Neo-Conservative Ideas Berliner and Biddle (137-138)

• Neo-conservative “centrist” thought won out in school reform.

Main approaches to school reform: • Get tough on schools and teachers (stronger certification

requirements, basic skills tests for teacher).

• Recommit to academic EXCELLENCE (return to “golden years”).

• Establish a system of accountability based on performance on tests.

• Gradual increase in the Federal role –Top Down Approach.

• Mistrust of educators.

What is in a name?

No Child Left Behind

No Child Left Behind is trying to solve what problems?

1. Lack of progress as seen on national tests results (National Assessment of Educational Progress, NAEP).

2. The achievement GAP on tests, differences in testperformance for differentethnic groups and low incomestudents.

Goals: Raise test scores, give parents choice, insure qualified teachers.

Based on history and current results, a test based system assures a high failure rate.

40% of the nations’ schools have been labeled as failing AYP over the past six years

Will high-stakes testing encourage lower standards?

Professor Darling Hammond, Stanford UniversityProfessor Darling Hammond, Stanford University

• A CALL FOR HIGHER ACCOUNTABILITY A CALL FOR HIGHER ACCOUNTABILITY SHOULD MEAN “SHOULD MEAN “two way” two way” accountability accountability

• In exchange for being held accountable, In exchange for being held accountable, states should make sure that schools have states should make sure that schools have the resources to improve. the resources to improve.

No Child Left Behind

States must set standards.

States must test all students in reading and math grades 3-8 and once in high school.

For the first timeFEDERAL RULESMANDATES SPECIFICPROGRESS GOALS

Within Content Areas:Reading and Math Scores--School & District must Meet Adequate Yearly Progress Combines 3 Elements

1. Student Performance— Meet a set pass rate and All SUBGROUPS must pass

2. Student Participation in testing.

3. School Progress over time to 100% pass rate of all students in grades 3-8 by 2014

95%

When scores are computed, and schools’ (subgroups) are below

standard, then the School Improvement Timeline takes effect

Miss AYP Miss AYPMiss AYP School Improvement Yr 1(CHOICE)Miss AYP School Improvement Yr 2 (TUTOR) (supplemental educational services)Miss AYP Corrective ActionMiss AYP Restructure (planning year) Restructure (implement plan)

FEDERAL REGULATIONS CONTAIN STRICT SANCTIONSWhen schools fail to meet AYP this timeline begins….

PROGRESS TO 100% INILLINOIS

100% Pass Rate by 2014 LECTURE WRITE QUESTION 1

NCLB In your view, what are some of the consequences of the rule for Adequate Yearly Progress that requires schools to progress to a 100% pass rate of all students in grades 3-8 in math and reading tests by the year 2014.

TO PASS AYP All subgroups must meet the standard pass rate.

• Grades 3-8, and once in High School

Subgroups SIZE DIFFERS state-to state: Three years ago Illinois increased subgroups from 40 to 45, groups are:

Race/Ethnicity Economic Background English Proficiency Disability (now 3% Alternative Tests)

Diversity Penalty(Darling Hammond, 12)

Diversity Penalty—the more subgroups, the more ways to fail.

New York set subgroups at

30 students in the school to be a valid subgroup, Illinois set subgroups at 45.

MANY URBAN SCHOOLS ARECHALLENGED BY GREATERDIVERSITY IN THEIR STUDENTPOPULATION

RESULTS OF STATE TESTS Composite Scores

Composite (Group) scores on state tests don’t tell the whole story either (Darling-Hammond, 19)

2003 2004

• Laura 100 90• James 90 80• Felipe 80 70• Kisha 70 65• Raul 20 transfers out

Assessments do provide valuable information for teachers and administrators.

– Schools should know how students are performing

– Schools should know how subgroup are performing

– Schools should be concerned about students who have traditionally had poor outcomes.

“The Collision of New Standards and Old Inequalities” Professor Linda Darling-Hammond, Stanford University

School of Education • Some of the unintended consequences

– Teach to the test– Limited English Proficiency (LEP) groups will never reach

100% (proficient students move out of the group)– Students with disabilities are not on grade level but have

IEP that reflect “instructional” level– Teachers leave “needs improvement” and “failing” schools– The more diverse a school, the more likely to have a

subgroup fail to meet the standard “diversity penalty”– Loss of funds to struggling schools $$$– CHOICE Transfer programs need non-failing schools with

open slots– States will consider lowering standards– Pressures on students will increase the dropout rate

How can assessments be used to improve student achievement?

“If we are to achieve the noble goal of NCLB, the law must be amended so that states have flexibility and encouragement to use thoughtful performance assessments and that test are used diagnostically for informing curriculum improvements rather than punishing schools and students” (Darling-Hammond, 24)

How can assessments be used to improve achievement according to Darling-Hammond?

• Value Added Assessments

– Give achievement tests on read and math levels at the beginning of the year.

– Test at the end of the year.– Assess advancement in grade levels.

• Diagnostic tests that match to curriculum to target interventions for students.– Assess specific skills– Re-teach skills as needed.

What broader set of assessments should be used to monitor student achievement?

Darling-Hammond

• Progress should be evaluated on multiple measures—– Attendance– *School progress (results on state tests, and results on

improving other measures of progress)– *Graduation rates– Passing courses by students – *Classroom performance on tasks beyond multiple choice

tests.*Highlighted in blueprint for “Race to the Top”

Darling-Hammond agrees with NCLB requirement:

“One of the most important aspects of NCLB is that it requires all schools to provide “highly qualified teachers” to all students by 2006.

– Fully certified– Show competency (states set standard of

competency—state tests in subject matter, advanced training in subject matter, classroom assessment of skills)

Darling-Hammond recommends we focus on ways to keep more qualified teachers in the classroom. Looks to Federal Government for Leadership

• Qualified teachers—

– *Recruit more candidates in high-need fields (math, science, special education) and locations (low performing schools, provide incentives). Provide scholarships and forgive loans to students who commit time in high-needs fields and locations.

– Provide new teachers with mentors to reduce attrition (1/3 new teachers leave the profession in first five years)

Darling-Hammond recommends we focus on ways to keep more qualified teachers in the classroom. Looks to Federal Government for Leadership

• Qualified teachers—

– *Schools should provide strong professional development to teachers

– Increase teachers’ salaries

– *Improve working conditions (more planning time, encourage more teacher collaboration)

*Highlighted in blueprint for “Race to the Top”

Duncan on qualified principals and teachers….

Great Teachers and Leaders in Every School • Effective teachers and principals. We will elevate the

teaching profession to focus on recognizing, encouraging, and rewarding excellence.

• We are calling on states and districts to develop and implement systems of teacher and principal evaluation and support, and to identify effective and highly effective teachers and principals on the basis of student growth and other factors.

• These systems will inform professional development and help teachers and principals improve student learning.