Download pptx - High Stakes Testing and African American Learners: Raising the Bar or Barring the Raise?

High Stakes Testing and African American Learners: Raising the Bar or Barring the

Raise?

Brenda L. (Townsend) Walker, Ph.D., J.D.

Professor

University of South Florida

(813) 974-1385

[email protected]

ADVANCE ORGANIZER

1. Rationale

2. Seven Year Itch--NCLBA of 2001 and Academic Achievement

3. National and Florida trends

4. Focus Group Responses

5. Recommendations for Equitable Accountability and Achievement

RationaleIntent of NCLBA of 2001

Close Achievement Gaps Seven to ten years of data

High Pressure, High Stakes Testing Barriers to Achievement

The New Majority

Implications for Teacher Educators

National Assessment of Educational Progress (NAEP) Trends

Purpose: To show what students know and can do

Scaled scores (0-500)

Three Levels

Basic: partial mastery of knowledge and skills that are fundamental for proficient work

Proficient: solid academic performance that demonstrates competency over challenging subject matter

Advanced: superior performance.

NAEP TRENDS BY RACE

NAEP MATH 4th Grade

NAEP 4th Gr. Reading

2007 NAEP Reporting Groups in FL4th Grade Reading

Basic Proficient0

10

20

30

40

50

60

70

80

90

100

Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack

2007 NAEP Reporting Groups in FL8th Grade Reading

Basic Proficient0

10

20

30

40

50

60

70

80

90

100


2007 NAEP Reporting Groups in FL4th Grade Math

Basic Proficient0

10

20

30

40

50

60

70

80

90

100


2007 NAEP Reporting Groups in FL8th Grade Math

Basic Proficient0

10

20

30

40

50

60

70

80

90

100


Hillsborough County, FL4th Grade Reading

% >=3 on FCAT

2000 2004 2006 20090

102030405060708090

100

Asian/Pacific IslanderWhiteHispanicAmerican Indian/AlaskanBlack

Pinellas County, FL4th Grade Reading

2000 2004 2006 20090

10

20

30

40

50

60

70

80

90

Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack2

% >=3 on FCAT

Polk County, FL4th Grade Reading

2000 2004 2006 20090

10

20

30

40

50

60

70

80

90


% >=3 on FCAT

Sarasota County, FL4th Grade Reading

2000 2004 2006 20090

10

20

30

40

50

60

70

80

90

100

Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanColumn2

% >=3 on FCAT

Manatee County, FL4th Grade Reading

2000 2004 2006 20090

10

20

30

40

50

60

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80

90

100


% >=3 on FCAT

Hillsborough County, FL 5th Grade Reading

2000 2004 2006 20090

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80

90

100


% >=3 on FCAT


2000 2004 2006 20090

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% >=3 on FCAT


2000 2004 2006 20090

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80

90


% >=3 on FCAT


2000 2004 2006 20090

10

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80

90


% >=3 on FCAT


2000 2004 2006 20090

10

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100


% >=3 on FCAT

Hillsborough County, FL6th grade Reading

2000 2004 2006 20090

10

20

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% >=3 on FCAT


2000 2004 2006 20090

10

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% >=3 on FCAT


2000 2004 2006 20090

10

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% >=3 on FCAT


2000 2004 2006 20090

10

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80


% >=3 on FCAT


2000 2004 2006 20090

10

20

30

40

50

60

70

80

90

100


% >=3 on FCAT

Manatee, FL8th Grade Reading

2000 2004 2006 20090

10

20

30

40

50

60

70


% >=3 on FCAT


2000 2004 2006 20090

10

20

30

40

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60

70

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% >=3 on FCAT


2000 2004 2006 20090

10

20

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% >=3 on FCAT


2000 2004 2006 20090

10

20

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% >=3 on FCAT


2000 2004 2006 20090

10

20

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80


% >=3 on FCAT


2000 2004 2006 20090

10

20

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40

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% >=3 on FCAT


2000 2004 2006 20090

5

10

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45

50


% >=3 on FCAT


2000 2004 2006 20090

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% >=3 on FCAT


Category 1

Category 2

Category 3

Category 4

0

10

20

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60


% >=3 on FCAT


2000 2004 2006 20090

10

20

30

40

50

60

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80


% >=3 on FCAT

Focus Group Responses

3 Groups of African American males with juvenile records

Ages 13-18

Dropped out in middle or high schools

Perception of Schooling ThemesAlienation from academic processAlienation from social processDisconnected from teachersDesire for school privileges

Recommendations for Equitable Accountability and Achievement

Consistent federal and state assessments and benchmarks

Vigilant self-monitoring of unintended consequences Disaggregate the disaggregated data

Intersection of race and gender

Sustained teacher and administration professional development Social justice

Avoid competing practices Low-performing v. high-performing strategies Students viewed as testing liabilities v. assets Encouraging drop-outs to raise test scores

Recommendations

Nonpunitive supports for struggling learners

Culturally-responsive teaching, leadership. and management systemsSelf-critique Identify attributes, skills, strengths, talents, interests Incorporate in teaching and communication Solicit socially-valid input and feedback