6 Adequate Yearly Progress | Testing, Teaching, and Learning
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Specifically, the law states that adequate yearly progress must be defined “in a manner that (1) results in continuous and substantial yearly improvement of ... Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts (1999) Chapter:6AdequateYearlyProgress GetThisBook VisitNAP.edu/10766togetmoreinformationaboutthisbook,tobuyitinprint,ortodownloaditasafreePDF. Lookingforotherwaystoreadthis? INADDITIONTOREADINGONLINE,THISTITLEISAVAILABLEINTHESEFORMATS: PDF FREE Download Paperback $31.00 AddtoCart Ebook $24.99 AddtoCart MyNAPmembersSAVE10%offonline. NotaMyNAPmemberyet?Registerforafreeaccounttostartsavingandreceivingspecialmemberonlyperks. Nothanks.I’llkeepreading Contents Chapter Page of120 OriginalPages TextPages GetThisBook «Previous:5MonitoringtheConditionsofInstruction Page85 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel Chapter6AdequateYearlyProgress Inadditiontorequiringstatestosetstandardsforstudentperformance,the1994TitleIstatutealsocallsonstatestodeterminewhetherschoolsaremaking“adequateyearlyprogress”inbringingstudentsuptothestandardstheyhaveset.Specifically,thelawstatesthatadequateyearlyprogressmustbedefined“inamannerthat(1)resultsincontinuousandsubstantialyearlyimprovementofeachschoolandlocaleducationagencysufficienttoachievethegoalofallchildren…meetingthestate'sproficientandadvancedlevelsofachievement;[and](2)issufficientlyrigoroustoachievethatgoalwithinanappropriatetimeframe.” Inthisaspect,asinmanyothers,thelawrepresentsasubstantialdeparturefrompastpractice.Tobesure,TitleIhaslongrequiredsomedemonstrationofimprovementinperformance.TheHawkins-StaffordAmendmentsof1988,forexample,requiredschooldistrictstoidentifyschoolsthatfailedtodemonstrateprogressandtodevelopimprovementplansforsuchschools(NatrielloandMcDill,1999).However,theseprovisionsrequiredschoolsonlytoshowanupwardtrend,nottosetagoalofenablingallstudentstoreachchallengingstandards.Andinmanycasestherequirementsforimprovementweremodest;insomedistricts,anyimprovementatallwasconsideredadequate. Thenewlaw,bycontrast,requiresstatestosetacleargoalforallstudents,andrequiresevidenceofprogresstowardthatgoal.Moreover,therequirementforthe“appropriatetimeframe”suggeststhatsmallstepstowardthegoalmaynotbeenough.Steady,substantialimprovementtowardreachingthestandardsisnecessary. Definingandmeasuringadequateyearlyprogressposesenormouschallenges.Becausetheconceptiscentraltoaccountability—schoolsthatfailtodemonstrateadequateyearlyprogresswillbesubjecttointerventionorotherremedies—determiningwhenprogressisadequateandmeasuringitaccurately Page86 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel andfairlybecomecritical.Improperdesignationsorinaccuratemeasurescouldmeanthatschoolsthataremakingprogressreceiveinterventioninappropriately,orthatstudentsinschoolsthatneedhelpmaynotgettheassistancetheyrequire. AdequateYearlyProgress Findings Themostcommonmethodstatesanddistrictshaveusedtodetermineadequateyearlyprogressistosetagoalforschoolperformance,determinehowlongitwilltaketomeetthegoal,defineprogresstowardthegoal,anddeterminehowschoolresultswillbestructuredsothatthestateordistrictcouldevaluateaschool'srateofprogress(Carlson,1996).Oneofthebest-knownexamplesofthisapproachisthemethodusedinKentucky,whichhasbeenappliedinsomeforminanumberofotherstatesanddistricts. UnderKentucky'ssystem,thestatesettheoveralltargetforallschoolsatthelevelatwhichallstudentsperformattheproficientlevelandcalledthislevel100.Theythendeterminedeachschool'sbaselineperformance,basedontheresultsoftheinitialadministrationofthestatetest—givinggreaterweighttostudentsattheproficientanddistinguished(advanced)levelsthantothoseatlowerlevelsofperformance—andsubtractedthatscorefrom100.Theythenseteachschool'stwo-yeartargetat10percentofthedifferencebetweentheinitialscoreand100.Atthatrate,stateofficialsreasoned,everyschoolwouldreachthetargetwithin20years. Thisapproachdependsheavilyonthequalityofthemeasuresofschoolperformance.AsnotedinChapter4,usingaveragescorestodetermineschoolperformancecanprovidemisleadinginferences.(AlthoughKentuckyusesaweightedaverage,assigningdifferentvaluestostudentsatdifferentpointsonthedistribution,itfailstodisaggregatetheresultsortoaccountinsomeotherwayforthestudentpopulationineachschool.)Theriskofmisleadinginferencesissignificantinmeasuresofgrowth.AsWillms(1998)pointsout,schoolswithhighinitialtestscorestendtogrowatafasterratethanthosewithlowerinitialscores.Inpartthisphenomenonreflectsthefactthathighperformancetendstobeassociatedwithhighlevelsofparentalsupport,fewerdisciplinaryproblems,andhighteacherquality—allofwhichcancontributetoperformanceimprovement.Ataminimum,thisfindingsuggests,comparisonsofgrowthratesthatdonottakeintoaccountthecompositionoftheschool'sstudentbodymaybemisleading. Asecondfactorinthe“gap-closing”model,astheKentuckyapproachissometimescalled,isatheoryabouttheexpectedrateofgrowth.TheKentucky Page87 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel methodappearstoassumealinearrate—eachschoolwillgrowata10percentrateeverytwoyears.Thereislittleevidencetosuggestthatthisassumptionisvalid,orindeedwhatratemightbeexpected.Kentucky'sownexperienceshowsthat,afterinitialgains,improvementappearstohavereachedsomethingofaplateau.Withoutevidenceabouttherateofprogressthatschoolsarecapableofdemonstrating,particularlyschoolswithhighproportionsoflow-incomestudents,agap-closingmodelmightsetupunrealisticexpectationsandcouldprovokeabacklashamongschoolsthatfailtomeetsuchexpectations. Anotherdesignissueinthedevelopmentofmeasuresofprogressisrelatedtothefrequencyofassessment.Kentuckyelectednottoteststudentsineverygradelevelandinsteadreliesoncross-sectionalmeasures.Thatis,indeterminingprogress,thestatecomparesthisyear's4thgraderswithlastyear's.Thismaybemisleading,particularlyinsmallschools,sincethepopulationofstudentsinaschoolmaydiffersignificantlyfromoneyeartothenext.Kentuckyattemptedtodealwiththisproblembygaugingschoolsoveratwo-yearperiod;year-to-yearfluctuationsinstudentpopulationscouldbeironedoutovertwoyears. Analternativeistouselongitudinalmeasures,whichshowtheperformanceofonegroupofstudentsovertime.Thisapproachisexpensive,sinceitrequiresannualtestingofeachstudentandtrackingofstudentswhomovefromschooltoschool(Carlson,1996).Andittendstorelyontraditionalformsoftesting,becauseofcostandthescalingofresults.Performancemeasurestendtobemoreexpensivethantraditionalmultiple-choicetests,andannualtestingofeachstudentwithperformancemeasureswouldaddup.Inaddition,performancemeasuresoftenratestudentperformanceaccordingtoqualitativecharacteristics,whicharedifficulttoplaceonalinearscale—yetalinearscalemightbeneededtoshowgrowthfromyeartoyear(BakerandLinn,1997). Afinaldesignissuerelatestotheuseofmultiplemeasures.TheKentuckymodelusesanindexthatcombinesscoresfromallsubject-areaassessments,plusotherdata(suchasdropoutratesandattendancerates)intoasinglenumber.Thismethodhastheadvantageofincorporatinginformationfromarangeofindicators,sothatjudgmentsaboutprogressdonotrestonasingletest.Schoolscancompensateforweakperformanceinoneareabyshowingstrongprogressinanother.Yetthissystemishighlycomplex,andfewpeopleunderstandhowtheindexiscompiled(Elmoreetal.,1996).Itfailstoincludethemoredetailedinformationaboutthedatathatconstitutetheindex,toprovidecluestoeducatorsaboutwhattodotoimprovethenexttime. Moreover,theindexapproachmayexcludeotherdatathatmaybeusefulindeterminingschoolprogresstowardstandards.AsnotedinChapter5,dataaboutclassroompracticesandtheconditionsofinstructionarecriticalpiecesofinformationinaneducationalimprovementsystem.Foronething,theyprovideacontextfortheperformancedata,byshowingwhetheranyperformancegainsareaccompaniedbyimprovementsinpracticeandsupportforinstruction.Inaddition,theinformationabouttheconditionsofinstructionalsocanserve Page88 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel as“leadingindicators”thatprovideevidenceofprogressinadvanceofprogressontestsandotherperformancemeasures,inthesamewaythatdataonfactoryordersshowgrowthintheeconomyinadvanceofincreasesintheemploymentrate. Recommendations Measuresofadequateyearlyprogressshouldincludearangeofindicators,includingindicatorsofinstructionalqualityaswellasstudentoutcomes. Measuresofadequateyearlyprogressshouldincludedisaggregatedresultsbyrace,gender,economicstatus,andothercharacteristicsofthestudentpopulation. Thecriterionforadequateyearlyprogressshouldbebasedonevidencefromthehighest-performingschoolswithsignificantproportionsofdisadvantagedstudents. QuestionstoAsk Aredataontheconditionsofinstructionaswellasstudentoutcomescollectedandreportedinthemeasuresofschoolprogress?Arethesedatadisaggregatedbyrace,gender,economicstatus,andotherfactors? Aredatacollectedonschoolperformanceovertimefromhigh-performingschoolswithsignificantproportionsofdisadvantagedstudentstodetermineexpectationsforadequateprogressforallschools? Criteria MovingtheDistribution.Thegoalshouldbetoenableallstudentstoreachthedesiredlevel;therefore,anydefinitionofprogressshouldincludesuccessinreducingthenumberofstudentsatthelowerlevelsofachievementaswellasincreasingthenumberattainingthestandards. ContinuousProgress.Progressmeasurementsshouldencourageallschoolstoimprovecontinuously;however,statesshouldacknowledgeschoolsthatreachhighlevelsofachievement. ReductionofError.Ifstatesintheiradequateprogressmeasuresusecross-sectionalmeasuresofachievement—comparingthisyear's4thgraderstolastyear's—theyshouldmeasureprogressoveratleastatwo-yearperiod,inordertoreducethesamplingerrorthatcouldoccurbecauseofshiftsinstudentpopulationsinschools.Ifstatesassesseachstudenteachyearandmeasure Page89 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel progressannually,theyshouldmeasureperformanceofallstudents,notjustthosewhohappenedtoremaininaschoolfromyeartoyear. UseofMultipleMeasures.Becauseofthelimitationsoftestscores,measuresofprogressshouldnotrelyonsingletestsonly,butshouldcombineinformationfromarangeofsources.However,thisinformationshouldbecombinedinwaysthataretransparentandunderstandabletoschoolsandthepublic. RegularReview.Inordertoensurethatthecriteriafordeterminingprogressremainvalidandthatthemethodfordeterminingschoolprogressremainssound,statesanddistrictsshouldregularlyreviewthereliability,validity,andutilityoftheoverallsystemandrevisethetechnicalspecificationsandperformanceexpectationswhenappropriate. Examples Thefollowingexamplesarefromtwostatesthatmeetsome,butnotall,ofthecommittee'scriteriaforadequateyearlyprogress.NorthCarolina'ssystemusesevidencefrompastperformanceindeterminingwhetherschoolsareeligibleforrecognitionorforassistance.However,thestate'scriteriarelysolelyontestperformance,ratherthanontheuseofmultiplemeasures,anditjudgesschoolperformancebasedonaverageperformance,ratherthanontheperformanceofsubgroupswithinschools.Missouri'ssystemfordeterminingadequateprogress,meanwhile,explicitlyencouragesschoolstonarrowtheachievementgapbetweenhigh-performingandlow-performingstudents,notjustraisetheoverallaverage.Butthestate'ssystemreliesonlyontestperformanceanddoesnotbaseitstargetsonevidencefromsuccessfulschools. NorthCarolinajudgestheprogressofschoolsbyexaminingscoresonthestate'sEndofCoursetestsandcompilinga“growthcomposite”thatisbasedonthreefactors:statewideaveragegrowth,thepreviousperformanceofstudentsintheschool,andastatisticaladjustmentwhichisneededwhenevertestscoresofstudentsarecomparedfromoneyeartothenext. Thestateprovidescashawardstoschoolsthatshowsubstantialgainsinperformance.Schoolsgainingatthe“expected”rate,basedonthestateformula,receiveawardsofupto$750percertifiedstaffmemberand$375perteachingassistant.Schoolsthatregister“exemplary”gains,or10percentabovethestatewideaverage,canreceiveupto$1,500foreachcertifiedstaffmemberand$500perteachingassistant.Schoolscanusethemoneyforbonusesforteachersorforschoolprograms.Schoolsmusttestatleast95percentoftheirstudents(98percentingradesK-8)inordertobeeligibleforrecognition. Page90 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel In1998,Missouribegantoimplementanewassessmentsystem,knownastheMissouriAssessmentProgram(MAP),thatisdesignedtomeasureprogressonthestatestandards.Theprogramconsistsofassessmentsinmathematics,communicationsarts,andscience;socialstudies,healthandphysicaleducation,andfineartsareexpectedtobeaddedinthecomingyears.Thestateboardofeducationhasdesignatedfivelevelsofperformanceontheassessment—“advanced,”“proficient,”“nearingproficient,”“progressing,”and“step1”(lowest). TomeetthecriterionforadequateyearlyprogressunderTitleI,schoolsmustreducethenumberoflow-performingstudents.Specifically,schoolsmustachieveoneofthefollowing: Atleasta5percentincreaseinthecompositepercentageofstudentsintheupperthreeperformancelevelsandatleasta5percentdecreaseinthepercentageofstudentsinthebottomperformancelevel; A20percentdecreaseinthepercentofstudentsinthebottomperformancelevel,inschoolsinwhichatleast40percentofaclassgroupisrepresentedinthebottomlevel; Thepercentageofstudentsinthebottomperformancelevelis5percentorless. Page85 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel Page86 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel Page87 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel Page88 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel Page89 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel Page90 Share Cite SuggestedCitation:"6AdequateYearlyProgress."NationalResearchCouncil.1999.Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts.Washington,DC:TheNationalAcademiesPress.doi:10.17226/9609.× Save Cancel Next:7Accountability» Testing,Teaching,andLearning:AGuideforStatesandSchoolDistricts GetThisBook × BuyPaperback|$31.00 BuyEbook|$24.99 MyNAPmemberssave10%online. LoginorRegistertosave! DownloadFreePDF Stateeducationdepartmentsandschooldistrictsfaceanimportantchallengeinimplementinganewlawthatrequiresdisadvantagedstudentstobeheldtothesamestandardsasotherstudents.Thenewrequirementscomefromprovisionsofthe1994reauthorizationofTitleI,thelargestfederaleffortinprecollegiateeducation,whichprovidesaidto"levelthefield"fordisadvantagedstudents. Testing,Teaching,andLearningiswrittentohelpstatesandschooldistrictscomplywiththenewlaw,offeringguidancefordesigningandimplementingassessmentandaccountabilitysystems.Thisbookexaminesstandards-basededucationreformandreviewstheresearchonstudentassessment,focusingontheneedsofdisadvantagedstudentscoveredbyTitleI.Withexamplesofstatesanddistrictsthathavetrackrecordsinnewsystems,thecommitteedevelopsapractical"decisionframework"foreducationofficials. Thebookexploreshowbesttodesignassessmentandaccountabilitysystemsthatsupporthighlevelsofstudentlearningandtoworktowardcontinuousimprovement.Testing,Teaching,andLearningwillbeanimportanttoolforallinvolvedineducatingdisadvantagedstudents—stateandlocaladministratorsandclassroomteachers. Contents FrontMatter i–xvi ExecutiveSummary 1–6 1Introduction 7–14 2TowardaTheoryofAction 15–22 3StandardsforStudentPerformance 23–41 4AssessmentsofStudentPerformance 42–73 5MonitoringtheConditionsofInstruction 74–84 6AdequateYearlyProgress 85–90 7Accountability 91–101 References 102–110 BiographicalSketches 111–114 Index 115–120 × WelcometoOpenBook! You'relookingatOpenBook,NAP.edu'sonlinereadingroomsince1999.Basedonfeedbackfromyou,ourusers,we'vemadesomeimprovementsthatmakeiteasierthanevertoreadthousandsofpublicationsonourwebsite. DoyouwanttotakeaquicktouroftheOpenBook'sfeatures? 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