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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
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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
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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
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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.
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NAEP TRENDS BY RACE
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NAEP MATH 4th Grade
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NAEP 4th Gr. Reading
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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
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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
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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
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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
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Hillsborough County, FL4th Grade Reading
% >=3 on FCAT
2000 2004 2006 20090
102030405060708090
100
Asian/Pacific IslanderWhiteHispanicAmerican Indian/AlaskanBlack
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Manatee, FL8th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
70
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
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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
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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
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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
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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
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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
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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
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Pinellas County, FL10th Grade Reading
2000 2004 2006 20090
10
20
30
40
50
60
Asian/Pacific Is-landerWhiteHispanicAmerican Indian/AlaskanBlack
% >=3 on FCAT
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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
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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
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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
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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
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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