the power of two: achievement and progress. the achievement lens provides a measure of what students...
TRANSCRIPT
The Power of Two:The Power of Two:
Achievement and ProgressAchievement and Progress
The Achievement LensThe Achievement Lens• Provides a measure of what students
know and are able to do relative to the Ohio standards, benchmarks and grade level indicators.
• Achievement tests are an important measure of the academic learning students have accumulated since birth.
• Creates a set of criteria for a statewide accountability system.
• Provides a measure of what students know and are able to do relative to the Ohio standards, benchmarks and grade level indicators.
• Achievement tests are an important measure of the academic learning students have accumulated since birth.
• Creates a set of criteria for a statewide accountability system.
The Fit between Achievement Measures
and Accountability Criteria is Critical
The Fit between Achievement Measures
and Accountability Criteria is Critical
Coleman ReportColeman Report
“[S]chools bring little influence to bear upon a child’s achievement that is independent of his background and general social context” (Coleman et al., 1966, p. 325)
“[S]chools bring little influence to bear upon a child’s achievement that is independent of his background and general social context” (Coleman et al., 1966, p. 325)
Issues that arise as we connect Achievement and
Accountability
Issues that arise as we connect Achievement and
Accountability • Different starting points require different growth rates.• A judgment of school quality is flawed if it is
based solely on the achievement levels of its students.
• Problematic diagnostic value• What part of academic achievement is due to
SES and what part is due to the school?
• Achievement Targets tend to motivate students and teachers who are within reach of those targets.
• Different starting points require different growth rates.• A judgment of school quality is flawed if it is
based solely on the achievement levels of its students.
• Problematic diagnostic value• What part of academic achievement is due to
SES and what part is due to the school?
• Achievement Targets tend to motivate students and teachers who are within reach of those targets.
Proficiency Bar — 75% passage rate
Ach
ieve
me
nt L
eve
ls
Grade Levels
2 3 4 5 6 7 8
High SES school
Low SES school
The Progress LensThe Progress Lens• Uses existing achievement
measures to do the analysis.• Reliable measure of student
academic growth from one test to the next, i.e., spring to spring.
• Substantial diagnostic value as well as accountability value.
• Uses existing achievement measures to do the analysis.
• Reliable measure of student academic growth from one test to the next, i.e., spring to spring.
• Substantial diagnostic value as well as accountability value.
Information provided by Progress Measures
Information provided by Progress Measures
• The average progress of students in each subject and grade level.
• The average progress of students at different prior achievement levels.
• Comparisons of progress across curricular areas.
• Individual student progress relative to the state and federal benchmarks.
• The average progress of students in each subject and grade level.
• The average progress of students at different prior achievement levels.
• Comparisons of progress across curricular areas.
• Individual student progress relative to the state and federal benchmarks.
What has been learned from research using progress measures.
What has been learned from research using progress measures.
Research NuggetsResearch NuggetsTeachers matter• The difference between having a high and
a low quality teacher 3 years in a row is roughly 50 percentile points.
• Differences within schools are typically greater than differences across schools.
• Only the most effective teachers - the top 20 per cent – are providing instruction that produces adequate gain in high-achieving students, while students in the lower achievement levels profit from all but the least effective teachers.
Teachers matter• The difference between having a high and
a low quality teacher 3 years in a row is roughly 50 percentile points.
• Differences within schools are typically greater than differences across schools.
• Only the most effective teachers - the top 20 per cent – are providing instruction that produces adequate gain in high-achieving students, while students in the lower achievement levels profit from all but the least effective teachers.
Research Nuggets (cont.)
Research Nuggets (cont.)
• Low achieving students are the first to benefit from improvements in teacher effectiveness.
• Students of different ethnicities respond equivalently within the same quintile of teacher effectiveness.
• Having a high quality teacher throughout elementary school can substantially offset or even eliminate the disadvantage of low socio-economic background.
• Low achieving students are the first to benefit from improvements in teacher effectiveness.
• Students of different ethnicities respond equivalently within the same quintile of teacher effectiveness.
• Having a high quality teacher throughout elementary school can substantially offset or even eliminate the disadvantage of low socio-economic background.
Measurement of Learning TypesAchievement Status Achievement Gain
Often use Standardized Test Scores
Reflect School Quality
Both are important to parents, teachers, and community
Is the ultimate metric for student post-secondary opportunities
Compares year to year performances of unlike cohorts on School Report Card
Is significantly related to student family background
Simply put, achievement status conveys the degree to which a student or cohort demonstrates performance mastery
Much of the foundational research using this form reported discouraging school influence on student achievement
Measures the progress students make between two points in time
Is largely unrelated to student background factors
Though the calculations require involved data structures, capacity, and statistical technology, the concept is straightforward – student progress
The more recent research using this metric found the school’s / teacher’s influence to be paramount for facilitating student academic progress
A usable gauge for measuring school program effectiveness for anyway that students are grouped