The Accountability Game: From Rules and Regulations to Real Improvement Dr Tony Townsend Chair,...

The Accountability Game: From Rules and Regulations to Real Improvement

Dr Tony TownsendChair, Department of Educational Leadership,

College of EducationFlorida Atlantic University,

Boca Raton, USA

ICSEI Conference

Rotterdam, the Netherlands

6 January, 2004

The new ‘Accountability Game’

Internationally (your country and other countries)

Nationally (your state and other states) Statewide (your district and other districts) Locally (your school and other schools) Classroom (your class and other classes)

There is now an accountability process that exists at all levels:

Third International Maths and Science Study: Science Performance

Singapore 607

Czech Rep. 574

Japan 571

Korea 565

Bulgaria 565

Netherlands 560

Slovenia 560

Austria 558

Hungary 554

England 552

Belgium- Flem 550

Australia 545

Slovak Rep. 544

Russian Fed. 538

Ireland 538

Sweden 535

USA 534

Canada 531

Germany 531

Norway 527

New Zealand 525

Thailand 525

Israel 524

Switzerland 522

Hong Kong 522

AVERAGE 516

Spain 517 Scotland 517 France 498

Greece 497 Iceland 494 Latvia 485

Romania 486

Portugal 480

Denmark 478

Lithuania 476

Belguim-Fr. 471

Iran 470

Cyprus 463

Kuwait 430

Colombia 411

Sth Africa 326

Third International Maths and Science Study: Maths Performance

Singapore 643

Korea 607

Japan 605

Hong Kong 588

Belgium- Flem 565

Czech Rep. 564

Slovak Rep. 547

Switzerland 545

Netherlands 541

Slovenia 541

Austria 539

France 538

Hungary 537

Russian Fed. 535

Australia 530

Ireland 527

Canada 527

Belguim-Fr. 526

Sweden 519

Bulgaria 522 Thailand 522

Israel 522

AVERAGE 513

Germany 509

New Zealand 508

England 506

Norway 503

Denmark 502

USA 500

Scotland 498

Latvia 493

Spain 487

Iceland 487

Greece 484

Romania 482

Lithuania 477

Cyprus 474

Portugal 454

Iran 428

Kuwait 392

Colombia 385

Sth Africa 354

Program for International Student Assessment (PISA), 2000

An international survey of student knowledge and skills in Reading, Mathematics and Science literacy

265,000 students from 32 countries 2000 main emphasis on Reading 2003 main emphasis on Mathematics 2005 main emphasis on Science

Results

One in ten students completed the hardest reading tasks

One in six students could only complete (at best) the simplest tasks.

Most students had neither very high nor very low reading skills.

PISA Scores

Finland 546Canada 534New Zealand 529Australia 528Ireland 527Korea 525United Kingdom 523Japan 522Sweden 516Austria 507Belgium 507Iceland 507USA 504OECD Average 500

Japan 557Korea 547New Zealand 537Finland 536Australia 533Canada 533Switzerland 529United Kingdom 529Belgium 520France 517

USA 493OECD Average 500

Korea 552Japan 550Finland 538United Kingdom 532Canada 529New Zealand 528Australia 528Austria 519Ireland 513Sweden 512

USA 499OECD Average 500

READING MATHEMATICS SCIENCE

* significantly higher that the USA average

Comparisons

below 1 level 1 level 2 level 3 level 4 level 5

Finland 2 5 14 29 32 18

Korea 1 5 19 39 31 6

Canada 2 7 18 28 28 17

Japan 3 7 18 33 29 10

Ireland 3 8 18 30 27 14

New Zealand 5 9 17 25 26 19

Australia 3 9 19 26 25 18

USA 6 12 21 27 21 12

OECD Average 6 12 14 29 32 9

Family background ResultsDifference in reading scores by parents’ occupation.

The scores below indicate the point difference between the average score for the bottom quarter of students and the top quarter of students based on parent occupation.

Country point difference1. Korea 332. Iceland 523. Finland 534. Latvia 645. Canada 6610. Netherlands 7115. Greece 7918. New Zealand 85

Country point difference21. Australia 8723. USA 9026. UK 97

30. Germany 11331. Switzerland 115

GOALS 2000 - USA All children will arrive at school ready to learn The high school graduation rate will increase to at

least 90% Students will master challenging subject matter Teachers will have access to training programs to

improve their skills US students will be the first in the world in math and science All adult Americans will be literate, and able to

compete in a global economy Every school will be free of drugs and violence Every school will strive to increase parental involvement and

participation in children’s education

Goals Report, 1999 Student Achievement - Proficiency levels

(% of students deemed to be proficient nationally)

grade 4 grade 8 grade 12

reading 1992 29 29 40

1998 31 33 40

mathematics 199013 15 12

1996 21 24 16

writing 1998 23 27 22

science 1996 29 29 21

Goals Report 1995Grade 4 Proficiency levels

(% of students deemed to be proficient)

M F white black asian hispanic american indian

reading 22 29 32 7 43 11 15

mathematics 20 17 23 3 30 6 10

history 18 16 22 4 22 6 9

geography 26 19 29 3 32 10 9

Goals Report 1995

Grade 8 Proficiency levels(% of students deemed to be proficient)

M F white black asian hispanic american

indian

reading 21 35 34 8 42 13 19

mathematics 25 24 32 3 44 8 9

history 15 13 17 4 23 5 5

geography 30 25 36 5 40 10 15

Goals Report 1995

Grade 12 Proficiency levels(% of students deemed to be proficient)

M F white black asian hispanic american

indian

reading 27 40 40 12 30 18 18

mathematics 18 14 19 3 31 6 4

history 12 9 13 2 16 4 5

geography 32 22 33 5 32 10 N/A

State ComparisonsReading -1998 Math – 1996 Sci - 1996 1998 %Gr. 4 Gr. 8 Gr. 4 Gr. 8 Gr. 8 graduating

Best 46 42 29 34 41 93 2nd best 36 42 24 31 37 92Michigan 28 - 29 28 32 90Florida 23 23 15 17 21 852nd worst 19 18 8 7 13 75Worst 10 12 5 5 5 75USA 31 33 21 24 29 85

Within State Comparisons

% of students satisfactory or higher – 2002 MEAP scores

Reading Reading Math Math Grade 4 Grade 7 Grade 4 Grade 8

Beecher 30 21 26 17Bendle 63 31 63 43Flint 29 21 44 10Flushing 75 65 86 77Grand Blanc 78 79 86 90GISD 54 47 61 48Michigan 57 61 65 54

2003 State Comparisons – Reading Grade 4 Grade 8level 1-2 level 4-5 level 1-2 level 4-5

Florida 40 29 52 19St John’s 26 41 35 40Santa Rosa 21 44 32 42Broward 40 30 49 20Palm Beach 42 28 52 19Miami-Dade 49 24 64 13 Gadsen 53 15 75 4Madison 56 15 60 11

2003 State Comparisons – Mathematics

Grade 4 Grade 8level 1-2 level 4-5 level 1-2 level 4-5

Florida 45 20 44 24St John’s 33 31 33 33Santa Rosa 30 31 25 40Broward 40 23 40 27Palm Beach 48 20 43 17Miami-Dade 52 16 58 16 Gadsen 65 5 61 10Madison 71 8 67 12

2003 Local Comparisons – Grade 4 Reading Mathematicslevel 1-2 level 4-5 level 1-2 level 4-5

Broward 40 30 40 23

Embassy Creek 8 65 12 57

Bayview 19 56 14 49

Everglades 20 58 17 53

Sunland Pk 87 5 82 3

Robert Markham 79 4 77 4

Thurgood Marshall 75 3 78 4

2003 Local Comparisons – Grade 8 Reading Mathematicslevel 1-2 level 4-5 level 1-2 level 4-5

Broward 49 20 40 27

Westglades 24 39 12 55

Sawgrass 25 37 18 49

Tequesta Tr 28 37 15 50

Pompano Bch 67 10 58 17

Attucks 63 9 60 11

Henry Perry 68 8 63 8

2003 Local Comparisons – Grade 4 % % % % white hispanic black other

Broward

Embassy Creek 73 15 5 7

Bayview 87 9 1 3

Everglades 54 36 3 7

Sunland Pk 0 1 99 1

Robert Markham 3 28 68 1

Thurgood Marshall 0 3 96 1

2003 Local Comparisons – Grade 8 % % % % white hispanic black other

Broward

Westglades 80 9 6 5

Sawgrass 64 18 11 7

Tequesta Tr 52 39 3 6

Pompano Bch 31 16 51 2

Attucks 27 19 52 2

Henry Perry 6 21 69 4

No child left behind

Four Reform Principles Accountability: Guaranteeing Results Flexibility: Local Control for Local

Challenges Research-Based Reforms: Proven

Methods with Proven Results Parental Options: Choices for Parents,

Hope for Kids


Accountability Accountability begins with informed

parents, communities and elected leaders so we can work together to improve schools.


Flexibility No Child Left Behind gives communities

the freedom to find local solutions for local challenges.


Research-Based Improvements The Problem: Some schools use unreliable

and untested methods that can actually impede academic progress.

The Solution: Encourage schools to use evidence-based practices and materials.


Parental Options Parents can choose to make a change when

their child's school does not improve.

Overview

Stronger Accountability

More Local Freedom

Proven Methods

Choices for ParentsMore Options for ParentsGetting Students HelpSchool ChoiceSupporting Charter Schools

A-Z Index

Signed by President George W Bush on January 8, 2002, The No Child Left Behind Act gives our schools and our country groundbreaking educational Reform based on the following ideals:* Stronger Accountability for Results* More Freedom for States and Communities* Encouraging Proven Educational Methods* More Choices for Parents

A-Z Index NCLB Extra Credit & The Achiever

Find your way around the No Child Get email updates on No ChildLeft Behind (NCLB) section. GO > Left Behind. GO >

Toolkit for Teachers Op-Eds & Letters to the Editor

How NCLB supports teachers. Secretary Paige and other EDSummarizes the law's highly officials set the record straight qualified teacher provisions. GO > on No Child Left Behind. GO >

Guidance on Teacher Quality A Parents Guide and Report Cards

Draft guidance on Title II state Summarizes NCLB, answersgrant programs that focus on high questions about the law, andquality teachers and principals, and tells what it means for parents. GO >answers to questions about state and district report cards. GO >

CHOICES FOR PARENTSThe Facts About...Supporting Charter

Schools The Challenge: To promote and encourage

more parental options through charter schools.

The Solution: Provide information to parents and educators on charter schools that are successful in improving academic achievement without the burden of unnecessary regulations.


Schools No Child Left Behind recognizes the

accomplishments of the charter school movement.

Charter schools have greater freedom from burdensome regulations in exchange for being held to high standards of accountability. Consistent with the president's entire education plan, charter schools show that higher standards, parent and community involvement and greater freedom can result in higher achievement.


Schools Charter schools are public schools which are largely free to

innovate, and often provide more effective programs and choice to underserved groups of students.

The result is schools that are designed to meet students' unique interests (e.g., vocational training, arts) and special talents or needs. Many of these programs have clearly increased academic achievement. Parents and teachers at charter schools develop programs for their students. In some, the community becomes the classroom, using museums and libraries to enrich the offerings. A recent comprehensive national study of charter schools conducted by the RAND Corporation suggests that charter schools can have a positive impact on student achievement and increase levels of parental satisfaction.


Schools Charter schools are an important alternative in

districts where schools are having difficulty improving academic achievement.

Starting this fall, parents who have a child in a school that has been identified as needing improvement will have the opportunity to send their child to a new school. Under No Child Left Behind, children who attend schools identified as needing improvement have the opportunity to enroll in charter schools located within their district. These districts will be required to use federal funding to provide meaningful choices as well as to provide transportation to the new schools families choose.

MEAP scores – GISD – Gr 4 Reading

57%

64%

51%

45%

23%

34%32%

30%

42%

49%

58%

63%

58%

51%53%

62% 61%

55%

68%66%

77%73%

80%

70%

78%

72%69%

74%

66%

67%69%

77%

37%

35%

45%

29%

80%80%

74%75%

55%

54%

59%

54%

59%58%

60%57%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Athe Beec Bend Bent C-A Clio Davi Fent Flin Flus Gen Co MI

1999

2000

2001

2002

MEAP scores – GISD – Gr 4 Reading

48%

37%

19%

46%

35%34%

18%20%

14%

47%

65%

52%

22%

36%

12%

16%19%

24%

8%

25%

8%

44%

64%

40%

59%

55%

59%

34%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Acad. OfFlint

BurtonGlen Acad.

CenterAcad.

Gr. BlancAcad.

Inter.Acad. Of

Flint

Lin.Char. Nrthrdg Ques Woodland

1999

2000

2001

2002

MEAP scores – GISD – Gr 4 Math

65%

83%

71%

77%

85%

87%84%

81%84%85%

90%

86% 87%86%87%

79%76%

94%

84%

80%79%

86%91%

72%

84%

90%91%

77%

84%85%

75%

61%63%

69%

72%

52%

79%

86%

81%79%

51%

40%

30%32%

69%71%72%

61%

72%75%

72%

65%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Gen Good GrBl Kear Lk Fen LakeV Lind Mont Mt.M Sw Ck West Gen Co MI

1999

2000

2001

2002

MEAP scores – GISD – Gr 4 Math

43%

37%

19%

68%

28%

40%

24%

30%

14%

66%68%

52%

28%

45%

10%

37%

21%

15%

8%

25%

9%

44%

64%

20%

35%

50%

76%

46%

69%71%

72%

61%

72%

75%72%

65%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Acad. OfFlint

Burton GlenAcad.

Center Acad. Gr. BlancAcad.

Inter. Acad.Of Flint

LindenCharterAcad.

NorthridgeAcad.

Ques Woodland Gen Co MI

1999

2000

2001

2002

American Federation of Teachers 2002

Charter schools contribute to the racial and ethnic isolation of students….

Charter school teachers are less experienced and lower paid than teachers in other public schools….

Charter schools generally obtain funding for the type of students they educate that is comparable to other public schools….

Charter school students generally score no better (and often do worse) on student achievement tests than other comparable public school students.

School districts with growing enrollments feel little competitive pressure and sometimes view charter schools as a solution to over- crowding….

American Federation of Teachers 2002

Charter schools have not been held to the “bargain” they made—trading freedom from rules for increased accountability…In general, the schools have taken the freedom but have not delivered on their promise to produce results.

Charter schools were supposed to experiment with new curricula and classroom practices, but they have proven no more innovative than other public schools….

The problems associated with charter schools identified in this report are exacerbated in the charter schools operated by for-profit companies….

The justification for charter schools has moved from one that is based on education and innovation to one that is based on choice and competition.

Education Yes!, Michigan

All Michigan elementary and middle school children will read independently and use math to solve problems at grade level.

All Michigan students will experience a year of academic growth for a year of instruction.

All Michigan high school students, in addition to demonstrating high academic achievement, will have an individual educational plan leading them to being prepared for success.

‘…every Michigan school come to attain the following rigorous, challenging and focused standards:

Florida A+ Plan

every student should gain a year's worth of knowledge in a year's time in a Florida public school and

there should be accountability in all schools.

Codding, 1997:15

...almost none of the widely advocated reforms - modular scheduling, open space, individualized instruction, different school governance experiments, vouchers, charter schools, the various curriculum reform initiatives - have survived or changed student performance.

Willms, 2003: 30 (PISA)

On average, in OECD countries 24.5% of students have a low sense of belonging and 20% have low participation.


25% of all students have a high sense of belonging, have high attendance and do well (top students);

27% of all students have a high sense of belonging, good attendance but don’t do quite as well (engaged students);

20% of all students have a low sense of belonging but high attendance and do well (isolated students);

10% of all students have a moderate sense of belonging but don’t show up much and don’t do well (absentee students); and

17% of all students have a low sense of belonging and don’t do well, even though they attend most of the time (non-academic students).


Do well Don’t do well

high low high low participation participation participation participation

High sense of belonging

Low sense of belonging

25% 27%

20% 17% 10%

What Helps Students Learn?

Wang, M.C., Haertel, G.D. and Walberg, H.J. (1993/1994, Educational Leadership, pp 74-79)

Analysed 179 chapters, conducted 91 research sysntheses, interviewed 61 educational researchers, considered 11,000 findings. Identified 28 areas grouped into 6 categories

What Helps Students Learn?

Student Aptitude 54.7Classroom Instruction/Climate 53.3Context 51.4Program Design 47.3School Organisation 45.1State/District Characteristics 35.0

What helps students learn?

student

classroom

home/community

programschool

district/system

What Helps Students Learn?1. Classroom Management2. Metacognitive processes3. Cognitive processes4. Home Environment/Parental Support5. Student/Teacher social interactions6. Social/behavioural attributes7. Motivational/Affective attributes8. Peer Group9. Quantity of Instruction10. School Culture11. Classroom Climate12. Classroom Instruction13. Curriculum Design14. Academic Interactions

15. Classroom Assessment16. Community Influences17. Psychomotor skills18. Teacher/Administrator Decision Making20. Parent Involvement Policy21. Classroom Implementation and Support22. Student demographics23. Out of Class Time24. Program Demographics25. School Demographics26. State Level Policies27. School Policies28. District Demographics


1. Classroom Management

2. Metacognitive processes

3. Cognitive Processes

4. Home environment/parental support

5. Student/Teacher social interactions

22. Student Demographics

26. State Level Policies

27. School PoliciesWang, Haertel & Walberg, 1993


1. Classroom Management

2. Metacognitive processes

3. Cognitive Processes

4. Home environment/parental support

5. Student/Teacher social interactions

Wang, Haertel & Walberg, 1993

THE INTENDED CURRICULUM- expectations about learning outcomes

and standards to be achieved

- content and skills to be taught and learned




THE IMPLEMENTED CURRICULUM- what teachers do in classrooms- teaching and learning practices

- pedagogy




THE IMPLEMENTED CURRICULUM- what teachers do in classrooms- teaching and learning practices

- pedagogy

THE ATTAINED CURRICULUM- demonstration of learning outcomes by students

- actual achievement of students in

relation to standards

The Four Pillars of the Global Classroom

Education for Survival Understanding our place in the world Understanding community Understanding our personal

responsibility

Moving the Focus

Currently we focus on the content as subject.

In the future we will need to focus on the student as subject.

The RelationaLearning Model (Otero and Sparks, 2000)

RECOGNISINGAwareness

Facts for Forgetting

Isolated Learners

Engaged Learners

Global Self-regulatedLearners


UNDERSTANDINGAdaptability

Concepts for Analysing



Isolated Learners

Engaged Learners

Interactive/Introspective Learners



VALUINGInteraction

Ethics for Discussion





Isolated Learners

Engaged Learners




RELATINGInterdependence

Options for Positive Action

VALUINGInteraction

Ethics for Discussion





Isolated Learners

Engaged Learners



Perception

Our view of the world is a product of what we are looking at, where we are standing when we are looking at it and how we feel about ourselves and the thing we are looking at.

FABULOUS FILES ARE FREQUENTLY THE RESULT OF YEARS OF SCIENTIFIC

STUDY FOLLOWED BY THE KEEPING OF FULL

FINDINGS.

Perception

Our view of the world is a product of what we are looking at, where we are standing when we are looking at it and how we feel about ourselves and the thing we are looking at.

We can, however, change people’s perceptions of the world by providing them with new information.

Randall Clinch

Teachers respond to young people’s behavior and try to address the behavior. If we addressed how young people think we can engage them in learning.

Randall Clinch

We need to distinguish between habitual behavior and intelligent behavior.

With habitual behavior we respond to a stimulus in the same way as we have learned to respond. With intelligent behavior we reinterpret the stimulus by asking ourselves questions.

Environment interpreted by Senses

External Stimulus

Memory PerceptionImagination

(The Past) (The Present) (The Future)

Emotion (The Driver)

Action

ThoughtsThoughts

Thoughts Thoughts

StimulusPerceptionEmotionAction



StimulusPerceptionEmotionActionStimulus

PerceptionEmotionAction


The Story

Questions about the Environment

Internal Stimulus

Memory Perception Imagination (The Past) (The Present) (The Future)

Emotion (The Driver)

Action A different story

ThoughtsThoughts

Thoughts Thoughts

Randall Clinch

A concept is...

...an idea that is opinion based and experience supported. It is a living thing and can grow over time. Often the opinion is inherited.

Randall Clinch

For students to be successful learners we need to help them to develop five primary concepts:

a concept of learning a concept of teacher a concept of school a concept of self a concept of future

Randall Clinch

The concept of learning we need to develop is the ability to gain knowledge and the ability to do something today I couldn’t do yesterday.

Randall Clinch

The concept of teacher we need to develop is someone who facilitates or shares the learning.

Randall Clinch

The concept of school we need to develop is that it is a place of learning.

Randall Clinch

The concept of self we need to develop is that I can learn.

Randall Clinch

The concept of future we need to develop is something that hasn’t happened yet, but I am looking forward to.

School and Class EffectsPercent of Variance in Value-Added Measures of English and Mathematics Achievement Accounted for by School and Class

Effects

Class (%) School (%)

EnglishPrimary 45 9

Secondary 38 7

MathematicsPrimary 55 4

Secondary 53 8

Peter Hill, 1997: 9

From Effective Schools to Effective Teachers

Modern Teachers need to be developed as capable which is seen as moving ‘beyond’ initial competencies. The Capable Teacher is what we should be seeking to develop, encourage and honour as the hallmark of our profession.

Cairns, 1998: 1

Capability Learning Model

Three intertwined elements: Ability (describes both competence and

capacity) Values (the ideals that govern the use

of ability) Self-efficacy (the way people judge

their capability to carry out actions effectively)

Leadership Issues for Capability Learning Model

Ability (improved by structured professional development)

Values (improved by establishing a common code of values -

professionalism) Self-efficacy (improved by providing

teachers with professional support)

General Design for Improving Learning OutcomesHill and Crevola 1997

beliefs and understandings

School and classorganisation classroom teaching

strategies

Intervention andspecial assistance

home, school andcommunity partnerships

professional learning teams

monitoring and assessment

standardsand targets

leadership andcoordination

Nutrients for a hospitable learning culture

being valued being encouraged being noticed being trusted being listened to being respected

Southworth, 2000

More information

If you would like more details contact

Tony Townsend:

Phone: 561 297 6771

Fax: 561 297 3618

Cell: 561 4143709

email: [email protected]

The Accountability Game: From Rules and Regulations to Real Improvement Dr Tony Townsend Chair,...

Documents

Transcript of The Accountability Game: From Rules and Regulations to Real Improvement Dr Tony Townsend Chair,...