christopher t. cross zayed university college of education international education conference march...
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Christopher T. CrossChristopher T. Cross
Zayed UniversityZayed UniversityCollege of EducationCollege of Education
International Education ConferenceInternational Education Conference
March 31, 2002March 31, 2002
Christopher T. CrossChristopher T. Cross Senior Fellow Senior Fellow
Center on Education PolicyCenter on Education Policy
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Christopher T. CrossChristopher T. Cross
Essential IssuesEssential Issues
• How did the standards movement evolve?• What do the various terms mean?• What standards exist?• How do standards relate to curriculum,
instruction and assessment?• How do standards affect teaching?• Hurdles, public opinion and the evolving
understanding of standards implementation
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Christopher T. CrossChristopher T. Cross
Goal vs. StandardGoal vs. Standard
• A Standard is a specific statement of what students should know and be able to do in a specific subject. A goal is the end that one strives to achieve, e.g. 70 percent of students will be at the proficient level or higher
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Christopher T. CrossChristopher T. Cross
Types of StandardsTypes of Standards
• Content Standard- Description of what students are expected to know and be able to do in a given subject area.
For example, “By the end of grade 3, students should be able to do three digit
multiplication and division.”
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Christopher T. CrossChristopher T. Cross
Types of StandardsTypes of Standards
• Performance Standards – Description of what level of performance is expected by the student.
For example, “Students should be able to do 70 percent of problems involving three digit multiplication and division in order to achieve the proficient level>”
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Christopher T. CrossChristopher T. Cross
Types of StandardsTypes of Standards
• Teaching Standard- Description of the expected quality of instruction, instructional methodology, and learning projects that teachers offer to students
. For example, “The teacher should have specific subject matter and pedagogical training on the curriculum being used in that school and be able to apply that instruction to assist students.”
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Christopher T. CrossChristopher T. Cross
Key Events in Standards ReformKey Events in Standards Reform
• 1983- A Nation at Risk• 1989 First National Education Summit• 1990 – National Education Goals Established• 1994 – ESEA Amendments incorporating standards• 1989-1995- Release of voluntary standards• 1995 – Data on TIMSS released• 1997 – National Commission on Teaching and America’s
Future releases report• 2002- No Child Left Behind law signed
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Christopher T. CrossChristopher T. Cross
Eight Reasons Public Embraced Eight Reasons Public Embraced Standards Standards
• Federal and state commissions dramatize declines in quality of public education
• Students perform poorly on international assessments• Policymakers shift to outcomes measures• Achievement gaps by race and gender publicized• International comparisons reveal US practice of
“tracking” students, raising significant equity issues
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Christopher T. CrossChristopher T. Cross
Eight Reasons Public Embraces Eight Reasons Public Embraces Standards Standards (continued)(continued)
• International economic competition creates more rigorous requirements for the average worker
• Health and education are linked with education seen as a public health issue- NICHD work
• The educational system becomes a “catch-all” for society. Standards re-center the school’s mission
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Christopher T. CrossChristopher T. Cross
Why are Standards Important?Why are Standards Important?
• ACCOUNTABILITY- Standards provide the basis for holding both students and educators accountable.
• EQUITY - Standards address the inequities in teaching and expectations for all students.
• RAISE THE FLOOR - Standards increase expectations to a new, higher level.
• SYSTEMIC REFORM - Standards are a cornerstone for related reform components, such as professional development, testing, etc.
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Christopher T. CrossChristopher T. Cross
Montgomery Co., MDMontgomery Co., MD Algebra I Cutoff Scores by Grade Algebra I Cutoff Scores by Grade
55647485Whitman
54647688Magruder
33526779JFK
35445363Einstein
48576676Blair
56667686BCC
DCBAH.S.
Percentage’s Scores Students Need to Achieve a Grade Level Differs Drastically By School
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Christopher T. CrossChristopher T. Cross
Yes to a Graduation TestYes to a Graduation Test
• 70% of adults say that students should have to “pass statewide tests before they can graduate from high school, even if they have passing grades.”
• 79% of adults support statewide graduation tests if they know that high school students “could take the test several times.”
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Christopher T. CrossChristopher T. Cross
Elements in a Standards-Driven Elements in a Standards-Driven System of EducationSystem of Education
• Establish standards with public input• Align curriculum with standards• Implement aligned professional development• Develop/adopt aligned assessments• Create a system of accountability• Design a system of continuous improvement
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Christopher T. CrossChristopher T. Cross
A Teacher’s QuoteA Teacher’s Quote
• “Not all schools give passing grades for the same mastery of skills and information…This variation is evident from school to school and from district to district, and to deny the variation would be totally naive.” Susan Schwartz, Physics Teacher, Montgomery, Co, Maryland
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Christopher T. CrossChristopher T. Cross
A Standards-Driven System A Standards-Driven System Leaves Many Issues for Local Leaves Many Issues for Local
DecisionsDecisions• Staff hiring, firing and evaluation
• Length of school day and year
• Professional development
• Funds allocation
• Graduation Requirements
• Issues of equity and opportunity
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Christopher T. CrossChristopher T. Cross
Example of a Strong Standard Example of a Strong Standard in English Language Artsin English Language Arts
• “Locate and analyze elements of plot and characterization and then use an understanding of these elements to compose a short essay on how the qualities of the central characters determine resolution of the conflict.”
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Christopher T. CrossChristopher T. Cross
Example of a Strong Standard Example of a Strong Standard in English Language Artsin English Language Arts
• “Evaluate the structural elements of the plot (e.g. subplots, parallel episodes, climax), the plot’s development, and how (and whether) conflicts are (or are not) addressed and resolved.”
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Christopher T. CrossChristopher T. Cross
Criteria for StandardsCriteria for Standards
• Important subject matter• Rigorous• Balance of knowledge and skills• Developmentally appropriate• Specific• Measurable• Clear and concise• Can be taught• Created with public support and involvement
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Christopher T. CrossChristopher T. Cross
State of the State StandardsState of the State Standards
• Ed Week reports that 49 states have standards in the core subjects
• Only 17 states have report cards with data that is disaggregated by race
• Only 20 states require that report cards be sent home, only 10 have similar school data
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Christopher T. CrossChristopher T. Cross
State of the States State of the States AssessmentsAssessments
• 15 States use only test score data
• Another 15 states also use other factors (such as portfolios, grades, etc)
• For failed schools, 9 states can close that school, 15 others can reconstitute it
• 17 states make graduation contingent on exams, only 6 are based on 10th grade or higher performance
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Christopher T. CrossChristopher T. Cross
Structure of a Standards SystemStructure of a Standards System
Philosophy & Mission StatementGoals
Content Standards
Performance Standards Assessments
CurriculumCourse Objectives
Instructional Unit ObjectivesInstructional
ActivitiesDistrict &
Class Assignments
Teaching Strategies
MaterialsTexts
Resources
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Christopher T. CrossChristopher T. Cross
Students Unruffled by Standardized Students Unruffled by Standardized TestsTests
• Tests ask Fair Questions 80%• Other topics are not neglected 77%• I’m taking the right number of tests 67%• When I take a test I get nervous, but I can handle
it 67%
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Christopher T. CrossChristopher T. Cross
Teachers and Parents See Teachers and Parents See ChangeChange
• Percentage of parents saying:
“In my community the public schools have higher academic standards than the private schools”
1998 - 22%
2001 - 34%
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Christopher T. CrossChristopher T. Cross
Teachers and Parents See Teachers and Parents See ChangeChange
• Percentage of teachers saying:
“My school automatically promotes students when they reach a maximum age”
1998 - 41%
2001 - 31%
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Christopher T. CrossChristopher T. Cross
Teachers and Parents See ChangeTeachers and Parents See Change(continued)(continued)
• Percentage of teachers saying: “The number of kids at my school going to
summer school for remedial purposes has increased.”
1998 - 28% 2001 - 37%
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Christopher T. CrossChristopher T. Cross
What should your school district do when What should your school district do when it comes to the effort towards higher it comes to the effort towards higher
standardsstandards
0%
10%
20%
30%
40%
50%
60%
70%
Parents Professors
Stop the effort
Continue theeffortContinue withAdjustments
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Christopher T. CrossChristopher T. Cross
Students Standards: Major Hurdles Students Standards: Major Hurdles and Dilemmasand Dilemmas
• High stakes politics
• Technical design of accountability systems
• Public communications and engagement
• Coalition building
• Impact on one’s own child
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Christopher T. CrossChristopher T. Cross
Original and Modified Theories of Original and Modified Theories of Standards-Based ReformStandards-Based Reform
AmbitiousStandards
Aligned Assessments
School Accountability
Clear & High Expectations
for All
Guide for Improvement
Motivation to Improve
Aligned Professional Development
System
School Flexibility
Better Teaching
More Instructional
Time for Some
Students
Higher Achievement
for All
Original Theory
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Christopher T. CrossChristopher T. Cross
Original and Modified Theories of Original and Modified Theories of Standards-Based ReformStandards-Based Reform
AmbitiousStandards
Expectations for
Instructional Practice
Aligned Prof. Development
Aligned Assessment
School Accountability
School Flexibility
Clear & High Expectations for Students
Guide for Improvement
Motivation to Improve
Better Teaching
More Instructional
Time for Some
Students
Higher Achievement
for All
Modified Theory