Does the NCLB toolkit work? Is there a better way?
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Transcript of Does the NCLB toolkit work? Is there a better way?
Should We Focus on the Should We Focus on the NCLB “Toolkit” or on NCLB “Toolkit” or on Improving Learning?Improving Learning?
Marshall S. Smith
November 30, 2006
American Enterprise Institute
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 2
• Excellent, thoughtful set of papers
• Conclusions – almost universal!!!!– Implementation weak– Frequency of use – small to miniscule– No discernable achievement
effect
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 3
What Did We Expect?What Did We Expect?
• Complicated, patchwork, non-systemic interventions
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 4
Moreover Moreover —— No Support from Prior Research No Support from Prior Research
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 5
Time to Stop Messing AroundTime to Stop Messing Aroundon the Marginson the Margins
• What do we know about achievement over past decades?
• What do we know about how to improve learning?
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 6
Recent Achievement TrendsRecent Achievement TrendsLook at NAEP subgroups for accurate
picture. Approximately 1994-2005. Both NAEPs.
Math gains large – 1 to 2+ grade levels.
Reading modest but significant. 0.7-1+ gl.
4th grade gains considerably larger than 8th grade.
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 7
Reading Main NAEP
Reading Longitudinal
Math Main NAEP
Math Longitudinal
2005-1994 gains
2004-1994 gains
2005-1992 gains
2004-1994 gains
National 5 818
10
White 5 9 19 10African
American 15 15 27 12
Hispanic American 15 19 24 20
NAEP Gains for Grade 4 (Main) and Age 9 (Longitudinal) – Reading and Mathematics (10-11 points = 1 grade
level)
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 8
Achievement Before and After Achievement Before and After Standards-Based ReformsStandards-Based Reforms (SBR)(SBR)
Compare time periods 1978-1994 with 1994-2005 — Longitudinal NAEP
Math — Gain slopes before and after SBR similar — slight edge to after SBR
Reading — Gain slopes considerably larger after SBR
SBR based on these data SBR is a qualified success
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 9
Achievement Before and After Achievement Before and After NCLBNCLB
• Compare achievement slopes 1994-2002 with 2002-2005
• Math slopes approximately the same
• Reading slopes greater before NCLB
• Jury out (need 2007 data) but certainly no evidence of success!
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 10
Main NAEP Main NAEP Reading Scale Scores – Grade 4Reading Scale Scores – Grade 4
GroupsYears Gains
1994 2002 20052002-1994
2005-2002
Nation 214 219 219 +5 0
White 224 229 229 +5 0
African American 185 199 200 +14 +1
Hispanic American 188 201 203 +13 +2
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 11
Main NAEP Main NAEP Reading Scale Scores – Grade 8Reading Scale Scores – Grade 8
Years Gains
Groups 1994 2002 20052002-1994
2005-2002
Nation 260 264 262 +4 -2
White 267 272 271 +5 -1
African American 236 245 243 +9 -2
Hispanic American 243 247 246 +4 -1
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 12
Summing Up So FarSumming Up So Far
• Math and reading gains larger than many believe. Substantial gains in 4th grade in reading and math during SBR years, less but still important gains in 8th grade.
• Gaps closing slowly over past 12 years in 15 of 16 comparisons in NAEP. Between 10% and 30% from 1994-2005. Not fast enough.
• SBR a qualified success. Three of four cases gain slopes are greater after the SBR reforms started than before.
• No evidence of NCLB effectiveness. Substantial decline in slope of gains since NCLB passed for reading in both grades – no difference for math.
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 13
One OptionOne OptionStay the Course – with minimal correctionStay the Course – with minimal correction
• Standards-based reform works.
• It is too early to see results of NCLB (“toolkit”, tough accountability and Reading First). We need more time but we know they work.
• Therefore up the ante – tell locals to implement better -- make sanctions tougher on “misuse” of NCLB “tools” -- increase intensity of accountability to make sure results come faster.
• Create and require national tests because, I guess, they believe, they will make everyone work harder and learn more.
Some folks argue:
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 14
What Should We Do?What Should We Do?• Don’t stay the course! Take bold steps but
build on strength.
• Most educational policy is on the margin – little programs, little add-ons, create chaos and have no effects. Throw them out!
• System wants us to continue playing on the margins – this satisfies adults, special interests, and other inside beltway inhabitants.
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 15
Think About Improving the Think About Improving the System to Improve LearningSystem to Improve Learning
• Learning = f(S, C, M, T)– System– Content– Motivation– Time
• Shoot for big effects
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 16
SystemSystem
• Use positive incentives throughout the system – reward rather than punish – encourage creativity and initiative rather than regulate rigidity.
• Support information-based continuous improvement at all levels.
• Retain SBR teacher qualification requirements, dis-aggregation, school, district and state reports, increase transparency.
• Support longitudinal student and teacher-based data systems.
• Hold accountable those who make decisions – not only those who carry them out.
• Remove add-ons!
Remember – the point is to help schools improve and children learn!
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 17
ContentContent• Focus on Language, Language, Language!!!
• Start early and continue throughout – preschool and beyond with good role models, lots of oral language, comprehension, complex sentence structure, lots and lots of reading, academic language.
• E.D. Hirsch, Catherine Snow,etc.
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 18
Motivation and Desire to LearnMotivation and Desire to Learn• Ensure healthy children –
teeth, eyes, ears, childhood disease.
• Increase Music, Art, Learning by Doing, enhance creativity and learning how to learn. Analysis, synthesis. Give students more control over their learning.
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 19
TIMETIME• Create incentives to extend
time of the regular school day and year (learn from KIPP and others)
• Accelerate learning for those who are bored — using technology creatively
Marshall SmithThe William and Flora Hewlett FoundationNovember 30, 2006 20
CLIMB Out of the BOXCLIMB Out of the BOX
Don’t settle for small effects!