A report from EdSource, an independent, nonprofit policy organization, indicated that aligning lessons with California's standards and using students' test scores to coach teachers and hold principals accountable make the biggest difference in student success. Included: Characteristics of successful school programs.
"Classroom lessons covering California's educational standards and using students' test scores to coach teachers and hold principals accountable are what make the biggest difference in test-score success, according to a report released by EdSource," said an article in The Fresno Bee.
"The researchers studied 257 elementary schools with large numbers of low-income students, students struggling with English, and students whose parents had no education beyond high school or had not finished high school," noted the article. "The highest-scoring schools:
"'A lot of this stuff to non-educators seems like 'Well yeah,'" Trish Williams, executive director of EdSource, [an independent, nonprofit policy organization], said in the article. "'But for decades, each district, and often each school set their own curriculum. Now we have very specific content standards. This concept of tight alignment from one grade to the next is really, for a lot of schools, a new kind of strategy.'"
The extent to which schools were analyzing test data to adjust lesson plans for whole classrooms, as well as for individual students, was surprising to Williams.
"'The best schools had principals who used test scores to identify where teachers were weak and strong,'" according to Williams in The Bee article. "Schools that scored better were in districts that evaluated principals on how well they could analyze test scores and direct their schools.
"'Evaluations are based on student achievement, not the softer, qualitative, warm fuzzy stuff,' Williams continued. "'It's more objective and clear from top to bottom. And we found in these higher-scoring schools, the teachers say they are responsible for student achievement.'"
"'There is an argument by some teachers and principals that they don't like the more tightly aligned curriculum because they feel it limits creativity,' Williams added "'But if it's done in a nurturing, supportive environment, it doesn't have to. And as a parent, I'd want to know my child is learning what the state decides is important.'"
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Some of the information in this article comes from the U.S. Department of Education. To learn more about this article, you might read:
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