It

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Its Not the Evidence Its the Practice

• Brian Stecher

RAND Corporation/CRESST 2005 CRESST
ConferenceUCLASeptember 9, 2005
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What Is Evidence-Based Practice?

• Content Standards Students Are Supposed to Master
• Insight into Learning Patterns
• Curriculum That Will Promote Mastery of the
  Standards
• Information About What Students Know (and Dont
  Know)
• Customize Instruction to the Needs of Individual
  Students
• Learner Insight/Participation in Learning

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Destination
Trail
Map
Landmarks
Guidebook
Judgment
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Teachers Are Familiar With Content Standards

• Elementary and Middle School Mathematics Teachers
  in Three States
• Have a Thorough Understanding of Content
  Standards (66)
• Aligning Math Instruction With Content Standards
  (80)
• Standards Include Too Much Content for a Year
  (75)

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Limited Understand of Learning Progressions

• Greatest in Early Literacy
• Improving in Mathematics
• Beginning in Science (NRC, 2005)

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Continuing Concerns About Curriculum

• Mathematics Curriculum Should Be Focused,
  Logical and Coherent (TIMSS)
• US Mathematics Curriculum Is a Mile Wide and an
  Inch Deep (Stevenson)
• Scientifically-Based Reading Curricula Being
  Adopted
• Effectiveness?

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Emphasis on Extra Evidence

• NCLB Annual Standards-Referenced Testing in
  Reading and Mathematics
• Districts Are Imposing Additional Testing
  Requirements
• 73 of Teachers in GA Are Required to Administer
  Progress Tests Every 6-8 Weeks
• Two-thirds of Principals in US Report Their
  School Uses Progress Tests in Reading One-half
  in Mathematics
• More Common in Low-performing Schools
• Curricula Are Incorporating Formative
  Assessments, E.G., Open Court

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Yet, Evidence Already Abounds

• Flood of Formal Classroom-Based Evidence
• Assignments
• Quizzes
• Tests
• Inundation of Informal Classroom-Based Evidence
• Teacher-student Interactions
• Classroom Participation

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Teachers Think They Are Acting on Evidence

• Vast Majority of Teachers in Three States Say
  They Use Test Results
• Identify Students Who Need Remedial Assistance
• Tailor Instruction to Individual Student Needs
• Identify and Correct Gaps in the Curriculum

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But, Is Evidence Used Effectively (By Teachers or
Students)?

• Effective Use Includes
• Linking Evidence to Learning Progressions,
  Curriculum and Lessons
• Linking Evidence to Instructional Activities
• Engaging Students in Self-Assessment
• Managing Individualized Instruction
• Providing Coordinated Supplemental Services

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Teachers Not Prepared For Evidence-Based
Instruction

• Few Teachers
• Know Mathematics in Ways That Enable Them to
  Help Student Learn (NRC, 2001)
• Different From Content in College Math Courses
• Possess Mathematical Knowledge for Teaching
  (Ball, Hill, et al.)
• Diagnose and Correct Mistakes
• Respond to Student Creativity

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Making Evidence-Based Practice a Reality

• There is Some Value in Standards-Based
  Assessments
• External Measures Challenge Classroom-Based
  Judgments
• Accountability Fosters Public Conversations,
  Pooled Insights
• More Emphasis on Data Use
• Analytic Tools Help Manage Individual Data
• Decision Support Tools and Enhanced Reporting
  Strategies
• Improve Teacher Knowledge for Practice

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