ERIC Number: ED459194
Record Type: Non-Journal
Publication Date: 2001-Nov
Reference Count: N/A
School and Classroom Practices during Two Years of Education Reform in Washington State. CSE Technical Report.
Stecher, Brian; Chun, Tammi
In 1999 and 2000 RAND researchers surveyed Washington state principals and teachers to understand how the state's education reforms, which included standards and assessments, were being enacted at the school level. In 1999, researchers selected a stratified random sample of about 70 elementary schools and 70 middle schools, and in spring 2000 they surveyed about 140 principals and about 200 fourth-grade and seventh-grade teachers. Teachers and principals reported that they understood the reform and were making changes to support it. However, the changes were not uniform and they were occurring gradually. The teacher surveys, which focused on curriculum and instruction in mathematics and writing, revealed changes in the ways these subjects were taught that suggested the state tests were more salient of the teachers than the state standards. Furthermore, there was a mixed pattern of relationships between reported teaching practices and school-level test scores. An appendix contains nine supplemental tables. (Contains 21 tables and 22 references.) (SLD)
Descriptors: Achievement Gains, Educational Assessment, Educational Change, Elementary Secondary Education, Principals, State Standards, Student Evaluation, Teacher Surveys, Teachers
National Center for Research on Evaluation, CRESST/CSE, Graduate School of Education & Information Studies, University of California, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.
Identifiers - Location: Washington