The effects of the Washington State education reform on by Brian M. Stecher, Tammi Chun, Sheila Barron, Karen E. Ross
By Brian M. Stecher, Tammi Chun, Sheila Barron, Karen E. Ross
Read or Download The effects of the Washington State education reform on schools and classrooms: Initial findings (Documented briefing) PDF
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Additional info for The effects of the Washington State education reform on schools and classrooms: Initial findings (Documented briefing)
Example text
Some types of test familiarization are quite appropriate and help students produce scores that are indicative of their broader abilities. Other types of focused preparation are quite inappropriate. By focusing narrowly on the particular content or format of the test, teachers may increase students’ WASL scores without increasing their broad knowledge of the EALRs. This issue deserves continued scrutiny in the future. 29 Study Reveals that Implementation is Occurring, but Raises Some Concerns • Educators generally understood and supported the reform • Changes in policy, school organization, curriculum, and teaching were consistent with the reforms • WASL strongly influenced many of the changes • Schools where educators reported more curriculum alignment had higher WASL scores • Teachers reallocated instructional time from nontested to tested subjects • Extensive test preparation activities need further examination R In summary, this study shows that educators responded to the Washington education reform with changes at the district, school, and classroom levels.
Teachers indicated that many of their changes in the writing and mathematics curriculum and instruction mirrored the content or format of the WASL tests. Other things being equal, schools with greater curriculum alignment also had higher WASL scores in reading and mathematics. Teachers made some changes that may be less desirable. In some cases, teachers emphasized tested material and format over equally important content not covered by state testing. For example, teachers increased the amount of instructional time spent on tested subjects at the expense of nontested subjects.
Teachers made some changes that may be less desirable. In some cases, teachers emphasized tested material and format over equally important content not covered by state testing. For example, teachers increased the amount of instructional time spent on tested subjects at the expense of nontested subjects. Similarly, educators reported that the alignment of local standards and curriculum with EALRs was higher in the tested subjects. 30 Finally, teachers spent considerable time specifically preparing students for the WASL.