Communication Center  Conference  Projects Share  Reports from the Field Resources  Library  LSC Project Websites  NSF Program Notes
 How to Use this site    Contact us  LSC-Net: Local Systemic Change Network
Educational Reform & Policy

Systemic Reform

Math Reform

Science Reform

Technology Integration

Equity

International Focus and TIMSS

Standards

Assessment and Accountability

School Culture

Public Engagement

Professional Development

Teaching and Learning

LSC Papers and Reports

Paper

  New!     

State Testing and Inquiry Based Science: Are They Complementary or Competing Reforms?

author: Joni Falk, Brian Drayton
description: Download the pdf file here.

"The effect of district strategies for improving high-stakes test scores on science teachers' practice is explored in case studies of six middle schools in six Massachusetts districts. At each school, science teachers, curriculum coordinators, principals, and superintendents shared their strategies for raising scores, their attitudes towards the test, the changes that they were implementing in their curriculum and pedagogical approaches, and the effects that the test was having on staff and on students. Results from these case studies suggest that districts chose markedly different strategies for raising scores on high stakes tests, and that the approaches taken by districts influenced the nature of pedagogical and curriculum changes in the classroom. District strategies for raising scores that were complementary to the district's prior vision of science reform tended to cause less teacher resentment towards the test than strategies that departed from previously adopted goals. Differing effects on teachers in socioeconomically "advantaged," "middle," and "challenged" districts are discussed."

We have posted a working-paper version. Final version published in: Journal of Educational Change 5:4 344-387, 2004 Kluwer Academic Publishers Final Publication is available at http://www.kluweronline.com/issn/1389-2843/contents or an electronic reprint will be sent on request to: Joni Falk

published in: Journal of Educational Change
published: December 2004
posted to site: 05/03/2005