8th grade achievement is mostly what happened before that year. But the improvement from 7th to 8th grade is getting at the contribution of that year of education.
The Foundation is using the language Improvement through accountability, Improvement through changes is practice, and Improvement through research.
The shift in focus to individual productivity and practice is creating the environment in which improvement science could flourish.
2012 carnegie foundation the accidental revolution-teacher accountability value-added and the restructuring of the american school system
THE ACCIDENTALREVOLUTION:TEACHERACCOUNTABILITY, VALUE-ADDED, AND THERESTRUCTURING OF THEAMERICAN SCHOOL SYSTEMChristopher A. ThornUniversity of Wisconsin-Madison
The Revolution The use of student test scores and observation to evaluate individual educators Race to The Top School Improvement Grants Teacher Incentive Fund (TIF) Measures of Effective Teaching (MET) Networks for Excellence in Teaching (NExT) Waivers and RTT legislation have had reach far beyond grant winners
Achievement versusGrowth Measures Academic Achievement Thelevel of performance measured at a single point in time Academic Growth (or Value Added) A statistical technique used to measure the contribution of a particular school or classroom Growth of a school or classroom is compared to the average growth of the group being assessed
Accidental? The idea of shifting accountability to the individual educator level is obviously no accident But we argue the secondary effects have been accidental Breaking down silos and changing the nature of interaction and coordination within districts and between districts and state agencies Creating entirely new (or expanding existing) organizations, both non-profit and for-profit Shifting balance of power within states
Focus on the Individual Jumping from School to Teacher Accountability Now it matters who is taught by whom Hiring, placement, and mentoring matter Coaching and embedded PD need to work Principals must be able to evaluate practice Leadership roles need to be distributed District leaders (maybe) less relevant The whole system is exposed to scrutiny Demand for quality data skyrockets
Case #1: Maricopa EducationalService Agency (Arizona) 6 of 58 districts participating in TIF Collaboration with ADE on course catalog and verification and with ASU on visualization of state data Partnership with Student Information System (SIS) and Assessment vendors Collaboration across districts to design, test, and implement observational measures Collaboration with other districts and contract with research partner to develop assessments in science and the arts
Broken Silos - New Roles andPlayers Data and communication strategy must be integrated New reasons for the directors of departments to talk to each other Multiple measurement strategies have changed who is/role of designer and who provides assessments New leadership roles for teachers Teacher pipeline included in accountability system New solution providers enter the market
What’s on the horizon? Expanding assessments for growth measures versus increasing focus on SLOs and individual services Role of states supporting management infrastructure – to enable broad analytical platform Is the genie still out of the bottle when the money dries up? Emerging role for unions – where does the expertise for local improvement come from Will role of district decline as state accountability systems becomes the norm?
Case #2: Network for Excellence inTeaching (NExT) Archibald Bush Foundation supporting 10 year project to improve teacher quality 14 Teacher Prep institutions sign up to provide VA and Practice guarantee for their graduates Improve recruitment, program/practicum, hiring, and mentoring/induction All 14 have increased practicum components and created common data