In four studies, charter school programs that produce impressive
test score gains appear to yield no or little improvement in educational attainment.
Not exact matches
Again,
gains in
test scores do not
appear to capture very well the quality of schools or programs.
To sum up: 1) low - stakes
tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between
test -
score gain and other measures of quality at either the teacher or school level.
Teachers also
appear to generate higher
test -
score gains during the year they are being evaluated, though these estimates, while consistently positive, are smaller.
Provided the movement of teachers in and out of a grade has not changed the makeup of students enrolled in that grade, this finding supports the conclusion that measured value - added of teachers is an unbiased predictor of future
test -
score gains, as there
appears to be no other explanation for the resulting improvement in
test scores.
The impacts of school choice programs on
test score gains and longer term outcomes are not really as out of sync as they may first
appear.
On the other end of the scale are programs that
appear to be failures when judged by short - term
test -
score gains, but that produce impressive long - term results for their participants.
First, high school
scores might
appear to be stagnant because not enough time has passed for the
gains from earlier grades to show up in the
test scores of students in later grades.
Though
scores have risen on the state's TAAS
test, the
gains usually fail to
appear even on other
tests.
This is an important question because it
appears that the Obama administration is essentially allowing any evaluation system to
gain its blessing long as it has unspecified use of longitudinal student
test score growth data as one of the main components.
Teachers made comments such as, «To
gain the highest EVAAS
score, drill and kill and memorization yields the best results, as does teaching to the
test,» and «When I figured out how to teach to the
test, the
scores went up,» as well as, «EVAAS leaves room for me to teach to the
test and
appear successful.»
The
test score gains which
appear on the state
test may not show up on other assessments whose content is not drilled, such as NAEP.