Table Of Content

DOCUMENT RESUME EA 023 419 ED 337 893 Hall, Robert F.; Pierson, Max E. AUTHOR Assessing Educational Adequacy: The Emphasis Is on TITLE Results. 91 PUB DATE NOTE 17p. Reports - Research/Technical (143) PUB TYPE MF01/PC01 Plus Postage. EDRS PRICE *Competency Based Education; *Educational Assessment; DESCRIPTORS Educational Finance; Elementary Secondary Education; *Evaluation Methods; Mastery Learning; *Outcomes of Education; *School Effectiveness; State Standards *Illinois IDENTIFIERS ABSTRACT Issues in the definition and evaluation of "educational adequacy" as a forerunner to establishing a financially equitable Illinois school system are examined in this paper. A list of 30 potential indicators of educational adequacy was developed for three categories: outcomes, resources, and context. A mailed survey to determine which indicators should be used to define educational adequacy elicted responses from 497 superintendents, 12 business representatives, and 20 state legislators. Preliminary findings reflect an emphasis on outcome-based education (OBE). Features of outcome-based education are discussed and recent OBE reform activities in Illinois are described. Data from a 1990 goal assessment study conducted by the State Department of Education support the view that the current Illinois Goal Assessment Project can be strenghtened and utilized as one method for educational evaluation, with a new emphasis on oaE. Four tables are included. (8 refererces) (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * * from the original document. * * *********************************************************************** ASSESSING EDUCATIONAL ADEQUACY: THE EMPHASIS IS ON RESULTS Robert F. Hall and Max E. Pierson U I DEPARTMENT Of EDUCATION Office f E chx.ahona)Rowycf, and I mprovenvni EDUCATIONAL RESOURCES INFORMATION CENTER IERIC, A.* II bean replocivc eel as CSOCurnent wowed /rem of oagenlafion the prOrSOn Or190181,1V MinOr changes tle.e been made to inPlpire I INS90-40.041 41.4111. POinti thiS dot OpimonSMatea viesit rapre5er,1 onujal ?reed do not nstetiallnly OEM motion or pobry "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER tERICr 2 MST COPY AVAIUBLE THE EMPHASIS IS ON RESULTS ASSESSING EDUCATIONAL ADEQUACY: Robert F. Hall and Max E. Pierson important equally all children of the state are Theoretically, cam this practically, are entitled to the same advantages; and all The duty of the state is to secure for never be quite true. not to a minimum of good instruction as possible, bet high as all all to the minimum; to equalize the advantage to as reduce place to can be done with the resources at hand; a nearly as to premium on those local efforts which will enable communities rise above the legal minimum as far as possible. (Cubberly, 1905, p.17) opportunities educational same deserve the Illinois Children in to However, total equality is not likely of where they live. regardless equalize educational can Before the State fully implemented. be ever constitutes opportunities for children, there must be agreement as to what constitutes what That there is no clear idea of adequate education. an conferences educational adequacy was a major finding of two school finance and at Western Illinois University, sponsored by the Lt. Governor's Office An Institute for Rural Affairs, in January and May 1990. Illinois the address legislator in attendance noted that the legislature must Illinois present the issue before a determination can be made about changing this Most of the debate about school finance has focused school finance system. providing and of "equal dollars per student" not on provision on the sufficient resources to meet the needs of children. horizontal equity finance theory has two concepts of equity: School Horizontal equity means that each student is entitled and vertical equity. as that provided as good an education to others. least receive at to that equity means that a student should receive an education is Vertical When asked about problems with the current Illinois best him/her. for School funding formula, Gene Hoffman, Co-Chair of the Illinois Legislative Finance Task Force, stated, "It doesn't take into account the varying cost 11) and same service in different parts of the State, it the providing of other yield an equitable educational program for all pupils." The doesn't resources, it State Senator Art Berman, replied: "With limited Co-Chair, has allowed property-rich schools to provide good education while property- current The are unable to do so" (NECREL, 1990, p. 10). districts poor with little districts, some in Illinois allows system finance school struggle while others students an exemplary curriculum effort, to offer to meet the minimum requirements set by the State. Actions in Other States because of states have reformed their school finance systems Several unanimous In Edgewood v. Kirby the Texas Supreme Court, in a litigation. decision, stated: The amount of money spent on a student's education has a real and offered the opportunity on the educational impact meaningful their for districts are able to provide High-wealth student. more including experiences educational broader students' better up-to-date technological equipment, more curricula, counseling teacher aides, personnel, library libraries and services, lower pupil-teacher ratios, better facilities, parental They are programs and drop-out prevention courses. involvement and better Able to attract and retain experienced teachers also administrators (Kirby 777S.W.2d at 393). directly. adequacy in Kentucky addressed the concept of courts The with national the test scores of the children in Kentucky compared They the national proved that Kentucky children performeo low averages and norm. program funding available has a direct impact on the educational The Illinois The first task in reforming school a district can offer. that definition of educational adequacy. a working develop finance to is low it should be clearly determined whether academic programs in Further, districts differ from those in high expenditure districts and expenditure whether the program offeriwgs in low expenditure districts adversely affect Concept Adequacy to James Ward in The According of in students. the defined School Finance, "... adequacy will not be able to be in Illinois of the until some broad-based consensus is reached on the goals Illirois While people the about talk public schools" (p.7). system state of fact neither the that preparation for work, basics and discuss is quality a politicians have articulated the ingredients of educators nor education (Banach, 199C, p. 38). Illinois Institute for Rural Affairs Study In an attempt to define what constitutes an "adequate education," Hall indicators Pierson surveyed school superintendents to determine which and should be Using two sources, the used to define educational adequacy. the Illinois School Report Card and the 17 Education Indicators created by potential Department of Education, a 30-item checklist States United of The check-list developed. educational adequacy was is indicators of The indicators outcomes, resources and context. divided into three areas: used in the survey are: Outcomes Reading performance of students Writing performance of students Mathematics performance of students Science performance of students Social studies performance of students College entrance exam scores High school completion by race and ethnicity Literacy skills of young adults Participation of high school graduates in postsecondary education High school enrollments in mathematics High school enrollments in science High school enrollments in english High school enrollments in social studies Percent of senior class who are college preparatory Percent of senior class who are in vocational education Resources Current expenditures per pupil Pupil teacher ratios - elementary and secondary Elementary pupil teacher ratios Secondary pupil teacher ratios Average teacher salary Teacher experience and training Context School enrollment School enrollment rates for selected age groups Aspects of the home environment and reading performance Student drug and alcohol abuse Teacher job satisfaction School problems as seen by teachers and the public. Public opinion ratings of schools and other institutions State high school graduation requirements Student nability rates educational indicators of of the reviewed list Superintendents the adequacy, added any indicators they thought were missing, and selected In total, 505 schools responded to the survey with 497 ten most important. selected by frequently indicators which were most The usable surveys. been have expected, included several that might superintendents school performance studies mathematics, science and social including readin5, (Table 1). To gain Illinois the a business perspective, the researchers asked each and the Illinois Taxpayers Federation to Manufacturers Association object was The approximately ten members. to checklist to send the officials were indicators school selected by whether determine the this with those deemed important by business and industry. At consistent upper management level individuals representing in time, 12 business/industry have responded (Table 1). The checklist also was sent to been have responses Illinois legislature from which 20 of members the The Illinois Education Association has been asked received (Table 1). to board School membership. its some checklist of distribute to the presidents will be surveyed later. Results of the Study, surprisingly, the first five indicators under Outcomes Not (Reading. Writing, Mathematics, Science and Social Studies performance) ranked in the Other indicators appearing in each of the top ten ten in all groups. top experience pupil/teacher ratios (particularly elementary), teacher were: Teacher job satisfaction was important and training, and home environment. legislators Only respondents. officials and business both school for Also worthy of note is that ranked college entrance exam test scores high. legislators and business leaders listed literacy skills for young adults as both school Surprisingly, officials did not. while school important officials and business respondents included current expendi2ures per pupil. congruence close of the "basics" was expected, the While inclusion between the groups on other indicators was surprising. Table 1 Top Rated Indicators of Educational Adequacy Business Legislators School Item 20 416 Reading Performance 12 20 366 12 Writing Performance 20 12 390 Mathematics Performance Science Performance 19 297 8 8 222 12 Social Studies Performance College Entrance Exam Scores 133 7 3 Literacy Skills for Young AdulLs 7 7 191 335 Expenditures per Pupil 5 4 228 14 Pupil Teacher Ratios 4 248 Teacher Experience and Training 12 11 Aspects of Home Environment and 9 270 Reading Perfornance 4 7 76 Student Drug and Alcohol Abuse 7 1 4 209 6 Teacher Job Satisfaction The top ten in each group are boldfaced. Note: outcome- on of the survey reflect an emphasis Preliminary findings Manufacturing education as advocated by such groups as the Illinois based Iowa Association, the North Central Association Commission on Schools, the Superintendent of World Class Schools and Illinois State for Initiative Schools Leininger. Outcome-Based Education education outcome-based basic approaches to (OBE): There are two Competency-Based Education 1987, p7.). (Burns, and Mastery Learning masters learning is an individualized approach in which a student Mastery education Competency-based before progressing to the next. one unit instructional assessiag student performance based on established concerns objectives. principles: fundamental on two Outcome-based education rests 1) activities developed around clearly defined outcomes and instructional 2) opportunity for all students achieve learning provide the to schools Burns (1987) claims that to adequately understand OBE one must outcomes. programs: philosophy, instructional components consider five of organizational assessment practices, and instructional curriculum, By the OBE philosophy all students can learn and arrangement the (p.8). is to organize instruction to ensure success. responsibility An teachers curriculum is organized around learning objectives established by the OBE mastery Instructional practices in OBE are directed by learning school. on studeat based OBE are decisions assessment. instructional and in allows must work in environment teacher for that Therefore, the an directing the instructional program to meet student the flexibility in needs (Burns, 1987, p.7). Burns Models OBE, see Robert of (1987) more information For on and Outcome- A Casebook on Mastery Learning Organization: Instructional Based Education. have reform activities in Illinois and Iowa school Recent outctrk.- Manufacturers Additionally, the Illinois education as their focus. based outcome-based Association and the North Central Commission on Schools have These are as the theme of their school literature. activities education reviewed briefly. North Central Association Commission on Schools the North Central Association Commission Schools on 1985, (NCA) In Accreditation pilot possible project approved Outcomes on a as a In 1987 the alternative to the traditional NCA accreditation process. NCA approach Accreditation Model as optional approved Outcomes the an to The North Central Association Outcomes Accreditation accreditation. (OA) success and quality with equity NCA student focuses programs. The on requires the school to document the degree to which the school is achieving By focusing attentimi on learning outcomes, established learning outcomes. NCA believes the that it is empowering schools to account for student performance (NCA, 1989, p. 5). The OA process sets a high priority on student success. According to the NCA, student success does not mean that some students excel or that on average students do very well but that all students are successful the in The OA process rests on four basic the learning process (NCA, 1987, p.5). principles: All students can learn and succeed; Success breeds success; 9 Schools control the conditions of success; and Clearly defined learner outcomes determine instructional programs and decisions. three NCA believes that following the OA process, schools answer The basic questions: Are all student learning? How do we know they are learning? students What changes need to be made in our prJgram so that all do learn? which those the NCA (1989), "Quality programs are in According to This student performance meets or exceeds appropriate expectations (p.5)." students not include schools whose of a "quality school" does definition fror not achieving their potential and rejects the idea that students are Schoo learn. socioeconomic classes do not have the ability to various can OA must lean,. all students believe fundamentaly that seeking funds discussions of equity have focused on the allocation of Traditional school/staff OA model, In the on student performance. OA focuses but improvement is seen as an ongoing process. Illinois State Board of Education The Regulatory Process Committee (RPC) of the Illinois State Board of (ISBE) published an interim report February 1991 and proposed a Education school system for schools that focuses on student learning and regulatory "world achieve to RPC stated that if Illinois wishes The improvement. documented on the regulatory focus must be performance student class" According to student performance and school improvement (ISBE, 1991, p.1). improve and the the regulatory process must "augment, empower RPC, the result schools to ensure that students do learn as a of capabilities of their schooling (1SBE, 1991, p.1)." The basic assumptions by the RPC include: All students can learn.