Capstone Paper on Learning Centers

8/13/2019 Capstone Paper on Learning Centers

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Eric AllenProfessor Bill MartelloA-CAPS 4360November 25, 2005

What role should standardized testing play in Texas' public education system?

!e met!o"s b# $!ic! c!il"ren are e"%cate" an" aca"emicall# meas%re" in e&as !ave

evolve" over t!e 'ast fe$ "eca"es, "%e to fe"eral an" state "irecte" e"%cation 'olicies( )n an

effort to establis! acco%ntabilit# an" im'rove t!e nation*s com'etitiveness on a +lobal scale,

stan"ar"ie" testin+ !as become a "rivin+ com'onent of c%rric%la nation$i"e( Almost ever#

state, incl%"in+ e&as, +overns its '%blic sc!ools %n"er a national 'olic# "irective no$n as t!e

.No C!il" /eft Be!in" Act. NC/B1( !e NC/B re%ires all states to %tilie assessments to

"etermine an" re'ort if a sc!ool !as ma"e a"e%ate #earl# 'ro+ress AP1 in t!e 'roficienc#

levels of all st%"ents( !is is a relativel# recent s!ift from local control of sc!ools to centralie"

+overnance $!ic! is inten"e" to im'rove e"%cation an" eliminate !armf%l "is'arities in

e"%cation %alit# icci 3421( )nstea" of sc!ool "istricts "eterminin+ e"%cation stan"ar"s, t!e

state an" fe"eral +overnments 'rovi"e t!e 'olic# "irection( ne met!o" to assess e"%cation

'erformance an" com'liance $it! t!e centralie" 'olic# is t!e %se of acco%ntabilit# meas%res -

i(e(, stan"ar"ie" tests(

!e NC/B, co%'le" $it! state 'olic#, is inten"e" to "ecrease ine%alit# an" set an

obective meas%rement in 'lace $!ere sc!ool "istricts, sc!ools, teac!ers, an" even st%"ents can

be !el" acco%ntable for t!eir 'ro+ress or lac t!ereof( 7o$ever, t!ere are ar+%ments from

o''onents of stan"ar"ie" testin+ claimin+ t!at test-"riven c%rric%la are !armf%l to t!e nee"s of a

"emocratic societ#, an" t!at testin+ "iscriminates a+ainst minorities b# $i"enin+ t!e e"%cation

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ac!ievement +a' 7%rs! 6821( )t is t!e intention of t!is researc! 'a'er to investi+ate t!is claim

an" t!e claims of 'ro'onents of stan"ar"ie" testin+ b# anal#in+ $!at role stan"ar"ie" testin+

s!o%l" 'la# in e&as* '%blic e"%cation s#stem(

estin+ a"vocates claim t!at t!e c%rrent s#stem 'rovi"es to%+!er an" m%c! nee"e"

acco%ntabilit# as $ell as main+ America an" e&as better 're'are" to com'ete in t!e +lobal

maret 9allas 31( es%ltin+ iss%es are $!et!er or not stan"ar"ie" testin+ is a 'ro"%ctive an"

fair tool for t!is 'rocess, an" $!et!er certain st%"ents are at a "isa"vanta+e "%e to socio-

economic con"itions( )n ot!er $or"s, !as t!e centralie" 'olic# "irection !eav# on acco%ntabilit#

an" stan"ar"ie" testin+ im'rove" e"%cation %alit# an" e%alit# in e&as: ;n"ertain+ an

anal#sis of stan"ar"ie" testin+ can !el' %s ans$er $!et!er or not t!is 'rocess 'rovi"es a fair

assessment of st%"ents, teac!ers, an" sc!ools(

Significance

!e si+nificance of t!e iss%e relates "irectl# to t!e %alit# an" e%alit# of e"%cation in

e&as, acco%ntabilit# for e"%cation, an" '%blic sc!ool f%n"in+( Stan"ar"ie" testin+ affects t!e

c%rric%l%m( irector of t!e National

Center for


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"ebatin+, an" eval%ation( Neill sa#s t!e latter conce'ts are t!e fo%n"ations of 'ro"%ctive min"s

t!at $ill 'ros'er in t!e +lobal maret'lace Neill 41( =!ile anot!er e"%cation anal#st sa#s t!e

efforts to .teac! to t!e tests. !as act%all# ma"e test scores meanin+less( efinin+ e# terms $ill be im'ortant for %n"erstan"in+ t!e to'ic( Stan"ar"ie" tests

s%c! as t!e e&as Assessment of ?no$le"+e an" Sills A?S1@ t!e State->evelo'e"

Alternative Assessment )) S>AA ))1@ t!e /ocall#->evelo'e" Alternative Assessment />AA1

an" t!e ea"in+ Proficienc# ests in En+lis! PE11 are all names of c%rrentl# a"ministere"

e&ams( !e tests are val%able in t!at t!e# mae t!e teac!ers, sc!ools an" sc!ool "istricts more

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acco%ntable( B# acco%ntabilit#, it is meant t!at state officials an" ot!ers intereste" in t!e $elfare

an" 'ro+ress of t!e '%blic sc!ool s#stem in e&as can eval%ate teac!ers, sc!ools an" sc!ool

"istricts base" %'on t!e res%lts of t!e e&ams 9allas 21( !e ass%m'tion is t!at testin+ can

i"entif# e"%cator an"or st%"ent 'roficiencies an" s!ortcomin+s( )f tr%e, t!is follo$s t!e a"a+e

t!at it is clearl# easier to fi& a 'roblem $!en t!ere is evi"ence of a 'roblem e&istin+( !e same

can be sai" for reco+niin+ e&cellence $!en e&cellence e&ists(


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An" finall#, $!at is o%tcome base" learnin+: !is "efinition is im'ortant beca%se

o%tcome-base" learnin+ is a '!rase t!at ca't%res t!e "irection e"%cation 'olic# !as taen at t!e

national an" state levels of +overnment( )n t!is format ever# as'ect of a st%"ent*s "a# in sc!ool is

+eare" to res%lt in s'ecific learnin+( =it! t!e "esire to 'ass an" e&cee" t!e state man"ate"

acco%ntabilit# stan"ar"s, most sc!ools in e&as are concentratin+ !eavil# on instr%ctional efforts

t!at $ill 'ro"%ce 'ositive res%lts on t!e A?S(

Secondary Issues

=e !ave establis!e" t!at t!e 'rimar# iss%es for t!is to'ic incl%"e t!e

$ei+!t +iven to stan"ar"ie" testin+ in meas%rin+ '%blic sc!ool s%ccess as $ell as an#

ac!ievement +a' 'ossibl# e&acerbate" b# t!e testin+( =e also m%st consi"er t!e %estion of local

control in "eterminin+ c%rric%l%m vers%s a state an" fe"erall# "irecte" a''roac! to '%blic

e"%cation o%tcome- base" learnin+1( B%t in "oin+ an# of t!is, $e m%st loo at a si+nificant

'olic#-"rivin+ en+ine - t!at of mone#(

!e financin+ of e"%cation t!ro%+! ta& "ollars necessitates acco%ntabilit#( !e e&as

/e+islat%re !as been +ra''lin+ $it! restr%ct%rin+ t!e ta& co"e to more fairl# f%n" e"%cation, or

at least to f%n" e"%cation in a $a# t!at is more 'o'%lar $it! voters( Pro'ert# o$ners $ant a

"ecrease as t!e# c%rrentl# 'rovi"e 60 of t!e cost of e"%catin+ e&as c!il"ren an" obvio%sl#

man# $ant to be s%re t!eir mone# is sta#in+ in t!eir comm%nit# $!ic! it isn*t "%e to t!e c%rrent

s!are-t!e-$ealt! s#stem1 Sc!lomac! 41( Certain b%sinesses are claimin+ t!e# are 'a#in+ too

!i+! a 'ercenta+e, 'artic%larl# t!ose in t!e retail sector $!en com'are" to t!e services sector

7ollo$a# 801( !ere are loo'!oles bein+ e&'loite" b# some b%sinesses to avoi" 'a#in+ t!e

e&as


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t!e# $ill !ave incentive to !ave in'%t into t!e met!o"s b# $!ic! e&as s'en"s t!at ta& mone# on

e"%cation(

)n e&as, '%blic sc!ools are f%n"e" in 'art b# a combination of local 'ro'ert# ta&es an"

t!e Permanent Sc!ool


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t!ere are cases s!o$in+ $!ere s'ecific '%blic sc!ools an" "istricts !ave faile" to serve t!e nee"s

of t!e st%"ents be it in testin+ 're'aration or in basic e"%cation nee"s Sc!lomac! 21( !ere is b#

no means 'roof t!at %st beca%se a sc!ool is a '%blic instit%tion it $ill t!en serve t!e +reater +oo"

a"e%atel# Neill 51( Several factors !ave roles in t!e s%ccess or fail%re of a sc!oolF 'arental

involvement, comm%nit# s%''ort, a"ministrative com'etence, in"ivi"%al teac!er 'erformance,

an" financial means - to name a fe$(

Anot!er secon"ar# iss%e involves st%"ents, t!e $a# t!e# are co%nte" an" $!et!er or not

t!e# +ra"%ate from !i+! sc!ool or "ro' o%t "%e to t!e lieli!oo" of failin+ a +ra"%ation-re%ire"

stan"ar"ie" e&am or for ot!er reasons( As mentione" 'revio%sl#, t!e EA incl%"es more t!an

%st stan"ar"ie" test res%lts in t!eir tab%lation for sc!ool ratin+s( >ro' o%t ratios are one of t!e

variables( !ose $!o are at a !i+!er ris for "ro''in+ o%t or failin+ t!e re%ire" +ra"%ation test

are 're"ominantl# African-American, 7is'anic an" En+lis! as a secon" lan+%a+e st%"ents

/i'man 51( 7o$ever, 'ro'onents of stan"ar"ie" testin+ in e&as cite test res%lts t!at t!e# claim

in"icate t!e c%rrent e"%cation 'olic# is re"%cin+ t!e e"%cation ac!ievement +a' EA P-81(

!is is a 'oint of contention bet$een t!e t$o si"es( ne t!ose a+ainst testin+1 ar+%e t!at t!e

narro$in+ of t!e e"%cation ac!ievement +a' is a se$e" realit# beca%se if a st%"ent "ro's-o%t

'rior to tain+ t!e final stan"ar"ie" test, t!en t!ere is no score to tab%late into t!e e"%cation

ac!ievement +a'( !%s, $!ile t!e +a' a''ears to be +ro$in+ smaller, it is in fact sta#in+ t!e

same or $orsenin+ /i'man 51(

Anot!er secon"ar# iss%e t!at involves st%"ents is $!et!er stan"ar"ie" tests are fair in

terms of learnin+ st#les( )t is a $ell "oc%mente" '!enomenon t!at learnin+ st#les "iffer from

'erson to 'erson( !ere are vis%al an" a%"itor# learners as $ell as tactile-inest!etic learners(


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Most learners %se a combination of t!ese st#les@ b%t ever# 'erson !as one 'rimar# mo"e 7ill

21( !ose $!o learn b# '!#sicall# "oin+ t!e tactile- inest!etic learners1 are at a "isa"vanta+e

in most stan"ar"ie" tests 're'aration co%rses - t!at is %nless t!e st%"ent can overcome !is!er

"ominant mo"e 7ill 2G1( estin+ 'ro'onents ma# ar+%e t!at a st%"ent*s abilit# to a"o't an"

'erform $ell on t!is test is 'roof t!at t!e st%"ent can s%ccee" in t!e +lobal maret(

Mean$!ile, e"%cators claim stan"ar"ie" testin+ !as !a" a ne+ative im'act on t!eir

'rofession( Man# teac!ers $!o o''ose t!e c%rrent levels of stan"ar"ie" testin+ claim t!at as a

res%lt of t!e $ei+!t +iven to A?S res%lts, t!e foc%s of t!e state*s '%blic e"%cation s#stem !as

s!ifte" from t!at of a learnin+ environment to one concentrate" almost entirel# on !i+!- staes

testin+ CH 81( An a""itional si"e effect is an increase in 'a'er$or t!at res%lts in less time $it!

t!e st%"ents( !is is clearl# state" in Carlo icci*s researc! on t!e to'ic of stan"ar"ie" testin+

an" >emocrac#( icci $rites, .!e teac!ers ) tale" $it! felt torn bet$een im'lementin+ $!at

t!e# believe is +oo" 'e"a+o+# vers%s $!at t!e# believe is t!eir "%t# as a teac!er(. !is criticism

labels test-base" c%rric%l%ms as limitin+ t!e creativit# of teac!ers as $ell as t!eir overall abilit#

to connect $it! st%"ents( !is is also ill%strate" in Mont# Neill*s researc! of state e&am %alit#

$!ere !e states t!at test-"riven reform "rives o%t t!e best teac!ers Neill 41, an" in Sacs* boo

$!ere !e cites an E"%cation Polic# st%"# t!at fo%n" onl# 3 'ercent of e"%cators t!o%+!t

stan"ar"ie" tests $ere +oo"(

Some e"%cators claim t!eir free"om to teac! is !am'ere" b# t!e state- man"ate"

c%rric%l%m, $!ic! is "esi+ne" to ai"e an" im'rove A?S scores )+le!art 81( !is .free"om to

teac!. is a val%e( An a''roac! t!at creates a *cooie c%tter* mol" for teac!ers is liel# to be met

$it! !esitation an" resentment from e"%cators( )n an article b# Carlo icci, t!is 'oint is

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ill%strate"( icci e&'lains t!at a +ro%' of teac!ers in an ntario sc!ool $ere instr%cte" to no

lon+er foc%s on t!e *$!at* to teac! an" 'ractice more "ili+ence in *!o$* to teac! so t!at t!e

sc!ool*s st%"ents $o%l" be better 're'are" for stan"ar"ie" e&ams icci 3431( ''onents of

testin+ ar+%e t!at t!is is 'recisel# t!e 'roblem in t!at e"%catin+ is no$ abo%t test tain+ an" not

*real* learnin+ Neill 41(

Scope

!e sco'e of t!is iss%e can be e&'an"e" to loo at !o$ e&as com'etes in t!e +lobal

maret'lace an" to t!e microcosm of !o$ an in"ivi"%al st%"ent $ill fair in an e"%cation s#stem

$it! a !eav# em'!asis on stan"ar"ie" testin+ an" acco%ntabilit# 7%rs! 92(601( P%blic

e"%cation in e&as affects ever# resi"ent in one $a# or anot!er( Even if a resi"ent !as no

c!il"ren an" $as not e"%cate" in e&as, some of t!e ta&es t!e# 'a# for 'ro'ert# in t%rn $ill 'a#

for sc!ools( So literall#, ever#one !as a veste" interest in t!at e"%cation "ollars are s'ent

effectivel#( n t!e lar+er scale, t!e %alit# of e"%cation 'rovi"e" to e&as* an" America*s #o%t!

$ill "irectl# affect !o$ $ell t!e state an" t!e nation as a $!ole "evelo'( )f in fact stan"ar"ie"

testin+ is an assembl# line mo"e of e"%cation t!at instills com'liance an" ri+i"it# as some

s%++est1 t!en a maorit# of e&as st%"ents $ill be assimilate" an" 're'are" for tas-"riven

'ositions in t!e $orforce( 7o$ever, if stan"ar"ie" test base" c%rric%l%ms !el' in assessin+

s!ortcomin+s an" t!ereb# t!e resol%tion of t!ose 'roblems, t!en e&as $ill !ave a labor 'ool

com'rise" of a "iverse 'o'%lation t!at !as benefite" from e"%cation e%alit#(

Assumptions

G


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!e ass%m'tion ma"e b# stan"ar"ie" testin+ a"vocates is t!at acco%ntabilit# is "esirable

an" is best ac!ieve" t!ro%+! stan"ar"ie" testin+( emocrac# 7%rs! v(3 821(


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believe t!at t!ere is a 'olitical a+en"a $orin+ to brin+ 'rofit to e"%cation 'rivatiation1 an"

some 'olic# maers !ave less t!an a"mirable motives in min" $!en t!e# '%rs%e a s#stem t!at

man# believe $ill res%lt in stan"ar"s t!at are %nattainable b# most '%blic sc!ools b# t!e #ear

2084 Miner 21(

History and ac!ground

!e !istor# of stan"ar"ie" testin+ can be trace" bac to 8G08 if one is to consi"er )H

tests, $!ic! $ere "evelo'e" an" %se" for '%'il assi+nment( )n 8G26 t!e Sc!olastic A'tit%"e est

SA1 $as %se" as a colle+e entrance e&am b%t it $asn*t %ntil 8G33 t!at a basic sills test $as

%se" for assessment at t!e secon"ar# e"%cation levelF t!e )o$a est of Basic Sills( Still, it $as

not %ntil t!e 8G60-8G0*s $!en stan"ar"ie" testin+ for assessment +aine" a stron+ foot!ol"(

Man# states be+an im'lementin+ t!em an" a national movement $as %n"er$a#(

Political battles in =as!in+ton slo$e" t!e 'rocess( 7o$ever, Presi"ent B%s!*s No C!il"

/eft Be!in" Act Jan(I, 20021 create" t!e c%rrent national stan"ar"ie" testin+ environment( !e

NC/B $as mo"ele" after reforms t!en-overnor B%s! ma"e in e&as on an alrea"# e&istin+

stan"ar"ie" e&am(

Anot!er e&am'le of no$ Presi"ent eor+e =( B%s!*s 'olic# initiatives $as !is c!arter

sc!ool efforts( Accor"in+ to t!e EA, .o'en enrollment in c!arter sc!ools $as establis!e" as an

alternative to tra"itional '%blic e"%cation sc!ools( o"a#, e&as !as abo%t 8I5 o'eratin+ c!arter

sc!ools t!at onl# !ave to com'l# $it! minim%m 'rovisions of t!e e"%cation co"e, b%t o'erate

$it! state f%n"s an" 'rovi"e alternative met!o"s of instr%ction,. EA 7istor# vervie$ 21(

nce t!e +overnor became 'resi"ent, man# of t!e national 'olicies !ave been mo"ele" %'on

e&as( B%s!*s NC/B an" call for centralie" control is similar to t!e e&as initiatives an" !as

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+arnere" s%''ort from 'olic# maers in i"eolo+ical a+reement $it! t!e ca%se(

=it! re+ar" to state !istor# an" stan"ar"ie" testin+, e&as sa$ its first stan"ar"ie" test

a"ministere" to a sam'le of !i+! sc!ool st%"ents in 8G6I( r( =alt 7ane#(

)n 8G8, a fe"eral co%rt fo%n" in favor of t!e 'laintiff in t!at t!e met!o" %se" to 'a# for

e&as* '%blic sc!ools $as %nconstit%tional o"ri%e v( San Antonio )n"e'en"ent Sc!ool

>istrict1( !e 'roblem $as t!at t!e sc!ool finance s#stem "iscriminate" a+ainst st%"ents livin+ in

'oor sc!ool "istricts 7ane# 2(81( !e "ecision "i" not !ave lon+evit# !o$ever as t!e ;nite"

States S%'reme Co%rt overt%rne" t!e r%lin+ t$o #ears later( !is is similar to t!e sit%ation to"a#

$it! a recent "istrict co%rt case motivatin+ t!e /e+islat%re to act on sc!ool finance an" 'ossibl#

c!an+e t!e ta& co"e t!e recent state s%'reme co%rt*s "ecision calls for a c!an+e in sc!ool

financin+ removin+ .obin 7oo",. b# J%ne 8, 2006 or all e&as '%blic sc!ools $ill close(1 !e

8G8 case res%lte" in t!e e&as /e+islat%re attem'tin+ to a""ress t!e $ealt! "iscre'ancies in t!e

f%n"in+ of '%blic e"%cation( !ese efforts res%lte" in t!e 'assa+e of t!e E%al E"%cation

''ort%nit# Act in 8GG( !e act man"ate" t!e state*s first testin+ 'ro+ram 7ane# 2(81( !e first

test $as no$n as ABS, t!e e&as Assessment of Basic Sills( )t $as far "ifferent t!en $!at is

!an"e" o%t to"a# A?S1 an" came $it! no 'enalties for fail%re b# st%"ents or sc!ools( !is

*s%rve#-t#'e assessment* $as in 'lace for five #ears 8GI0-8GI51(

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!e ne&t si+nificant event in t!e timeline of stan"ar"ie" testin+ an" t!e state of e&as

occ%rre" in 8GI4( !is is $!en t!e first obvio%s s!ift a$a# from local control of e"%cation 'olic#

occ%rre"( overnor Mar =!ite si+ne" 7o%se Bill 2 into la$( 7B2 $as a s%bstantial

e"%cation reform bill callin+ for e&tensive c!an+es to '%blic e"%cation, incl%"in+ mo"ifications

to t!e state$i"e testin+( !ere $as a 'a# raise for teac!ers as $ell as a 'roficienc# e&am for

e"%cators1, a met!o" to "istrib%te mone# to 'ro'ert#-'oor sc!ool "istricts an" instit%te" a

state$i"e c%rric%l%m EA 7istor# vervie$ 81( )t also set %niform 'assin+ 'ercenta+es for all

secon"ar# e"%cation classes 0 'ercent1 an" '%t t!e .no 'ass, no 'la#. r%le into effect(

!e c!an+es to t!e stan"ar"ie" testin+ man"ate" in t!e ne$ la$ act%all# create" an

entirel# ne$ assessment s#stem( !e e&as E"%cational Assessment of Minim%m Sills or

EAMS $as to be +iven to st%"ents in o"" n%mbere" +ra"es 8, 3, 5, , G, 881( !is $as also

si+nificant beca%se for t!e first time in e&as, !i+! sc!ool st%"ents co%l" not receive t!eir

"i'lomas %nless t!e# 'asse" t!e .e&it level. EAMS test 7ane# 2(21 !e test $as a"ministere"

in ctober of 8GI5 an" 'assin+ 'ercenta+e for t!e e&it-level test taers $as res'ectable II

'ercent 'asse" t!e mat! 'ortion an" G8 'ercent 'asse" t!e En+lis! 'ortion1( !ose t!at "i"n*t

'ass on t!e first attem't for t!e most 'art, faire" $ell on a retae e&am t!e follo$in+ S'rin+

Ma# 8GI61(

)n 8GG0, "%e to a ne$ state la$, e&as re'lace" t!e EAMS test $it! t!e e&as

Assessment of Aca"emic Sills AAS1 e'ort to t!e Com'troller 8(81( !is $as also t!e birt!

of en"-of-co%rse e&ams( Accor"in+ to t!e EA, t!e '%r'ose of AAS $as to c!an+e t!e

assessment from minim%m sills to aca"emic sills an" test !i+!er-or"er t!inin+ sills an"

'roblem solvin+ abilit# EA 81( bvio%sl# t!is $as a !ar"er e&am t!an EAMS an" t!e res%lts

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reflecte" t!at( Accor"in+ to "ata 'resente" to t!e e&as Boar" of E"%cation in J%l# of 8GG0, if

t!e stan"ar"s of 'assin+ $ere to be t!e same for AAS as t!e# $ere for EAMS, t!e 'assin+

rates of I0-G0 'ercent $o%l" be !i+!l# im'robable to ac!ieve( A more realistic 'ict%re $o%l" be

40-60 'ercent 'ass ratin+s $it! minorit# st%"ents 'roecte" at a 2-33 'ercent 'assin+ mar(

An im'ortant "ate !ere "eals less $it! testin+ an" entirel# $it! f%n"in+( !e state !a"

been battlin+ la$s%its over its %ne%al f%n"in+ met!o"s an" la$maers trie" to create a met!o"

t!at $o%l" 'ass %"icial m%ster( )n 8GG3, t!e so-calle" .obin 7oo". 'lan $as create" $!ere

'ro'ert#-ric! sc!ool "istricts $o%l" s!are t!eir $ealt! $it! 'ro'ert#-'oor sc!ool "istricts( !is

!as ca%se" m%c! animosit# an" $!ile it seems to !ave !el'e" 'oorer areas of t!e state - it is a

maor factor in c%rrent state 'olitical "ebate( !e mone# is +enerate" from 'ro'ert# ta&es an"

'ro'ert# o$ners, for t!e most 'art, $o%l" lie to see more of t!eir ta& reven%e sta# in t!eir

comm%nit#( Mean$!ile, sc!ools are "ealin+ $it! an a''raisal ca' t!at 'revents t!em from

+eneratin+ more mone# so '%blic e"%cation is at t!e merc# of t!e reven%es t!e# !ave available

an" limite" b# $!at t!e# can ee' $it! t!e obin 7oo" s#stem in 'lace(

Mean$!ile, t!e AAS test $as not f%ll# im'lemente" %ntil 8GG4 $!en eor+e =( B%s!

$as electe" as +overnor of e&as( A maor reform to t!e '%blic e"%cation in e&as !a''ene"

s!ortl# t!ereafter( A com'lete over!a%l of e&as e"%cation co"e !a''ene" in 8GG5 EA1(

Accor"in+ to t!e EA, t!e over!a%l !a" t!e follo$in+ effectsF stri''e" t!e e"%cation co"e of

several state-man"ate" r%les@ ret%rne" more a%t!orit# to local sc!ool "istricts@ +ave t!e +overnor

'o$er to a''oint t!e commissioner@ +ave t!e State Boar" of E"%cation a%t!orit# to +rant o'en-

enrollment c!arter sc!ools, an" establis!e" t!e se'arate State Boar" for E"%cator Certification

EA1(

84


15/38

Anot!er si+nificant an" more recent event le" e&as to its c%rrent A?S test( !e e&as

Assessment of ?no$le"+e an" Sills $as im'lemente" in 2003 an" !as been at t!e core of

c%rric%l%ms an" lesson 'lannin+ in t!is state ever since

Even more recentl#, e&as la$maers !ave been tr#in+ to "etermine !o$ best to im'rove

'%blic e"%cation in t!e state - bot! in terms of test scores an" overall f%n"in+( 7o$ever,

"isa+reements over incentive-base" teac!er 'a# $!ic! $o%l" !ave been "irectl# tie" to

stan"ar"ie" test res%lts1, ta& 'ro'osals, c!arter sc!ool an" 'rivate sc!ool vo%c!ers !as st#mie"

'ro+ress( !e /e+islat%re $as %nable to 'ass an# reform bill in recent m%lti'le s'ecial sessions(

"arties and Arguments

"roponents and Their #alues

Stan"ar"ie" testin+ is 'o'%lar amon+ man# ta&'a#ers, electe" officials an" cor'orations

$it! interest in e"%cation beca%se of t!e meas%rable acco%ntabilit# it 'rovi"es AAP 8, P!el's

I1( Pro'onents sa# stan"ar"ie" tests level t!e 'la#in+ fiel" an" mae e"%cation more consistent

from one sc!ool "istrict to t!e ne&t t!ereb# ens%rin+ no c!il" is "isa"vanta+e" base" on t!e color

of t!eir sin, or t!e income level of t!eir 'arents( !e 'arties com'risin+ t!e 'ro'onents are

'olic# maers an" 'olitical 'la#ers, a fe$ a"ministrators an" teac!ers, t!e '%blic, an" even

com'anies t!at create an" "istrib%te stan"ar"ie" testin+ materials(

)n"ivi"%al i"entification of re'resentatives from t!ese +ro%'s is necessar# to f%ll# $ei+!

t!e iss%e( Be+innin+ $it! 'olic# maers, if $e base s%''ort of stan"ar"ie" testin+ on 'ast

actions in le+islative efforts, $e are safe to ass%me t!at 'o$erf%l lea"ers at bot! t!e state an"

national levels of +overnment s%''ort stan"ar"ie" testin+( Presi"ent B%s!*s e"%cation reform

e&'licitl# '%t stan"ar"ie" testin+ as a main com'onent( At t!e state level, t!e lea"in+

85


16/38

e'%blican $it! re+ar" to e"%cation bills in t!e e&as 7o%se, P%blic E"%cation Committee

C!airman ?ent r%sen"orf, !as ma"e n%mero%s efforts to lin stan"ar"ie" test res%lts $it!

teac!er bon%ses( So !ere a+ain, is consi"erable 'roof of s%''ort( Not onl# t!ese actions b%t t!e

$ritin+s of t!ose closel# associate" $it! 'olic# maers lie r%sen"orf s%c! as B#ron

Sc!lomac! e&as P%blic Polic#


17/38

abilities s'ecific st%"ents alrea"# 'ossess( Accor"in+ to t!e Practical Assessment, esearc!, an"

Eval%ation Jo%rnal, .test res%lts earl# in t!e sc!ool #ear can !el' t!e teac!er 'lan revie$ material

an" i"entif# 'otential iss%es to be face"(. A""itionall#, t!e o%rnal sa#s testin+ can ai" in

"ecisions abo%t +ro%'in+ st%"ents in t!e class an" 'ace of instr%ction to better !el' t!e st%"ents

an" class as a $!ole reac! e"%cational obectives( =!ile t!ere are a small 'ercenta+e of teac!ers

in s%''ort of stan"ar"ie" testin+, t!e same is not t!e case for a"ministrators( r%e, some obect

to t!e centralie" control of t!e c%rric%l%m b%t s%'erinten"ents lie Pa%l 9allas of P!ila"el'!ia,

PA, sa#s t!e information 'rovi"e" b# test res%lts is ver# %sef%l( !e "ata can !el' i"entif#

teac!ers for 'romotions, retention or reme"ial trainin+( !e "ata can also be s!are" $it! local

me"ia to inform t!e '%blic abo%t !o$ a sc!ool "istrict is 'erformin+ as a $!ole 9allas 51(

9ario%s '%blic s%rve#s abo%t t!e nee" an" contin%e" e&istence of stan"ar"ie" testin+

in"icate a maorit# of t!e 'o'%lation s%''ort t!e conce't( Accor"in+ to ic!ar" P!el's, a

reasonable estimate base" on a n%mber of s%rve#s $o%l" '%t '%blic a''roval of stan"ar"ie"

testin+ at 0 'ercent in favor, if not !i+!er P!el's 81( P!el's +oes on to sa# t!at t!e s%rve#

res%lts "e'en" on lan+%a+e %se" b%t t!e s%''ort is 'artic%larl# !i+! $!en ase" in t!e conte&t of

$!et!er or not conse%ences s!o%l" res%lt from testin+ scores(

!e iss%e for t!e '%blic is reflecte" in t!e actions b# t!e 'olic# maers - t!e# $ant

acco%ntabilit#( a&'a#ers $ant to mae s%re t!at '%blic e"%cation s#stem is not onl# f%nctionin+

b%t e&cellin+( After all, it is t!e ta&'a#er*s mone# t!at is bein+ s'ent to e"%cate c!il"ren across

t!e state( So $e are bro%+!t bac to t!e val%e of acco%ntabilit# as $ell as t!e val%e of

meas%rement( !e test res%lts 'rovi"e information allo$in+ com'arison at a m%ltit%"e of levels(

St%"ents an" sc!ools can be %"+e" a+ainst eac! ot!er an" t!e state can meas%re itself a+ainst t!e

8


18/38

rest of t!e nation( !e '%blic*s s%''ort of t!e testin+ in"icates t!at t!e# believe t!e '%blic sc!ool

s#stem is obli+ate" to s!o$ im'rovement an" meet stan"ar"s, ot!er$ise, t!e f%t%re of t!e

$orforce $ill be eo'ar"ie" an" t!e sc!ools $ill !ave $aste" t!e ta&'a#er*s "ollars(

An" finall#, %n"er t!e !ea"in+ of stan"ar"ie" test 'ro'onents it is reasonable to 'lace

t!ose t!at mae t!e tests an" "istrib%te t!em or !ave an interest in s%''ortin+ t!is b%siness( !e

Association of American P%blis!ers* est committee is a +oo" e&am'le of t!is 'ro'onent( !e

committee re'resents t!ose in t!e b%siness of main+ tests( !e# ar+%e, not on t!e +ro%n"s of

b%siness enter'rise an" 'rofit, $!ic! is clearl# a factor1, b%t instea" on t!e merits of t!e

obective, reliable an" acc%rate manner in $!ic! stan"ar"ie" tests 'rovi"e information allo$in+

for an anal#sis of sc!ool an" st%"ent 'erformance( =!en face" $it! t!e ar+%ments a+ainst

stan"ar"ie" testin+ incl%"in+F 8( %tcome-base" learnin+ narro$s t!e c%rric%l%m, 2( eac!in+

to t!e test restricts teac!er ca'abilities an" 3( Preferre" instr%ctional met!o"s are cast asi"e $!en

stan"ar"ie" testin+ taes s%c! a 'rominent role, t!is 'ro'onent ans$ers em'!aticall#( =it!

re+ar" to t!e c%rric%l%m, t!e# ar+%e t!at $it!o%t t!e testin+ c%rric%l%m, a teac!er*s 'ersonal

'references can control classroom learnin+( !e committee claims t!at a teac!er*s arbitrar#

"ecisions affectin+ content are not base" on '%blic in'%t or $!at*s necessaril# best for t!e

c!il"ren( As far as teac!in+ to t!e test bein+ restrictive, t!e committee asserts t!at teac!ers .teac!

to. somet!in+ an#$a# - be it a te&tboo or some ot!er c%rric%l%m base" learnin+ so in t!eir e#es,

t!is ar+%ment is n%ll as $ell(

!e val%es "emonstrate" b# t!e testin+ in"%str# incl%"e acco%ntabilit#, t!eir o$n

s%rvival, an" str%ct%re( !e conse%ences in!erent in t!e 'osition of t!e in"%str# is t!at

contin%in+ to %se o%tcome- base" learnin+ mo"els an" stan"ar"ie" testin+ is t!e best $a# to

8I


19/38

ac!ieve obective meas%rement an" acco%ntabilit#(


20/38

$it! $!at t#'e of '%blic e"%cation s#stem $ill lea" to t!e most s%ccessf%l o%tcome(

Stan"ar"ie" testin+-base" c%rric%l%m o''onents sa# "iversit# is a stren+t! an" e%aliin+

e"%cation to a level of sameness is not necessaril# a 'ositive move( So !ere, t!e val%e is "iversit#

an" t!e benefits it brin+s to c%lt%re, b%siness an" life in +eneral( Some of t!e 'ro'ose" sol%tions

incl%"e more researc!, removal of stan"ar"ie" testin+ alto+et!er, an" a maor transformation of

t!e tests to reflect "ifferent t#'es of learnin+, "ifferent levels of abilit# $it!in t!e same +ro%' of

st%"ents an" critical t!inin+ sills( Some of t!ese sol%tions $it! t!e e&ce'tion of removin+

tests alto+et!er1 co%l" contin%e to 'rovi"e 'erformance acco%ntabilit# $!ic! a''ears to be

man"ator# for 'ro'onents an" at t!e same time alleviate ot!er concerns(

eac!ers* +ro%'s, s%c! as t!e Association of e&as Professional E"%cators, !ave

criticie" t!e !i+! staes environment t!e tests create( APE !as also 'itc!e" t!e i"ea t!at t!e

A?S test s!o%l" be %se" as a benc!mar e&am to see $!ere st%"ents are at a +iven 'oint in t!e

sc!ool #ear b%t not as a "eterminant to +ra"%ation or 'assin+ to t!e ne&t +ra"e( Note, APE !as

not taen a '%blic stance callin+ for t!e com'lete "ismissal of stan"ar"ie" testin+( )n fact, man#

of t!e teac!er*s +ro%'s an" %nions in e&as !ave $elcome" acco%ntabilit#( !e ar+%ments come

$!en teac!er 'a# is tie" to incentives s%c! as !o$ $ell a class "oes on a stan"ar"ie" e&am(

!ere are so man# variables incl%"in+ et!nic bac+ro%n" t!at man# e"%cators !ave claime" t!e#

$o%l" be at an %nfair "isa"vanta+e an" in or"er to ma&imie or even maintain t!eir income, t!e#

$o%l" !ave consi"er movin+ to anot!er sc!ool or sc!ool "istrict t!at stoo" a better c!ance of

scorin+ $ell on t!e e&ams( !is co%l" f%rt!er t!e 'roblem b# enco%ra+in+ +oo" e"%cators to

leave sc!ools t!at !ave a !i+! 'ercenta+e of minorit# or lo$- income st%"ents(

"osition Thesis and %ustification

20


21/38

Accor"in+ to ;tilitarianism, $e m%st $ei+! "ecisions base" on t!e+reater +oo" an" at t!e same

time ens%re t!at t!ose "ecisions can stan" %' to in"ivi"%al 'rinci'les $it!in t!e normative et!ical

t!eor#( )t $ill be %sef%l t!en to $ei+! t!e 'ositions an" val%es of 'ro'onents an" o''onents of

stan"ar"ie" testin+ in reac!in+ an" %stif#in+ a 'osition an" concl%sion as to $!at role

stan"ar"ie" testin+ s!o%l" 'la# in e&as* '%blic sc!ool s#stem(

I& "roponents alues

A& Accountability


22/38

onl# t!at societ# is not %stifie" in coercin+ be!avior t!at is sim'l# immoral or !armf%l onl# to

t!e in"ivi"%al carr#in+ o%t t!e action( =e !ave establis!e" t!at e"%cation affects not onl#

in"ivi"%als b%t t!e comm%nit#, state, an" even nation(

!e 'rinci'le of conse%ences in ;tilitarianism loos at t!e en" res%lt rat!er t!an t!e

'rocess( )f stan"ar"ie" testin+ is 'rovi"in+ acco%ntabilit# an" acco%ntabilit# is .+oo". t!en t!e

'rocess is %stifie"( 7o$ever, t!is fails to tae into acco%nt t!e conse%ences of t!e c!il"ren $!o

"ro' o%t as a res%lt of not bein+ able to 'ass t!e stan"ar"ie" test( )t also fails to alleviate t!e

e&istin+ "iscre'ancies in t!e e"%cation ac!ievement +a'( !e overall conse%ence of !avin+ t!is

'artic%lar acco%ntabilit# 'rovi"er in 'lace t!erefore is not easil# %stifiable(

An" finall#, t!e benevolent s'ectator 'rinci'le re%ires %s to $ei+! ever#one as bein+

e%al - in terms of ri+!ts an" !a''iness( Some ar+%e t!at t!is +ives t!e maorit# control of an#

iss%e in t!at eac! "ecision m%st be ma"e in accor"ance $it! ac!ievin+ t!e +reatest a++re+ate

!a''iness( 7o$ever, a so%n" inter'retation co%l" be t!at if ever#one*s ri+!ts are e%all#

im'ortant, from a benevolent s'ectator*s 'ers'ective, #o% cannot tram'le t!e ri+!ts of an

in"ivi"%al or "ismiss t!eir ri+!t to !a''iness $it!o%t also violatin+ t!e non-interference

'rinci'le( )n t!e sense of acco%ntabilit# an" stan"ar"ie" testin+ %n"er t!e s%b!ea"in+ of t!e

benevolent s'ectator, too man# st%"ents are bein+ in%re"( 7ol"in+ sc!ools, teac!ers, an"

st%"ents acco%ntable for learnin+ is noble on its face, b%t '%nis!in+ t!ose t!at are in a

're"etermine" 'osition of 'otential fail%re an" not of t!eir o$n "oin+1, violates t!is 'rinci'le in

t!at all 'arties are not at an e%al footin+ at t!e startin+ line(

& (onsistent curricula and e)ual opportunity in education

22


23/38

P%blic sc!ools in e&as s!are a common +oal of 'erformin+ $ell on t!e A?S test at all

levels1 an" t!e control of e"%cation 'olic# is bein+ "irecte" 'rimaril# at levels above t!e local

sc!ool "istricts bot! len" to t!e creation of c%rric%la t!at are e&tremel# consistent from one

sc!ool to t!e ne&t( !is +ives t!e a''earance t!at e"%cation o''ort%nities are e%al bet$een

sc!ools of vario%s et!ic an" socio-economic mae-%'s( !ese !ave been state" +oals of

'ro'onents an" $!ile a lar+e 'ercenta+e of t!e 'ro'onents 'robabl# believe t!e# are s%''ortin+

t!is a''roac! for t!e ri+!t reasons, t!ere are a fe$ t!at !ave veile" intentions for '%rs%in+ t!eir

efforts(


24/38

7avin+ access to "ia+nostic information abo%t a st%"ent*s stren+t!s an" $eanesses +ives

an e"%cator a better o''ort%nit# to !el' t!e st%"ent im'rove an" learn( Stan"ar"ie" testin+ is

bein+ %se" as an e"%cation tool, in fact it !as become t!e "ominant tool in e&as* '%blic sc!ools(

=!en a st%"ent fails a 'ortion of t!e e&am, t!e# !ave t!e o''ort%nit# to tae a"vanta+e of

a""itional t%torin+ t!at $ill !el' t!em reac! t!e re%ire" level of 'roficienc#( B%t $!at if t!e

t%torin+ is beneat! an a"e%ate level: !ere are no +%arantees(

!e +reatest !a''iness 'rinci'le %n"er ;tilitarianism !ol"s little obection to t!e i"ea t!at

a tool allo$in+ for t!e im'rovement of st%"ent 'roficienc# levels s!o%l" be %se"( !e +reatest

+oo" is serve" $!en t!e state 'rovi"es e&cellent '%blic e"%cation services( 7o$ever,

em'!asiin+ stan"ar"ie" testin+ too !eavil# an" c!an+in+ t!e c%rric%la to t!at e&tent, can lessen

t!e overall e"%cation 'rovi"e"( !is means t!at lessons are +eare" more to$ar" memoriation

an" m%lti'le c!oice rat!er t!an !i+!er t!inin+ sills - a "etriment to t!e f%t%re of e&as in t!e

+lobal econom#(

!e 'rinci'le of non-interference $o%l" re%ire societ# to mo"if# t!e actions of

in"ivi"%als onl# if t!e actions !arm someone ot!er t!an t!e in"ivi"%al carr#in+ o%t t!e action( So,

$e m%st as o%rselves $!o is bein+ in%re" if an#one1 from t!e %se of stan"ar"ie" tests as an

e"%cation tool, from t!e a"ministration of t!e e&ams, t!e +ra"in+ of t!e e&ams, t!e ratin+ of t!e

sc!ools, an" to t!e teac!in+ met!o"s %se" to 're'are st%"ents for t!e test( =e !ave alrea"#

"iscovere" t!at man# 'ro'onents of stan"ar"ie" testin+ believe in an# lesson 'lannin+ #o% are

teac!in+ a c%rric%l%m an" $!et!er stan"ar"ie" tests $ere t!e final c%lmination of t!e lessons or

ot!er teac!er-$ritten testin+ materials - #o% are al$a#s teac!in+ to a test of some in"( )n t!is

re+ar", 'ro'onents $o%l" ar+%e t!at t!ere is no nee" to interfere beca%se ever# sc!ool "istrict in

24


25/38

e&as a"ministers t!e same e&ams an" s!o%l" be %sin+ similar met!o"s an" c%rric%la( B%t $!en

$e loo bac at all t!e %estions of 'otential in%r#, t!e one t!at seems to be t!e most serio%s is

t!at of learnin+ sills ac%ire" from teac!in+ st%"ents 'rimaril# !o$ to tae a test( )t $o%l" seem

t!at interferin+ !ere an" e&'an"in+ t!e critical t!o%+!t e&'loration o''ort%nities $o%l" be

a''ro'riate an" %stifie"(

!e 'rinci'le of conse%ences len"s itself to a+ree $it! 'ro'onents $it! re+ar" to %sin+

stan"ar"ie" testin+ as an e"%cation tool( =!en #o% loo at t!e en" res%lt rat!er t!an 'rocess #o%

!ave to i+nore t!e met!o"s of teac!in+ to t!e test an" %st loo at test res%lts as a $!ole( An" t!e

facts s!o$ t!at t!e maorit# of e&as st%"ents 'ass t!e A?S e&am an" t!e maorit# of sc!ools

receive !i+! ratin+s(

!e benevolent s'ectator 'rinci'le also seems to favor t!e 'ro'onents on t!is s'ecific

val%e %sin+ stan"ar"ie" testin+ as an e"%cation tool1( Since it seems t!at t!e maorit# of t!e

'%blic favors t!e acco%ntabilit# 'rovi"e" b# t!e stan"ar"ie" tests, it len"s itself as a tool to at

least a''earin+ to im'rove e"%cation in t!e state an" t!erefore increases t!e a++re+ate !a''iness -

$!ic! is a re%irement for t!is 'rinci'le( 7o$ever, $it!in t!e benevolent s'ectator 'rinci'le,

t!ere is t!e re%irement t!at all in"ivi"%als !ave t!eir ri+!ts $ei+!e" e%all# an" "e'en"in+ %'on

t!e act%al "ama+es bein+ "one to minorit# st%"ents b# t!e stan"ar"ie" tests from t!e o%tset of

t!eir 'rimar# an" secon"ar# e"%cation careers, it*s t!erefore m%c! !ar"er to +ive blanet a''roval

%st for t!e sole reason of a++re+ate !a''iness( )f minorities are "ismisse" as an inconse%ential

n%mber $it! re+ar" to t!e total !a''iness ac!ieve", t!en it is reasonable to ass%me t!at t!e# are

not bein+ $ei+!e" as e%al 'artici'ants in t!e "ebate - $!ic! is contrar# to t!e benevolent

s'ectator 'rinci'le(

25


26/38

II& $pponents alues

A& (reatie thin!ing+useful learning

A 'rimar# ar+%ment for o''onents of stan"ar"ie" testin+ is t!at t!e

e"%cation !as become less abo%t e&'an"in+ t!e !orions of st%"ents an" more abo%t t!e

concentrate" foc%s on a s'ecific tas - 'ass t!e A?S e&am( !e effect of t!e concentrate"

c%rric%la ma# s!o$ im'rovement from #ear to #ear on t!e e&ams b%t t!at "oesn*t necessaril#

mean an im'rovement in t!e %alit# of e"%cation(

!e %estion t!at arises re+ar"in+ t!is val%e an" ;tilitarianism isF is a s!ift to teac!in+

more creative t!inin+ in t!e best interest of t!e +reater +oo": ''onents obvio%sl# claim t!at

creative t!inin+ maes t!e +reatest innovations for o%r $orl" an" maes t!e most sense to teac!

if $e $ant to lea" t!e +lobal econom#( B%t, $!at st%"ents $ill be left be!in" $it! t!is t#'e of

teac!in+learnin+: =ill $e not create t!e same socio- economic "ivi"e t!at $e !a" in e&as 'rior

to t!e im'lementation of stan"ar"ie" testin+-base" c%rric%la: !e ans$er !ere is an ass%m'tion(

)n terms of t!e +reater +oo", $e can onl# !o'e t!at an# c!an+e to$ar" more critical t!o%+!t in

o%r sc!ools $ill be +reete" $it! some !istorical 'ers'ective in or"er to 'revent a re+ression in o%r

'oorer an" minorit#- ric! sc!ool "istricts(

;n"er t!e 'rinci'le of non-interference, $e !ave to establis! t!at c%rrent s#stem is not

'ro"%cin+ sociall# "esirable res%lts( bvio%sl#, o''onents of stan"ar"ie" testin+ are claimin+

e&actl# t!at( So, at least in t!eir o'inion t!e# are %stifie" %n"er t!is 'rinci'le of ;tilitarianism to

call for c!an+e(

!e 'rinci'le of conse%ences leaves %s to as abo%t t!e en" res%lt of e"%cation an" $ill

t!e c!an+e to critical-t!o%+!t base" learnin+ rat!er t!an o%tcome-base" learnin+, be more

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'ro"%ctive as a conse%ence to societ# at lar+e( nce a+ain, o''onents !ol" stea"fast in t!at

critical t!o%+!t o'ens $in"o$s for innovation, e&'loration, an" s%ccess(


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re%irements( ecent actions b# t!e +overnor an" t!e le+islat%re !ave left t!e certification 'rocess

$atere"- "o$n b%t nevert!eless, a '%blic sc!ool teac!er in e&as is still re%ire" to s!o$

com'etent levels of abilit# an" intellect(

/ocal control an" teac!er free"om is in-line $it! t!e 'rinci'le of non-interference in t!at

societ# is not forcin+ t!e actions or be!avior of in"ivi"%als a+ainst t!eir $ill( ne of t!e 'rimar#

reasons e"%cators sa# t!e# %it t!e 'rofession is beca%se of t!e lac of control t!e# !ave in t!eir

"a#-to-"a# f%nctions( )f t!e# are bein+ force" to teac! a test-base" c%rric%l%m t!at affor"s little to

no e&'loration an" critical t!o%+!t, t!e# co%l" easil# be re'lace" b# test 'roctors - an" t!at is a

'roblem( eac!ers enter t!e 'rofession to teac!( et%rnin+ local control to t!e e"%cators an"

sc!ool "istricts an" removin+ t!e interference of t!e state an" fe"eral +overnment from t!e

classroom $o%l" be $arml# receive" b# o''onents of stan"ar"ie" tests(

!e benevolent s'ectator 'rinci'le bein+ met "e'en"s on $!at %alit# of e"%cation co%l"

be "elivere" $it! an increase in local control( )n ot!er $or"s, it*s abo%t com'etenc#( )f t!e

"istricts an" teac!ers are com'etent in t!eir c!osen line of $or, t!en t!e maorit# s!o%l" benefit(

)t is an im'ortant iss%e to a""ress es'eciall# consi"erin+ t!e ramifications of "ecreasin+ t!e

%alit# of e"%cation in t!is state( 7o$ever, o''onents $o%l" "efinitel# ar+%e t!at local control

"oes treat ever#one more fairl# an" co%l" im'rove e"%cation $!ic! $o%l" fall in line $it! t!e

benevolent s'ectator 'rinci'le(

(& Accountability

J%st lie 'ro'onents of stan"ar"ie" testin+, o''onents also $ant

acco%ntabilit# in '%blic e"%cation( emovin+ t!e to'-"o$n controls an" t!e o%tcome-base"

learnin+ is not a call for anarc!#( !e %estion "oes arise !o$ever t!at $it!o%t t!e tests, $!at

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meas%rements $o%l" be %se" to !ol" sc!ool "istricts, sc!ools, teac!ers, an" st%"ents acco%ntable:

=it!o%t t!is information, it is more "iffic%lt to scr%tinie t!is val%e %n"er t!e 'rinci'les of t!e

normative et!ical t!eor#(

7o$ever, man# o''onents claim t!at t!e c%rrent s#stem of acco%ntabilit# can be

mani'%late" an" t!e '%blic co%l" be 'resente" $it! n%mbers from test res%lts an" ratin+s from

t!e state t!at aren*t tr%l# in"icative of $!at is !a''enin+ $it!in classroom $alls( !is lea"s to t!e

case of t!e e&as miracle( =alt 7ane#, a Professor of E"%cation at Boston Colle+e, $rote a ste'

b# ste' acco%nt of !o$ t!e 7o%ston )n"e'en"ent Sc!ool >istrict "o$n'la#e" an" !i" "ro' o%t

n%mbers( Several African American st%"ents $ere act%all# enco%ra+e" to "ro' o%t b#

a"ministrators an" ot!er sc!ool 'ersonal( )nstea" of t!e n%mbers bein+ re'orte" 'ro'erl#, *t!e

boos $ere cooe",* ?imball 21( 7o%ston )S> re'orte" massive "ecreases in t!eir "ro' o%t rates

an" $ere la%"e" nationall# as an e&am'le to follo$( Event%all# +ra"%ation n%mbers $ere

"iscovere" s!o$in+ t!at a class $it! 8000 fres!men $o%l" +ra"%ate fo%r #ears later $it! 300

seniors( =!at 7o%ston )S> accom'lis!e" $it! t!is act $as im'rovement of t!eir EA ratin+ an"

an increase in t!eir stan"ar"ie" test scores 7ane# 51( =!en st%"ents become a meas%rin+ 'oint

for acco%ntabilit#, s%ccess, an" fail%re, t!ose o''ose" to testin+ sa# it*s 'la%sible t!at "rastic,

even if %net!ical, ste's $ill be taen as t!e# !ave in t!e 'ast an" not %st in e&as /e$in,

Me"ina 81( 7o$ever, acco%ntabilit# 'ro'onents claim t!at centralie" +overnance can 'rovi"e

oversi+!t necessar# in 'reventin+ c!eatin+ an" se$e" n%mbers(

$erall-

S!o%l" stan"ar"ie" testin+ 'la# less of a role in t!e c%rric%la as $ell as t!e

acco%ntabilit# meas%res for '%blic sc!ools, t!e lieli!oo" of ac!ievin+ +reater !a''iness

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increases( More st%"ents $o%l" sta# in sc!ool as t!e# $o%l"n*t be !el" bac as often an" teac!ers

$o%l" be +iven a +reater o''ort%nit# to %se t!eir abilities an" e"%cation to !el' t!e st%"ents avoi"

'oor 'erformance in t!e first 'lace( ne 'roblem is t!at a voi" $o%l" be create" in terms of

%nbiase" information t!at $o%l" "emonstrate acco%ntabilit# so comm%nities co%l" feel %stifie"

an" *!a''#* abo%t f%n"in+ t!e e"%cation 'rovi"e"( o alleviate t!is, t!e state an" local sc!ool

"istricts co%l" $or to+et!er to form in"e'en"ent revie$s an" re'orts abo%t eac! cam'%s(

!e 'rinci'le of non-interference in ;tilitarianism a''lies to t!is "ilemma in t!at t!e

im'lementation of t!e o%tcome-base" learnin+ c%rric%l%m an" reliance on stan"ar"ie" testin+ is

in%rio%s to man# st%"ents an" societ# is $arrante" in tain+ action to 'revent t!is !arm( A?S is

a"ministere" to all st%"ents in e&as an" t!e *in%ries* of 'oor 'erformance are not necessaril#

self-inflicte"( oo man# variables be#on" t!e control of t!e in"ivi"%al st%"ent an" teac!ers !ave

'roven to be correlate" effects, if not ca%ses, in t!e en" res%lt of t!e e&ams( !erefore, it is not an

acc%rate assessment for all an" s!o%l" be treate" as s%c!(

!e 'rinci'le of conse%ences allo$s %s to loo at t!e en" res%lt of an action $it!o%t

$orr#in+ abo%t t!e 'ro'riet# of *intentions or met!o"s* of t!e act itself( So be#on" $!at test

'ro'onents claim in t!e %stification of t!e 'rocess, t!e en" res%lt of t!e most recent A?S test is

not %stifiable(


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'assin+, man# st%"ents "ro' o%t of sc!ool an" are left $it! ina"e%ate tools an" cre"entials to be

little more t!an menial $orers( Also, t!e '!enomenon of st%"ents "ro''in+ o%t 'rior to tain+

t!e e&ams is not calc%late" in t!e EA res%lts so t!e 'ercenta+es ma# be sli+!tl# $orse t!an $!at

!as been 'resente" as fact(

)n a""ressin+ t!e 'rinci'le of t!e benevolent s'ectator an" its a''lication to t!is 'roblem,

$e are left to "etermine a "efinition for a++re+ate !a''iness( ne co%l" ar+%e t!at t!e maorit# is

!a''# beca%se most $!ite st%"ents 'ass t!e e&ams an" are not in%re" as m%c! as minorities( B%t

%n"er t!is 'rinci'le $e m%st $ei+! ever#one*s !a''iness as e%all# im'ortant an" t!erefore it is

im'ossible to allo$ o%r c%rrent met!o"s of e"%cation to be "eeme" as s%ccessf%l or even

a''ro'riate( eac!in+ to t!e test "oes not im'rove ever#one*s c!ances for s%ccess, !%rts far too

man# 'eo'le, "oes not o'en $in"o$s of critical t!o%+!t, an" as man# researc!es 'oint o%t t!e

one t!in+ test res%lts tr%l# meas%re is !o$ $ell a st%"ent taes stan"ar"ie" tests(

!erefore, stan"ar"ie" testin+ s!o%l" 'la# a less si+nificant role in t!e e&as '%blic

e"%cation s#stem beca%se in its c%rrent form it is inca'able of consi"erin+ !%man factors t!at

merit consi"eration in a st%"ent*s overall abilities an" 'ro+ression( A""itionall#, socio-economic

factors are reflecte" in test scores, main+ in"ivi"%al teac!ers an" st%"ents acco%ntable in a

ne+ative $a# base" solel# on $!ere an" !o$ t!e# live is et!icall# %n%st( ?-82 e"%cation in

e&as* '%blic sc!ools s!o%l" be a startin+ 'oint for st%"ents in t!e lifelon+ '%rs%it of no$le"+e(

B# e&'an"in+ min"s an" contrib%tin+ to t!e "evelo'ment of critical t!o%+!t, $e "o a service for

t!e st%"ents as $ell as for o%rselves $it! re+ar" to o%r o$n f%t%re( 7o$ever, t!e c%rrent ri+oro%s

testin+ of st%"ents an" t!e s%bse%ent assessment of t!eir in"ivi"%al 'erformance on a *sna's!ot*

basis establis!es an *intelli+ence* an" *'otential* labelin+ mec!anism t!at co%l" !ave inacc%rate

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fin"in+s( !e inacc%racies st%"ents $it! 'otential labele" as "eficient1 $ill ca%se man# #o%n+

e&ans to be !el" bac lea"in+ to more "ro' o%ts( !is $ill %n"o%bte"l# !%rt t!e state in t!e

sense t!at $e $ill not !ave access to man# "evelo'e" min"s t!at $o%l" ot!er$ise be available for

o%r %se in t!e +lobal maret'lace( !e cost of %nmet 'otential in an in"ivi"%al is liel# m%c!

+reater to a societ# t!an t!e cost of t!e efforts e&erte" to realie t!at 'otential(

!e maorit# of st%"ents bein+ left be!in" as a res%lt of t!e stan"ar"ie" test base"

c%rric%l%m are African Americans an" 7is'anics( Seein+ as t!e 7is'anic 'o'%lation in e&as is

e&'ecte" to o%tn%mber all ot!er races in t!e near f%t%re, it be!ooves ever#one to tae notice of

$!at is !a''enin+ as a res%lt of o%tcome-base" learnin+( St%"ents of all races are not learnin+ to

t!in in a manner t!at $ill !el' t!em ac!ieve s%staine" s%ccess(

(onclusion

After consi"erable researc!, it a''ears in t!e best interests of e&as to re"%ce t!e role of

stan"ar"ie" testin+ in '%blic e"%cation( o %n"erstan" !o$ testin+ obtaine" its c%rrent role, $e

nee" to loo at $!# o%tcome-base" learnin+ became s%c! a man"ator# 'art of c%rric%l%ms !ere(

7istor# s!o$s %s t!at +reat "is'arities e&iste" bet$een t!e e"%cation of affl%ent st%"ents an" 'oor

st%"ents, $!ite st%"ents an" minorit# st%"ents( /a$s%its claimin+ "iscrimination ma"e t!eir $a#

t!ro%+! t!e co%rts an" e&as $as or"ere" to e%alie e"%cation( !e 'erceive" sol%tion $as to

a""ress f%n"in+ ine%ities an" set in 'lace a meas%rin+ "evice so t!at sc!ools an" st%"ents co%l"

be eval%ate" a+ainst eac! ot!er in !o'es to s'%r overall e%alit# in e"%cation( =!ile t!is notion is

certainl# la%"able, t!e res%ltin+ test-base" c%rric%l%ms !ave faile" to serve t!e +reater '%r'oses

of e"%cation s%c! as critical t!o%+!t in no$le"+e e&'loration(

!e si+nificance of t!e iss%e is relate" to man# im'ortant areas of concern( 7o$ever, t!e

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t$o most common an" often cite" incl%"e acco%ntabilit# for "ollars s'ent on e"%cation an" t!e

%alit# of e"%cation 'rovi"e"( )t is "iffic%lt to 'lace blin" tr%st in an#t!in+, even teac!ers,

beca%se inevitabl# t!e tr%st $ill be violate"( 7o$ever b# 'lacin+ a similar amo%nt of tr%st in a

non-!%man entit# tests1 t!at $ill "etermine t!e f%t%re roles of c!il"ren in societ# is contra"ictor#

to >emocrac# an" !armf%l to too man# members of t!e 'o'%lation(

!e 'arties involve" in t!e controvers# s!o%l" not be labele" as +oo" vers%s evil( After

caref%l anal#sis an obective min" can %n"erstan" t!e actions an" "esires of bot!( Pro'onents of

stan"ar"ie" testin+ see a val%e in ne%tral anal#sis of st%"ent 'erformance $!ile t!ose o''osin+

testin+ ar+%e abo%t its "etriment to e"%cation in +eneral( !ere is !o$ever a 'ossibilit# t!at

%lterior motives e&ist in 'romotin+ o%tcome base" learnin+( =e $o%l" be remiss if $e "i"n*t at

least mention t!at b# establis!in+ man"ator# stan"ar"s an" 'enalties, it is 'la%sible t!at t!e

stan"ar"s co%l" be intentionall# ma"e %nattainable for select +ro%'s an" t!e 'enalties enforce"

co%l" res%lt in '%blic sc!ools becomin+ 'rivate - a clearl# "efine" obective for several 'olic#

maers an" t!ose $it! infl%ence on 'olic# maers


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of in"ivi"%al st%"ents, t!e sc!ools t!emselves $o%l" be meas%re"( !is 'resents t!e contin%in+

'roblem of !eav# infl%ence of stan"ar"ie" testin+ in t!e c%rric%l%ms( o overcome t!is, act%al

test 're'aration s!o%l" be limite" to a s'ecific an" e&tremel# small 'ortion of t!e sc!ool #ear(

A"mitte"l#, it is liel# t!at t!e e"%cation ac!ievement +a' $o%l" not be narro$e" b# t!is

so #et f%rt!er ste's s!o%l" be taen( B# allo$in+ local control of c%rric%l%m $it! some state

oversi+!t can en!ance t!e in"ivi"%al e"%cation in eac! sc!ool "istrict( !is $o%l" re%ire 'lacin+

tr%st in e"%cators to motivate st%"ents t!ro%+! critical t!o%+!t an" no$le"+e e&'loration( oo

often an" $it!o%t 'ro'er fact%al evi"ence, 'olic# maers an" t!e +eneral '%blic !ave %estione"

t!e abilities of '%blic e"%cators( E"%cational re%irements s%c! as "e+rees1, an a"!ere" to

certification 'rocess, an" re+%lar revie$s for all e"%cators co%l" !el' mae s%re t!at '%blic tr%st

$as a''ro'riatel# 'lace"(


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Wor!s (ited

AAP est Committee a for$ar"1( !e =ar on Stan"ar"ie" estin+F ?ill t!e Messen+er b#

ic!ar" P!el's( Piscata$a#, N(J(F ransaction P%blis!ers, 2003( 8(

Amrein, A%"re# an" >avi" Berliner( .7i+!-Staes estin+, ;ncertaint#, an" St%"ent /earnin+(.

E"%cation Polic# Anal#sis Arc!ives 80(8I( 0 'a+es1 2I Mar( 2002(

K!tt'Fe'aa(as%(e"%e'aav80n8I

Bo$man, Barbara( .C%lt%ral >iversit# an" Aca"emic Ac!ievement(. Nort! Central e+ional

E"%cational /aborator# ;rban E"%cation Mono+ra'! Series1( I 'a+es1 8GG4(

K!tt'F$$$(ncrel(or+s"rsareasiss%ese"%catrsle0bo$(!tmL(

.


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7ane#, =alt( .!e M#t! of t!e e&as Miracle in E"%cation(. E"%cation Polic# Anal#sis

Arc!ives( 9( 48 828 'a+es1 8G A%+( 2000( K!tt'Fe'aa(as%(e"%e'aavIn48

7ill, Beverl#( ./earnin+ St#les an" Stan"ar"ie" est ScoresF )s !ere a Connection:. >elta

?a''a amma B%lletin S'rin+ 20051F 2-30(

.!e 7istor# of P%blic E"%cation in e&as(. e&as E"%cation A+enc# 83 J%l( 2004

K!tt'F$$$(tea(state(t&(%stea!istor#overvie$(!tmlL(

7ollo$a#, Milton( .=ei+!in+ t!e >ifferenceF An Eval%ation of t!e ;ne%al B%r"en of State

a&es for e&as B%sinesses(. esearc! e'ort 20041( e&as P%blic Polic#


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/acoste-Ca'%to, Jenn#( .e&as =orin+ ;' Plan to Catc! A?S C!eaters(. San Antonio

E&'ress-Ne$s 80 Jan( 2005F B8(

/e$in, amar an" Jennifer Me"ina( .o C%t o to C!an+e )t( Cambri"+e, MassF Pers%s Boos, 2000(

3


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Sc!lomac!, B#ron( .An E"%cation Mono'ol#F !e Calc%lable Cost to e&as(. Polic# Pers'ective

20051( e&as P%blic Polic#

Capstone Paper on Learning Centers

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Transcript of Capstone Paper on Learning Centers