ERIC Number: ED483823
Record Type: Non-Journal
Publication Date: 2004-Feb
Reference Count: 73
Ending Social Promotion: The Response of Teachers and Students. Charting Reform in Chicago Series.
Jacob, Robin Tepper; Stone, Susan; Roderick, Melissa
Consortium on Chicago School Research
This report takes an in-depth look at Chicago Public Schools (CPS) teachers' responses to the high-stakes-testing initiatives and the impact on students' school experiences. It examines teachers and principals' assessments of the policy, tracks changes in instructional practice over time, and examines trends in critical student indices. The report begins by exploring the view of the educators in low-performing schools. In 1999 and 2001, the Consortium on Chicago School Research's surveys included supplemental questions about CPS's efforts to end social promotion. The supplement asked teachers and principals to assess the impact of the policy on student learning and behavior, on parental attitudes and involvement, and on their own educational practices. The survey allowed this report to examine educators' views of grade retention, and in particular, the extent to which educators felt the policy was consistent with their own pedagogies. The study then looks at changes in teachers' reports of their instructional practices both before and after the landmark 1996 reforms. Most prior research finds that teachers do not support accountability policies that rely only on standardized test scores to judge student performance. Yet there is also considerable evidence that teachers are highly responsive to accountability programs and often align their curriculum with the content of the test, spending more time on test preparation in response. Since 1994, the Consortium on Chicago School Research has conducted biannual surveys of all CPS teachers and principals, and all sixth- through 10th-grade CPS students. Each year, the survey asks teachers to report how much time they spend on test-preparation activities and on the content they cover in reading and mathematics. These longitudinal surveys allow researchers to improve upon other studies of high-stakes testing that have relied on data collected only after the introduction of testing. This study traces changes in the magnitude of teachers' responses over time in low-performing schools and also explores how instructional content changes differ across these schools.
Descriptors: Teaching Methods, Educational Change, Standardized Tests, Social Promotion, Teacher Attitudes, Administrator Attitudes, High Stakes Tests, Accountability, Grade Repetition, Low Achievement
Corsortium on Chicago School Research, 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://www.consortium-chicago.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Consortium on Chicago School Research, IL.