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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
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New Directions in Pupil Learning Assessment: Emerging New Directions in Pupil Learning Assessment: Emerging Models from the Teachers for a New Era InitiativeModels from the Teachers for a New Era Initiative
California State University, Northridge California State University, Northridge Beverly Cabello
Evidence Co-Leader, Teachers for a New Era
James David BallardEvidence Research Team, TNE
AMERICAN EDUCATIONAL RESEARCH ASSOCIATION
SAN FRANCISCO, CALIFORNIA
April 9, 2006
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.
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
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.
CSU- Northridge
Emergent Products, Lessons, and
Research Processes.
Three of Many
• Conceptual Modeling and Data Mapping
• Pilot Study• Quantitative Longitudinal Study
CSUN’s Conceptual Framework of TNE Evidence Components
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.
Teacher Indicators within CSUN Formal University
Preparation: Undergraduate preparation (at CSUN or elsewhere), Pathway,
credential coursework & fieldwork.
Indicators Related to Teaching Quality of
CSUN credential recipients:
teaching practices & how these are affected by
district policies as well as school policies & context.
Contextual Factors: (including
district policies, school context,
peers
Individual Pupil Characteristics:
previous educational experiences, English language proficiency,
disabilities, etc.)
Pupil learning & achievement
(a subset of which is measured by
test scores)
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?
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
• Teachers (district information)– Number of years teaching – Number of years teaching in district– Levels of education– Type of credential– Emergency or intern– Demographics
Quantitative StudyCategories of Variables
• Teachers (CSUN Preparation Data)– Pathway– Credential awarded (Ed.
Specialist, other)– Level (elementary, secondary)– Demographics– Grades in professional courses
Quantitative StudyCategories of Variables
CSUN PATHWAYSMultiple Subjects CredentialPrograms
1053 Candidates recommended in 2004/5
Integrated Teacher Education Program – (ITEP) FreshmanIntegrated Teacher EducationProgram (ITEP) - JuniorMultiple Subjects Intern ProgramTraditional Program Accelerated Collaborative Teacher (ACT) Preparation Program
Single SubjectCredentialPrograms
826 Candidates recommended in 2004/5
Single Subject Internship ProgramFour Year Integrated in English or MathematicsTraditionalACT
Redesignated FEP
Limited EnglishProficient
Fluent EnglishProficient
English Only
50
40
30
20
10
0
Perc
ent
Students' English Language Fluency, CSUN all Years
Declined/ Unknown
Grad SchoolPost
College Grad
Some College
HS
GradNot HS Grad
50
40
30
20
10
0
Perc
entParent Education, CSUN all years
C BA
Pathway
34
32
30
28
26
Mea
n of
Yea
r 200
0 sc
ores
Means of CST Augmented Math Total Score x Pathway Using API as a Covariate
CBA
Pathway
50.0
48.0
46.0
44.0
42.0
40.0
38.0
Mea
n of
Yea
r 200
0 sc
ores
Means of SAT 9 Math Scores x Pathway 2000 Using API Scores as Covariate
2461 332 1992 82 2 923494 332 2103 104 45 602261 219 1800 78 4 822654 317 1801 150 64 251946 350 1491 83 28 119
3 2
123456789
GradeLevel
InternProgram
RegularProgram
Type of Credential Program at CSU(Intern or Regular)
CSUN credential
Intern
ProgramRegularProgram
Type of Credential Program at CSU(Intern or Regular)
Credential from another CSU
CSUN- and Other CSU-Trained Teachers
Dependent Variable: #yrs_in_district (Originally called yrsexpyy in LA data)
3.72 3.701 127753.22 2.489 15503.87 5.475 91353.75 4.423 234604.29 4.455 4893.12 1.957 1374.21 3.379 3774.10 3.824 10039.90 9.808 29513
9.90 9.808 29513
7.99 8.877 427773.21 2.450 16873.89 5.408 95127.12 8.409 53976
Type of CredentialProgram at CSU(Intern or Regular)Intern ProgramRegular ProgramTotal
Intern ProgramRegular ProgramTotal
Total
Intern ProgramRegular ProgramTotal
CSUN- and OtherCSU-Trained TeachersCSUN credential
Credential from anotherCSU campus
Credential fromnon-CSU inst.
Total
Mean Std. Deviation N
Credential from non-CSU inst.Credential from another CSUcampus
CSUN credential
CSUN- and Other CSU-Trained Teachers, 2000
46.0
44.0
42.0
40.0
38.0
Mea
nSAT9 Reading NCESAT9 Math NCE
All analyses controlledFor school API scores And SES
indicators.
20022001
FileYr
52.0
51.0
50.0
49.0
48.0
47.0
46.0
45.0
Estim
ated
Mar
gina
l Mea
ns
Credential from non-CSU inst.
Credential fromanother CSU campus
CSUN credential
CSUN- and Other CSU-Trained Teachers
at Grade Level = 2
Estimated Marginal Means of SAT9 Math NCE
All analyses controlledFor school API scores And SES indicators.
20022001
FileYr
52.0
51.0
50.0
49.0
48.0
47.0
46.0
Estim
ated
Mar
gina
l Mea
ns
Credential from non-CSU inst.
Credential fromanother CSU campus
CSUN credential
CSUN- and Other CSU-Trained Teachers
at Grade Level = 3
Estimated Marginal Means of SAT9 Math NCE
All analyses controlledFor school API scores
and SES indicators.
20022001
FileYr
47.0
46.0
45.0
44.0
43.0
42.0
41.0
Estim
ated
Mar
gina
l Mea
ns
Credential from non-CSU inst.
Credential fromanother CSU campus
CSUN credential
CSUN- and Other CSU-Trained Teachers
at Grade Level = 2
Estimated Marginal Means of SAT9 Reading NCE
All analyses controlledFor school API scores
And SES indicators.
20022001
FileYr
43.0
42.0
41.0
40.0
39.0
Estim
ated
Mar
gina
l Mea
ns
Credential from non-CSU inst.
Credential fromanother CSU campus
CSUN credential
CSUN- and Other CSU-Trained Teachers
at Grade Level = 3
Estimated Marginal Means of SAT9 Reading NCE
All analyses controlledFor school API scores
And SES indicators.
CSUN’s Conceptual Framework of TNE Evidence Components
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.
Teacher Indicators within CSUN Formal University
Preparation: Undergraduate preparation (at CSUN or elsewhere), Pathway,
credential coursework & fieldwork.
Indicators Related to Teaching Quality of
CSUN credential recipients:
teaching practices & how these are affected by
district policies as well as school policies & context.
Contextual Factors: (including
district policies, school context,
peers
Individual Pupil Characteristics:
previous educational experiences, English language proficiency,
disabilities, etc.)
Pupil learning & achievement
(a subset of which is measured by
test scores)
Additional Resources
CSUN’s TNE website: http://www.csun.edu/tne/
Carnegie Corporation of New York website: http://www.carnegie.org/
Carnegie’s TNE Program website: http://www.carnegie.org/sub/program/teachers.html
