The International Observatory on Academic Achievement - Documentary search

File number :
CS-APE-29e

Bibliographic reference :
Swanson, C. B., & Stevenson, D. L. (2002). Standards-Based Reform in Practice: Evidence on State Policy and Classroom Instruction from the NAEP State Assessments. Educational Evaluation and Policy Analysis, 24(1), 1-27.

Abstract :

Study Goal
This American study looked into the implementation of a national school reform called High Standards for All Students in the United States during the 1990s. The aim of this reform was to increase the level of competency and knowledge of all students by changing academic content and pedagogical practices, especially in mathematics.

Since this reform was meant to be closely linked to teaching practices, the authors’ goal was to assess the effectiveness of its implementation in the classroom. More precisely, they sought to provide an overview of the path of the reform based on two main questions: 1) To what extent does the reform movement introduced at the national level translate into state-level actions (involvement in reform implementation)? and 2) How do these actions in turn translate into the use of adequate pedagogical practices in mathematics classes? The authors also sought to define the extent to which other conditions prevalent at the local level could have an influence.

Variables under Study and Methodology
Data on mathematics achievement, school and class characteristics and pedagogical practices were analyzed. These data were drawn from the National Assessment of Educational Progress (NAEP) conducted in 1992 and 1996 (before and after implementation of the reform).

The 1996 sample involved 19,167 eighth-grade classes in 40 states. Among these schools, an average of 40 schools in 30 states that also participated in the 1992 NAEP provided a comparison of the situation before and after implementation of the reform.

State involvement was assessed based on four criteria: 1) standards related to mathematics curriculum content; 2) standards related to students’ performance in this subject; 3) standards related to the establishment of a state-level performance assessment method; and 4) standards related to professional development.

With regard to each of the three levels (state, school and classroom), social structural factors were also taken into account: system size, available resources to support reform activities and socio-economic context. State-level factors included the number of school districts, resources allocated per student and the dropout rate. School-level factors included the number of teachers, resources available per student, presence of a specialist (e.g., educational adviser) and the type of setting (urban or rural). Lastly, classroom-level factors included the number of students in each class, and teachers’ years of experience, undergraduate mathematics degree held (or not), level of knowledge about the reform and attitudes about pedagogical practices consistent with this standards-based reform.

Main Results
With regard to state involvement in implementation of the reform, variability based on the four criteria was observed. Involvement regarding standards related to curriculum content and professional development was widespread in most states (respectively, in 44 and 38 states). However, involvement regarding the two other criteria (performance and assessment) was much less prevalent.

Analysis of the social structural factors revealed that all classroom-level factors, except the issue of whether or not teachers held an undergraduate mathematics degree, were related positively and significantly to the use of pedagogical practices consistent with the reform. Smaller schools, the fact that schools were located in an urban setting and the presence of specialists were school-level factors related to greater use of these pedagogical practices. At the state level, none of the elements considered seemed to have significant effect.

Comparison of 1992 data with 1996 data revealed that it was easier to implement the reform in areas where local practices were already consistent with those promoted by the reform.

With respect to the correlation between state involvement in reform implementation (based on the four criteria set out above) and the use of pedagogical practices, it was observed that for schools in states that showed greater involvement, the use of pedagogical practices adapted to the reform was more prevalent, in spite of this link being weak.

One of the most determining elements of change in pedagogical practices was the teachers’ level of knowledge and their receptivity towards the reform and pedagogical practices consistent with this standards-based reform. The authors suggested that states that get more involved in the implementation of a reform are likely to better promote professional development, which would result in an increase in teacher receptivity.

Links :
This journal is also available in electronic format.

Key Words :
Educational Reform, Implementation, Mathematics, Political and Practical Alignment, Pedagogical Practices, Professional Development, National Assessment of Educational Progress (NAEP), Longitudinal Study, Secondary/High School, Newsletter3

Monitored Countries :
United States