PA: All About the Tests (And Poverty)
In Pennsylvania, we rate schools with the School Performance Profile (SPP). Now a new research report reveals that the SPP is pretty much just a means of converting test scores into a school rating. This has huge implications for all teachers in PA because our teacher evaluations include the SPP for the school at which we teach.
Research for Action, a Philly-based education research group, just released its new brief, "Pennsylvania'a School Performance Profile: Not the Sum of Its Parts." The short version of its findings are pretty stark and not very encouraging--
90% of the SPP is directly based on test results.
90%.
SPP is our answer to the USED waiver requirement for a test-based school-level student achievement report. It replaces the old Adequate Yearly Progress of NCLB days by supposedly considering student growth instead of simple raw scores. It rates schools on a scale of 0-100, with 70 or above considered "passing." In addition to being used to rate schools and teachers, SPP's get trotted out any time someone wants to make a political argument about failing schools.
RFA was particularly interested in looking at the degree to which SPP actually reflects poverty level, and their introduction includes this sentence:
Studies both in the United States and internationally have established a consistent, negative link between poverty and student outcomes on standardized tests, and found that this relationship has become stronger in recent years.
Emphasis mine. But let's move on.
SPP is put together from a variety of calculations performed on test scores. Five of the six-- which account for 90% of the score-- "rely entirely on test scores."
Our analysis finds that this reliance on test scores, despite the partial use of growth measures, results in a school rating system that favors more advantaged schools.
Emphasis theirs.
The brief opens with a consideration of the correlation of SPP to poverty. I suggest you go look at the graph for yourself, but I will tell you that you don't need any statistics background at all to see the clear correlation between poverty and a lower SPP. And as we break down the elements of the CURMUDGUCATION: PA: All About the Tests (And Poverty):
Research for Action, a Philly-based education research group, just released its new brief, "Pennsylvania'a School Performance Profile: Not the Sum of Its Parts." The short version of its findings are pretty stark and not very encouraging--
90% of the SPP is directly based on test results.
90%.
SPP is our answer to the USED waiver requirement for a test-based school-level student achievement report. It replaces the old Adequate Yearly Progress of NCLB days by supposedly considering student growth instead of simple raw scores. It rates schools on a scale of 0-100, with 70 or above considered "passing." In addition to being used to rate schools and teachers, SPP's get trotted out any time someone wants to make a political argument about failing schools.
RFA was particularly interested in looking at the degree to which SPP actually reflects poverty level, and their introduction includes this sentence:
Studies both in the United States and internationally have established a consistent, negative link between poverty and student outcomes on standardized tests, and found that this relationship has become stronger in recent years.
Emphasis mine. But let's move on.
SPP is put together from a variety of calculations performed on test scores. Five of the six-- which account for 90% of the score-- "rely entirely on test scores."
Our analysis finds that this reliance on test scores, despite the partial use of growth measures, results in a school rating system that favors more advantaged schools.
Emphasis theirs.
The brief opens with a consideration of the correlation of SPP to poverty. I suggest you go look at the graph for yourself, but I will tell you that you don't need any statistics background at all to see the clear correlation between poverty and a lower SPP. And as we break down the elements of the CURMUDGUCATION: PA: All About the Tests (And Poverty):