ERIC ED379605: Legislators, Reporters, and Reading Assessment. Reading Research Report No. 31. PDF
Preview ERIC ED379605: Legislators, Reporters, and Reading Assessment. Reading Research Report No. 31.
DOCUMENT RESUME ED 379 605 CS 012 003 AUTHOR Afflerbach, Peter P.; Moni, Karen TITLE Legislators, Reporters, and Reading Assessment. Reading Research Report No. 31. INSTITUTION National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 94 CONTRACT R117A20007 NOTE 25p. PUB TYPE Research/Technical (143) Reports EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Elementary Secondary Education; Higher Education; *Legislators; *News Writing; *Policy Formation; *Reading Achievement; Reading Research; *Response Rates (Questionnaires) IDENTIFIERS *Congress; abtcatIonal Issues; *Journalists ABSTRACT A study aimed to examine how reading assessment information is understood and used by two powerful groups: federal legislators and members of the news media. Attempts were made to contact federal legislators on educational subcommittees to discuss how they used reading assessment information to make legislative policy decisions and to vote on education legislation. Education reporters were asked to describe their understandings and uses of reading assessment data in writing news stories. No response whatsoever was received from 25 (607.) of the legislators (United States Senators or Representatives), and only 2 legislative aides participated. This represented a participation rate of less than 54. Only 3 of 17 education reporters participated, and 14 (82%) did not respond to repeated requests. While the response rate to repeated requests for information was low, the interview data describe: (1) five participants' varied knowledge of reading assessment; (2) the diverse types and sources of reading assessment information used by participants; and (3) how reading assessment information is used in government and the media. A central finding was the emerging narrative of a lack of response and a lack of access to legislators and reporters. (Contains 22 references.) (Author/RS) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. 7.0 *********************************************************************** Legislators, Reporters, and Reading Assessment Peter P. Afflerbach Karen Moni University of Maryland College Park U S DEPARTMENT OF EDUCATION Office of Educai.oha:Rewaich aria InnrOvn.reII EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI XThis document has been opioduced as `received from the person or organization onginating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy National NRRC Reading Research Center READING RESEARCH REPORT NO. 31 Fall 1994 BEST COPY AVAILABLE 2 NRRC National Reading Research Center Legislators, Reporters, and Reading Assessment Peter P. Afflerbach Karen Moni University of Maryland College Park READING RESEARCH REPORT NO. 31 Fall 1994 The work reported herein is a National Reading Research Project of the University of Georgia It was supported under the Educational Research and and University of Maryland. Development Centers Program (PR/AWARD NO. 117A20007) as administered by the Office of Educational Research and Improvement, U.S. Department of Education. The findings and opinions expressed here do not necessarily reflect the position or policies of the National Reading Research Center, the Office of Educational Research and Improvement, or the U.S. Department of Education. J NRRC National Reading Research Center t. Executive Committee National Advisory Board Donna E. Alvermann, Co-Director Phyllis W. Aldrich University of Georgia Saratoga Warren Board of Cooperative Educational John T. Guthrie, Co-Director Services, Saratoga Springs, New York University of Maryland College Park Arthur N. Applebee James F. Baumann, Associate Director State University of New York, Albany University of Georgia Ronald S. Brandt Patricia S. Koskinen, Associate Director Association for Supervision and Curriculum University of Maryland College Park Development L '.incy B. Mizelle, Actin:, Associate Director Marsha T. DeLain University of Georgia Delaware Department of Public Instruction Jamie Lynn Metsala, Interim Associate Director Carl A. Grant University of Maryland College Park University of Wisconsin-Madison Penny Oldfather Walter Kintsch University of Georgia John F. O'Flahavan University of Colorado at Boulder Robert L. Linn University of Maryland College Park James V. Hoffman University of Colorado at Boulder University of Texas at Austin Luis C. Moll Cynthia R. Hynd University of Arizona University of Georgia Carol M. Santa Robert Serpell School District No. 5 University of Maryland Baltimore County Kalispell, Montana Betty Shockley Anne P. Sweet Clarke County School District, Athens, Georgia Office of Educational Research and Improvement, Linda DeGroff U.S. Department of Education University of Georgia Louise Cherry Wilkinson Rutgers University Publications Editors Research Reports and Perspectives Production Editor Linda DeGroff, Editor Katherine P. Hutchison University of Georgia University of Georgia James V. Hoffman, Associate Editor University of Texas at Austin Dissemination Coordinator Mariam Jean Dreher, Associate Editor Jordana E. Rich University of Maryland College Park University of Georgia Instructional Resources Lee Galda, University of Georgia Text Formatter Research Highlights Ann Marie Vanstone William G. Holiday University of Georgia University of Maryland College Park Policy Briefs NRRC - University of Georgia James V. Hoffman 318 Aderhold University of Texas at Austin University of Georgia Videos Athens, Georgia 30602-7125 Shawn M. Glynn, University of Georgia (706) 542-3674 Fax: (706) 542-3678 NRRC Staff INTERNET: NRRC @uga.cc.uga.edu Barbara F. Howard, Office Manager Kathy B. Davis, Senior Secretary NRRC - University of Maryland College Park University of Georgia 2102 J. M. Patterson Building University of Maryland Barbara A. Neitzey, Administrative Assistant College Park, Maryland 20742 Valerie Tyra, Accountant (301) 405-8035 Fax: (301) 314-9625 University of Maryland College Park INTERNET: NRROgumail,umd.edu About the National Reading Research Center Dissemination is an important feature of NRRC activi- The National Reading Research Center (NRRC) is ties. Information on NRRC research appears in several funded by the Office of Educational Research and formats. Research Reports communicate the results of Improvement of the U.S. Department of Education to original research or synthesize the findings of several conduct research on reading and reading instruction. lines of inquiry. They are written primarily for re- The NRRC is operated by a consortium of the Universi- searchers studying various areas of reading and reading ty of Georgia and the University of Maryland College instruction. The Perspective Series presents a wide Park in collaboration with researchers at several institu- range of publications, from calls for research and tions nationwide. commentary on research and practice to first-person The NRRC's mission is to discover and document Instructional of experiences in schools. those conditions in homes, schools, and communities accounts Resources include curriculum materials, instructional that encourage children to become skilled, enthusiastic, guides, and materials for professional growth, designed lifelong readers. NRRC researchers are committed to primarily for teachers. advancing the development of instructional programs For more information about the NRRC's research sensitive to the cognitive, sociocultural, and motiva- projects and other activities, or to have your name tional factors that affect children's success in reading. added to the mailing list, please contact: NRRC researchers from a variety of disciplines conduct studies with teachers and students from widely diverse Donna E. Alvermann, Co-Director cultural and socioeconomic backgrounds in pre-kinder- National Reading Research Center garten through grade 12 classrooms. Research projects deal with the influence of family and family-school 318 Aderhold Hall University of Georgia interactions on the development of literacy; the interac- tion of sociocultural factors and motivation to read; the Athens, GA 30602-7125 (706) 542-3674 impact of literature-based reading programs on reading achievement; the effects of reading strategies instruction on comprehension and critical thinking in literature, John T. Guthrie, Co-Director National Reading Research Center science, and history; the influence of innovative group 2102 J. M. Patterson Building participation structures on motivation and learning; the University of Maryland potential of computer technology to enhance literacy; and the development of methods and standards for College Park, MD 20742 (301) 405-8035 alternative literacy assessments. The NRRC is further committed to the participation of teachers as full partners in its research. A better understanding of how teachers view the development of literacy, how they use knowledge from research, and how they approach change in the classroom is crucial to improving instruction. To further this understanding, the NRRC conducts school-based research in which teachers explore their own philosophical and pedagogi- cal orientations and trace their professional growth. NRRC Editorial Review Board Patricia Adkins Karin Dahl Cynthia Hynd University of Georgia Ohio State University University of Georgia Peter Afflerbach Lynne Diaz-Rico Robert Jimenez University of Maryland College Park California State University-San University of Oregon Bernardino JoBeth Allen Karen Johnson University of Georgia Pamela Dunston Pennsylvania State University Clemson University Patty Anders James King University of Arizona Jim Flood University of South Florida San Diego State University Tom Anderson Sandra Kimbrell University of Illinois at Urbana- Dana Fox West Hall Middle School Champaign University of Arizona Oakwood, Georgia Harriette Arrington Linda Gambrell Kat1/4 Kirby University of Kentucky University of Maryland College Park Gwinett County Public Schools Lawrenceville, Georgia Irene Blum Valerie Garfield Pine Springs Elementary School Chattahoochee Elementary School Sophie Kowzun Falls Church, Virginia Cumming, Georgia Prince George's County Schools Landover, Maryland John Borkowski Sherrie Gibney-Sherman Notre Dame University Linda Labbo Athens-Clarke County Schools Athens, Georgia University of Georgia Cynthia Bowen Rachel Grant Baltimore County Public Schools Rosary Lalik Towson, Maryland University of Maryland College Park Virginia Polytechnic Institute Martha Carr Barbara Guzzetti Michael Law University of Georgia Arizona State University University of Georgia Suzanne Clewell Jane Haugh Sarah McCarthey Montgomery County Public Schools Center for Developing Learning University of Texas at Austin Rockville, Maryland Potentials Silver Spring, Maryland Veda McClain Joan Coley University of Georgia Western Maryland College Beth Ann Herrmann Northern Arizona University Lisa McFalls Michelle Commeyras University of Georgia University of Georgia Kathleen Heubach University of Georgia Mike McKenna Linda Cooper Georgia Southern University Shaker Heights City Schools Susan Hill Shaker Heights, Ohio University of Maryland College Park Donna Mealey Louisiana State University Karen Costello Sally Hudson-Ross Connecticut Department of Education University of Georgia Hartford, Connecticut Barbara Michalove Louise Tomlinson Tom Reeves Fowler Drive Elementary School University of Georgia University of Georgia Athens, Georgia Sandy Tumarkin Lenore Ringler Akintunde Morakinyo Strawberry Knolls Elementary School New York University University of Maryland College Park Gaithersburg, Maryland Mary Roe Lesley Morrow Sheila Valencia University of Delaware Rutgers University University of Washington Nadeen T. Ruiz Bruce Murray Bruce VanSledright California State University- University of Georgia Sacramento University of Maryland College Park Susan Neuman Chris Walton Rebecca Sammons Temple University University of Maryland College Park Northern Territory University Xustralia Caroline Noyes Paula Schwanenflugel Janet Watkins University of Georgia University of Georgia University of Georgia John O'Flahavan Robert Serpell University of Maryland College Park Louise Waynant University of Maryland Baltimore Prince George's County Schools County Penny Oldfather Upper Marlboro, Maryland University of Georgia. Betty Shockley Priscilla Waynant Fowler Drive Elementary School Joan Pagnucco Athens, Georgia Rolling Terrace Elementary School University of Georgia Takoma Park, Maryland Susan Sonnenschein Barbara Palmer Dera Weaver University of Maryland Baltimore Mount Saint Mary's College County Athens Academy Athens, Georgia Mike Pickle Steve Stahl Georgia Southern University Jane West University of Georgia Agnes Scott Jessie Pollack Anne Sweet Maryland Department of Education Steve White Office of Educational Research Baltimore, Maryland and Improvement University of Georgia Sally Porter Liqing Tao Allen Wigfield Blair High School University of Georgia University of Maryland College Park Silver Spring, Maryland Ruby Thompson Shelley Wong Michael Pressley Clark Atlanta University University of Maryland College Park State University of New York at Albany About the Authors Peter P. Afflerbach is an Associate Professor in and he currently serves on the Reading/Language Arts Advisory Panel of the New Standards Pro- the Department of Curriculum and Instruction and a Principal Investigator at the National Reading jects, the Content Area Experts Panel for Middle School for the National Board of Professional Research Center at the University of Maryland College Park. Dr. Afflerbach's research interests Teaching Standards, and on the Board of Directors include reading assessment that is conducted at of the National Reading Conference. national, state, and district levels, as well as As a faculty member of the Department of Curriculum and Instruction, Dr. Afflerbach regu- reading assessment that is conducted by teachers in classrooms. He is the editor of a recent book on undergraduate reading methods larly teaches courses. He also teaches graduate seminars in statewide reading assessment initiatives, (Issues in reading assessment and the cognitive processes statewide reading assessment, American Institutes involved in reading. He was selected as a Lilly for Research, 1990), and the co-editor of a recent Foundation Fellow for the Excellence in Teaching book innovation examines that reading in assessment at the classroom, district, and state Program at the University of Maryland, and was awarded a Ford Foundation Grant for innovation and levels (Authentic assessment: Practices in undergraduate education when he taught at possibilities, International Reading Association, 1994). Dr. Afflerbach is also interested in the Emory University. involved in cognitive processes reading and Karen Moni received an Honour Degree in recently co-authored the book Verbal protocols of English literature and the Diploma of Education at reading: The nature of constructively responsive the University of Leeds, England. She then served reading (Erlbaum Associates, 1995). He also co- as an English and drama teacher in an English forthcoming edited volume the Developing high school. After moving to Australia she taught engaged readers in home and school communities in an alternative education program for disaffected (Erlbaum Associates, in press), which represents youth and school refusers in Brisbane, Queens- the initial work of the National Reading Research land. Center. His publications have appeared in various Karen Moni spent two years at the National journals, including Reading Research Quarterly, Reading Research Center at the University of Journal of Reading Behavior, Cognition and Maryland before returning to Australia. She is Instruction, Educational Assessment, and currently pursuing a doctoral degree in literacy Elementary School Journal. His most recent assessment while serving as a research assistant at focuses on how reading assessment research the Schonell Special Education Research Center at information is communicated, the barriers to the of the University of Queensland, Brisbane, Australia. implementation statewide performance assessments, and the content validity of the 1994 NAEP reading framework. Dr. Afflerbach serves on a variety of national and international literacy organizations. He has been a member of the Literacy Assessment Com- mittee of the International Reading Association, National Reading Research Center Universities of Georgia and Mazy land Reading Research Report No. 31 Fall 1994 Legislators, Reporters, and Reading Assessment Peter P. Afflerbach Karen Moni University of Maryland College Park In this report, we describe our efforts to deter- Abstract. The purpose of this study was to de- mine how federal legislators and news report- scribe how reading assessment infornzation is read- ers understand and use information about understood and used by two powerful groups: ing assessment. We focused on these two federal legislators and members of the news media. groups because of their influence on education- The authors attempted to contact federal legislators al policy and practice and on public opinion to discuss how they used reading assessment infor- (Bell, 1991; Kozol, 1991; McQuaid, 1989). mation to make legislative policy decisions and to We began this study with several assumptions vote on education legislation. They also attempted to about legislators, news reporters, and their contact education reporters to ask them to describe work; assumptions based on knowledge we had their understandings and uses of reading assessment developed as consumers of news stories, fol- data in writing news stories. While the response rate lowers of educational law and policy, and to repeated requests for information was low, the readers of books and articles related to educa- interview data describe (1) five participants' varied tion legislation and reporting. As educators, we knowledge of reading assessment, (2) the diverse were familiar with news media portrayal of types and sources of reading assessment information education and we regularly followed the work used by participants, and (3) how reading assess- of Congress on education bills; the news media ment information is used in government and the were primary sources of information. media. The results are accompanied by a narrative Based on this knowledge, we assumed that of the lack of access to elected officials and the news legislators used reading assessment information media press that the authors encountered. 2 Peter P. Afflerbach and Karen Moni as a primary indicator of student and school of the tests (Valencia & Pearson, 1987; Wolf, achievement. We also assumed that this infor- Bixby, Glenn, & Gardner, 1991). The media mation might be used to support the framing of play a major role in the shaping of public federal education law and to influence the opinion and educational policy, as private passage or defeat of federal legislation related corporations (newspapers and television sta- to education (General Accounting Office, tions) select issues to bring to the public's 1993). We were familiar with the uses of attention and work to keep these issues in the reading assessment data in the political rhetoric public domain (Raywid, 1984). Unfortunately, surrounding the quality of schooling in the much of the newsworthy education news is bad United States. For example, the federal gov- news (McQuaid, 1989); the everyday routines ernment has published numerous high-prOfile and accomplishments of schools and school documents in the past decade that contain communities are not news at all (McGill, reading assessment results describing the 1991). shortcomings of schools, teachers, and students Our study was informed by recent work in (National Commission on Excellence in Educa- educational measurement that describes the tion, 1983), or highlighting the fact that stu- importance of considering the consequential dents are not achieving to expected levels validity of test scores (Messick, 1989). In this (National Center for Educational Statistics, case, we were interested in legislators' and 1994). Reading assessment results are also used reporters' use of reading assessment scores in arguments for and against equity in school because their uses of reading assessment infor- funding. School expenditures are compared mation can have considerable consequences with reading test scores to determine school First, assessment results influence school goodness and the return on educational invest- funding, public support for schools, and the ment dollars (Kozol, 1991). continuance or change of education practice; We also assumed that news reporters have schools, teachers, students, and parents regu- particular understandings of, and uses for, larly experience the consequences. Second, we reading assessment results. Information about believe that an understanding of reading assess- these results that appears in news stories affects ment is constructed (Johnston, 1992; Tittle, the public's perception and support of schools. 1989). People understand assessment infor- For many, the media are prime sources of mation based on their prior knowledge of, information about reading assessment and experiences with, and beliefs about reading school success. Test scores reported in the Third, we were interested assessment. in news media also affect real estate prices and examining the phenomenon of reading assess- tax revenues that support schooling in particu- ment becoming valid through its use: legisla- lar neighborhoods and school districts (Kaplan, tors and news reporters implicitly accept as- 1992). For many, reading achievement in sessments as valid when they use reading schools in the United States is reified as the assessment information (e.g., test scores) in score from large-scale, standardized tests. This drafting or voting on legislation and when occurs despite well-documented shortcomings writing news stories. NATIONAL READING RESEARCH CENTER, READING RESEARCH REPORT NO. 31 10
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