State-mandated Assessment Research Articles

Shifting language orientations: impact of state-mandated assessments on dual language educators’ language ideologies

ABSTRACT As educators can open and close implementational and ideological spaces for bilingualism, they are language policy agents. Concurrently, their language ideologies are also informed and shaped by dominant discourses such as the discourse of accountability and neoliberalism. Inspired by ethnographic studies, this qualitative study explored the interplay between midwestern dual language bilingual education (DLBE) program educators' language ideologies and their interpretation of state-mandated assessments. Qualitative data analysis was complemented by critical discourse analysis for observation and interview data collected over three months. Findings reveal that DLBE educators perceived Spanish instruction as invaluable for emergent bilingual education, demonstrating language-as-resource orientation. However, their language orientation often shifted when confronted with testing pressure, as students' performance on state-mandated assessments was used to evaluate the educators. The findings highlight that different language orientations are expressed simultaneously, indicating that the ideological orientation of language-as-problem, language-as-resource, and even language-as-right are not detached paradigms. The findings also suggest that state-mandated assessments are a powerful language policy tool, perpetuating a monoglossic ideology. A close examination of language-as-resource orientation revealed that the monoglossic ideology in bilingual programs serves the interest of white English-speaking families, which calls for critical evaluation of the orientation in future studies.

Intra-active policy work in Ohio: curriculum, pedagogy, and assessment

ABSTRACT Expanding on our previous work considering the impact of physical education policy on curriculum within the United States of America (U.S.), we undertake a critical reflection of the influence of policy work at the state level. Specifically, we focus on the impact of physical education policy (e.g. standards) within Ohio on curriculum, pedagogy, and state-mandated assessment. SB 210, signed into law in 2010, established the measurement of student success in attaining the benchmarks outlined in the Ohio Physical Education Academic Content Standards. We consider the impact of this legislation and resulting policy documents on the intra-active nature of curriculum, pedagogy, and assessment in the current socio-political environment in Ohio. We highlight the tension between developing socially just physical education curriculum and practices at a time when the state legislature is passing more conservative legislation within education and beyond.

Refusing the Test: Debating Assessment and Accountability in Public Education

Through widespread “opt-out” efforts over the past several years, parent and student activists have pressured schools, districts, states, and the federal government to reconsider the extent and limits of state-mandated assessments. This case study focuses on the ethical questions faced by a principal in a school divided over state standardized testing. Facing a new wave of refusals, this leader must respond to parents and teachers who have concerns about testing, as well as other members of her community who support these assessments. This case considers how a school leader might balance different, competing obligations: to respect parents’ rights, acknowledge teachers’ concerns, support student learning, and implement district and state policy.

Reading inequities by the economic status of Texas grade 3 english language learners: A Texas, multiyear analysis

Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor (i.e., did not qualify for the reduced or free lunch program), English Language Learners who were Moderately Poor (i.e., qualified for the reduced lunch program), and English Language Learners who were Extremely Poor (i.e., qualified for the free lunch program). In all cases, reading achievement was lowest for English Language Learners who were Very Poor, followed by English Language Learners who were Moderately Poor. English Language Learners who were Not Poor had the highest reading performance in all four school years. Implications for policy and practice, as well as recommendations for future research, are provided.

Differences in Grade 3 Reading by the Economic Status of Students of Color: Much Cause for Concern

The purpose of this study was to determine the degree to which the economic status (i.e., Economically Disadvantaged, Not Economically Disadvantaged) of Grade 3 Hispanic students and Black students was related to their reading achievement. Texas statewide data on the state-mandated reading assessment for the 2015-2016 school year were analyzed. Inferential statistical procedures, used on statewide archival data, revealed statistically significant differences as a function of poverty for Hispanic and Black students. Statistically significantly lower percentages of students of color who were economically disadvantaged met the three Phase-in standards on the state-mandated reading assessment than their counterparts who were not economically disadvantaged. Given the importance of strong reading skills at Grade 3, our results are cause for concern. Implications of these findings and recommendations for future research are discussed.

Gender Differences in the Reading Performance of Texas Grade 3 English Language Learners: A Multiyear, Statewide Investigation

Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed between English Language Learner boys and English Language Learner girls. Data were obtained on the reading performance of all Grade 3 English Language Learner boys and girls for three school years. Inferential statistical analyses revealed that English Language Learner girls had statistically significantly better reading performance than English Language Learner boys in all three school years. Implications for policy and practice, as well as recommendations for future research, are provided.

Digging Deeper: Understanding the Reading and Motivational Profiles of Students Who Do Not Demonstrate Proficiency on State-Mandated Reading Assessments

This study evaluated the reading and motivational profiles of 187, 3rd, 4th, and 5th graders who failed their state-mandated reading assessment. Students completed reading assessments and the Motivation for Reading Questionnaire. Overall, student performances were below grade-level expectations, with the greatest discrepancy occurring between narrative and expository comprehension. While the reading factors were similar to other studies, the motivation factors failed to identify an avoidance factor. When motivation and reading were combined, the profiles changed, underscoring the importance of providing interventions based on both reading and motivational. Discussion focuses on the implications for designing interventions to support overall reading development.

What’s the purpose? Educators’ perceptions and use of a state-mandated kindergarten entry assessment

Educator’s perceptions and use of a state-mandated kindergarten entry assessment (KEA), the Alaska Developmental Profile (ADP), were investigated using a mixed-methods approach with 233 educators representing 23 districts in the state of Alaska. Educators reported inconsistencies in the administration, implementation, perceptions, and use of the ADP. These inconsistencies were connected to an unclear understanding of the purpose for the ADP, a finding that most likely reflects the compliance model of those administering state-mandated assessments instead of educators seeing these tools as useful for instructional decision-making. Results suggest policy makers should strive to ensure all stakeholders have a clear understanding of the purpose for a state-mandated KEA and that systems are in place to ensure reliability and validity of the data. Teachers are urged to become familiar in using formative, observation-based assessment approaches and consider how data gathered from a KEA can provide meaningful information for instructional planning. Administrators are encouraged to provide the professional development and support needed to engage in data-driven decision making. And finally, researchers are reminded of their role in helping conduct research that examines the processes and impact of state-mandated assessments.

Long-Term English Language Learners’ Educational Experiences in the Context of High-Stakes Accountability

Background/Context A large number of emergent bilinguals, also known as English language learners (ELLs), in secondary schools have experienced academic difficulties, grade repetition, inappropriate referrals to special education, and dropout. They are the most in danger of academic failure and in need of highly qualified instruction that meets their needs; however, they have received little attention from schools. To better understand secondary emergent bilinguals’ academic challenges, it would be necessary to examine their learning experiences throughout schooling, including language support programs and services provided, instructional practices and academic support implemented, and assessments administered to make their educational decisions. In particular, as the high-stakes accountability system has played a critical role during their course of schooling, it would be essential to examine how the accountability system has interacted with these underachieving emergent bilinguals. Purpose/Focus of Study This manuscript draws from a larger qualitative study (Kim, 2013) that investigated long-term ELLs’ history of schooling and their perceptions of language and academic learning experiences. The purpose of this analysis is to more closely examine the nature of language support received during participants’ K-12 schooling and their program placements in the context of their performance on state-mandated language and academic achievement tests. Experiences of participants who were retained and referred to and/or placed in special education serve to illustrate schools’ responses to these underachieving emergent bilinguals. Setting/participant This research study took place at a high school in central Texas. Eleven secondary emergent bilinguals who met the purpose of this research project participated in the study. The essential attributes of participants for inclusion were English language learners who (a) met the state eligibility criteria for classification as limited English proficiency, (b) had attended public schools in the United States for seven years or more, and (c) had at least a year of high school experience. Research Design A qualitative research design based on a constructivist, Naturalistic Inquiry (NI) paradigm was utilized to understand the reality of participants’ school challenges. This NI approach is appropriate to analyze concepts and themes derived from the exploratory cases of this population. Data Collection and Analysis Data sources were individual, semi-structured, and in-depth interviews and a variety of school documents that included each student's cumulative folder, Language Proficiency Assessment Committee (LPAC) documents, and academic assessment records. As the constant comparative method of data analysis was a core function of this research process, data analysis occurred concurrently with data collection. Triangulation among students’ recollections of their program placements, archival data, and informant (i.e., district bilingual and ESL professionals) interviews was used to ensure that the findings accurately reflected the actual phenomenon. Member checks, reflexive journaling, and peer debriefing were also utilized to ensure the trustworthiness of the study. Findings Participants in this study experienced multiple layers of limited opportunity to learn as they moved through the educational process. They began their schooling with inadequate bilingual education services in elementary grades, and many of them were retained and/or referred to special education, mainly due to their unsatisfactory scores on state-mandated assessments. Subsequently, participating ELLs all moved up to middle school where they received little English language support; their continued low scores on high-stakes assessments led to placement in remedial programs or intervention courses for state mandated tests. During their high school years, this pattern continued with the addition of End-Of-Course designated courses, remedial courses for preparing for state mandated tests, and credit recovery programs. Though state assessments should not be exclusively used to measure student learning, they were solely used to participating ELLs’ high-stakes instructional and placement decisions (e.g., retention, placement in remedial programs), which appeared to negatively affect participants’ educational trajectory by increasing the gaps in their opportunities to learn. Conclusions/Recommendations The participating ELLs’ experience of schooling fostered academic gaps due to their limited opportunities to learn, and they had been inadvertently excluded from the formal curriculum because schools in the district did not have adequate programs and services to address these learners’ linguistic and academic needs. Informed by social capital framework research and theory, findings suggest that participants’ gaps in learning continued to grow with each subsequent year of schooling, exacerbated by their limited access to appropriate language services and educational support, thereby rendering them struggling, low-achieving, long-term ELLs. Despite their academic challenges, participating ELLs remained eager to succeed in school, which raises a critical question regarding how well the educational system is prepared to provide these emergent bilinguals with high quality, rigorous programs that are responsive to their linguistic and academic needs.

The Effects of Single-sex Mathematics Classrooms on African-American Males in the Ninth Grade

High dropout rates and poor academic performance are frequent characteristics of the educational experience for African-American male youths (Bailey & Paisley, 2004). With increased accountability standards to raise the academic achievement levels, single-sex educational environments have taken a central role in school reform agendas and initiatives in many school districts (Herr & Arms, 2004). The incorporation of a single-sex grouping served as a conduit for teachers to deliver instruction based on the varied learning styles of the students.This study was designed to determine the effect single-sex classroom instruction has on African American males’ achievement in ninth-grade mathematics compared to that of the other student groups. The researcher investigated a public school in a North Texas school district that offered alternative educational options for the students. Single-sex classrooms were created in mathematics. Teachers taught single-sex classes of students from varied ethnic backgrounds during at least one double-blocked period each day. Ex post facto data were analyzed. An independent samples t-test and a two-way factorial Analysis of Variance (ANOVA) were utilized to test each hypothesis to determine whether significant differences existed in the scale scores of comparison groups on state-mandated assessments over a period of 3 years. The instrument used to measure academic achievement is the Texas Assessment of Knowledge and Skills.This study found that the mathematics scores of African American males in single-sex classes did not significantly differ from the scores of African American males in coeducational classes. The scores for the males in single-sex classes were slightly higher than that of males in coeducational classes at each grade level throughout the 3-year period. The mathematics scores of African American females in single-sex learning environments were not significantly different than those of African American males in single-sex classes. The scores for the female students were consistently higher throughout the 3-year period. This study identified the need for single-sex instructional opportunities for students as a means of eliminating the achievement gap.

Assessing Teacher Education through Mathematics Pupil Performance: A Case Study about Implementation in Response to External Pressure

Abstract Policymakers and accreditation agencies are now seeking to gauge the effectiveness of teacher preparation programs by following teacher candidates into their professional practice and, further, by linking to their pupils' academic performance. However, the task of gathering and analyzing such data is complex, especially within states that have not received federal funding to link the pupil test database to individual teachers by higher education institute where they attended. In this case study, researchers examine mathematics pupil performance in grades 3–8, as measured by the state-mandated assessment, and make connections to a specific university teacher education program. The results of this longitudinal study of pupil performance are shared in order to evaluate the specific teacher preparation program and provide a model for those who investigate the impact of teacher preparation programs. Additionally, obstacles faced and challenges of such a quantitative study for a higher education institution are shared.

Assessing Teacher Education through Mathematics Pupil Performance: A Case Study about Implementation in Response to External Pressure

Abstract Policymakers and accreditation agencies are now seeking to gauge the effectiveness of teacher preparation programs by following teacher candidates into their professional practice and, further, by linking to their pupils' academic performance. However, the task of gathering and analyzing such data is complex, especially within states that have not received federal funding to link the pupil test database to individual teachers by higher education institute where they attended. In this case study, researchers examine mathematics pupil performance in grades 3–8, as measured by the state-mandated assessment, and make connections to a specific university teacher education program. The results of this longitudinal study of pupil performance are shared in order to evaluate the specific teacher preparation program and provide a model for those who investigate the impact of teacher preparation programs. Additionally, obstacles faced and challenges of such a quantitative study for a higher education institution are shared.

A Study of the Impact of Transformative Professional Development on Hispanic Student Performance on State Mandated Assessments of Science in Elementary School

This paper reports the findings of a study of the impact of the transformative professional development (TPD) model on student achievement on state-mandated assessments of science in elementary school. Two schools (one intervention and one control) participated in the case study where teachers from one school received the TPD intervention across a 2-year period while teachers at the other school received no program and continued business as usual. The TPD program includes a focus on the core conceptual framework for effective professional development (Desimone in Educ Res 38:181–199, 2009) as well as an emphasis on culturally relevant pedagogy (CRP) and other effective science instructional strategies. Findings revealed that participation in TPD had a significant impact on student achievement for Burns Elementary with the percentage of proficient students growing from 25 % at baseline to 67 % at the end of the 2-year program, while the comparison school did not experience similar growth. Implications for future research and implementation of professional development programs to meet the needs of teachers in the realm of CRP in science are discussed.

Instructional expenditures and student achievement: a multiyear statewide analysis

In this investigation, we examined the extent to which instructional expenditures were related to student academic achievement for students enrolled in Texas public schools for the 2005–2006 through the 2009–2010 school years. Student performance on the state-mandated assessments for all school districts in Texas for these five school years was analyzed as a function of school district instructional expenditure ratio group (i.e., less than 55, 55–57.49, 57.5–59.99, 60–62.49, 62.5–65, and 65 % and higher). Statistically significant differences were present in reading, math, writing, science, and social studies passing rates for all five school years. As the instructional expenditure ratio increased, student achievement increased, especially in math and science. Further, when pairwise groups were analyzed, school districts in the 55–57.49 % group consistently scored lower than other groups for all 5 years. School districts with higher instructional expenditure ratios consistently had higher student achievement results than districts with lower instructional expenditure ratios. Implications of our findings for policy are provided.

Examining the Longitudinal Biliterate Trajectory of Emerging Bilingual Learners in a Paired Literacy Instructional Model

This longitudinal study examines the biliteracy results of Spanish-English emerging bilingual students who participated in a K–5 paired literacy model in a large school district in Oregon. Spanish and English reading and writing data show longitudinal gains in students’ biliterate development, demonstrating the potential of the model in developing students’ biliterate trajectories. In addition, participating students outperformed their peers on the state-mandated assessment. Findings have implications for instruction and support the research that providing students with paired literacy instruction allows students to develop on a biliterate trajectory without hindering their literacy development in either language.

Synthesis of Available Accommodations for Students with Visual Impairments on Standardized Assessments

Because of mandates found in Individuals with Disabilities Education Act (IDEA 2004, P.L 108-446) that specifically focus on assessment, most states have developed a set of policies that focus on types of accommodations that can be provided to students with disabilities. Students with visual impairments require a unique set of accommodations. Braille and large print have been consistently found to be among two most often identified specific accommodations that are allowed (Bolt & Thurlow, 2004; Christensen, Lazarus, Crone, & Thurlow, 2008). However, limited research has reviewed more specific assessment accommodations that may be needed by students with visual impairments, such as abacus, talking calculators, and scribes. The purpose of study presented here was to develop a better understanding of scope of available accommodations that can be provided to students with visual impairments on state-mandated assessments in Grades 3-12 across United States and of similarities and differences in accommodations provided within states. The research question asked what specific testing accommodations are available for students with visual impairments when taking state-mandated standardized assessments. METHODOLOGY An accommodation exists for purpose of providing a student with disabilities with access to academic materials, including a student who is taking a test (Allman, 2006). Accommodations are typically categorized as (1) timing or scheduling, (2) (3) setting, and (4) presentation (Allman, 2006). The researchers (the authors) accessed all 50 states' testing policy and procedures manuals via website of National Center for Educational Outcomes (), which maintains a database of links to each state. We created a specific list of accommodations based on literature and on best practices for education of children with visual impairments. We then reviewed each state's testing policy and procedures manual and noted if state specifically allowed accommodation using a dichotomous statement (yes or no). They also searched for a generic clause (that is, the escape clause) that allowed use of any accommodation based on individual needs of a student as documented in student's Individualized Education Program (IEP). To establish interrater reliability, 50% of states had at least two researchers review materials to ensure a level of agreement of over 95%. All data met established criteria of 95% agreement. The data were analyzed using Statistical Package for Social Sciences (SPSS) 18. FINDINGS The findings are summarized in Tables 1, 2, 3, and 4. Table 1 presents findings in relation to accommodations that focus on timing and scheduling, which can be summarized as any change in amount of time provided for a student or any change in when a student takes assessment that deviates from normal testing schedule. The five items in this category were all found in less than half states except for allowing multiple day of exam (56%). Of five items, four allow for extended testing time for various reasons. In reviewing data for these four items for each state, we found that 42 states (84%) list a specific accommodation that provides an extended amount of testing time for a student who is taking a test. Table 2 presents findings in reference to setting, which denotes a change in where an of an assessment takes place. Although there were only two items in this category, small group administration was found in 88% of states' policy manuals. Table 3 reflects findings in relation to response, which covers how answers are provided by a student. The most listed accommodation in this category was use of a scribe to record answers for student. The descriptions of this accommodation did not state whether scribe marks answers during or after examination, just that a scribe may be used. …

A Mixed-Methods Look at Teaching Quality: Challenges and Possibilities from One Study

ContextThe desire to provide useful, research-based information to policy makers and teachers poses a series of challenges for education researchers. These challenges include striking a balance between complexity and simplicity in the portrayal of teaching, addressing the potential conditional nature of what constitutes quality teaching, and appreciating the multiple perspectives by which quality teaching might be judged.PurposeThis article uses a mixed-methods approach to discuss these three challenges. We describe our own attempts to address these challenges in a longitudinal study of reading and mathematics instruction in fourth- and fifth-grade classrooms in moderate- to high-poverty schools, provide a mixed-methods analysis to identify the conditional nature of quality in teaching, report our results, and discuss implications for future studies of teaching.Research DesignWe focus on data that examined mathematics instruction in fourth and fifth grades during the 2004–2005 school year, including student academic records, observations about mathematics lessons, teachers’ curriculum logs, and interviews with teachers about the challenges that they face in providing quality instruction to their students. After limiting the data to students with scores on the state-mandated assessments, we had a total of 1,074 students taught by 63 different teachers in 66 different classes in the analytic sample. We examine the effects of teacher instructional practices on student achievement in classrooms with moderate and high levels of children from low-income families, using multilevel modeling; we then use interviews with teachers and specialists to better interpret the results of the quantitative analysis.ConclusionsWhat constitutes quality teaching, at least as judged by achievement gains, is contingent on students’ instructional needs. Although students in classes where teachers reported greater variability in the number of curriculum topics covered had lower levels of achievement, the effects of teacher actions and lesson content depended on the poverty status of the class. Examination of the qualitative data suggests that an important indicator of quality is the ability of teachers to navigate successfully the policy environment for their stu-dents—in this case, the ability to meet the demands of a newly implemented curriculum and the assessment timeline— and still present students with a coherent and appropriate set of lessons. Our analysis also indicates that students in majority-poverty classes are more dependent on their teachers to mediate the curriculum and provide multiple representations of mathematics, whereas students in moderate-poverty classes are better able to access mathematical knowledge through textbooks, standard worksheets, and more complex lesson content. A mixed-methods approach to studying teaching increases the likelihood of capturing the complexity of teaching but also highlights the importance of balancing complexity with the need for useful information for policy makers and practitioners.

Effective Science Instruction: Impact on High-Stakes Assessment Performance

This longitudinal prospective cohort study was conducted to determine the impact of effective science instruction on performance on high-stakes high school graduation assessments in science. This study provides powerful findings to support authentic science teaching to enhance long-term retention of learning and performance on state-mandated assessments. Students experienced some combination of zero to three effective teachers throughout their middle school experience. Findings revealed that all students who experienced effective science teachers who engaged students in inquiry-based science outperformed students who had less effective teachers. Additionally, those who had more effective teachers over time performed increasingly better. Implications for stakeholders will be discussed.

Using General Outcome Measures to Predict Student Performance on State-Mandated Assessments: An Applied Approach for Establishing Predictive Cutscores

Cutscores for reading and math (general outcome measures) to predict passage on New York state-mandated assessments were created by using a freely available Excel workbook. The authors used linear regression to create the cutscores and diagnostic indicators were provided. A rationale and procedure for using this method is outlined. This method allows practitioners to model alternative cutscores and observe effects on correct and incorrect classification of students as passing or failing a high-stakes test. This method of determining cutscores allows school personnel to create defensible and appropriate cutscores on the basis of resources available at the local level.

Assessment Training in Principal Preperation Programs

The role of the administrator has evolved over the past 30 years from manager to instructional leader. As instructional leaders, administrators are now responsible for student achievement on high-stakes state-mandated assessments. Therefore, it is imperative principal preparation programs provide the necessary training instructional leaders need to analyze and interpret assessment data and make informed decisions toward school improvement. This descriptive study analyzes four syllabi components to determine the extent to which testing and measurement are covered in each course: objectives, classroom sessions, resources, and activities. Based on responses from 30 universities across the United States, less than 30% of principal preparation programs are preparing candidates to be data-driven decision-makers. The most frequently adopted textbooks provided practical applications, and respondents used a wide variety of activities that provided relevant data-driven experiences; however, less than 50% of respondents spent at least 19 hours on testing and measurement in a 45-hour semester. The researchers make recommendations principal preparation programs may include to increase data-driven decision-making experiences. Keywords: principal preparation, data-driven decisions, assessment, school leaders