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ERIC Number: ED434928
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 54
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Impact of the Maryland School Performance Assessment Program (MSPAP): Evidence from the Principal, Teacher and Student Questionnaires (Reading, Writing, and Science).
Lane, Suzanne; Ventrice, James; Cerrillo, Tracy L.; Parke, Carol S.; Stone, Clement A.
This study examines the underlying structure of the teacher language arts and science questionnaires from a project studying the impact of the Maryland School Performance Assessment Program (MSPAP). The dimensions of the questionnaire concerning practices and attitudes related to the MSPAP were studied, as well as the extent to which the on-grade and off-grade teachers differed on these dimensions. The extent to which principals and students differed from teachers with respect to a subset of the dimensions was also examined. The final samples for language arts included the teachers, principals, and some students from 59 elementary and 31 middle schools. For the science questionnaire, the final sample contained 103 elementary and 58 middle schools. Overall, evidence suggests that the MSPAP is having an impact on classroom instruction to some extent. The majority of the language arts and science teachers indicated that they have made changes in their classroom activities to reflect the Maryland learning outcomes and the MSPAP. According to the teachers, the impact has been similar between the on- and off-grade levels. When differences occurred, they were primarily between elementary and middle school teachers, with elementary school teachers tending to respond more favorably than middle school teachers. Most teachers indicated that the MSPAP is a useful tool for improving instruction, but the majority also indicated that they oppose using the MSPAP for identifying schools for rewards or recognition. (Contains 29 tables and 21 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A