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New Directions in Pupil Learning Assessment: Emerging Models from the Teachers for a New Era Initiative California State University, Northridge

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Title: New Directions in Pupil Learning Assessment: Emerging Models from the Teachers for a New Era Initiative California State University, Northridge


1
New Directions in Pupil Learning Assessment
Emerging Models from the Teachers for a New Era
Initiative California State University,
Northridge
Beverly Cabello Evidence Co-Leader, Teachers for
a New Era James David Ballard Evidence Research
Team, TNE
AMERICAN EDUCATIONAL RESEARCH ASSOCIATION SAN
FRANCISCO, CALIFORNIA April 9, 2006
2
Teachers for a New Era
  • Carnegie Corporation of New York and other
    funders undertook an ambitious reform initiative,
    Teachers for a New Era, to generate
    evidence-based reforms that promote excellent
    teacher education programs at selected colleges
    and universities.
  • Success will require radical change in the
    allocation of resources, academic organization,
    criteria for evaluating participating faculty,
    internal accountability measures, and
    relationships with practicing schools and
    districts.
  • At the conclusion of the project, evidence will
    be analyzed to determine whether the teacher
    preparation program changes at the university
    level result in significantly improved K to 12
    pupil learning.

3
Evidence
  • Goals
  • To locate the connections between teacher
    education and pupil learning
  • To create a permanent viable system of data
    gathering, data analysis, and data sharing.
  • To inform our programs and improve teacher
    education, pupil learning, and program efficacy

4
Continued
  • What is involved
  • Audit availably of data, quality of data,
    location of data, and access to data
  • College level,
  • University sources,
  • System wide sources,
  • and District sources.
  • Lessons learned from these data sources
  • What is there and not there
  • Aggregate possibilities
  • Types of variables, fields, and definitions
  • Identifiers and confidentiality
  • Various data programs, dirty data, and data
    conflicts
  • Existing and needed data sharing agreements,
    Union issues, privacy, etc.

5
CSU- Northridge
  • Emergent Products, Lessons, and Research
    Processes.

6
Three of Many
  • Conceptual Modeling and Data Mapping
  • Pilot Study
  • Quantitative Longitudinal Study

7
CSUNs Conceptual Framework of TNE Evidence
Components
Contextual Factors (including district
policies, school context, peers
Teacher Indicators Other than CSUN formal
education outside of CSUN, personal experiences,
personal characteristics, teaching experiences
(if Interns, or former paraprofessionals)
knowledge beliefs about teaching learning.
Indicators Related to Teaching Quality of CSUN
credential recipients teaching practices how
these are affected by district policies as well
as school policies context.
Pupil learning achievement (a subset of which
is measured by test scores)
Teacher Indicators within CSUN Formal University
Preparation Undergraduate preparation (at CSUN
or elsewhere), Pathway, credential coursework
fieldwork.
Individual Pupil Characteristics previous
educational experiences, English language
proficiency, disabilities, etc.)
8
CSUN Pilot StudyResearch Questions
  1. Do significant differences exist between the
    reading and math achievement of pupils in grades
    K - 12 and the specific CSUN teacher preparation
    program (ACT, Multiple Subjects Intern, or
    Traditional) their teachers experienced?
  2. Does a significant relationship exist between
    candidates' grades in content specific courses
    (e.g. reading and math methods courses) and the
    reading and math achievement gains of their
    pupils in grades K-12?

9
Quantitative StudyCategories of Variables
  • Pupil
  • Personal demographic
  • Family demographic (parents)
  • English Language fluency
  • All test scores
  • School context
  • Participation in Title 1
  • Participation in Meal Program
  • Class size

10
Quantitative StudyCategories of Variables
  • Teachers (district information)
  • Number of years teaching
  • Number of years teaching in district
  • Levels of education
  • Type of credential
  • Emergency or intern
  • Demographics

11
Quantitative StudyCategories of Variables
  • Teachers (CSUN Preparation Data)
  • Pathway
  • Credential awarded (Ed. Specialist, other)
  • Level (elementary, secondary)
  • Demographics
  • Grades in professional courses

12
CSUN PATHWAYS
Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Integrated Teacher Education Program (ITEP) Freshman
Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Integrated Teacher Education Program (ITEP) - Junior
Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Multiple Subjects Intern Program
Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Traditional Program
Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Accelerated Collaborative Teacher (ACT) Preparation Program
Single Subject Credential Programs 826 Candidates recommended in 2004/5 Single Subject Internship Program
Single Subject Credential Programs 826 Candidates recommended in 2004/5 Four Year Integrated in English or Mathematics
Single Subject Credential Programs 826 Candidates recommended in 2004/5 Traditional
Single Subject Credential Programs 826 Candidates recommended in 2004/5 ACT
13
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18
Dependent Variable yrs_in_district (Originally
called yrsexpyy in LA data)
Type of Credential
CSUN- and Other
Mean
Std. Deviation
N
Program at CSU
CSU-Trained Teachers
CSUN credential
3.72
3.701
12775
(Intern or Regular)
Intern Program
3.22
2.489
1550
Regular Program
3.87
5.475
9135
Total
3.75
4.423
23460
Credential from another
4.29
4.455
489
CSU campus
Intern Program
3.12
1.957
137
Regular Program
4.21
3.379
377
Total
4.10
3.824
1003
Credential from
9.90
9.808
29513
non-CSU inst.
Total
9.90
9.808
29513
Total
7.99
8.877
42777
Intern Program
3.21
2.450
1687
Regular Program
3.89
5.408
9512
Total
7.12
8.409
53976
19
SAT9 Math NCE
46.0
SAT9 Reading NCE
44.0
Mean
42.0
All analyses controlled For school API scores
And SES indicators.
40.0
38.0
Credential from non-CSU inst.
Credential from another CSU
CSUN credential
campus
CSUN- and Other CSU-Trained Teachers, 2000
20
All analyses controlled For school API scores
And SES indicators.
21
All analyses controlled For school API scores
and SES indicators.
22
All analyses controlled For school API scores
And SES indicators.
23
All analyses controlled For school API scores
And SES indicators.
24
CSUNs Conceptual Framework of TNE Evidence
Components
Contextual Factors (including district
policies, school context, peers
Teacher Indicators Other than CSUN formal
education outside of CSUN, personal experiences,
personal characteristics, teaching experiences
(if Interns, or former paraprofessionals)
knowledge beliefs about teaching learning.
Indicators Related to Teaching Quality of CSUN
credential recipients teaching practices how
these are affected by district policies as well
as school policies context.
Pupil learning achievement (a subset of which
is measured by test scores)
Teacher Indicators within CSUN Formal University
Preparation Undergraduate preparation (at CSUN
or elsewhere), Pathway, credential coursework
fieldwork.
Individual Pupil Characteristics previous
educational experiences, English language
proficiency, disabilities, etc.)
25
Additional Resources
  • CSUNs TNE website http//www.csun.edu/tne/
  • Carnegie Corporation of New York website
    http//www.carnegie.org/
  • Carnegies TNE Program website
    http//www.carnegie.org/sub/program/teachers.html
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