Lessons From the Classroom Level: Federal and State Accountability in Rhode Island

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Autor/inn/en	Srikantaiah, Deepa; Zhang, Ying; Swayhoover, Lisa
Institution	Center on Education Policy, Washington, DC.
Titel	Lessons From the Classroom Level: Federal and State Accountability in Rhode Island
Quelle	(2008), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Legislation; Observation; State Standards; Standardized Tests; Academic Achievement; Case Studies; Accountability; Teaching Methods; Educational Legislation; Educational Practices; Curriculum Design; Interviews; Administrators; Teachers; Parents; Teacher Student Relationship; Alignment (Education); Drills (Practice); Test Coaching; Discussion (Teaching Technique); Educational Improvement; Scores; Time Factors (Learning); Time on Task; Faculty Development; Measures (Individuals); Resources; Rhode Island + Suchen Sie Ihr Suchwort? Bundesrecht; Beobachtung; Standadised tests; Standardisierter Test; Schulleistung; Case study; Fallstudie; Case Study; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsrecht; Schulgesetz; Bildungspraxis; Lehrplangestaltung; Interviewing; Interviewtechnik; Lehrer; Lehrerin; Lehrende; Eltern; Teacher student relationships; Lehrer-Schüler-Beziehung; Testverfahren; Teaching improvement; Unterrichtsentwicklung; Zeitaufwand; Messdaten; Betriebsmittel; Hilfsmittel
Abstract	In the winter and spring of 2007-08, the Center on Education Policy (CEP) expanded its ongoing research on the impact of the No Child Left Behind Act (NCLB) by conducting case studies of six schools in Rhode Island to learn more about the influence of NCLB and related state accountability policies on curriculum, instruction, and student achievement. The schools studied used a variety of instructional practices and included a mix of urban, suburban, and rural schools, as well as elementary, middle, and high schools. The study interviewed school administrators, teachers, students, and parents, and conducted formal classroom observations that documented the time spent on various types of instructional practices and teacher-student interactions in the six schools. These case studies show how administrators and teachers in different schools have responded to federal and state accountability policies designed to raise student achievement. Key findings include: (1) High-performing schools in the study and their school districts seemed to have the greatest alignment between curriculum and state standards; (2) Many teachers and administrators in case study schools acknowledged the pressure to "teach to the test" by focusing curriculum on specific content or skills included on the state test; (3) Most common observed mode of instruction in the elementary and middle school classes was teacher-led discussion, frequently using closed questions; (4) Study participants reported focusing more instructional time on the tested subjects of English language arts (ELA) and mathematics at the expense of other subject areas, and more attention was devoted to "bubble kids," (students who scored just below the proficient level on state tests); (5) Administrators and teachers in case study schools are making greater use of test data to reach decisions about curriculum, instruction, teacher professional development, and other areas; (6) Some study participants expressed concern about the negative effects of what they saw as an over-reliance on standardized tests to measure achievement; and (7) Many of the participants from the case studies reported that they lacked sufficient resources, including funding, staff, and materials, to prepare students for the NECAP tests. The report concludes that in the Rhode Island districts and schools studied, test-driven, standards-based accountability has significantly changed curriculum and instruction, influencing student achievement in some case study schools, but that there may be negative impacts of changes as well. Whether changes in curriculum and instruction will lead to significant gains in achievement in most schools is yet to be determined. Two appendixes are included: (1) Additional Information about Study Interviews; and (2) Classroom Observation Instrument. (Contains 4 footnotes and 3 figures.) (ERIC).
Anmerkungen	Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10