georgia, Unpublished, 2000. From
Schools and Staffing Survey 1993-94
HIGHLY QUALIFIED TEACHERS
Timelines For Implementation

2002-2003: All teachers teaching core subjects in
Title I schools hired after the first day of the 20022003 school year must be “highly qualified.”

2005-2006: All teachers teaching in core academic
subjects, including Charter, VocEd and JROTC
teachers, must be highly qualified by the end of the
2005-2006 school year.