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A Global Test: The OECD Test for Schools

webinar20130516

Webinar:


Panelists
Terri L. Breeden, EdD, Assistant Superintendent, Fairfax County Public Schools (VA)
Bethany Little, Managing Partner, America Achieves
Andreas Schleicher, Deputy Director for Education and Skills and Special Advisor to the Secretary-General,
Organisation for Economic Co-Operation and Development (OECD)
Bob Wise, President, Alliance for Excellent Education

How does your high school stack up against the best in the world? In 2012, more than 100 U.S. high schools took part in a pilot study to measure their students’ abilities to apply their knowledge to solve real-world problems and compare their performance to countries that took part in the Programme for International Student Assessment (PISA), a sixty-nation assessment administered by the Organisation for Economic Co-Operation and Development (OECD). Findings from the test, known as the OECD Test for Schools, provides participating schools with a wealth of information on teaching and learning and shows that some schools performed quite well. Beginning next school year, all U.S. schools can participate in the test.

In this webinar, panelists explored the test and its findings and consider ways that schools can use the results. Andreas Schleicher provided an overview of the test; Terri L. Breeden discussed what the results mean for one large district; Bethany Little discussed how schools can participate; and Bob Wise moderated the discussion.

Supplemental Material

Support for this webinar is provided in part by
the William and Flora Hewlett Foundation.

The Alliance for Excellent Education is a Washington, DC-based national policy and advocacy organization that works to improve national and federal policy so that all students can achieve at high academic levels and graduate from high school ready for success in college, work, and citizenship in the twenty-first century. For more information about the Alliance, visit www.all4ed.org.

>>> GOOD AFTERNOON.
MY NAME IS BOB WISE, AND I’M
PRESIDENT OF THE ALLIANCE FOR
EXCELLENT EDUCATION, A NONPROFIT
POLICY AND ADVOCACY ASSOCIATION
IN WASHINGTON, D.C.
I’M GOING TO BE YOUR HOST TODAY.
WE’RE VERY GLAD THAT YOU HAVE
JOINED US FOR THIS NEXT HOUR AS
WE EXAMINE AN EXCITING PROJECT
THAT EVERY HIGH SCHOOL IN THE
UNITED STATES CAN TAKE PART IN
NEXT YEAR.
THAT’S RIGHT, YOU CAN BE PART OF
THIS.
AND BE SURE TO JOIN THE
CONVERSATION ON TWITTER USING
THE HASH TAG #ALL4ED.
NOW AS MANY OF YOU KNOW, THE
PROGRAM FOR INTERNATIONAL
STUDENT ASSESSMENTS, PISA OR
PISA, HAS BEEN TESTING THE
READING, MATHEMATICS, AND
SCIENCE ABILITY OF 15-YEAR-OLDS
IN DOZENS OF COUNTRIES SINCE
2000.
IN THE LAST VERSION IN 2009,
MORE THAN 60 COUNTRIES
PARTICIPATED.
AND THE U.S. PERFORMED AT ABOUT
THE AVERAGE AMONG INDUSTRIALIZED
NATIONS IN READING AND SCIENCE
AND BELOW AVERAGE IN
MATHEMATICS.
P.I.S.A. IS IMPORTANT FOR A
NUMBER OF REASONS.
UNLIKE OTHER INTERNATIONAL
ASSESSMENTS, IT IS THE ONLY ONE
THAT MEASURES THE PERFORMANCE OF
STUDENTS IN HIGH SCHOOL.
IN ADDITION, THE ASSESSMENT WAS
DESIGNED NOT TO MEASURE HOW WELL
STUDENTS MASTERED A CURRICULUM
BUT HOW WELL THEY CAN APPLY WHAT
THEY KNOW TO SOLVE REAL-WORLD
PROBLEMS.
IT IS ONE OF THE BEST MEASURES
THAT EXISTS OF STUDENTS’ DEEPER
LEARNING COMPETENCIES.
TWO YEARS AGO, THE CARNEGIE
CORPORATION OF NEW YORK, THE
WILLIAM AND FLORA HEWLETT
FOUNDATION, AND OTHER
ORGANIZATIONS BEGAN TO DISCUSS
AN EXCITING IDEA.
WHY COULDN’T INDIVIDUAL HIGH
SCHOOLS IN THE UNITED STATES
ADMINISTER P.I.S.A.?
CURRENTLY, P.I.S.’S ADMINISTERED
ONLY ON A NATIONAL BASIS WITHIN
THE UNITED STATES, AND UNTIL
RECENTLY NOT EVEN AT THE STATE
LEVEL.
SO THIS WAS ACTUALLY GETTING TO
THE SCHOOL LEVEL, THE HIGH
SCHOOL LEVEL.
THIS WAY THE FOLKS THOUGHT THEY
WOULD GET A BETTER IDEA THAN
THEY WOULD FROM STATE TESTS
ABOUT THEIR STUDENTS’ DEEPER
LEARNING COMPETENCY.
THE ABILITY NOT ONLY TO MASTER
CORE ACADEMIC CONTENTS BUT ALSO
CREATIVE THINKING, CRITICAL
THINKING, TO BE ABLE TO WORK
THIS TEAMS TO COLLABORATE, TO
COMMUNICATE WHAT YOU’RE DOING
AND ENGAGE IN SELF-REFLECTION AS
A STUDENT.
SO BY MEASURING DEEPER LEARNING
COMPETENCIES, YOU CAN COMPARE
THE PERFORMANCE WITH STUDENTS IN
HIGH PERFORMING NATIONS LIKE
SHANGHAI CHINA AND FINLAND WITH.
WITH THE FOUNDATION’S FUNDING,
AMERICA ACHIEVES, IN NEW YORK,
LED A PILOT STUDY TEST THE IDEA.
THE ORGANIZATION FOR ECONOMIC
COOPERATION AND DEVELOPMENT OR
OECD, THE GROUP THAT ADMINISTERS
P.I.S.A., DEVELOPED A VERSION OF
THE TEST IN 105 U.S. SCHOOLS,
ADMINISTERED THE OECD TEST FOR
SCHOOLS.
NAY GOT IMPORTANT INFORMATION —
THEY GOT IMPORTANT INFORMATION
ABOUT THEIR STUDENTS’
PERFORMANCE.
THE PILOT WORKED.
HERE’S THE EXCITING PART — NEXT
YEAR EVERY HIGH SCHOOL IN THE
UNITED STATES CAN PARTICIPATE.
TODAY WE’LL BE DISCUSSING THE
OECD TEST FOR SCHOOLS, HOW
SCHOOLS CAN PARTICIPATE IN THE
FUTURE, AND WHAT SCHOOLS HAVE
LEARNED.
WHAT A WONDERFUL GROUP OF PEOPLE
WE HAVE TO BEGIN THIS
DISCUSSION.
FIRST, FROM PARIS IS ANDREAS
SCHLEICHER, THE DEPUTY DIRECTOR
FOR EDUCATION AND SKILLS FOR THE
OECD, AND THE MASTERMIND BEHIND
P.I.S.A. HE’LL DESCRIBE THE TEST
AND HOW THE PILOT WORKED.
AFTER ANDREAS SPEAKS, WE’LL HAVE
A DISCUSSION HERE IN OUR STUDIO
WITH BETHANY LITTLE, A MANAGING
PARTNER OF AMERICA ACHIEVES.
AND TERRI BREEDEN, ASSISTANT
SUPERINTENDENT FOR PROFESSIONAL
LEARNING AND ACCOUNTABILITY FOR
THE FAIRFAX COUNTY VIRGINIA
PUBLIC SCHOOLS, WHO PARTICIPATED
IN P.I.S.A. FOR SCHOOLS.
WE’LL TALK ABOUT WHAT
INFORMATION THE TEST PROVIDES
AND WHY SCHOOLS MIGHT WANT TO
PARTICIPATE NEXT YEAR.
WE LOOK FORWARD TO YOUR
PARTICIPATION DURING THIS
WEBCAST, ESPECIALLY VIA A BOX ON
THE WEBCAST PAGE WHERE YOU CAN
ASK QUESTIONS.
WE’LL GO TO THESE QUESTIONS FROM
TIME TO TIME TO ANSWER WHAT’S ON
YOUR MIND.
BUT PLEASE KNOW THAT JUDGING
FROM THE VOLUME THAT’S COMING
ALREADY, WE’RE NOT GOING TO BE
ABLE TO GET TO EVERY QUESTION,
BUT WE’LL CERTAINLY TRY.
IN FACT, WE’VE RECEIVED DOZENS
OF QUESTIONS WHICH ARE QUICKLY
PUTTING — WE’RE QUICKLY PUTTING
INTO CERTAIN THEMES.
WITH THESE PRELIMINARIES OUT OF
THE WAY, LET’S BEGIN THIS
CONVERSATION.
SO ANDREAS, LET ME TURN TO YOU.
THANK YOU VERY MUCH FOR CALLING
IN FROM PARIS.
AND AS YOU HAVE LED THE P.I.S.A.
EFFORT INTERNATIONALLY AS WELL
AS BEEN SUCH A FREQUENT VISITOR
TO THE UNITED STATES AND GETTING
THE U.S. MUCH MORE INVOLVED THAN
IT WAS PREVIOUSLY, WE WELCOME
YOU AND THANK YOU FOR
PARTICIPATING.
SO WHAT CAN WE READ FROM THIS?
>> THANKS, FIRST OF ALL, FOR
HOSTING THIS.
AND OF COURSE ONE OF THE
QUESTIONS YOU MIGHT ALL HAVE IS
THAT THERE ARE SO MANY TESTS
AROUND, WHY WOULD YOU WANT
ANOTHER ONE, AND WHY WOULD YOU
WANT TO SEE YOURSELF IN A GLOBAL
PICTURE.
BUT THE ANSWER TO THAT IS REALLY
IN A GLOBAL ECONOMY, PERFORMANCE
IS NO LONGER JUST ABOUT HOW YOU
COMPARE TO YOUR NEIGHBORING
SCHOOL OR THE SCHOOL IN —
ANOTHER SCHOOL IN YOUR COUNTRY,
BUT IT’S REALLY ABOUT THE MOST
SUCCESSFUL EDUCATION SYSTEM ON A
GLOBAL SCALE.
IF YOU LOOK AT THE SLIDE HERE,
YOU CAN SEE — SHOWS YOU HOW
RELIABLE LAND WAS IN THE 1960s
IN TERMS OF THE PROPORTION OF
PEOPLE HAVING COMPLETED HIGH
SCHOOL.
STILL A VERY IMPORTANT MEASURE.
THE UNITED STATES WELL AHEAD OF
EVERYONE ELSE, AND THEN IT GOES
UP TO COUNTRIES LIKE MEXICO AND
BRAZIL WHERE ROUGHLY ONLY ONE IN
TEN YOUNG PEOPLE COMPLETED HIGH
SCHOOL.
THEN AS YOU SEE BASICALLY TEN
YEARS LATER, IN THE 1970s, SOME
COUNTRIES WERE BEGINNING TO
CATCH UP.
IN THE 1980s, THE WORLD CHANGED
AGAIN.
AND IN THE 1990s, WE SAW THE
SAME KIND OF PICTURES.
AND IF YOU LOOK AT THE SLIDE
NOW, YOU CAN SEE THAT WHILE THE
UNITED STATES WAS NUMBER ONE IN
THE 1960s, IT WAS JUST AN
AVERAGE PERFORMER IN THE 1990s.
AND A COUNTRY LIKE KOREA SHOWS
YOU WHAT’S POSSIBLE.
IN THE 1960s, KOREA HAD THE
STANDARD OF LIVING OF
AFGHANISTAN TODAY.
ONE OF THE LEAST DEVELOPED
EDUCATION SYSTEMS.
TODAY, IT’S HEAD OF ANYONE ELSE
IN TERMS OF GETTING EVERY YOUNG
PERSON TO COMPLETE A GOOD SCHOOL
QUALIFICATION.
THE WORLD IS CHANGING AT A RAPID
PACE.
EDUCATION IS IMPROVING
EVERYWHERE, BUT IT’S IMPROVING
AT A VERY, VERY DIFFERENT PACE.
SO IF YOU’RE AT SCHOOL TODAY,
KNOWING WHERE YOU STAND
NATIONALLY IS IMPORTANT.
BUT YOU CAN’T LOSE TRACK OF HOW
YOU COMPARE AGAINST THE BEST
PERFORMING SYSTEMS IN THE WORLD.
THAT’S WHAT MOTIVATED US TO
DEVELOP P.I.S.A. IF WE MOVE TO
THE NEXT SLIDE, BASICALLY BOB
HAS INTRODUCED MOST OF THE
ESSENTIAL IDEAS.
THIS IS JUST A GROUP OF
COUNTRIES WHICH WE STARTED IN
THE LATE ’90s.
IF YOU CLICK AGAIN, YOU CAN SEE
WHERE WE STAND TODAY.
BASICALLY YOU CAN SEE LOTS OF
COUNTRIES HAVING JOINED THAT
ASSESSMENT IN COUNTRIES LIKE
CHINA, INDIA — THAT PICTURE’S A
LITTLE BIT PATCHY.
BUT SORT OF WE HAVE TODAY A
FAIRLY GOOD PICTURE ABOUT WHAT
STUDENTS ARE ABLE TO DO IN KEY
SUBJECT AREAS LIKE READING,
MATH, SCIENCE, PROBLEM SOLVING,
AND SO ON.
IF YOU CLICK ONCE AGAIN, YOU CAN
ACTUALLY GET A SORT OF SNAPSHOT
OF WHAT THIS IS ABOUT.
WE HAD ABOUT, AS BOB SAID
ALREADY, ABOUT HALF A MILLION
STUDENTS TAKING PART IN THE
LATEST ASSESSMENT IN 74
COUNTRIES.
AND AGAIN, I THINK, BOB, YOU
MADE THAT POINT, TOO, ALREADY
THAT THIS IS NOT JUST ABOUT
WHETHER STUDENTS CAN REPRODUCE
WHAT THEY WERE TAUGHT.
BUT IT’S TRYING TO LOOK AT
WHETHER THEY CAN EXTRAPOLATE
MORE, WHETHER THEY CAN
CREATIVELY APPLY AND USE THEIR
KNOWLEDGE IN NOVEL SITUATIONS.
SO IN THAT SENSE, IT’S A QUITE
DIFFERENT TEST.
IT DOESN’T SORT OF MAINLY RELY
MULTIPLE CHOICE QUESTIONS.
IT’S LOOKING AT INNOVATIVE TASK
PERFORMERS TO GET, TO CAPTURE
SORTED OF THOSE.
AND THEN OF COURSE WE COLLECT A
LOT OF CONTEXTURAL INFORMATION
ABOUT THE BACKGROUND OF
STUDENTS, SCHOOLS, LEARNING
ENVIRONMENT, AND DATA ARE
COLLECTED FROM PARENTS,
PRINCIPALS, THE SYSTEM.
AND THE IDEA IS TO NOT ONLY FIND
OUT HOW WELL SYSTEMS AND SCHOOLS
DO BUT TO GIVE A SENSE OF HOW
THEY ARE DIFFERENT.
THE ONE QUESTION IS WHERE DO YOU
COME UP IN THE RANKING.
BUT THE MORE IMPORTANT QUESTION
IS WHAT YOU CAN LEARN FROM OTHER
SYSTEMS.
WE HAVE IS COLLECTED A LOT OF
REALLY IMPORTANT INFORMATION ON
THAT.
IF YOU CLICK ONE MORE, THE NEXT
SLIDE GIVES YOU A SORT OF SENSE
OF WHERE THE COUNTRY STANDS.
YOU CAN SEE IF YOU JUST CLICK
ONCE MORE — YEAH.
THERE YOU ARE.
BASICALLY YOU CAN SEE THAT
SHANGHAI IN CHINA REALLY
OUTPERFORMS EVERYONE.
IT WAS VERY MUCH AT THE TOP END
OF THE SCALE.
YOU HAVE IN EUROPE A COUNTRY
LIKE FINLAND DOING REALLY WELL.
IN NORTH AMERICA, CANADA.
SO YOU FIND IN EVERY PART OF THE
WORLD EDUCATION SYSTEMS THAT
CAME OUT REALLY WELL AS A WHOLE.
AND AS BOB SAID ALREADY, THE
UNITED STATES STILL COMES OUT ON
AVERAGE AT LEAST IN READING AND
THEN THE LIST GOES DOWN WITH
COUNTRIES WITH BELOW AVERAGE
PERFORMANCE.
THEN YOU CAN DRILL DOWN A BIT.
YOU CAN SEE, FOR EXAMPLE, IF YOU
CLICK AGAIN, THERE ARE DIFFERENT
REGIONS IN THE UNITED STATES
THAT PERFORM QUITE DIFFERENTLY.
BUT YOU CAN ALREADY SEE EVEN THE
NORTHEAST IN THE U.S., IT DOES
RELATIVELY WELL.
STILL HAS A WAY TO GO TO CATCH
UP WITH THE BEST PERFORMING
SYSTEMS.
OR IF YOU CLICK ONCE MORE, YOU
CAN ACTUALLY SEE THAT — YOU
KNOW — YOU KNOW, SUBURBAN
SCHOOLS DO BETTER THAN URBAN
SCHOOLS IN THE UNITED STATES.
BUT SUBURBAN SCHOOLS STILL HAVE
A LONG WAY TO GO CATCH UP WITH
THE BEST PERFORMING SYSTEMS IN
THE OECD.
SO THIS IS NOT JUST ABOUT POOR
KIDS IN POOR NEIGHBORHOOD, BUT
THERE’S ROOM FOR IMPROVEMENT FOR
MANY KIDS IN MANY NEIGHBORHOODS.
YOU CAN ALSO SEE IF YOU CLICK
ONCE MORE, THERE’S VARIABILITY
IN PERFORMANCE.
OF COURSE, THERE’S A WIDE
DISTRIBUTION OF PERFORMANCE.
AND ONE OF THE THINGS YOU CAN
SEE IMMEDIATELY IS THAT THE
TRAIL OF RELATIVELY POORLY
PERFORMING STUDENTS IN THE
UNITED STATES IS ACTUALLY VERY
CONSIDERABLY — THE ECONOMIC
CRUST ASSOCIATED WITH IT IS ALSO
VERY, VERY SIGNIFICANT.
NOW WE’LL BRING SOME SCHOOLS
INTO THE PICTURE.
IF YOU CLICK ONE MORE, YOU CAN
SEE THAT WHILE THE UNITED STATES
IS AN AVERAGE PERFORMER, YOU DO
HAVE SCHOOLS THAT ACTUALLY CAN’T
KEEP UP WITH THE BEST
PERFORMANCE EDUCATION SYSTEMS IN
THE WORLD.
IF YOU CLICK AGAIN, YOU CAN SEE
OTHER SCHOOLS COMING FROM A
SIMILAR SOCIAL CONTEXT.
YOU KNOW, COMING OUT ALSO QUITE
GOOD.
AND SO ON, YOU CAN SORT OF CLICK
A FEW TIMES, AND YOU’RE GOING TO
SEE THAT ACTUALLY WHILE THE
AVERAGE PERFORMANCE OF THE
UNITED STATES IS SO-SO, ACTUALLY
THERE’S HUGE VARIABILITY IN THE
OF SCHOOLS IN THE UNITED STATES.
SO THAT’S A VERY, VERY IMPORTANT
INFORMATION.
A LOT OF VERY SUCCESSFUL SCHOOLS
NOT JUST BY NATIONAL STANDARDS
BUT BY INTERNATIONAL STANDARDS.
THE NEXT SLIDE — SKIPPING, BUT
IF YOU MOVE TO THE ONE THAT
SHOWS ACTUALLY SOCIAL AND
ECONOMIC DATA, THAT’S A VERY
IMPORTANT ONE.
YOU CAN SEE ON THE VERTICAL
ACCESS — IF YOU CLICK ONCE
MORE.
ON THE VERTICAL ACCESS YOU SEE
PERFORMANCE.
ON THE HORIZONTAL AXIS YOU SEE
THE CONTEXT IN WHICH SCHOOL
SYSTEMS WORK.
THE UNITED STATES ON THE
VERTICAL AXIS IS AROUND THE
AVERAGE.
ON THE HORIZONTAL AXIS, IT’S
VERY MUCH AT THE FRONT HERE
BECAUSE YOU KNOW THAT THE UNITED
STATES IS A VERY RICH COUNTRY.
PARENTS ARE WELL EDUCATED, HAVE
A HIGH LEVEL OF INCOME.
SO IN TERMS OF SOCIO-ECONOMIC
CONTEXT, THE UNITED STATES COMES
OUT REALLY WELL.
NOW AGAIN, LET’S BRING OUR
SCHOOL INTO THE PICTURE.
IF YOU CLICK ONCE, YOU CAN SEE,
FOR EXAMPLE, THAT BASIS TUCSON
SCHOOL DOES — BASIC TUCSON
SCHOOL DOES AS WELL AS THE TOP
25% OF SCHOOLS IN SHANGHAI EVEN
THOUGH IT SERVES MIDDLE-CLASS
STUDENTS ONLY.
IT’S NOT ONE OF THE MOST SORT OF
PRIVILEGED KIND OF CONTEXT.
VERY, VERY IMPRESSIVE RESULT.
IF YOU CLICK AGAIN, YOU CAN SEE
THE NORTH ACADEMY COLLEGE
PREPARATORIY HIGH SCHOOL.
THAT ACTUALLY SERVES STUDENTS IN
DISADVANTAGED NEIGHBORHOODS.
YOU CAN COMPARE THE SOCIAL
CONTEXT MORE TO CHILE, PORTUGAL,
SHANGHAI TO AN AVERAGE SCHOOL,
AND YOU CAN SEE THEY ARE DOING
BETTER THAN THE U.S. AVERAGE
EVEN THOUGH THEY OPERATE IN A
MUCH POORER KIND OF
SOCIO-ECONOMIC CONTEXT.
VERY, VERY IMPORTANT.
YOU CAN SEE A THIRD SCHOOL HERE,
WOODSON HIGH SCHOOL, SERVING
MIDDLE-CLASS STUDENTS AGAIN.
SORT OF A TYPICAL U.S. STUDENT,
BUT DOING A LOT BETTER THAN THE
U.S.
AND SO ON SORT OF WHAT THIS DATA
SHOWS YOU THAT IN DIFFERENT
CONTEXT SCHOOLS COME OUT VERY
DIFFERENTLY.
WE CAN POSITION THEM NOT ONLY IN
TERMS OF THEIR ABSOLUTE
PERFORMANCE, WE CAN COMPARE THEM
WITH WHAT WE CALLED THE
STATISTICAL NEIGHBORS.
BASICALLY WE CAN SEE HOW DOES A
SCHOOL FROM A MIDDLE-CLASS
BACKGROUND IN THE UNITED STATES
COMPARE AGAINST ANOTHER MIDDLE
INCOME SCHOOL IN THE U.S. OR
ANYWHERE IN THE WORLD.
SO YOU CAN BASICALLY SEE HOW YOU
COME OUT IN ABSOLUTE TERMS, BUT
ALSO HOW YOU COME OUT IN
RELATIVE TERMS, COMPARED WITH
SCHOOLS WORKING UNDER SIMILAR
CONDITIONS.
LET ME JUST ADD A FEW WORDS ON
THE TEST ITSELF, ON THE KIND OF
TOOL THAT THIS IS BASED ON.
AGAIN, IT’S ALL DERIVED FROM THE
INTERNATIONAL P.I.S.A. TEST EVEN
THOUGH THE TASK ITEMS ARE
DIFFERENT.
IT COMES FROM THE SAME
FRAMEWORK, THE SAME KIND OF
INSTRUMENT.
IT LOOKS AT KNOWLEDGE AND
SKILLS.
IT LOOKS ALSO AT THE ENGAGEMENT
OF STUDENTS WITH LEARNING, THE
LEARNING ENVIRONMENT.
SCHOOL.
THINGS LIKE TEACHER/STUDENT
RELATIONS, DISCIPLINARY CLIMATE,
STUDENT CONFIDENCE, STUDENT
ATTITUDES TOWARD MATH AND
SCIENCE.
AGAIN, YOU CAN COMPARE ALL OF
THIS TO P.I.S.A. SKILLS.
FOR EXAMPLE, YOU CAN SEE TO WHAT
EXTENT ARE STUDENTS IN SOME
UNITED STATES SKILLS MORE
CONFIDENT IN MATH THAN OTHER
COUNTRIES.
TO WHAT EXTENT ARE
STUDENT/TEACHER RELATIONS MORE
POSITIVE OR NEGATIVE THAN IN
OTHER EDUCATION SYSTEM.
SO YOU CAN SEE, YOU CAN POSITION
YOUR SCHOOL ON MANY DIMENSIONS
IN A GLOBAL CONTEXT.
IF YOU GO TO THE NEXT SLIDE, I
WANTED TO HIGHLIGHT WHAT THIS
TEST IS NOT DESIGNED TO DO.
AND THAT’S VERY IMPORTANT, TOO.
IT’S NOT A STANDARDIZED TEST.
IT’S NOT AN ACCOUNTABILITY TOOL.
IT’S INTENDED — NOT INTENDED TO
INFLUENCE EVERYDAY TEACHING
PRACTICES AND SO ON.
AND ACTUALLY, THIS IS REFLECTED
IN THE WAY THE RESULTS ARE USED.
BASICALLY THE SCHOOLS THAT DO
THIS TEST OWN THE RESULTS.
THEY BASICALLY RUN THE TEST.
THEY GET THE RESULT, AND THEY
DECIDE HOW THOSE RESULTS ARE
BEING USED WHETHER THEY WANT TO
COMPARE THEMSELVES, WHETHER THEY
WANT TO MAKE THEM AVAILABLE.
THAT’S A VERY IMPORTANT PART OF
THE PHILOSOPHY OF BEING A TOOL
FOR IMPROVEMENT RATHER THAN
ACCOUNTABILITY.
NOW, HOW DOES THE TEST ACTUALLY
LOOK LIKE?
IF YOU GO TO THE NEXT SLIDE,
IT’S A PRETTY DEMANDING TEST.
IT TAKES ABOUT — 3.25 HOUR TO
DO WITH BREAKS.
BUT THEY’RE COLLECTING A LOT OF
REAL MATERIAL.
THE TEST REALLY HAS SOME VERY
EXTENDED TASKS OR TESTED TIME —
IT’S A RESOURCE — DEMAND ON
SCHOOL RESOURCES NO DOUBT.
IT’S CURRENTLY FOCUSED ON
READING, MATH, AND SCIENCE, WITH
A MIX OF OPEN-ENDED AND MULTIPLE
CHOICE TASKS.
WE INTEND TO EXTEND THE TEST IN
THE NEXT VERSION TO AREAS LIKE
PROBLEM SOLVING AND ALSO DIGITAL
COMPETENCIES.
AND TO GET A DECENT PICTURE OF
PERFORMANCE AT A SCHOOL LEVEL,
YOU NEED ROUGHLY SORT OF 70, 80
STUDENTS PER SCHOOL.
THEN AGAIN, IT HAS ALL THE
CONTEXTTURAL INFORMATION.
IF YOU GO TO THE NEXT SLIDE, THE
FIRST PILOT WAS DONE WITH ABOUT
126 SCHOOLS IN ENGLISH-SPEAKING
COUNTRIES BECAUSE WE HAD AN
ENGLISH VERSION.
ONLY SO FAR WE’VE TEST GOOD
8,000 STUDENTS.
AND THINKING THEY WERE ALL BASED
ON CONVENIENCE SAMPLES.
BASICALLY THE SCHOOLS.
THEY ARE NOT REPRESENTING THE
UNITED STATES.
THIS WAS A PILOT.
IT WAS BASICALLY SCHOOLS THAT
WANTED TO TAKE PART, BUT THEY
WERE CHOSEN SO THAT THEY COVER
THE DIFFERENT CONTEXT IN THE
UNITED STATES SO THAT WE COULD
ACTUALLY LEARN ABOUT THIS.
AND I WANT TO SHOW YOU ONE
PICTURED ON THAT JUST HERE.
IF YOU LOOK AT THE NEXT SLIDE,
AGAIN, I TALKED ONCE MORE ABOUT
THE PERFORMANCE ON THE P.I.S.A.
SCALE, ON THE VERTICAL AXIS, AND
THE SOCIO-ECONOMIC STATUS ON THE
HORIZONTAL AXIS.
AND WHAT YOU SEE ON THIS SLIDE
ARE THE — SCHOOLS REPRESENTING
THE UNITED STATES FROM THE MAIN
INTERNATIONAL P.I.S.A. TEST.
BUT IF YOU CLICK ONCE, YOU CAN
ACTUALLY SEE HOW THE PILOT
SCHOOLS MAP INTO THIS.
SO YOU CAN SEE THERE’S NOT AN
EXACT MATCH, BUT IT’S A PRETTY
TYPICAL SET OF SCHOOLS WITH SOME
SCHOOLS MORE FROM PRIVILEGED
BACKGROUNDS AND SOME FROM MORE
DISADVANTAGED BACKGROUNDS.
IF YOU CLICK ONCE, YOU CAN SEE
FOR EXAMPLE AMONG SORT OF
SCHOOLS WITH AN AVERAGE INCOME
— AVERAGE IN THE UNITED STATES,
YOU KNOW, BY INTERNATIONAL
STANDARDS THAT WOULD STILL BE
PRETTY ADVANTAGED.
BUT YOU CAN SEE ACTUALLY THE
SCHOOLS THAT YOU CAN SEE NOW
ACTUALLY — YOU ALREADY WANT TO
ADVANCE.
THE SCHOOLS THAT YOU COULD SEE
IN THE CENTER OF THE SLIDE COME
OUT WITH THE QUITE IMPORTANT
VARIABILITY PERFORMANCE.
YOU KNOW, THEY ARE ALL SIMILAR
IN THEIR SOCIAL CONTEXT, BUT YOU
CAN SEE SOME OF THE DOTS HIGHER
UP THAN OTHERS WHICH TELLS YOU
THAT UNDER SIMILAR CONDITIONS
THE VARIABILITY AND THE QUALITY
OF SCHOOLING AS MEASURED BY
P.I.S.A. IS QUITE SIGNIFICANT IN
THE UNITED STATES, AND THAT IS
TRUE AT THE TOP END OF THE
SPECTRUM.
YOU KNOW, WHEN YOU LOOK AT RICH
NEIGHBORHOODS, IT’S TRUE.
AT THE BOTTOM OF THE COUNTRY
WHEN YOU LOOK AT SORT OF POOR
NEIGHBORHOODS, YOU CAN STILL SEE
SCHOOLS ACHIEVE VERY DIFFERENT
RESULTS.
AND THAT SORT OF HIGHLIGHTS THE
VALUE OF THIS EXERCISE.
AND AGAIN, YOU CAN LOOK AT IN
THE U.S. CONTEXT, OR YOU CAN
LOOK AT THIS IN THE GLOBAL
CONTEXT.
IF YOU SKIP TO THE NEXT SLIDE,
YOU CAN SEE THAT ALSO WORKS SORT
OF WHEN YOU BENCHMARK AGAINST
SOCIAL BACKGROUND.
HERE YOU CAN SEE SCHOOLS THAT
ARE ALL SORT OF AVERAGE
PERFORMING SCHOOLS.
AND YOU CAN SEE AGAIN THE DOTS
ARE SPREAD OUT QUITE
SIGNIFICANTLY ON THE HORIZONTAL
AXIS, TELLING YOU, YOU KNOW,
AVERAGE PERFORMING SCHOOLS CAN
BE IN WEALTHY NEIGHBORHOODS OR
POORER NEIGHBORHOODS.
THERE’S A LOT, IN OTHER WORDS,
THAT SIMILAR SCHOOLS CAN LEARN
FROM EACH OTHER.
AND THAT’S TRUE IN THE UNITED
STATES, BUT IT IS PERHAPS EVEN
MORE TRUE INTERNATIONALLY.
AND THAT WAS REALLY OUR
MOTIVATION TO DO THAT.
SO WHAT ARE WE DOING OURSELVES
WITH THE RESULTS?
BASICALLY EVERY SCHOOL GETS A
BOX.
IF YOU SKIP TO THE NEXT SLIDE,
IT’S ABOUT 130 PAGES THAT EACH
SCHOOL GETS TELLING THEM A LOT
OF THINGS ABOUT THEMSELVES.
ABOUT — EXPLAINING THAT TEST
THAT WAS USED, HOW MUCH READ THE
RESULTS, WHAT STUDENTS IN THE
SCHOOL CAN DO IN READING, MATH,
AND SCIENCE.
IF YOU CLICK TO THE NEXT SLIDE,
IT LOOKS AT STUDENT ENGAGEMENT,
LEARNING ENVIRONMENT AT SCHOOL,
ALL OF THOSE VARIABLES I TALKED
ABOUT.
AND THEN IT COMPARES THE SCHOOL
WITH SIMILAR SCHOOLS IN THE
UNITED STATES AND WITH SCHOOLS
IN AN INTERNATIONAL CONTEXT.
YOU’VE SEEN ALL OF THAT.
IT’S AVAILABLE IN THE UNITED
STATES.
IT’S — WE’RE STARTING IN
SEPTEMBER, 2013, THIS YEAR
ACTUALLY, TO ROLL THIS OUT IN A
MAJOR WAY.
AND INTERESTING SCHOOLS AND
DISTRICTS PLAN NOW AND SIGN UP
FOR THE ASSESSMENT ON THE WEB
LINK THAT YOU CAN SEE HERE.
AND WITH THAT, I WILL STOP AND
LOOK FORWARD LATER ON TO OUR
DISCUSSION.
>> A THOROUGH DISCUSSION.
AND I WANT TO MAKE SURE ALL OF
OUR PARTICIPANTS KNOW THAT ALL
OF ANDREAS’ SLIDES WILL BE
ARCHIVED ALONG WITH THIS ENTIRE
WEBINAR.
SO YOU’LL HAVE A CHANCE TO GO
BACK AND STUDY THEM IN DEPTH.
AND LET ME TELL YOU WHAT I’VE
LEARNED FROM AN ANDREAS
SCHLEICHER POWERPOINT
PRESENTATION IS YOU WANT TO GO
BACK BECAUSE YOU ALWAYS FIND
SOMETHING NEW WITH EACH VISIT.
SO ALL OF THAT WILL BE ARCHIVED.
SO LET ME TURN, BETHANY, FIRST
TO YOU BECAUSE AMERICA ACHIEVES
WAS SO ACTIVE IN LEADING THIS
EFFORT IN THE UNITED STATES,
STARTING THE PILOT PROJECT OF
105 SCHOOLS.
SO CAN YOU TELL US SOME FINDINGS
FROM THE PILOT.
PARTICULARLY WHAT — WHAT STOOD
OUT FOR YOU?
>> SURE.
THANKS FOR HAVING US HERE TODAY.
WE’RE EXCITED TO TALK ABOUT
THIS.
IT WAS A REALLY INTERESTING
PROJECT, AND WE LEARNED A LOT.
AS ANDREAS SAID, IT’S NOT A
REPRESENTATIVE SAMPLE.
SO THERE WAS NOTHING THAT WE
TOOK AWAY FROM IT THAT WE WOULD
SAY THIS IS WHAT WE NOW KNOW
ABOUT THE UNITED STATES.
WHAT WE LEARN GOOD INDIVIDUAL
SCHOOLS WAS STRIKING.
WE DID SEE SOME SCHOOLS WITH
VERY SORT OF AVERAGE STUDENT
BODY IN TERMS OF THEIR
DEMOGRAPHICS THAT PERFORMED TOP
OF THE WORLD.
BEAT OUT SHANGHAI IN THEIR
SCORES.
SO THAT’S REALLY IMPORTANT FOR
PEOPLE TO KNOW, THAT AMERICAN
STUDENTS CAN DO THAT.
AND SO PEOPLE WHO SAY, WELL,
STUDENTS IN OTHER COUNTRIES
STUDY DIFFERENTLY AND WE’RE NOT
LIKE THAT, IT — IT’S NOT TRUE.
WE HAVE SCHOOLS HERE LIKE BASIS
TUCSON AND BASIS SCOTTSDALE, TOP
OF THE WORLD.
THERE ARE ALSO SCHOOLS FROM
PRETTY SIGNIFICANT DISADVANTAGE
THAT DID REALLY WELL.
THAT’S IMPORTANT, AS WELL.
WE HAVE NORTHSTAR ACADEMY IN NEW
JERSEY.
ONE OF THE UNCOMMON SCHOOLS THAT
PERFORMED IN AN UNCOMMON WAY.
THEY HAVE ABOUT 75% POOR
STUDENT, REDUCED LUNCH STUDENTS.
THEY BROKE THE TOP 10% — THE
TOP TEN COUNTRY IN READING.
OH IF THEY WERE A COUNTRY THEY
WOULD HAVE BEEN BROKEN THE TOP
TEN.
IT’S IMPORTANT TO RECOGNIZE THAT
WE REALLY CAN DO THIS WITH ALL
OF OUR STUDENTS.
I THINK THE MOST STRIKING THING
IS WHAT ANDREAS MENTIONED.
WE HAD MIDDLE-CLASS SCHOOLS,
VERY SIMILAR PROFILES, UPPER
MIDDLE CLASS.
STUDENTS WITH LESS THAN 15%, 20%
POOR STUDENT THAT WERE
PERFORMING HIGH, TOWARD THE TOP
END OF THE WORLD, AND WE HAD
MIDDLE-CLASS SCHOOLS WITH ALMOST
THE IDENTICAL PROFILE,
PERFORMING AT THE LOWEST END OF
THE OECD SPECTRUM, BELOW MEXICO.
ONE OF THE SCHOOLS THAT
PERFORMED SO LOW ALSO WAS A
SCHOOL THAT IN ITS OWN STATE’S
ACCOUNTABILITY SYSTEM WAS RATED
AN A.
I THINK MIDDLE-CLASS PARENTS
OFTEN BELIEVE THAT IN THEIR ZIP
CODE THEY’RE BUYING A GOOD
EDUCATION.
ONE OF THE THINGS ABOUT THE
ASSESSMENT THAT’S SO EYE OPENING
IS THAT THERE IS REALLY
SOMETHING MORE YOU WANT FOR YOUR
KIDS IN ORDER OF COMPETING
GLOBALLY, AND YOU CANNOT BE SURE
THEY’RE GETTING IT.
>> IT WILL BE INTERESTING, THAT
SURPRISING FINDING MAY BE THAT
REALTORS ONE DAY WILL BE GIVING
YOU THE P.I.S.A. SCHOOL RESULT
AS OPPOSED TO THE CURRENT DATA.
>> I WOULD WANT THEM BEFORE I
BOUGHT MY HOUSE.
>> TO TERRI BREEDEN WITH FAIRFAX
COUNTY, THANK YOU FOR
PARTICIPATING.
FAIRFAX COUNTY PARTICIPATED.
IT’S A HIGHLY-REGARDED SCHOOL
SYSTEM BOTH WITHIN THE STATE AND
NATIONALLY.
FIRST THOUGHT IS, DID YOU ALL
THINK ABOUT IS THERE A RISK TO
PARTICIPATING IN OECD TESTS FOR
SCHOOLS, AND WHAT MADE YOU TAKE
PART IN IT?
>> WELL, I THINK THE FIRST THING
IS THERE’S ALWAYS RISK BUT
ALWAYS REWARDS.
WE GO AROUND, AND WE TELL PEOPLE
THAT WE ARE A WORLD-CLASS SCHOOL
SYSTEM.
BUT HOW DID WE KNOW?
SO DR. DALE IS A RISK TAKER.
HE’S AN INNOVATOR, HE WANT
FAIRFAX COUNTY TO NOT REST ON
ITS LAURELS BUT TO GO AND BE
GREAT.
SO HE PUT IT OUT THERE TO OUR
HIGH SCHOOL PRINCIPALS, WOULD
YOU LIKE IT VOLUNTEER.
AND HE REALLY STRESSED THAT WE
ARE A BENCHMARKING DISTRICT, AND
HE WOULD LIKE MORE THAN ONE
SCHOOL TO VOLUNTEER SO WE COULD
BENCHMARK WITHIN OUR OWN
DIVISION.
HE GOT TEN PEOPLE THAT SAID,
“I’M WITH YOU,” AND “LET’S GIVE
IT A TRY.”
I THINK IT’S RELATED TO HIS
LEADERSHIP.
IT’S ALSO OUR CULTURE OF A
PROFESSIONAL LEARNING COMMUNITY
AND ALSO OUR CULTURE OF
BENCHMARKING.
AND WE ALSO HAVE GOALS IN OUR
SCHOOL SYSTEM AROUND OUR
POLICIES ABOUT WE WANT TO BE
WORLD CLASS, AND WE WANT OUR
STUDENT TO BE COMPETITIVE.
SO YOU PUT ALL THAT TOGETHER,
AND YOU HAVE TEN SCHOOLS THAT
SAY WE’RE WITH YOU, WE’RE GOING
TO TRY IT.
>> AND SO WHAT — WHAT WERE THE
RESULTS THAT YOU GOT THAT
PERHAPS YOU WOULDN’T HAVE GOTTEN
FROM OTHER TESTING PROGRAMS?
>> WELL, I HAVE SOME SLIDES WITH
ME, AND I THOUGHT THERE’S
NOTHING LIKE A PICTURE.
>> SURE.
>> SO I BROUGHT TODAY A SCHOOL,
FALLS CHURCH HIGH SCHOOL.
VERY DIVERSE.
ONE OF OUR LOWER INCOME SCHOOLS.
BUT THIS SCHOOL DID BETTER THAN
PREDICTED.
MOST OF OUR SCHOOLS DID AS WELL
AS PREDICTED OR SLIGHTLY BETTER.
BUT FALLS CHURCH REALLY IS THE
WINNER OF BEATING THE
EXPECTATIONS.
SO IF WE COULD GO TO THE SECOND
SLIDE, THIS IS ONE OF THE THINGS
THAT PRINCIPALS AND TEACHERS,
AND WE’RE REALLY LOOKING AT OUR
MIDDLE SCHOOL TEACHERS AND
PRINCIPALS AND OUR HIGH SCHOOLS
BECAUSE WE THINK THIS IS A
VERTICALLY ARTICULATE DOCUMENT.
THE FIRST SLIDE SAYS “READ,” AND
IT HAS BEAUTIFUL COLORS ON IT.
WHEN YOU GET THE RESULTS BACK IN
READING, SCIENCE, AND MATH, YOU
GET A SCALE OR RUBRIC OF ONE TO
SIX, SIX BEING THE BEST.
LEVELS ONE AND TWO, OF COURSE,
YOU WANT TO BE ABOVE THOSE, I
THINK IS A GOOD WAY TO SAY IT.
AND THEY TELL YOU HOW MANY OR
WHAT PERCENT OF STUDENT ARE
PERFORMING AT THESE DIFFERENT
LEVELS.
AND THAT’S VERY INTERESTING TO
US.
IT’S NOT LIKE PASS OR
PASS-ADVANCE OR BASIC.
IT ALSO TELLS YOU IN THIS LARGE
BOOK THAT ANDREAS WAS JUST
SPEAKING ABOUT WHAT STUDENTS CAN
DO WHO PERFORM AT THIS LEVEL.
FOR EXAMPLE AT LEVEL SIX, IT
SAYS STUDENTS CAN ASSIMILATE
INFORMATION FROM UNFAMILIAR
CONTENT AREAS PRESENTED IN
ATYPICAL FORMAT.
THAT’S REALLY A 21st CENTURY
SKILL.
AND WE WERE ABLE IF YOU’LL LOOK
AT THE TOP, YOU’LL SEE THAT
OAKTON HIGH SCHOOL THERE, THAT
YOU SEE THEIR BAND OF COLOR.
AND YOU CAN SEE HOW MANY
STUDENTS BELOW THE LINE ARE NOT
FUNCTIONING AS WE WISH THAT THEY
WERE.
AND YOU CAN SEE HOW MANY ABOVE
THAT.
THE OTHER THING TO REMEMBER
ABOUT THIS TEST IS THE ONLY WAY
STUDENTS WERE DISQUALIFIED WERE
IF THEY COULD NOT TAKE A TEST
USING PAPER AND PENCILS.
SO ELO STUDENTS TOOK THE TEST,
SPECIAL EDUCATION STUDENTS TOOK
THE TEST.
AND SO IT REALLY GIVES YOU A
HOLISTIC LOOK AT YOUR SCHOOL.
SO THE DEPTH THAT YOU GET AND
WHAT WE DO IS WE GIVE THESE
EXAMPLES AND RUBRICS TO TEACHERS
AND SAY ARE YOU ASSESSING KIDS
AT THIS LEVEL.
MOST SAY, WELL, OUR STATE TEST
IS IN LEVELS THREE, MAYBE A DAB
INTO FOUR, BUT WE’RE REALLY NOT
TEACHING THESE HIGHER LEVELS
UNLESS YOU’RE IN A VERY RIGOROUS
CURRICULUM.
SO THAT WAS FASCINATING IF TO
SEE OUR TEACHERS.
AT THE NEXT SLIDE, WITH K SEE
OUR TEN SCHOOLS AND HOW THEY
SHOOK OUT, AND YOU WILL SEE JUST
LIKE YOU SAW THERE’S VARIANCE.
AND THAT SPEAKS TO THE FIDELITY
OF THE IMPLEMENTATION OF OUR
CURRICULUMS.
IF WE’RE TEACHING THE SAME
CURRICULUM, AND I THINK AS YOU
THINK ABOUT CORE STANDARDS IN
THE FUTURE, SHOULDN’T THESE LOOK
A LITTLE MORE ALIGNED?
THAT’S SOMETHING YOU CAN SEE.
WHAT WE DO NOW IS, FOR EXAMPLE,
LANGLEY HIGH SCHOOL, ONE OF OUR
MOST AFFLUENT SCHOOLS, IT CAN
BENCHMARK AGAINST ANOTHER SCHOOL
WITHIN OUR DISTRICT.
AND WE CAN HAVE GREAT
CONVERSATIONS AROUND THAT.
THE NEXT SLIDE SHOWS THE
DIFFERENCE BETWEEN THE OECD TEST
FOR SCHOOLS AND A STATE
ASSESSMENT.
BOTH LANGLEY HIGH SCHOOL AND
OAKTON GOT THE EXACT SAME SCORE.
543.
WELL, THAT’S GOOD BECAUSE AROUND
500 IS THE NATIONAL MEAN.
BUT YOU CAN SEE AS YOU LOOK AT
THE BANDS ACROSS THOSE SIX
LEVELS, OAKTON HAS MORE STUDENTS
PERFORMING AT LEVEL SIX AND MORE
STUDENT AT LEVEL FIVE.
AND A HAIR MORE STUDENTS AT THE
LOWER LEVELS.
BUT JUST A SCORE THAT YOU GET
FROM BASIC ASSESSMENT DOES NOT
GIVE YOU THIS RICHNESS.
NOW WHAT WE’VE BECOME FASCINATED
BY IN FAIRFAX IS INFORMATION
THAT WE GET FROM THE STUDENT
SURVEYS.
ONE, THE FIRST THING WE’RE
EXCITED ABOUT IS THIS IS A
SAMPLING.
WE DID NOT HAVE TO GET ALL 1,400
STUDENTS AT A SCHOOL TO HAVE THE
STRESS OF SOME OF THE NATIONAL
TESTING.
BUT WE HAD A SAMPLE, AND I KNOW
THAT WE PREFER BETWEEN 70 AND
80 15-YEAR-OLDS IN A SCHOOL, AND
THEY ANSWERED QUESTIONS.
FOR EXAMPLE, DISCIPLINARY
CLIMATE, THAT’S WHAT I LIKE TO
THINK OF AS CLASSROOM CLIMATE.
WE GOT ANSWERS TO QUESTIONS SUCH
AS DO STUDENTS IN YOUR CLASSES
LISTEN TO WHAT THE TEACHER SAYS.
IS THERE NOISE AND DISORDER IN
YOUR CLASSROOM?
AND THE WAY YOU RATE THAT IS
HARDLY, NEVER, THOSE TYPE OF
GRANULAR SCALES.
WE ALSO SAID CAN THE STUDENTS
WORK WELL ON THE ASSIGNMENT.
WE NEVER GET THIS FROM ANY OTHER
TYPE OF ASSESSMENT.
AND YOU CAN SEE ON THE NEXT ONE
WHERE IT SAYS DISCIPLINARY
CLIMATE AND YOU SEE QUADRANTS.
WHAT YOU WANT IS YOU WANT TO BE
IN THE QUADRANT THAT’S ON THE
RIGHT-HAND SIDE TOP THAT SAYS WE
HAVE HIGH READING LEVELS AND
HAVE A GOOD DISCIPLINARY
CLIMATE.
YOU CAN SEE THE BLACK DOT ON
THAT SCALE IS A LITTLE BELOW THE
MEAN IN READING AND JUST A HAIR
BELOW THE MANY CLASSROOM
CLIMATE.
THAT GIVES US ACTIONABLE THINGS
THAT WE CAN DO TO RAISE
ACHIEVEMENT AND ALSO MAKE THE
CLASSROOM A BETTER PLACE TO
LEARN THE NEXT SLIDE, THIS IS AN
AREA THAT WE ARE A LITTLE BIT
SURPRISED THAT WE DID NOT DO AS
WELL AS WE HAD HOPED, AND THAT’S
IN TEACHER/STUDENT RELATIONSHIP.
WE ALL KNOW WE WANTING TO TO SEE
MAY HAVE WHERE WE BELIEVE WE
HAVE A RELATIONSHIP WITH SOMEONE
AND THEY’RE ROOTING FOR US.
YOU SEE QUESTIONS HERE, THINGS
LIKE, I GET ALONG WELL WITH MOST
OF MY TEACHERS.
WE KNOW BETTER THAN TO ASK
15-YEAR-OLDS DO THEY GET ALONG
PERFECTLY WITH ALL THEIR
TEACHERS.
BUT WE CAN SEE FROM THAT HOW WE
SCORED COMPARED TO THE SCORES
THAT WERE IN THE TOP 10% AND
THOSE THAT WERE IN THE BOTTOM
10%.
WE ASK QUESTIONS THAT — ARE MY
TEACHERS INTERESTED IN MY
WELL-BEING?
WE WANT TO FOCUS ON THE WHOLE
CHILD.
I THINK I’M ALMOST DONE, BUT YOU
CAN SEE ALL TEN OF THE SCHOOLS
AND THE ONE THAT SAYS
“TEACHER/SCHOOL RELATIONSHIP”
AND ANOTHER WITH TEN DOTS IN.
WE HAVE SOME SCHOOLS ARE
STRONGER RELATIONSHIPS THAN
OTHERS, WE HAVE SCHOOLS THAT
NEED TO WORK ON READING AND
RELATIONSHIP, AND THEN WE HAVE
SOME THAT ARE HIGH PERFORMING,
BUT THE CHILDREN DO NOT FEEL
THEY HAVE A GOOD RELATIONSHIP
WITH THEIR TEACHERS.
THIS IS INFORMATION WE HAVE
NEVER SEEN BEFORE.
AND THIS IS A FOCUS FOR NEXT
WE’RE BECAUSE WE BELIEVE WE NEED
TO REALLY THINK ABOUT THESE
15-YEAR-OLDS AS CHILDREN WHO
NEED TO BUILD STRONG
RELATIONSHIP, THAT’S A 21st
CENTURY SKILL.
YOU HAVE TO KNOW HOW TO FUNCTION
IN YOUR ENVIRONMENT.
AND OUR TEACHERS PROBABLY THINK
THEY HAVE GREAT RELATIONSHIPS
WITH STUDENTS.
AND ONE OF OUR PRINCIPALS SAID
IT REALLY KIND OF HURT THE
TEACHERS’ FEELINGS TO SEE THIS
GRAPH, BUT WE MOVED PAST THAT.
IN THE FINAL SLIDE I BELIEVE I
BROUGHT IS ABOUT READER
PROFILES.
CHANTILLY HIGH SCHOOL IS A
HIGH-PERFORMING DISTRICT WHO HAS
A MATH AND SCIENCE/TECHNOLOGY
FOCUS.
THEY DID VERY WELL IN MATH AND
SCIENCE.
THEY DID DO NOT AS WELL IN
READING.
AND WHAT THEY HAVE DISCOVERED IS
THEIR STUDENTS THERE ARE WHAT
THEY’RE CALLING SURFACE AND
HIGHLY RESTRICTED READERS.
IN OTHER WORDS, THEY READ JUST
ENOUGH TO DO THEIR HOMEWORK.
THEY’RE NOT EXPLORING THEIR
PASSIONS.
THEY’RE NOT READING SOME OF THE
LITERATURE THAT YOU WOULD WANT
TO READ.
THEY PROBABLY DON’T WANTED THAT
READING IS A RECREATIONAL
ACTIVITY.
SO THIS GAVE THEM A WHOLE NEW
LOOK AT HOW TO IMPROVE READING
AT THEIR SCORE BECAUSE IN THE
AVERAGE IN THEY WERE JUST
AVERAGE.
AND THIS IS THE SCHOOL THAT IT
HURT THEIR FEELINGS A LITTLE
BIT.
THOSE ARE THINGS THAT YOU JUST
DON’T NORMALLY SEE FROM YOUR
STANDARD TESTING THAT REALLY
GIVES YOU THE COLOR OF HOW TO
MAKE SCHOOL IMPROVEMENTS.
>> SOME BRIEF QUESTIONS FOR YOU
ON METHODOLOGY.
>> YES.
>> SO YOU MENTIONED THAT HIGH
SCHOOL, YOU DID NOT — THIS WAS
NOT ADMINISTERED TO EVERY
STUDENT BUT TO 70 TO 80 STUDENTS
PREFERABLY.
SO IS THIS A DEMOGRAPHIC
WAITING?
IS THAT — THE SAMPLE
REPRESENTATIVE OF THE DEMOGRAPHY
OF YOUR HIGH SCHOOL?
>> WHAT THEY ASK US TO DO IN THE
PILOT IS PROVIDE THEM ALL
STUDENTS WHO HAD A BIRTHDAY
BETWEEN THESE TWO DATES.
AND THEN THE TESTING
ORGANIZATION, NOT THE PEOPLE AT
THE HIGH SCHOOL, SELECTED A
SAMPLE OF STUDENTS TO TRY TO
REFLECT THAT DIVERSITY.
BEING A PILOT, WE STILL HAVE TO
SAY IT WAS A CONVENIENT SAMPLE.
STUDENTS COULD ALSO REFUSE TO
TAKE IT, AND AT ONE OF OUR HIGH
SCHOOLS, PARENTS SAID MY CHILD’S
BEEN TESTING ENOUGH.
THEY CAN’T TAKE IT.
SO IT ISN’T EXACTLY RIGHT, BUT
WE THINK IT IS AT LEAST ACCURATE
ENOUGH THAT WE CAN BEGIN TO
LEARN FROM IT I THINK WOULD BE A
GOOD WAY TO SAY THAT.
>> AND WHAT ABOUT DEMOGRAPHIC
WAITING OR, FOR INSTANCE, ARE
YOU LOOKING AT I ASSUME INCOME
SFLEFL.
>> WELL, WHEN THEY DO THE
SURVEY, THEY GET THAT
INFORMATION.
AND OECD MIGHT HAVE TO HELP ME
WITH THAT.
WE GAVE THEM BASIC SCHOOL
DEMOGRAPHICS.
AND I THINK THEY TRIED TO GET AS
CLOSE TO THAT AS POSSIBLE IN THE
15-YEAR-OLD.
SORT OF LIKE WHEN THEY DO THE
NATIONAL P.I.S.A. WE HAVE HAD
STUDENT, AND THEY SEND US A LIST
OF ELIGIBLE STUDENTS.
AND THAT REPRESENTS THE
DEMOGRAPHIC PIECE THAT THEY’RE
LOOKING FOR.
WE THINK IT’S PRETTY
REPRESENTATIVE, I THINK.
>> ANDREAS, AS I RECALL,
P.I.S.A. LOOKS AT INCOME LEVELS
BUT NOT RACE ETHNICITY S. THAT
CORRECT?
WAS THAT THE CASE IN P.I.S.A.
FOR SCHOOLS?
>> ACTUALLY, IF WE LOOK IN MUCH
GREATER DETAIL ON THIS, WE LOOK
AT PARENTAL EDUCATION, WE LOOK
AT PARENTAL OCCUPATION.
WE LOOK AT THE EDUCATIONAL
RESOURCES THAT STUDENTS HAVE
AVAILABLE.
THE WHOLE RANGE OF INDICATORS
THAT ARE USED TO ADEQUATELY MAP
THE SOCIO-ECONOMIC CONTEXT OF
STUDENT.
MOST LOOKING AT RESORT FACTORS
BUT ALSO EDUCATIONAL FACTORS.
>> SO YOU’VE GENERATED A LOT OF
QUESTIONS ALREADY.
CONGRATULATIONS, TEAM.
SO NANCY ASKED AND ASKED FOR A
WHOLE BUNCH OF PEOPLE, I MIGHT
ADD.
WILL THIS ASSESSMENT SEASON
SCHOOLS ACCOUNT FOR PERSONAL —
ACCOUNT FOR PERSONAL
EFFECTIVENESS COMPETENCIES AND
MEASURES — DOES IT ACCOUNT FOR
MORE THAN ACADEMIC COMPETENCIES?
IN OTHER WORDS, THE DEEPER
LEARNING SKILLS?
HOW WELL ARE YOU ABLE TO ASSESS
THE PROBLEM SOLVING AND OTHER
DEEPER LEARNING COMPETENCIES?
>> WE SEE THIS AS ONE OF THE
MOST IMPORTANT VALUE
PROPOSITIONS FOR P.I.S.A. AND
TESTS FOR SCHOOLS.
IT REALLY IS VERY UNIQUE IN THE
ABILITY TO GO INTO NOT JUST WHAT
DO THE STUDENTS KNOW BUT CAN
THEY APPLY WHAT THEY KNOW, CAN
THEY SEE THAT KNOWLEDGE OUT OF
CONTEXT AND BE ABLE TO ACCESS IT
AND USE IT.
AND THAT IS PART OF THE CORE OF
DEEPER LEARNING.
REALLY, THIS IS NOT THE SORT OF
THING WE ME?
CURRENT ASTHAEMTS ARE GIVEN TO
MOST — ASSESSMENTS THAT ARE
GIVEN TO MOST OF THE U.S.
>> ONE OF THE EXAMPLES WE GIVE
WHEN WE SAY ARE YOU SMARTER THAN
A 15-YEAR-OLD WHEN WE WORK WITH
ADULTS, WE GIVE THE TEST IN
UNITS.
YOU MAY HAVE A UNIT ABOUT AN
ARCHAEOLOGY DIG OR SOMETHING
LIKE THAT.
AND THERE ARE GRAPHS THAT ARE
NOT YOUR TRADITIONAL GRAPH, AND
YOU HAVE TO LOOK AT THIS GRAPH
AND GET THIS PIECE OF
INFORMATION AND THEN LOOK AT
THIS GRAPH.
THEN YOU HAVE TO MAKE SOME
DECISIONS ABOUT BALANCING THE
TWO RATHER THAN ONE GRAPH, ONE
QUESTION.
YOU REALLY HAVE TO PULL THE
INFORMATION FROM VARIOUS SOURCES
TOGETHER TO ANSWER THE QUESTION.
>> AND ANDREAS, I KNOW YOU
ADDRESSED THIS QUESTION A GOOD
DEAL.
THE — ABOUT HOW P.I.S.A. AND
PARTICULARLY THIS SEASON SCHOOLS
ARE DESIGNED TO BE MORE THAN
JUST ABOUT MEASURING ACADEMIC
CONTENT.
>> ABSOLUTELY.
I MEAN, IT’S VERY IMPORTANT.
I MENTIONED, FOR EXAMPLE,
RELATING TO SELF-CONCEPT,
SELF-EFFICACY, EFFECTIVE
LEARNING STRATEGIES.
THEY’RE TRYING TO MEASURE A
WHOLE RANGE OF DIMENSIONS THAT
ARE PROBABLY RELATED TO ACADEMIC
— RELATED TO ACADEMIC SKILLS,
BUT ALSO VERY IMPORTANT OUTCOMES
IN THEIR OWN RIGHT.
WHAT I CAN ALSO SAY IS THAT THIS
IS NOT YET THE CASE FOR THE
P.I.S.A. TESTS FOR SCHOOLS BUT
P.I.S.A. IN GENERAL.
THERE’S EMPHASIS ON
PROBLEM-SOLVING SKILLS,
ACKNOWLEDGED INTO ASSESSING
COLLABORATIVE SKILLS.
NOT ONLY HOW INDIVIDUAL STUDENTS
SOLVE THEIR OWN PROBLEMS, BUT
HOW WELL THEY CAN SHARE AND WORK
TOGETHER TO SOLVE PROBLEMS.
THERE’S A LOT OF EMPHASIS
ACTUALLY IN P.I.S.A. TO CAPTURE
A WIDER RANGE OF THE SKILL SETS
THAT ARE IMPORTANT IN TODAY’S
ECONOMIES.
>> SO DONNA ASKS — WHAT ARE THE
IMPLICATIONS FOR ELEMENTARY AND
MIDDLE SCHOOLS?
THIS IS AN ASSESSMENT IN HIGH
SCHOOL.
ANDREAS, DO YOU WANT TO START ON
THAT?
>> WELL, AS YOU KNOW, THE
RESULTS THAT YOU SEE AT AGE OF
15 WHEN P.I.S.A. IS TESTED, IT’S
ACCUMULATED OF WHAT’S HAPPENED
DURING A STUDENT’S CAREER.
I THINK THEY ARE NOT AN
ASSESSMENT OF MIDDLE SCHOOLS.
THEY’RE — OR HIGH SCHOOLS IN
THE CASE OF THE U.S.
THEY’RE AN ASSESSMENT OF WHAT
HAPPENS TO STUDENTS OVER MANY
STAGES AND THE — THE ROLL OF
POLICY ANALYSIS IS ACTUALLY TO
FIGURE OUT, YOU KNOW, WHERE CAN
YOU ACT TO IMPROVE.
I CAN GIVE YOU ONE EXAMPLE OF
THIS.
IF YOU LOOK ACTUALLY IN PRIMARY
SCHOOLING AND YOU LOOK AT
COMPARISON — INTERNATIONAL
COMPARISONS OF PRIMARY SCHOOLS,
YOU CAN ACTUALLY SEE THE UNITED
STATES ALMOST AT THE TOP OF THE
PERFORMANCE SPECTRUM DOING
REALLY WELL ABOVE THE OECD
AVERAGE.
IF YOU LOOK AT MIDDLE SCHOOLS,
YOU SEE THE UNITED STATES STILL
SORT OF IN ABOVE AVERAGE
PERFORMER.
THEN YOU LOOK AT THE AGE OF 50,
YOU CAN SEE THE UNITED STATES
JUST SORT OF AROUND THE AVERAGE.
AND THAT TELLS A STORY.
TELLS YOU REALLY THAT MUCH OF
THE KIND OF — MUCH OF THE
CHALLENGES ACTUALLY LIE NOT AT
HIGH SCHOOL, BUT THEY ACTUALLY
LIE AT THE STAGES BEFORE.
>> I CAN ADD TO THAT.
WITH THE SUPPORT OF BLOOMBERG’S
PHILANTHROIES AND THE HEWLETT
FOUNDATION, WE WERE ABLE TO
BRING TOGETHER ABOUT 130 OF THE
REPRESENTATIVES OF THE SCHOOLS
AND DISTRICTS THAT PARTICIPATE
IN THE PILOT FOR A DAY OF
PROFESSIONAL LEARNING TO REALLY
EXPLORE RESULTS TOGETHER, TO
LEARN FROM ANDREAS AND THE FOLKS
AT OECD, AND TO DIG INTO THIS.
AND — ON OUR WEB SITE, YOU CAN
SEE VIDEOS ABOUT
AMERICAACHIEVES.ORG.
YOU CAN SEE VIDEOS ABOUT WHAT
THESE FOLKS FOUND GOING THROUGH
P.I.S.A. ONE OF THE INTERESTING
THING I HEARD DURING
PROFESSIONAL LEARNING DAY WAS,
ONE, IN THE SCHOOLS THAT WERE AT
THE ABSOLUTE TOP PERFORMANCE IN
THE WORLD, IF THEY WERE
WORLD-BEATING SCHOOLS, THEY SAID
WE STARTED IN FIFTH GRADE, AND I
DON’T THINK WE’D BE HERE IF WE
DIDN’T.
I THOUGHT THIS WAS INTERESTING.
IN SCHOOLS THAT WERE IN THIS
PROFESSIONAL LEARNING
CONVERSATION, SOME WERE
FRUSTRATED PROBABLY BECAUSE THEY
DIDN’T LOVE THEIR RESULTS WERE
AND SAYING THIS ISN’T REALLY
MEASURING OUR WORK.
IT’S MEASURING THE WORK OF OUR
MIDDLE SCHOOLS.
A COUPLE WALKED AWAY SAYING
RATHER THAN BEING FRUSTRATED,
I’M GOING TO START HAVING A
CONVERSATION WITH MY MIDDLE
SCHOOLS ABOUT THIS DATA.
I’M GOING TO TAKE THIS REPORT
AND NOT JUST TALK IT APART
OURSELVES AT THE HIGH SCHOOL
LEVEL BUT PULL IN OUR MIDDLE
SCHOOL PRINCIPALS AND SAY, WOULD
YOU LIKE IT LOOK AT THIS WITH US
BECAUSE IT PRETTY MUCH TELLS YOU
WHAT’S GOING ON IN YOU’RE
SCHOOLS, TOO.
I THINK THAT’S A REALLY
IMPORTANT VALUE TO IT THAT WE
CAN TAKE IT BEYOND THE HIGH
SCHOOL AND THE LEARNING.
>> IN FAIRFAX COUNTY, HOW ARE
YOU APPLYING THIS TO THE MIDDLE
AND HIGH AND ELEMENTARY SCHOOLS?
>> WE HAVE WHAT WE CALL A
PYRAMID APPROACH FOR VERTICAL
ARTICULATION.
SO WE ASK OUR HIGH SCHOOLS TO
SHARE IT WITH THE MIDDLE SCHOOLS
AND THEN FOLLOWING THE ACTIVITY
YOU HAD, WE BROUGHT ELEMENTARY,
MIDDLE SCHOOL, AND HIGH SCHOOLS
TOGETHER AND SAT AROUND A TABLE
AND WORKED AS A COLLABORATIVE
TEAM SAYING, OKAY, WHAT DOES
THIS TELL YOU ABOUT OUR
PREPARATION FOR STUDENTS?
WHAT DOES THIS TELL YOU ABOUT
HOW WE OUGHT TO BE APPROACHING
READING THERE?
THE TEST — THE RIGOR OF IT, I
WOULD SAY THAT A LOT OF THE
MATHEMATICS IS REALLY FOCUSED
AROUND THAT K THROUGH 8
FOUNDATION THAT YOU GET.
IN HIGH SCHOOL WHEN YOU GET INTO
SOME OF THE HIGHER MATH.
SO IF YOU LEAVE THE MIDDLE
SCHOOLS OUT OF THIS, YOU ARE
LEAVING SOMEONE BEHIND.
THE OTHER THING IS THE RUBRIC
CAN BE LOOKED AT THROUGH A
MIDDLE SCHOOL LENS.
AND PROBABLY SOME REALLY SMART
TEACHERS COULD WORK WITH IT AND
ALSO MAKE IT LOOK MORE LIKE AN
ELEMENTARY RUBRIC SO WE CAN LOOK
AT ASSESSMENTS AND MAKE SURE
THAT THEY ARE RIGOROUS AT THE
HIGHER LEVELS.
>> JOSE FROM CHICAGO ASKS — HOW
CAN A UNIVERSAL TYPE OF TEST
ACCOUNT FOR THE MANY NEEDS AND
CHARACTERISTICS OF A DIVERSE
POPULATION?
ANDREAS, DO YOU WANT TO TAKE THE
FIRST CRACK AT THAT ONE?
>> YEAH.
I THINK THAT’S A VERY RELEVANT
QUESTION.
I MUST SAY FOR P.I.S.A., THIS
CHALLENGE IS FAR GREATER THAN
FOR ANY NATIONAL TEST.
P.I.S.A. HAS NOT ONLY TO CATER
TO THE DIVERSITY WITHIN A
NATION, BUT FOR THE DIVERSITY
THAT YOU CAN SEE IN STUDENT
PERFORMANCE AROUND THE WORLD.
BUT ACTUALLY OVER THE YEARS,
P.I.S.A. HAS BECOME REALLY,
REALLY GOOD A. THAT.
TODAY THE TEST ARE ACTUALLY VERY
GOOD AT CAPTURING THE NUANCES OF
STUDENT PERFORMANCE.
THEY BASICALLY HAVE BECOME VERY
GOOD AT LOOKING AT THE CONTEXT
IN WHICH STUDENTS LEARN AND
SCHOOLS OPERATE.
SO SOES — SOCIO-ECONOMICALLY.
WE CAN ACCOUNT FOR 85% OF THE
PERFORMANCE VARIABILITY OF
SCHOOLS IN THE WORLD OR AT LEAST
IN THE 70 COUNTRIES FOR WHICH WE
HAVE DATA.
SO THIS REALLY TELLS YOU THAT
THE WORLD IS VERY DIVERSE, BUT
WE CAN CAPTURE THE DIVERSITY
QUITE WELL WITH THE COMPARATIVE
TEST.
AND I MUST SAY ACTUALLY THIS IS
WHERE THE VALUE OF THIS LIES.
BASICALLY WE CAN — THERE’S A
LOT WE CAN LEARN FROM OUR
DIFFERENCES.
YOU KNOW, EVEN IN SOCIO-ECONOMIC
COUNTRIES, WE APPROACH THINGS
VERY DIFFERENTLY ACROSS SCHOOLS.
IF WE LOOK AT HOW WE SELECT
TEACHERS, HOW WE TRAIN THEM, HOW
WE TEACHER MATHEMATICS, YOU
KNOW, AND WHAT SEQUENCE WITH ONE
RIGOR, ONE FOCUS, AND IT’S THOSE
KINDS OF DIFFERENCES, THE
DIFFERENCES IN THE STUDENT
POPULATIONS AROUND THE WORLD BUT
ALSO THE DIFFERENCES IN THE WAY
IN WHICH WE APPROACH IT THAT
ADDS A WEALTH OF INFORMATION
THAT ARE SO INSTRUCTIVE TO HAVE
US LOOKING OUT OF THE BOX, TO
LOOKING HOW OTHER PEOPLE ARE
DOING THINGS DIFFERENTLY.
SO ACTUALLY DIVERSITY HAS BEEN
ALWAYS A CHALLENGE FOR
COMPARATIVE ASSESSMENT.
BUT IT’S ACTUALLY TODAY ONE OF
THE BIGGEST STRENGTHS OF
P.I.S.A.
>> ONE THING I MIGHT ADD TO
THAT, IN THE UNDS THAT YOU TAKE
THE ASSESSMENTS IN, THE WAY
THEY’VE LEVELED OR SKAFL OLD THE
QUESTIONS IS INTERESTING.
THERE’S A LEVEL ONE USUALLY, A
LEVEL TWO, A THREE.
ON THE CONTENT YOU CAN THEN SAY
HOW RIGOROUS CAN THEY APPLY THIS
APPLICATION.
SO EVERYONE CAN MAYBE DO THE
SECTION, BUT MAYBE NOT EVERYONE
CAN ANSWER EVERY QUESTION IN THE
SECTION.
SO THAT GIVINGS YOU A WAY TO
SCAFFOLD THE LEARNING AND GET TO
THE VARIOUS LEVELS.
>> A QUESTION FROM PAT IN
COLUMBUS — HOW CLOSELY DOES
THIS ASSESSMENT ALIGN WITH NEW
COMMON CORE SNRDS.
>> STANDARDS — CORE STANDARDS?
>> I’LL SAY SOMETHING ABOUT
THAT.
ANDREAS MAY WANT TO ADD TO IT,
TERRI.
THE ASSESSMENT IS NOT ALIGNED TO
ANY CURRICULUM.
THEY HAVE FRAMEWORKS THAT THEY
USE.
ON THE ONE HAND IT’S NOT A
QUESTION OF ALIGNMENT WITH THE
COMMON CORE VERSUS ALIGNMENT
WITH WHAT STANDARDS SCHOOLS HAVE
HAD IN THE PAST HERE OR
STANDARDS OTHER COUNTRIES MAY
HAVE.
IT’S NOT REALLY TESTING IN THAT
WAY.
THE OTHER HAND, IT IS MORE
ALIGNED IN THAT THE MOVE TO
COMMON CORE STANDARDS IS A MOVE
TOWARD HIGHER RIGOR AND IS A
MOVE TOWARD DEEPER LEARNING,
THIS ABILITY TO USE YOUR
KNOWLEDGE.
SO AS WE SEE THE TEST AND
TESTING CONSORTIA, WE’RE
EXPECTING TESTS THAT LOOK A LOT
MORE LIKE P.I.S.A. IT’S A GOING
ENTRY POINT INTO THAT
CONVERSATION.
>> I THINK WHAT WE NOTICE, TOO,
IS WHEN YOU LOOK AT THE LEVELS
TWO AND THREE, THOSE ARE KIND OF
BASIC SKILLS ASSESSMENTS.
WE’RE VERY STRONG IN THOSE
BECAUSE THERE’S BEEN SUCH AN
EMPHASIS ON THOSE TESTS
ESPECIALLY IN READING AND
MATMATICS.
BUT OUR TEACHERS REALLY NEED TO
LOOK AT ASSESSMENTS THAT ASSESS
THE HIGHER LEVELS.
THAT’S WHY I’VE SAID THE BOOK
THEY PROVIDED A YEAR OF
PROFESSIONAL LEARNING FOR OUR
STAFF.
>> TO ADD ONE DIMENSION.
P.I.S.A. IS BASED ON THE SAME —
BOTH DRAW ON HOW LEARNING
HAPPENS IN THE BEST PERFORMING
EDUCATION SYSTEMS IN THE WORLD.
THAT’S HOW THE COMMON CORE
STARTED OUT.
LOOKING HOW MATH AND THEN
READING ARE BEING TAUGHT AROUND
THE WORLD.
BASICALLY I THINK THE IDEAS ON
WHICH THE COMMON CORE DRAWS AND
WHICH P.I.S.A. DRAWS ARE QUITE
SIMILAR.
THE FOCUS ON HIGHER THINKING
SKILLS AS OPPOSED TO JUST
LEARNING THAT FOCUSES ON RIGOR,
COHERENCE, ON — ON FOCUS AND
WHAT IS BEING TAUGHT.
SO I DO THINK EVEN THOUGH IT’S
NOT POSSIBLE PSYCHO METRICALLY
KIND OF TO ESTABLISH A DIRECT
LINK, THE IDEAS ARE A GREAT
OUTLOOK.
>> CALIFORNIA PARTICIPANT ASKS
— WILL SAMPLES FROM THE OECD
TEST OR P.I.S.A. IN SCHOOLS BE
AVAILABLE TO THE PUBLIC?
>> SO A COUPLE OF ANSWERS TO
THAT.
ONE THING OF NOTE IS IF YOU GO
TO THE AMERICA ACHIEVES WEB SITE
ON THE OECD PAGE, YOU CAN
ACTUALLY SEE IN ITS ENTIRETY ONE
OF THE REPORTS THAT TERRI’S
MENTIONED, THE 130 PAGE OF DATA.
THE NORTH STAR IN NEW JERSEY
ALLOWED US TO POST THEIR REPORT
IN ITS ENTIRETY.
AND YOU CAN LOOK THROUGH TO SEE
WHAT SORT OF OECD INFORMATION —
WHAT SORT OF OECD INFORMATION
WAS GIVING THESE SCHOOLS.
BUT THE QUESTION — SHE’S ASKING
ABOUT THE SAMPLE QUESTIONS.
YOU CAN FIND THOSE, AS WELL, ON
THE OECD WEB SITE.
>> YOU ACTUALLY CAN.
AND I WANTED TO BRING THIS UP
SINCE YOU WERE TALKING ABOUT
THAT.
WE POSTED ONE OF OUR SCHOOLS ON
THEIR SITE, HERNDON ELEMENTARY.
I’M SORRY, HERNDON HIGH SCHOOL,
EXCUSE ME.
THE THING THAT’S SO INTERESTING
TO ME IS WE TALKED TO OECD AND
ALL TEN SCHOOLS ARE AVAILABLE
PUBLICLY IF YOU’D LIKE TO LOOK
AT THOSE.
THERE’S EVEN MERIT AND STUDENT
WHO ARE — SCHOOLS THAT POST
THEIR RESULTS TEND TO HAVE
HIGHER ACHIEVEMENT.
SO WE BELIEVE BY BEING
TRANSPARENT AND BEING PUBLIC
THAT WE WILL LEARN MORE, WE’LL
HEAR FROM OTHER PEOPLE.
AND WE THINK IT’S A POSITIVE
THING TO SAY WE TOOK A RISK,
HERE’S HOW WE DID, PLEASE LEARN
FROM OUR EXPERIENCE.
>> AM I CORRECT, THAT WAS THE
105 SCHOOLS, IT’S UP TO EACH OF
THE SCHOOLS ABOUT WHETHER THEY
MAKE THE REPORT PUBLIC?
>> THAT’S RIGHT.
THE GOAL IS TON CALL OUT ANY
SPECIFIC SCHOOL.
IT IS TO CREATE LEARNING
OPPORTUNITIES FOR EVERYBODY
INVOLVED.
>> IT IS.
>> FROM THE INCEPTION, I ALWAYS
THOUGHT THAT PRINCIPALS THAT
WERE WILLING TO UNDERTAKE THIS
AND DISTRICT ADMINISTRATORS HAD
A LOT OF GUTS, FRANKLY.
SO COULD WE TALK A LITTLE ABOUT
MOVING FORWARD?
BETHANY, YOU’VE INDICATED THAT
YOU FELT THAT THE PILOT THAT
AMERICA ACHIEVES ADMINISTERED
WENT WELL.
SO WHAT’S — ANDREAS TALKED
ABOUT SEPTEMBER, 2013.
WHAT ARE THE PLANS FOR THE
FUTURE — FIRST OF ALL, A
QUESTION I HAVE BEEN GETTING
FREQUENTLY — WHAT’S THE COST?
>> RIGHT.
SO OECD IS ACTUALLY THE ONES WHO
HANDLED ALL OF THE DEALS WITH
THE VENDOR.
AND THEY’RE STILL WORKING TO
SELECT A VENDOR FOR THE
ADMINISTRATION OF THE REGULAR
TEST, THE PILOT HAVING BEEN
FINISHED.
ONE WE HAVE A VENDOR, THEN WE’LL
KNOW WHAT THE COST IS.
BUT WHAT WE KNOW, ESTIMATE
SUDDEN BETWEEN $50 AND $75 A
EXPENSE AND YOU NEED 70 STUDENTS
BETWEEN — BETWEEN 50 AND 80
STUDENTS TO PARTICIPATE.
IT’S NOT NOTHING, BUT IT’S NOT
ASTRONOMICAL EITHER.
>> YOU NEED 3.5 TO 4 HOURS OF
TIME.
>> AND THE TIME.
AGAIN, DATA YOU GET IS RICH
ENOUGH THAT WE’VE HEARD A LOT OF
FOLKS FEEL LIKE IT WAS WELL
WORTH THAT.
AMERICA ACHIEVES IS GOING TO BE
SUPPORTING AND ABLE TO SUBSIDIZE
SOME PARTICIPANTS IN THIS GOING
FORWARD.
AND FOLKS THAT ARE INTERESTED IN
TAKING THE TEST CAN GO ON THE
WEB SITE, FILL OUT A FORM, NOT A
COMMITMENT, IS SAYS “I’M
INTERESTED, AND I WANT TO BE
KEPT UP TO DATE WHEN THE TEST IS
AVAILABLE, WHEN THE INFORMATION
IS AVAILABLE,” AND WE’LL
EVENTUALLY HAVE AN APPLICATION
FOR SUBSIDY.
STARTING NOW, YOU CAN INDICATE
INTEREST.
STARTING PROBABLY IN SEPTEMBER,
YOU’LL BE ABLE TO ENROLL
OFFICIALLY.
AND THE TEST WILL PROBABLY BE
ADMINISTERED FROM NOVEMBER TO
MARCH.
THIS TIME AROUND, IN THIS
ADMINISTRATION, SCHOOLS WILL
HAVE A SIGNIFICANT AMOUNT OF
CONTROL OVER WHEN THEY TAKE THE
TEST.
THEY’LL WORK WITH THE VENDOR
DIRECTLY CHOOSING THAT.
>> AND WHEN — IF YOU TOOK THE
TEST SOMETIME IN THE FALL OF
THIS YEAR, WHEN MIGHT YOU EXPECT
RESULTS?
>> WE THINK THAT, AGAIN, THE
VENDOR WILL MAKE THESE DECISIONS
BUT NOT US.
THE UNDERSTANDING IS THAT THE
RESULTS WILL TRY TO BE MADE
AVAILABLE BEFORE THE END OF THE
SCHOOL YEAR SO THERE CAN BE
LEARNING OVER THE SUMMER AND
GOING INTO THE NEXT SCHOOL YEAR.
>> SO IF I WERE A HIGH SCHOOL
PRINCIPAL THAT WERE INTERESTED
IN THIS — THIS SEEMS LIKE IT
WOULD BE A GOOD ENTERPRISE TO
APPROACH A LOCAL FOUNDATION OR
BUSINESS OR COMPANY THAT WANTS
TO ASSIST MY SCHOOL TO ADD SPEND
TO HEALTH FUNDED —
>> SBLUFL ONE OF THE SPEAKERS —
WHEN WE DID A BIG RELEASE EVENT
FOR THE INFORMATION THAT WE GOT
FROM THIS PILOT, GOVERNOR JOHN
ENGLER OF MICHIGAN, NOW THE HEAD
OF THE BUSINESS ROUNDTABLE,
SPOKE AT THAT EVENT AND SPOKE
VERY ELOQUENTLY ABOUT HOW
IMPORTANT THIS KIND OF
INFORMATION IS TO BUSINESS.
AND I THINK YOU’D ABSOLUTELY
FIND A LOT OF BUSINESSES THAT
ARE VERY INTERESTED IN
SUPPORTING THEIR SCHOOL’S
PARTICIPATION.
A LOT OF PARENTS INTERESTED IN
SUPPORTING AND RAISING FUNDS FOR
THEIR SCHOOL’S PARTICIPATION.
AND WHERE THAT’S NOT AVAILABLE,
WHERE PARENTS DON’T HAVE THOSE
RESOURCES, THERE MAY BE
SUBSIDIES, AS WELL.
>> AND TERRI, YOU’VE
ADMINISTERED THE PILOT PROJECT.
WILL YOU NOW ADMINISTER IT IN
THE SAME HIGH SCHOOL AGAIN EACH
YEAR?
>> WE — AT THIS POINT, WE’RE
FOLLOWING THE MODEL THAT YOU ALL
HAVE AS VOLUNTARY.
AND THE THING THAT WE’VE NOTICED
IS THE SCHOOLS THAT DIDN’T
PARTICIPATE, WISH THEY HAD, I
THINK.
AND NOW THAT THERE’S — IT’S
LIKE IT’S GOING TO BE OKAY, YOU
WILL NOT BE PENALIZED.
THIS IS JUST TO HELP WITH
INSTRUCTION AND YOUR SCHOOL
IMPROVEMENT AND YOUR POLICIES OF
YOUR DISTRICT.
WE WANT SCHOOLS TO VOLUNTEER,
AND WE’RE HEARING THAT MOST OF
THEM WANT TO DO IT AGAIN BECAUSE
THEY REALLY VALUE THIS
INFORMATION, THEY WISH THEY HAD
IT ON EVERY SCHOOL.
IT’S COME ACROSS AS A VERY
POSITIVE THING USING THE VARY
METHOD THAT WE HAVE.
— VOLUNTARY METHOD THAT WE
HAVE.
THAT WAY NO ONE FEELS YOU’RE
GOING TO BE PENALIZED FOR TAKING
A CHANCE.
IT’S ALL ABOUT LEARNING IS WHAT
WE’VE TRIED TO CONVEY.
>> BETHANY, IS THERE ANY LIMIT
TO THE NUMBER OF SCHOOLS THAT
COULD SIGN UP NOW?
>> NO.
NO REALLY.
EVERY HIGH SCHOOL IN AMERICA
THAT WANTS TO PARTICIPATE CAN
PARTICIPATE.
YOU’VE GOT 15-YEAR-OLDS.
YOU CAN SIGN UP, AND I’LL ADD
ONE OTHER PIECE.
TERRI WAS TALKING ABOUT THE
IMPORTANCE OF THE LEARNING.
OUR INTENTION IS TO CONTINUE
THIS PROFESSIONAL LEARNING
NETWORK GOING FORWARD AND TO
CONTINUE TO CONVENE THESE
SCHOOLS AND OFFER THEM TOOLS AND
SUPPORTS AND HOPEFULLY
DISTRICTS, AS WELL, AS MORE
DISTRICTS TAKE A GOOD SET OF
THEIR SCHOOLS TOGETHER AND WANT
TO DO DISTRICT-LEVEL LEARNING
AND BUILD A PROFESSIONAL
LEARNING NETWORK NATIONWIDE
AROUND SCHOOLS THAT ARE RISING
TO THE CHALLENGE AND WANT TO
REALLY PUSH THEMSELVES AND SEE
WHERE THEY STAND AND DO WHAT
THEY CAN TO BE BETTER AND
BETTER.
>> SO JUST ONCE AGAIN, IF — WHO
CAN SIGN UP FOR IT?
CAN A PRINCIPAL SIGN OCCUPY HIS
OR HER OWN?
>> SO AT THIS POINT, WHAT WE’RE
DOING ON OUR WEB SITE IS TAKING
THESE STATEMENTS OF INTEREST.
ANYBODY CAN DO IT.
WE HAVE — WE HAVE PARENTS WHO
HAVE DONE IT, SCHOOL BOARD
MEMBERS, COMMUNITY MEMBERS WHO
HAVE DONE IT.
WHAT WE WILL DO, WE’LL BE
SHARING THE INFORMATION BACK
OUT, AND EVENTUALLY IT HAS TO BE
A — A DISTRICT AND THEIR
PRINCIPAL THAT COLLABORATE TO
ACTUALLY ENROLL.
>> YOU SIGN UP TODAY, DON’T
DELAY.
>> YOU WANT TO KEEP GETTING THE
INFORMATION.
YOU CAN LET US KNOW NOW.
>> AND THAT’S THE
AMERICAACHIEVES.ORG WEB SITE.
>> THAT’S RIGHT.
>> ANDREAS, IS THIS THE FIRST
P.I.S.A. IN SCHOOLS THAT HAS
BEEN DONE IN THIS MANNER ACROSS
THE WORLD?
OR HAS THIS BEEN DONE IN OTHER
COUNTRIES?
>> ACTUALLY, P.I.S.A. FOR
SCHOOLS IS THE FIRST EXERCISE TO
BENCHMARK INDIVIDUAL SCHOOLS
NATIONALLY.
BUT THERE ARE A FAIR NUMBER OF
SCHOOLS DOING IT.
THERE’S ONE IN THE U.K., SPAIN
WILL BE THE FIRST TO ROLL IT OUT
NATIONALLY.
BASICALLY THE GOVERNMENT IS
GOING TO OFFER IT TO EVERY
SCHOOL IN SPAIN.
SO THERE ARE A NUMBER OF
COUNTRIES ACTUALLY APPLYING IT.
BUT IS THIS THE FIRST TIME THAT
SOMETHING LIKE THIS HAS BEEN
DONE.
>> BUT I THINK IT’S ALSO
IMPORTANT TO NOTE, THIS IS NOT
AN INITIATIVE BY THE FEDERAL
GOVERNMENT.
THIS IS SOMETHING THAT AMERICA
ACHIEVES ALONG WITH ITS PARTNERS
IN SUPPORTED FOUNDATION HAS
LAUNCHED.
>> REALLY, OECD IS THE LEADER
AND OWNER OF ALL OF THIS WORK.
AND AMERICA ACHIEVES WORKED WITH
A BUNCH OF PHILANTHROPIC
PARTNERS TO BRING IT TO — TO
BRING IT TO FRUITION AND TO
BRING IT HERE TO OUR FOLKS.
BUT THERE IS NO GOVERNMENT
INVOLVEMENT IN THIS ASSESSMENT
IN THE U.S.
>> ANDREAS, IN OUR FEW MINUTES
LEFT, ANY THOUGHTS AS WE —
PARTICULARLY AS THE PROJECT
MOVES FORWARD, PILOT SEEM —
SUCCESSFUL?
105 SCHOOLS, CONGRATULATIONS.
I WASN’T SURE YOU WERE GOING GET
THAT MANY.
AND SO — WHAT’S YOUR — WHAT
ARE YOUR THOUGHTS AND THOUGHTS
ABOUT MOVING FORWARD?
>> WE’RE GOING TO NATURE DEVELOP
THIS TEST.
GET A BROADER ARRANGE OF
COMPETENCIES THAT ARE INCLUDED.
BUT I DO THINK THAT — THE NEXT
IMPORTANT STEP IS TO BRING THE
SCHOOLS TOGETHER TO CREATE A
PLATFORM WHERE ACTUALLY SCHOOLS
THAT HAVE DONE IT CAN ACTUALLY
SHARE THEIR EXPERIENCES WITH
SCHOOLS, THEIR RESOURCES, CAN
LEARN FROM OTHER SCHOOLS ALL
AROUND THE WORLD.
THAT WAS IN THE NATIONAL
CONTEXT.
BUT YET — NO INTERNATIONAL
PLATFORM WHERE SCHOOLS THAT KNOW
WHERE THEY STAND CAN LEARN FROM
SCHOOLS THEY ARE INTERESTED IN.
IF YOU LOOK AT THE RESULTS AND
YOU CAN SEE SCHOOLS THAT ARE IN
ANOTHER COUNTRY COMING OFF THE
DIFFERENT RESULTS.
I THINK ENABLING SCHOOLS TO JOIN
UP TO BASICALLY TALK — SPEAK
WITH EACH OTHER AND LEARN FROM
EACH OTHER IS REALLY, I THINK,
THE TRUE OBJECTIVE.
THE LONG-TERM OBJECTIVE OF THE
EXERCISE.
>> WHAT IS EXCITING TO ME ABOUT
THE PROJECT IS THAT AS ANDREAS
SAID AND YOU SAID, THIS ISN’T
COMPARING NATION TO NATION, NOR
EVEN STATE TO STATE.
IT TRULY IS SCHOOL TO SCHOOL.
AND WHAT WE LEARN FROM EACH
OTHER.
AND THERE’S SOME — BETHANY, AS
YOU KNOW, SURPRISING RESULTS.
SOME SCHOOLS THAT PEOPLE MIGHT
PREDICT AREN’T GOING DO VERY
WELL DO WELL.
WHICH SHOWS THAT EVERY CHILD CAN
LEARN.
AND OTHER SCHOOLS, THOUGHT
THINGS WERE GOING PRETTY WELL,
NOT SO WELL.
AND SO — BUT ALSO IT
UNDERSCORES THE IMPORTANCE OF
THE DEEPER LEARNING SKILLS.
ONCE AGAIN THE CRITICAL
THINKING, PROBLEM SOLVING
APPLICATION, AND
SELF-REFLECTIONS.
SO I’M — I’M EXCITED.
THANK YOU TO AMERICA ACHIEVES
FOR ALL YOUR WORK IN LAUNCHING
IT.
AND I WANT TO SAY THANK YOU TO
FAIRFAX COUNTY FOR BEING WILLING
TO SHARE NOT ONLY THE — TO
UNDERGO AND MAKE IT AVAILABLE TO
YOUR SCHOOLS BUT ALSO TO SHARE
THE EXPERIENCE BECAUSE YOU —
AND YOU FOLKS HAVE BEEN WILLING
TO STEP UP AND SAY DID WELL
HERE, DIDN’T DO QUITE SO WELL
HERE.
BUT PROVIDED A GREAT EXAMPLE.
ANDREAS, THANK YOU VERY, VERY
MUCH FROM PARIS.
AND MAKING THIS POSSIBLE.
AND WE LOOK FORWARD TO A VERY,
VERY EXPANDED P.I.S.A. IN
SCHOOLS.
I MIGHT ADD, COMING UP, DECEMBER
3, LET’S REMEMBER, THIS IS THE
— ONCE EVERY THREE YEARS, THE
INTERNATIONAL P.I.S.A. RESULTS
COME OUT.
OF COURSE, THIS P.I.S.A. IS
SCHOOLS ASSESSMENT IS TIED TO
THE INTERNATIONAL P.I.S.A. EXAM.
SO WE’LL BE ABLE TO SEE — TO
SEE HOW NATIONS ARE DOING.
BUT I’M AOL — FOR THE FIRST
TIME IN OUR NATION, WE’RE
ACTUALLY SEEING THIS ADMINISTER
TED SCHOOL LEVEL AND GAINING —
MORE IMPORTANTLY, GAINING
INFORMATION ABOUT INFORMATION
AND RESULTS AND IMPROVED
PRACTICE FOR ALL.
SO I WISH WE COULD CONTINUE ALL
DAY.
UNFORTUNATELY, OUR TIME ON THE
SET IS UP.
I DO WANT TO INVITE EVERYONE WHO
WAS INTERESTED IN FOLLOWING UP
ON THIS TO GO TO THE
AMERICAACHIEVES.ORG WEB SITE.
ONCE AGAIN, YOU CAN SIGN UP TO
START RECEIVING INFORMATION
ABOUT ADMINISTERING P.I.S.A. IN
SCHOOLS.
NOW I KNOW THERE WERE MANY
QUESTIONS THAT WERE ASKED THAT
WE DID NOT GET TO.
FOR THAT REASON WE WILL KEEP YOU
POSTED ON HOW WE WILL WORK TO
GET MORE QUESTIONS ANSWERED AND
MAKE OTHER MATERIALS AVAILABLE
ON OUR WEB SITE, ALL4ED.ORG.
I WANT TO THANK THE WILLIAM AND
FLORA HEWLETT FOUNDATION FOR
MAKING THIS POSSIBLE AND
PARTICULARLY THANK OUR PANELISTS
AND PARTICIPANTS, ANDREAS
SCHLEICHER, BETHANY LITTLE, AND
TERRI BREEDEN FOR THIS
INFORMATIVE AND
THOUGHT-PROVOKING DISCUSSION.
AND YOU CAN GO, AS I’D MENTIONED
ALREADY, TO THE AMERICA ACHIEVES
WEB SITE TO FIND OUT MORE ON
PARTICIPATION AT SCHOOLS.
SIGN UP NOW.
THIS ENTIRE BROADCAST WILL BE
ARCHIVED WITH ALL THE
POWERPOINTS THAT WERE DISPLAYED
HERE WITHIN TWO BUSINESS DAYS.
THANK YOU VERY MUCH FOR
PARTICIPATING.
HAVE A GOOD DAY.

Categories: International Comparisons
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