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Toward An Advanced System Of Accountability For Improved Student Learning Outcomes: A Mixed-Methods Analysis Of Test-Based Accountability In Louisiana, Susan Nicole Kahn
Toward An Advanced System Of Accountability For Improved Student Learning Outcomes: A Mixed-Methods Analysis Of Test-Based Accountability In Louisiana, Susan Nicole Kahn
LSU Doctoral Dissertations
The nature of federal and state policies regarding accountability testing narrows the taught curriculum to content tested, thereby changing what is officially valued as student learning. The over-emphasis on standardized test scores has narrowed the curriculum to content that is tested (Amrein & Berliner, 2002; Baker, 2008; Herman, 2008; Koretz & Hamilton, 2003; Linn, 2000). In Louisiana, test-based accountability defines local school quality through a letter grade rating scale that uses an index for school performance scores (SPS), which in turn impacts traditional and nontraditional (e.g. charter) school expansion, closure, and takeover, administration of opportunity scholarships (e.g. voucher) for private …
The State Of Education In Louisiana: Trend Analyses Of Student Achievement, Student Matriculation, And Student Behavior In The Accountability Era, Jonathon Anthony Szymanski
The State Of Education In Louisiana: Trend Analyses Of Student Achievement, Student Matriculation, And Student Behavior In The Accountability Era, Jonathon Anthony Szymanski
LSU Doctoral Dissertations
Public education has long been the subject of public discontent. Historical events such as the Soviet launch of Sputnik in 1957, the Civil Rights Movement of the 1950s and 1960s, and repeated media reports that U.S. students were outscored by students in many other countries on international tests each prompted federal and state legislation aimed to reform public education. Following a presentation of the relative standing of the United States on three international tests, the history of public schooling in six states, Texas, North Carolina, Kentucky, Maryland, Florida, and Louisiana, is discussed. The central focus of the study is student …
Teachers' Perspectives On The Unintended Consequences Of High Stakes Testing, David Christopher Charles
Teachers' Perspectives On The Unintended Consequences Of High Stakes Testing, David Christopher Charles
LSU Doctoral Dissertations
A mixed methods design was utilized that was divided into three phases to verify and explore high stakes testing’s effects on teachers’ perceptions regarding classroom practices, pressure, and commitment to the educational profession. Phase I utilized previous surveys and a peer review to create a knowledge base to generate a survey instrument that measured the three areas assumed to be affected by high stakes testing (commitment, pressure, and classroom practice). The survey instrument that was created was piloted. Throughout Phase II there was a series of three-step analysis: First, the means and standard deviations from the results of the surveys …
A Mixed Methods Study Of The Implications Of Academic Change Related Managerial Decisions On University Faculty Teaching Effectiveness And Student Success, Kelly Mulkey Mcfatter
A Mixed Methods Study Of The Implications Of Academic Change Related Managerial Decisions On University Faculty Teaching Effectiveness And Student Success, Kelly Mulkey Mcfatter
LSU Doctoral Dissertations
Determining why and what motivates students to succeed is a prominent question in today’s educational arena. Often accountability measures cycle around the classroom teacher, their preparation, and perceived effectiveness. To assure that teachers have adequate knowledge, minimum grade point averages are required from accredited institutions. Teacher preparation is carefully monitored by NCATE (National Council for Accreditation of Teacher Education). Each state uses a similar process for awarding initial teaching certificates. Teaching certificates are issued after candidates have completed a rigorous curriculum and proven that they possess the qualities and dispositions of effective teaching. Unfortunately, very few assessments exist to measure …
High Stakes Testing In Louisiana: An Analysis Of The Disparate Impact On Black And White Eighth Grade Students And The Perspectives Of Parents, Monica L. Mancuso
High Stakes Testing In Louisiana: An Analysis Of The Disparate Impact On Black And White Eighth Grade Students And The Perspectives Of Parents, Monica L. Mancuso
LSU Doctoral Dissertations
Standards based reform (SBR) measured by LEAP for the 21st Century (LEAP 21), the high stakes testing program in Louisiana, was explored across rural, suburban, and urban school community types. Differences in scores of Black and White eighth graders on LEAP 21 were analyzed using a multivariate analysis of variance (MANOVA), revealing race and the interaction of race and community type to be statistically significant at p< .05. Black students did not score as well as White students when scores were analyzed by pass/fail and achievement level differences. The percentage of Black students passing the test increased at rates greater than White students when scores from magnet schools were included. Parents of eighth graders disagreed with the use of a single criterion for promotion. Parents said the instruction students received, pace of instruction, and stress of testing negatively affected student performance with the result that their children considered a Graduate Equivalency Diploma (GED) or quitting school. Parents agreed that affluence and the level of family support affected students’ test performance. Some parents also believed it was unfair that non-public school students were not required to take or pass such tests and some parents considered enrolling their child in a non-public school to avoid the consequences of the state testing program.
The Impact Of Louisiana's School And District Accountability System On Students' Performance On The State Mandated Criterion Referenced Test, Linda B. Tolbert
The Impact Of Louisiana's School And District Accountability System On Students' Performance On The State Mandated Criterion Referenced Test, Linda B. Tolbert
LSU Doctoral Dissertations
This study is aimed at determining the impact of Louisiana’s School and District Accountability System on students’ performance on the state mandated criterion-referenced test (LEAP 21). The study was designed to determine the extent to which teachers in Title I schools in a large urban district in southwest Louisiana have turned to instructionally unsound practices in response to a high-stakes accountability system. The specific objectives addressed in this study were to: 1) Explore if test scores have changed beyond what would be expected given the cohort design of the accountability model. 2) Explore if test scores have changed and determine …