Legacy of NAACP Salary equalization suits.

Why tests, anyway?

Legacy of NAACP Salary equalization suits. If you can t beat em, test em. Boom!

Legacy of teacher tests NTE PRAXIS-II Pearson Content Examinations GRE ACT SAT All are statistically significantly correlated All show statistically significant gaps between Caucasian and African-American test takers. How can we still use them?

Research on testing and policy Dr. Roy Roehl, University of Alaska Fairbanks Following are some key pieces related to testing and policy.

Consequences of Raising Test Scores? Common responses to accountability pressure include raising test scores (Darling-Hammond, 2004; Horn, 2003; Wakefield, 2003; Wall, 2001; Wall, 2008) What does it mean for teacher candidates from diverse backgrounds when standardized test scores increase? Wakefield (2003) chronicles serious ramifications for at-risk teacher candidates, particularly those from low SES and/or underrepresented minority populations when teacher education programs comply with state and federal accountability pressure by raising licensure exam requirements 5

Review of Research on Teacher Licensure Examinations state education leaders need to take the impact that these tests have on minority candidates seriously and offer evidence supporting a valid relationship between teacher testing and student outcomes. (p. 219). 6

Review of Research on Teacher Licensure Examinations Testing policies may also influence the learning of minority students; the argument for recruiting a diverse teacher workforce rests, in part, on positive gains in student achievement due to matching students with teachers of a similar racial and ethnic background. (Dee, 2004; 2005; as quoted in Goldhaber & Hansen, 2010). 7

Review of Research on Teacher Licensure Examinations (Goldhaber & Hansen, 2010 There is a lack of information about teacher licensure test performance for specific populations of teachers (p. 219). Minority teachers (Black teachers in particular) tend to perform substantially less well on licensure tests than do White teachers; thus these tests have a disparate impact on who is eligible to teach. This means that licensure policies, to at least some extent, conflict with the recruitment of minorities in teaching, a long standing policy goal, particularly in districts with large percentages of minority students. (Goldhaber and Hansen, 2010, p. 219). 8

Review of Research on Teacher Licensure Examinations Enforcing strict cutoffs has the potential to both adversely affect minority student outcomes and decrease workforce diversity. (p. 220). 9

MEGA Introduction

RQ1: Social Justice and Dr. Jeff Edmonds Dissertation Complete analysis of MoGEA, and impact on equity and accessibility (Edmonds, 2014) Findings: African American and Hispanic/Latino teacher candidates had scores that were lower than White counterparts at a statistically significant level Female candidates had scores lower than Male candidates at statistically significant level (except for writing subtest) Final conclusion: MoGEA should not be used as a gateway assessment into teacher education

Methods

MOGEA descriptive statistics

Significant differences found in MOGEA

Edmonds, 2014 - MoGEA

Edmonds, 2014 - MoGEA

But wait, there is more

Significant differences found in MOGEA By gender

Research Question 2: What is the relationship between MEGA and licensure testing policy? Annual Performance Report (APR) Annual report mandated by DESE All program completers from Missouri EPP s Contains benchmarks related to MEGA performance MCA included, potentially MoPTA and MEES

< $18,000/year- 17.8 $18k-$24k 18.6 $24k-$30k 19.4 $30k-$36k 19.9 $36k-$42k 20.4 $42k-$50k 20.8 $50k-$60k 21.3 $60k-$80k 21.8 $80k-$100k 22.4 > $100k/year 23.3 From: ACT.org 2002 test scores ACT by Income and/or Ethnicity, (Fairtest.org) By ethnicity: African-American, 16.8 Mexican-American, 18.2 Puerto-Rican/Hispanic, 18.8 Native American, 18.6 Caucasian-American, 21.7 Asian-American, 21.6 Other, 19.2 Multiracial, 20.9 The Relationships between Socio-economic Status and Ethnicity 20

From: Do Race/Ethnicity Based Achievement Gaps grow over time?- ACT Research and Policy Issue Brief (March, 2012) 21

C-BASE by ACT of 16 composite. Green = pass, yellow = borderline; Red= fail.

Data Visualization: C-BASE by ACT of 16 vs. 28 composite. Green = pass, yellow = borderline; red= fail. Implications for institutional types?

Ongoing MEGA research Conducted by Mike McBride and Tim Wall Looking for partnerships with all types of institutions HBCU open enrollment Moderately Selective Selective Highly Selective 24

Statistical Analysis of Relationships Using a Pearson Product Moment Coefficient of Correlation (r), we attempted to answer the questions, Is there a relationship between ACT and MOGEA MCA and ACT MOPTA task score(s) and ACT MEP and ACT ACT composite and MEES (Missouri Effective Educator System) evaluation 25

MoPTA Task 1 Task 2 Task 3 Task 4 ACT MEES MoGEA MCA MEP

Missouri Pre-Service Teacher Assessment (MoPTA) Task 1 Task 2 Task 3 Task 4 ACT MEES MoGEA MCA MEP P<.05 P<.01 R<0

28

Appearance versus reality: the teacher education off-ramp 29

Review of Research on Teacher Licensure Examinations state education leaders need to take the impact that these tests have on minority candidates seriously and offer evidence supporting a valid relationship between teacher testing and student outcomes. (Goldhaber and Hansen, 2010, 219). 30

Taking policy seriously

33

35

36

37

38

References Council for the Accreditation for Educator Preparation. (2014). Summary of standards for educator preparation. Retrieved from http://www.nga.org/files/live/sites/nga/files/pdf/2013/1309gepainstitutecibulka.pdf Department of Elementary and Secondary Education. (2014). Missouri Educator Gateway Assessments. Retrieved from http://dese.mo.gov/educator-preparation-backup Gitomer, D. H., Brown, T. L., & Bonett, J. (2011). Useful signal or unnecessary obstacle? The role of basic skills tests in teacher preparation. Journal of Teacher Education, 62(5), 431-445. doi: 10.1177/0022487111412785 Goldhaber, D., Hansen, M., (2010). Race, Gender, and Teacher Testing: How Informative a Tool Is Teacher Licensure Testing? American Educational Research Journal, 1-34. doi: 10.3102/0002831209348970 Jenlink, P. M., Reigeluth, C. M., Carr, A. A., & Nelson, L. M. (1998). Guidelines for facilitating systemic change in school districts. Systems Research and Behavioral Science, 15, 217-233.

More References Council for the Accreditation for Educator Preparation. (2014). Summary of standards for educator preparation. Retrieved from http://www.nga.org/files/live/sites/nga/files/pdf/2013/1309gepainstitutecibulka.pdf Darling-Hammond, L. (2004). Standards accountability and school reform. Teachers College Record, 106, 1047-1085. Retrieved from http://www.schoolinfosystem.org/archives/2006/03/standards_accou.php Department of Elementary and Secondary Education. (2014). Missouri Educator Gateway Assessments. Retrieved from http://dese.mo.gov/educator-preparation-backup Edmonds, J. (2014). Missouri General Education Assessment: examination of teacher candidate scores and predictor variables. (Unpublished doctoral dissertation). University of Missouri, Columbia.

References Gitomer, D. H., Brown, T. L., & Bonett, J. (2011). Useful signal or unnecessary obstacle? The role of basic skills tests in teacher preparation. Journal of Teacher Education, 62(5), 431-445. doi: 10.1177/0022487111412785 Goldhaber, D., Hansen, M., (2010). Race, Gender, and Teacher Testing: How Informative a Tool Is Teacher Licensure Testing? Retrieved from http://www.nctq.org/docs/race,_gender_and_teacher_licensing.pdf. Horn, C. L. (Winter 2003). High-stakes testing and students: Stopping or perpetuating a cycle of failure? Theory into Practice, 42(1), 30-41. Jenlink, P. M., Reigeluth, C. M., Carr, A. A., & Nelson, L. M. (1998). Guidelines for facilitating systemic change in school districts. Systems Research and Behavioral Science, 15, 217-233. Jones, M. G., Jones, B. D., & Hargrove, T. Y. (2003). The unintended consequences of high-stakes testing. Oxford: Rowman & Littlefield.

References Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH: Heinemann. Perreault, G. (2000). The classroom impact of high-stress testing. Education, 120(4), 705-710 Popham, W. J. (2000). Educational mismeasurement: How high-stakes testing can harm our children (and what we can do about it.) National Education Agency. Retrieved from http://www.ioxassessment.com/catalog/pdfdownloads/educationalmismeasurement.pdf Wakefield, D. (2003). Screening teacher candidates: Problems with high-stakes testing. Educational Forum, 76(4), 380-388. Wall, T. J. (2003). Evaluation of the Impact of Participation in the T.E.S.T. Examination Preparation Program on Elementary Education Teacher Candidate C-BASE and Praxis-II Performance. Retrieved from https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/5609/research.pdf?sequence= 3

References Wall, T. J. (2001). Correlative study between student scores on the A.C.T. and C-BASE examinations at Northwest Missouri State University. Unpublished Manuscript, Northwest Missouri State University, Maryville, MO.