Jones, Ken; Ongtooguk, Paul (2002). Equity for Alaska Natives: Can High-Stakes Testing Bridge the Chasm Between Ideals and Realities?, Phi Delta Kappan. Describes certain historical and cultural issues associated with the low academic achievement of Alaska Native students in Alaska public schools. Argues that high-stakes testing alone will not improve the academic performance of Alaska Native students; in fact, it may exacerbate the problem. Recommends the adoption of a new generation of accountability systems. Descriptors: Academic Achievement, Accountability, Alaska Natives, Cultural Context

Garrett, Jo Ann (2010). Arts Integration Professional Development: Teacher Perspective and Transfer to Instructional Practice, ProQuest LLC. Limited data connect teacher training in arts integration (AI) to evidence that students benefit from arts integrated instruction. As teachers are challenged to facilitate instruction for a wide continuum of learning needs, and students are challenged to demonstrate learning through high-stakes testing, more data are needed on how teachers learn and transfer AI strategies to classroom practice. Teachers (N = 38) from five elementary schools learned multi-modal AI strategies via the Intensive Development through the Arts (IDEA) model. Interview data in this concurrent mixed methods study illustrated the IDEA experience as a positive influence on (a) the learning environment, (b) teacher practice, and (c) addressing student diversities. Classroom observations, with the use of an observation rubric, documented the transfer of AI strategies to classroom practice. A Likert-type survey assessed teacher beliefs of self-efficacy in the practice of AI strategies. Findings revealed that sustained collaboration with artist/educators and student modeling were significant components of the IDEA model, and that Acting Right[c] provided the foundation necessary for successfully implementing AI strategies. Results indicated no significant correlations between IDEA level, years teaching experience, and teacher beliefs of self-efficacy. The significance of this study is the connection of teacher AI training to teacher practice, and effective teacher practice to increased student achievement.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Teaching Experience, Teaching Methods, Self Efficacy, High Stakes Tests

Buczala, Deanna Marie (2010). A Comparative Study of the Louisiana Graduation Exit Exam Science Scores and Student Achievement Based on Block, Modified Block, and Traditional Bell Schedules, ProQuest LLC. The purpose of this study was to investigate the relationships among bell schedules, GEE 21 science scores, and cumulative GPAs. Factors under consideration included teacher perspective, gender, ethnicity and students' at-risk status. The researcher collected data from the Louisiana Department of Education (LDE) targeting seven schools for three types of bell schedules–traditional, modified block, and block. From each school, the cumulative GPAs and GEF 21 science scores of up to 50 randomly selected students were analyzed.   The effectiveness of different bells schedules on student achievement has resulted in conflicting data. Some educators feel that block scheduling will provide teachers with more time to engage students in higher-order thinking problems and to better engage them in the content material, thus improving student achievement overall (Gullatt, 2006). Some studies found that block scheduling provides students the opportunity to spend more time examining a subject with greater detail for a longer period of continuous time. Other studies have found that students on traditional schedules outperform block scheduled students on high stakes testing (Veal & Schreiber, 1999).   Using a causal-comparative research design, the researcher examined the effect of three different bell schedules on student cumulative GPAS and GEE 21 science scores. The cumulative GPAs for the students were used to determine if there was a difference in the achievement level for students taught using different bell schedules. The GEE 21 science scores were also assessed for possible differences in learning science across various bell schedules.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Research Design, Block Scheduling, Scheduling, Academic Achievement

Rudloff, Renee (2014). An Examination of the Relationship between Inclusion of Students with Disabilities in General Education Classrooms and Student Success as Measured by Public School District Graduation Rates, Dropout Rates, and ACT Mathematics Performance, ProQuest LLC. The accountability of No Child Left Behind (NCLB, 2001) provided assurance that "all children (would) have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments" (Section 1001). According to research, subgroups such as students with disabilities have historically underperformed on state assessments (Darling-Hammond & Rustique-Forrester, 2005; Eckes & Swando, 2009). Measuring their progress holds the school district, teachers, and students accountable for the results, thereby raising expectations, improving teaching, and increasing learning. In Michigan, students seeking a standard diploma must meet rigorous curriculum standards, which include Algebra I and Algebra II (MDE-MMC, 2012). Additionally, Michigan public school students take a battery of state-mandated assessments, including the ACT in their 11th grade school year. To provide exposure to these courses, students with disabilities are placed in general education classrooms to receive the same instruction as their non-disabled peers (IDEIA, 2004). The term "inclusion" describes this arrangement, consistent with the terminology stated in Section 612(a) (5) (a) of IDEIA (2004). With graduation tied to rigorous curriculum requirements, high-stakes testing, and greater stipulations to receive a school diploma, engaging students with disabilities at the secondary level through inclusion has become a priority (Bost & Riccomini, 2006; Christenson, & Thurlow, 2004; Johnson, Stout, & Thurlow, 2009; Mastropieri & Scruggs, 2001; Thurlow & Johnson, 2000). The purpose of this quantitative study was to examine the relationship between the percentage of time students with disabilities spend in general education classrooms and student success. Student success was measured by a school district's graduation rate, dropout rate, and ACT Mathematic mean score. The theoretical foundation for this study was Vygotsky's social development theory. A Pearson product-moment analysis was used to identify relationship(s) between the percentage of time students with disabilities spend in general education classrooms and the district's graduation rate, dropout rate, and ACT mathematic mean score. Additionally, a regression analysis was used to analyze the relationship between the aggregate of factors representing Instructional Quality and the district's graduation rate, dropout rate, and ACT mathematic mean score. Finally, a paired t-test was used to determine if significant differences existed between 2006-2007 and 2010-2011 school years. The Pearson product-moment findings indicated that the percentage of time students with disabilities spend in general education classrooms had a positive relationship with a district's graduation rate and ACT mathematic mean score. Additionally, the regression findings indicated that a relationship exists between factors representing Instructional Quality and the district's graduation rate, dropout rate, and ACT mathematic mean score. The paired t-test found a significant difference in graduation rate, dropout rate, and ACT mathematic mean score between 2006-2007 and 2010-2011. The graduation rate decreased, dropout rate decreased, and ACT mathematic mean scores increased. The findings revealed that increasing the percentage of time students with disabilities spend in general education classrooms may result in higher ACT mathematic means and lower dropout rates. However, findings may also suggest that students with disabilities need more than four years to graduate with a standard diploma. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Disabilities, Equal Education, College Entrance Examinations, Mathematics Achievement

Mims, Adrian B. (2010). Improving African American Achievement in Geometry Honors, ProQuest LLC. This case study evaluated the significance of implementing an enrichment mathematics course during the summer to rising African American ninth graders entitled, "Geometry Honors Preview." In the past, 60 to 70 percent of African American students in this school district had withdrawn from Geometry Honors by the second academic quarter. This study seeks to understand the impact of pre-teaching core geometry concepts essential to success in Geometry Honors prior to the students' enrollment into the Geometry Honors course.   This mixed methods case study involved the researcher as a participant observer. Qualitative data in the form of questionnaires administered to teacher assistants, students, and their parents comprised a significant part of the data collection. Additional qualitative data collection included field notes, teacher's comments from report cards, and informal interviews of the instructor of the Geometry Honors Preview course. Quantitative data gathered from the four quarterly report cards completed the data collection process.   The study concluded that all of the students who enrolled in the Geometry Honors Preview course successfully completed Geometry Honors during the school year. Students felt more confident about enrolling into Geometry Honors after taking the preview course. Finally, African American students who enrolled in the Geometry Honors Preview course outperformed a group of African American students who enrolled into Geometry Honors, but did not attend the summer course. Using current research into the topic of closing the achievement gap, the study suggested that these findings would help improve the practice of teachers and implement policy that will provide all students with an equal opportunity to learn in an environment of high-stakes testing.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Achievement Gap, Report Cards, African American Students, Honors Curriculum

Dantley, Michael E. (2003). Purpose-Driven Leadership: The Spiritual Imperative to Guiding Schools beyond High-Stakes Testing and Minimum Proficiency, Education and Urban Society. Examines purposeful leadership, a concept grounded in "prophetic spirituality." Suggests that educational leaders who build their professional practice in purpose-driven leadership clearly understand the multidimensional aspects of their daily challenges yet find the inner strength to resist hegemonic structures and forms of oppression and systemic inequities in education. Asserts that high stakes testing is an obstacle that must be submitted to purposeful leadership strategies. Descriptors: Elementary Secondary Education, High Stakes Tests, Instructional Leadership, Leadership Qualities

Oliveras, Yanira (2014). The Empirical Relationship between Administrator Ratings of Teacher Effectiveness and Student Achievement on the State of Texas Assessments of Academic Readiness, ProQuest LLC. The quality of education and the teachers' effectiveness impact students' lives beyond classroom performance (Chetty, Friedman, & Rockoff, 2012) and achievement on standardized tests. However, some claim there is a prevalent failure to recognize teacher's effectiveness, to effectively document poor teacher performance and to provide teachers with the support needed to improve their pedagogical practices (Weisberg, Sexton, Mulhern, & Keeling, 2009). Furthermore, in Texas, it is unclear if teacher effectiveness as defined and measured by the teacher evaluation system, the Professional Development and Appraisal System (PDAS), has any relationship to the students' performance on the state of Texas' reading and mathematics Assessments of Academic Readiness (STAAR). Teacher effectiveness must be clearly defined in order to duplicate effective practices and ultimately positively impact student achievement. Hence, the intent of the study was to begin gathering data to shed some light on the degree to which administrators' ratings of teachers effectiveness correlate with student learning as measured by high-stakes testing. The study focused on the relationship between the classroom practices, as evaluated by Domains I and II of PDAS, and third, fourth and fifth graders' performance on the reading and mathematics STAAR tests. The quantitative, correlational study was conducted in a North Texas Independent School District using PDAS and STAAR data from the spring of 2013. Three hundred fifty two teacher evaluations ratings for Domains I and II were paired with their classes' average scale score on the third, fourth and fifth grade 2013 reading and mathematics STAAR. Noteworthy conclusions include: (1) In general administrator ratings of teacher effectiveness on Domains two and three of the PDAS system have very low correlations with student performance on STAAR; (2) Successful student engagement in learning that is learner-centered and has depth and complexity appears to have a significant positive impact on student achievement on reading and mathematics tests. (3) Self-directed learning, learner-centered instruction, opportunities for critical thinking and meaningful use of technology as an instructional tool make a significant contribution in explaining the differences in students' test scores. Suggestions for additional research include qualitative studies where principals identify highly effective teachers who implement research-based instructional practices and produce students who achieve above the state's average on STAAR. Furthermore, a longitudinal study which looks at student performance over time and on various assessments could aid in the identification of teachers who produce high levels of student growth while implementing effective instructional practices. Similarly, additional research on valuable teacher evaluation is needed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Teacher Effectiveness, Educational Quality, Teacher Evaluation, Teacher Influence

Costigan, Arthur T., III (2002). Teaching the Culture of High Stakes Testing: Listening to New Teachers, Action in Teacher Education. Interviewed six beginning elementary teachers regarding the impact of New York City's high stakes testing culture on their classroom practice. Respondents explained that testing had become a focal point of daily classroom practice. They found the culture of testing troublesome, noting its negative impact on education. They expressed feelings ranging from oppression to wanting to leave the profession. Descriptors: Beginning Teachers, Elementary Secondary Education, Evaluation Methods, High Stakes Tests

Roderick, Melissa; Jacob, Brian A.; Bryk, Anthony S. (2002). The Impact of High-Stakes Testing in Chicago on Student Achievement in Promotional Gate Grades, Educational Evaluation and Policy Analysis. Analyzed the impact of high-stakes testing in Chicago, Illinois, on student achievement in grades targeted for promotional decisions using data from the school system for grades 3, 6, and 8. Findings show that student achievement increased substantially following the introduction of high stakes tests in Chicago, especially at grades 6 and 8. Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Elementary Secondary Education

Steeves, Kathleen Anderson; Hodgson, Jessica; Peterson, Patricia (2002). Are We Measuring Student Success with High-Stakes Testing?, Educational Forum. Urges reconsideration of the definition of a successful student and how success is measured. Reviews high-stakes testing practices and suggests that it is not clear what these tests measure or whether they are effective in identifying student success. (Contains 29 references.) Descriptors: Accountability, Elementary Secondary Education, High Stakes Tests, Outcomes of Education

French, Dan (2003). A New Vision of Authentic Assessment To Overcome the Flaws in High Stakes Testing, Middle School Journal. Examines the reliability and validity of high stakes standardized tests and the impact of linking state-level high stakes testing to the standards movement on middle school curriculum, instruction, and student achievement. Asserts that such testing ends up harming the most vulnerable students and schools. Offers a vision of student assessment that would promote middle school principles of rigor, relevance, relationships, and resources through authentic, school-based assessments. Descriptors: Academic Achievement, Curriculum Problems, Educational Practices, High Risk Students

Hill-Jackson, Valerie, Ed.; Lewis, Chance W., Ed. (2010). Transforming Teacher Education: What Went Wrong with Teacher Training, and How We Can Fix It, Stylus Publishing, LLC. In this book, 12 distinguished scholars provide a hard-hitting, thoroughly researched, historical and theoretical critique of our schools of education, and offer clear recommendations on what must be done to ensure all children can achieve their potential, and contribute to a vibrant, democratic society. This book contains a Foreword by Peter McLaren and four parts. Part I, "History & Philosophy in Teacher Education", contains: (1) (Re)enVISIONing Teacher Education: A Critical Exploration of Missed Historical Moments and Promising Possibilities (Jennifer Milam); and (2) Liberal Progressivism at the Crossroads: Towards a Critical Philosophy of Teacher Education (Nathalia Jaramillo). Part II, "Implementing Value-Added Teacher Training & Development", contains: (3) Dispositions Matter! Advancing Habits of the Mind for Social Justice (Valerie Hill-Jackson and Chance W. Lewis); and (4) Teacher Candidate Selection, Recruitment, and Induction: A Critical Analysis with Implications for Transformation (F. Blake Tenore, Alfred C. Dunn, Judson C. Laughter, and H. Richard Milner). Part III, "Accountability & Evaluation", contains: (5) A Modest Proposal for Making Teacher Education Accountable (Martin Haberman); (6) High Stakes Accountability and Teacher Quality: Coping with Contradictions (Jennifer Rice); and (7) Meeting the Challenge of High-Stakes Testing: Toward a Culturally-Relevant Assessment Literacy (Kris Sloan). Part IV, "Transforming Teacher Education", contains: (8) When Policies Meet Practice: Leaving No Teacher Behind (Jeanita Richardson); and (9) Constructing 21st Century Teacher Education (Linda Darling-Hammond). "This is Our Moment: Contemplating the Urgency of Now for the Future of Teacher Education" by Chance W. Lewis and Valerie Hill-Jackson is included in the epilogue.   [More]  Descriptors: Social Justice, Preservice Teacher Education, Schools of Education, Teacher Effectiveness

Jordan, Will J. (2010). Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners, Review of Research in Education. Defining equity within the context of a diverse, multiracial, multiethnic, multilingual, and multicultural society, and one where social class strongly influences one's life chances is problematic. This chapter reexamines equity in an attempt to advance the discourse beyond the debate about strategies to close the achievement gap between White students and students of color. The author situated the issue of equity within an analysis of broader social forces that cultivate inequality throughout society–in employment, housing, criminal justice, and so forth–so that educational inequality is part and parcel of overarching social ills. The notion of equity will be unpacked by asking a more basic and fundamental question about the ultimate purpose of education. If people assume the end game of education is producing student learning, then it is important to ask whether learning outcomes are distributed randomly across race, ethnicity, and social class. Moreover, the author will explore whether No Child Left Behind (NCLB)-like assessments or high-stakes tests measure real learning necessary for social and economic success, or do they measure something else. The role of increased accountability via state-based systems as an approach to obtaining equity is hotly debated. Although advocates are many, several studies have found the consequences of high-stakes testing, which are nonobvious and perhaps unintended, have not helped advance the nation toward equitable schooling. Without diminishing the need to refine standards of educational equity and excellence within a diverse society, the author believes the more important aim is creating a context within which students are nurtured socially and intellectually and given real opportunities to learn high-content, standards-based material. Equity then, could be measured in terms of "quality of care" and rigor, as well as via individual achievement indicators. Perhaps ongoing work to create standards-based assessments in diverse educational settings may hopefully lead to an evolution of the current accountability policy framework.   [More]  Descriptors: Social Class, Equal Education, Federal Legislation, Academic Achievement

Echols, Julie M. Young (2010). The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement, ProQuest LLC. Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading failure. The purpose of this doctoral dissertation was to determine the utility of the DIBELS in predicting future reading achievement, as measured by the Washington Assessment of Student Learning and the Measures of Academic Progress. This is a non-experimental research study using ex post facto data. The research design was both correlational, and prediction (Gall, Gall, & Borg, 2007). The target population was primary students in grades 1-3. The study was based on longitudinal data collected in years 2006, 2007, and 2008. Data were derived from one urban school district in Washington State. The results of the research study demonstrated DIBELS measures of Oral Reading Fluency and Retell Fluency were moderate to strong predictors of reading achievement on the third grade reading WASL and MAP. This research study also indicated that the DIBELS assessment system was an unreliable measure for assessing reading achievement of certain student groups. In particular, this study determined the DIBELS mispredicted reading achievement on the WASL for students identified as English Language Learners.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Urban Schools, Reading Difficulties, Reading Fluency, Reading Failure

Hargens, Taryl M. (2010). Individual Professional Development Plans: Cultivating Professional Growth, ProQuest LLC. Over the last five years schools and districts have been under enormous pressure to improve student achievement scores on state accountability assessments. Educators agree that professional development plays a key role in providing the knowledge and skills needed to increase teacher effectiveness in the classroom. There is no reliable measure for determining the impact of professional development on student achievement and high stakes testing has left little space for individual teachers to reflect on the type of learning that is needed to address the changing needs of students. The Individual Professional Development Plan (IPDP) is an innovative educator tool that employs an architectural framework to align professional development for teachers with the learning needs of students. This study examines the effects of the IPDP on teachers' perceptions of teaching self-efficacy and empowerment.   Constructivist theories support the implementation of task-oriented, job-embedded learning experiences that allow educators to construct knowledge while interacting directly with the context of their learning environment. Guided by data and professional teaching standards, participants collaborated in professional learning communities to develop and cultivate an IPDP, which consisted of a professional learning goal, objectives, learning activities, timelines and resources needed to successfully implement the plan. Findings in this study reveal that teachers feel more efficacious in the classroom when empowered to make critical decisions about the content and direction of their own professional learning.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Constructivism (Learning), Teacher Effectiveness, Self Efficacy, Teacher Improvement