high stakes testing and african american learners: raising the bar or barring the raise?
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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
brendawalker@usf.edu
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
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
2007 NAEP Reporting Groups in FL4th Grade Math
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 Math
Basic Proficient0
10
20
30
40
50
60
70
80
90
100
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
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
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=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
70
80
90
100
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Hillsborough County, FL 5th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
90
100
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Manatee County, FL5th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
90
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Pinellas County, FL5th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
90
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Polk County, FL5th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
90
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Sarasota County, FL5th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
90
100
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Hillsborough County, FL6th grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
90
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Manatee County, FL6th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
90
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Pinellas County, FL6th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Polk County, FL6th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Sarasota County, FL6th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
90
100
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Manatee, FL8th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Hillsborough County, FL8th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Pinellas County, FL8th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Polk County, FL8th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Sarasota County, FL8th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Hillsborough County, FL10th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Manatee County, FL10th Grade Reading
2000 2004 2006 20090
5
10
15
20
25
30
35
40
45
50
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Pinellas County, FL10th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Polk County, FL10th Grade Reading
Category 1
Category 2
Category 3
Category 4
0
10
20
30
40
50
60
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
Sarasota County, FL10th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
80
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=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
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