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Starting With Student Achievement Data: A Study of High-Performing Teachers in Low-Performing Schools
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Title:Starting with Student Achievement Data: A Study of High-Performing Teachers in Low-Performing Schools
Description:This study investigates the beliefs, practices, and characteristics of highly effective teachers who consistently foster academic excellence in particular subgroups of economically disadvantaged K-12 students in urban schools.
Section I:
Statement of the issue:In an effort to raise accountability in K-12 schools and teacher education programs, the No Child Left Behind Act (NCLB) represents the first time the government has asked schools to monitor themselves with respect to the education of the poorest of our nation’s children. Requiring achievement data to be broken down by race and economic levels has revealed enormous achievement gaps between the richest and poorest students in our schools. The advantage of the new accountability has been to recognize schools where the achievement gaps between economic and ethnic groups have been diminishing. Thus far, teacher education programs have largely been opponents of efforts to hold teachers and schools accountable for student achievement test results, preferring more ideological assessments of teachers and assessing their fidelity to particular progressive practices rather than actual achievement data. Using data from a comprehensive qualitative study, this presentation will focus on: 1) the importance of using standardized pupil assessment data to measure teacher effectiveness, 2) the beliefs, practices, and characteristics of highly effective teachers who consistently foster academic excellence in particular subgroups of economically disadvantaged K-12 students in urban schools, and 3) the implications of the findings regarding highly effective teachers for policies and practices in teacher education. Literature Review:Three major organizations presently have complementary and related research projects in the area of identifying high-poverty and high-performing schools. One is Douglas Reeves’ 90/90/90 schools in “Accountability in Action” (2000); the second, under the direction of Kati Haycock, is the Education Trust’s identification of high-performing schools (2006) and the third is the National Center for Educational Accountability projects, which include the Broad Prize for Urban Education and the Rockefeller Study of Staff Selection, Leadership, and Capacity Building (NCEA, 2003). While the focus of the studies mentioned above is to identify and study high-poverty, high-performing schools and districts, this study reports the characteristics and classroom practices of a group of teachers identified as high-achieving from the last three years of student achievement data. Extensive literature on teacher education calls for research that explores the connection between teacher effectiveness and student achievement (Allen, 2003; Brophy & Good, 1986; Cochran-Smith & Zeichner, 2005; Darling-Hammond, 2005, 2006; Marzano, Pickering & Pollock, 2001; Wright, Horn & Sanders, 1997).
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| | Authors: Poplin, Mary., Soto-Hinman, Ivannia., Durish, Dena., Hoff, Linda. and Straus, Laura. |
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Title:
Starting with Student Achievement Data: A Study of High-Performing Teachers in
Low-Performing Schools
Description:
This study investigates the beliefs, practices, and characteristics of highly effective teachers who
consistently foster academic excellence in particular subgroups of economically disadvantaged
K-12 students in urban schools.
Section I:
Statement of the issue:
In an effort to raise accountability in K-12 schools and teacher education programs, the No Child
Left Behind Act (NCLB) represents the first time the government has asked schools to monitor
themselves with respect to the education of the poorest of our nation’s children. Requiring
achievement data to be broken down by race and economic levels has revealed enormous
achievement gaps between the richest and poorest students in our schools. The advantage of the
new accountability has been to recognize schools where the achievement gaps between economic
and ethnic groups have been diminishing. Thus far, teacher education programs have largely
been opponents of efforts to hold teachers and schools accountable for student achievement test
results, preferring more ideological assessments of teachers and assessing their fidelity to
particular progressive practices rather than actual achievement data. Using data from a
comprehensive qualitative study, this presentation will focus on: 1) the importance of using
standardized pupil assessment data to measure teacher effectiveness, 2) the beliefs, practices, and
characteristics of highly effective teachers who consistently foster academic excellence in
particular subgroups of economically disadvantaged K-12 students in urban schools, and 3) the
implications of the findings regarding highly effective teachers for policies and practices in
teacher education.
Literature Review:
Three major organizations presently have complementary and related research projects in the
area of identifying high-poverty and high-performing schools. One is Douglas Reeves’ 90/90/90
schools in “Accountability in Action” (2000); the second, under the direction of Kati Haycock, is
the Education Trust’s identification of high-performing schools (2006) and the third is the
National Center for Educational Accountability projects, which include the Broad Prize for
Urban Education and the Rockefeller Study of Staff Selection, Leadership, and Capacity
Building (NCEA, 2003). While the focus of the studies mentioned above is to identify and study
high-poverty, high-performing schools and districts, this study reports the characteristics and
classroom practices of a group of teachers identified as high-achieving from the last three years
of student achievement data. Extensive literature on teacher education calls for research that
explores the connection between teacher effectiveness and student achievement (Allen, 2003;
Brophy & Good, 1986; Cochran-Smith & Zeichner, 2005; Darling-Hammond, 2005, 2006;
Marzano, Pickering & Pollock, 2001; Wright, Horn & Sanders, 1997).
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