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ERIC Number: ED469722
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 37
Abstractor: N/A
Reference Count: N/A
Teaching the Test to the Teachers: District Capacity and Policy Pedagogy.
Bulkley, Katrina; Fairman, Janet; Martinez, M. Cecilia
In order to understand the impact of New Jersey's standards and assessment policies, this study examined how leaders in six school districts responded to the state's standards and the fourth grade Elementary School Proficiency Assessment, specifically in the area of mathematics. Building on earlier work exploring district responses to testing, this study investigated the relationship between district pedagogy around testing and the will and capacity in particular districts, including physical capital (resources), human capital, and social capital. Data from interviews with 19 district administrators indicated that districts had varying capacity for reform. Districts' responses to standards and testing were heavily influenced by their capacity to support more general reform efforts. In the one district where responses were most consistent with the expectations of state reform advocates, a combination of factors were involved. For example, the human capacity and will were very high, along with growing pressure from parents about test scores, and that all together meant they pursued change that was more systemic and deeper. However, the primary catalyst was teachers' and administrators' own beliefs and understandings of the reform ideas, which was lacking in other districts. (Contains 18 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Identifiers - Location: New Jersey