The phantom collapse of student achievement in New York

Cronin, John; Jensen, Nate

doi:10.1177/0031721714553412

Cited by 5 publications

(4 citation statements)

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“…For example, APPR was not the only major reform implemented during this time period. Many schools also were implementing the Common Core standards; the implementation of these standards coincided with the release of new state assessments with higher cut scores, which were intended to challenge students and teachers to attain higher levels of performance (Cronin & Jensen, 2014). Further, this policy was implemented amid an economic recession, which contributed to a 4% decline in the number of teachers (about 8,000) employed in the state before the study period began (Associated Press, 2011), with some teachers rehired as the policy was being implemented.…”

Section: Discussionmentioning

confidence: 99%

“…Let’s concede that it is challenging because APPR was not implemented in a laboratory-like environment. APPR’s launch program coincided with the state’s introduction of Common Core standards, the adoption of new state assessments in support of those standards, and increased cut scores on state assessments that reflected college- and career-ready expectations for students (Cronin & Jensen, 2014). Further, the program was launched during an economic decline in which teachers and administrators were being laid off in the wake of the 2007 recession.…”

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confidence: 99%

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Students improve even amid evaluation controversy

Cronin¹,

Jensen²,

Wise³

2016

Phi Delta Kappan

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In 2012, New York education officials and the state’s teachers union announced one of the nation’s most aggressive programs for teacher and principal evaluation — the Annual Professional Performance Review system (APPR) — which required that 40% of an educator’s evaluation be based on student growth, using a combination of the state assessment and locally selected assessments; the other 60% to be based primarily on classroom observations. Positive student achievement and growth results for students in New York suggest that improvements to the teacher evaluation process that emphasize the importance of strong evaluation procedures, the systematic collection of evidence of teacher performance, and the use of data to inform the process, have promise for improving educator effectiveness far more than a narrower punitive approach. Such an approach is most likely to get the support of administrators and teachers and may also be the approach that will have the most positive effect on student achievement over time.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Students improve even amid evaluation controversy

Cronin¹,

Jensen²,

Wise³

2016

Phi Delta Kappan

Self Cite

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“…Recent analysis of the bilingual education controversy indicated that linguistic minority children in the public school system are optimally educated through an early intervention of bilingual education, for it has been argued that bilingual education appears to overcome language and educational barriers (Padilla et al, 1991). Notwithstanding the contrary arguments of ineffectiveness of bilingual education, several innovative bilingual programs have shown that students enrolled in those programs showed significantly increased academic achievement (e.g., Baca & Amato, 1989;Cummings, 1986;Kerman, 1979). Mercer, an advocate of the educational rights of minority students and a strong critic of standardized IQ tests since the early 1970s (1972), developed the System of Multicultural Pluralistic Assessment (SOMPA) in order to assess the intelligence of low socioeconomic status (SES) minority children in a nonbiased manner (Mercer & Lewis, 1977).…”

Section: Overcoming Test Biasmentioning

confidence: 99%

Overcoming bias in the educational assessment of Hispanic students.

Costantino¹

1992

Psychological Testing of Hispanics.

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Historical Overviewhe 1990 advance census estimated the Hispanic population at 20.8 million, T which represents approximately a 14.3% increase over the 1987 census figure (Rogler, Malgady, & Rodriguez, 1989). The annual growth rate of the Hispanic community has been estimated at 4.8%, compared with 1.8% for Blacks and .06% for Whites (US. Bureau of Census, 1990). Accordingly, school-age Hispanic children may be the largest growing group in the United States. Migration, acculturation. language, and socioeconomic and educational barriers have been associated with drug and alcohol abuse, delinquency, lower self-esteem, and, above all, the highest high school dropout rate of all ethnic-racial groups (Aspira of New York, 1983;Rogler et al., 1989). This alarming dropout rate has been associated with poor school achievement, which in turn has been linked to cognitive-intellectual 89

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“…AYP identifies the minimum percentage of students required to score at or above the designated cut-off score in English Language Arts and mathematics in order for schools to meet AYP [5,17]. Students who do not meet the cut score requirement are often placed in Summer Academy to improve their content acquisition, attain proficiency, and avoid grade retention [18].…”

Section: Introductionmentioning

confidence: 99%

Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

Charles¹

2018

TECS

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Urban classrooms consist of diverse learners who access information through a variety of modalities based on proficiency levels. The purpose of this qualitative case study was to determine the relationship between middle school teachers' perceptions of differentiated instruction, utilization and implementation as a viable method to increase lower third student academic achievement. The semi-structured interview method was utilized for data collection. The relationship between teacher effectiveness in preparing and executing differentiated lessons to meet the needs of the lower third student population and middle school teachers' perceptions of differentiated instruction effect on the implementation and use of differentiated instruction are discussed. Teachers' perceptions of differentiated instruction as an instructional strategy to address students' needs in the planning and preparation of differentiated lessons affect implementation. Several challenges identified by middle school teachers in utilizing and implementing differentiated instruction to address the needs of lower third students adversely affects the intensity of rigor in learning environments. Differentiated instruction is critical to increasing students' readiness levels towards positive academic achievement. Results indicated that most middle school teachers are knowledgeable of differentiated instruction. Middle school teachers identify differentiated instruction as a critical instructional strategy that teachers should embrace to address the needs of the lower third student population. Teachers' perceptions of differentiated instruction as an instructional strategy to address lower third students' needs in the planning and preparation of differentiated lessons affect implementation.

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The phantom collapse of student achievement in New York

Cited by 5 publications

References 0 publications

Students improve even amid evaluation controversy

Students improve even amid evaluation controversy

Overcoming bias in the educational assessment of Hispanic students.

Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

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