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Descriptors:
Expertise; State Schools; Formative Evaluation; State Departments of Education; Teaching Methods; Leaders; School Districts; Academic Achievement; Outcomes of Education; Accountability; Interviews; Feedback (Response)

Abstract:
This study examines two state-supported formative assessment initiatives that promote a consensus definition of formative assessment endorsed by the Council of Chief State School Officers. It describes the primary components of the two initiatives and the strategies that state, district, and school leaders report using to support implementation of each initiative. Two research questions guided this study: (1) In Northeast and Islands Region states where state education agencies are supporting formative assessment initiatives, what are the primary components of each initiative?; and (2) What strategies do state, district, and school leaders report using to support implementation of formative assessment initiatives? State, district, and school leaders who were interviewed described a variety of strategies for achieving three implementation goals: getting teachers to adopt and integrate formative assessment practices into regular instruction, supporting and sustaining teacher use of formative assessment, and spreading or scaling use of formative assessment beyond pilot populations. Through analysis of the interview data, the study team identified nine sets of strategies that were present in both initiatives: (1) Providing training by well known experts and credible evidence of the benefits of formative assessment; (2) Creating a safe environment for teachers to try out new practices; (3) Aligning initiative reforms with existing contexts and concurrent training efforts; (4) Collaborating early with local leaders; (5) Employing both voluntary and mandatory participation approaches; (6) Providing ongoing training and support for teachers and others at different levels of the system; (7) Establishing accountability and monitoring methods for sustaining initiative implementation; (8) Building independent state and district capacity to sustain and spread teacher training; and (9) Harnessing enthusiasm at every level of the system to sustain and spread formative assessment. This study details two state-supported initiatives that have worked to promote a consensus definition of formative assessment. Findings from this study offer exploratory ideas for future research and practice. Appended are: (1) Study methods; (2) Teacher practices promoted by each initiative; (3) Primary components of each initiative; (4) Research context on formative assessment; (5) Interview protocols; and (6) Interview data codes. (Contains 5 boxes and 7 tables.) [For the full report, "A Descriptive Analysis of State-Supported Formative Assessment Initiatives in New York and Vermont. Issues & Answers. REL 2012-No. 112," see ED526433.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Expertise; State Schools; Formative Evaluation; State Departments of Education; Teaching Methods; Summative Evaluation; Leaders; Accountability; Interviews; Academic Achievement; Outcomes of Education; Feedback (Response); School Districts

Abstract:
This study examines two state-supported formative assessment initiatives that promote a consensus definition of formative assessment endorsed by the Council of Chief State School Officers. It describes the primary components of the two initiatives and the strategies that state, district, and school leaders report using to support implementation of each initiative. Two research questions guided this study: (1) In Northeast and Islands Region states where state education agencies are supporting formative assessment initiatives, what are the primary components of each initiative?; and (2) What strategies do state, district, and school leaders report using to support implementation of formative assessment initiatives? State, district, and school leaders who were interviewed described a variety of strategies for achieving three implementation goals: getting teachers to adopt and integrate formative assessment practices into regular instruction, supporting and sustaining teacher use of formative assessment, and spreading or scaling use of formative assessment beyond pilot populations. Through analysis of the interview data, the study team identified nine sets of strategies that were present in both initiatives: (1) Providing training by well known experts and credible evidence of the benefits of formative assessment; (2) Creating a safe environment for teachers to try out new practices; (3) Aligning initiative reforms with existing contexts and concurrent training efforts; (4) Collaborating early with local leaders; (5) Employing both voluntary and mandatory participation approaches; (6) Providing ongoing training and support for teachers and others at different levels of the system; (7) Establishing accountability and monitoring methods for sustaining initiative implementation; (8) Building independent state and district capacity to sustain and spread teacher training; and (9) Harnessing enthusiasm at every level of the system to sustain and spread formative assessment. This study details two state-supported initiatives that have worked to promote a consensus definition of formative assessment. Findings from this study offer exploratory ideas for future research and practice. Appended are: (1) Study methods; (2) Teacher practices promoted by each initiative; (3) Primary components of each initiative; (4) Research context on formative assessment; (5) Interview protocols; and (6) Interview data codes. (Contains 5 boxes and 7 tables.) [For "A Descriptive Analysis of State-Supported Formative Assessment Initiatives in New York and Vermont. Summary. Issues & Answers. REL 2012-No. 112," see ED526434.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Tests; Bilingualism; Elementary Education; English; Mathematics Achievement; Reading Achievement; Second Language Instruction; Second Language Learning; Social Influences; Spanish; Two Way Immersion Programs

Abstract:
Focuses on African-American students' math and reading achievement in a Spanish-English two-way immersion program, from grade 1 to grade 4. Shows African-American students perform significantly lower than do majority White students on achievement tests at all grades. There is no significant difference between the two ethnic groups in Spanish achievement in the early grades.(Author/VWL)

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Descriptors:
Case Studies; Elementary Secondary Education; English (Second Language); Mathematics Instruction; Participant Satisfaction; Program Descriptions; Program Effectiveness; Reading Skills; Second Languages; Spanish; Standardized Tests; Surveys; Two Way Immersion Programs

Abstract:
The design and effectiveness of the Amigos program, a two-way Spanish-English bilingual immersion program in Cambridge (Massachusetts) are described. In the program, half the instruction is in English, half in Spanish from kindergarten through eighth grade. Half the students are native Spanish-speakers and half are native English-speakers. The report begins with a description of the program's design, then presents two brief case studies of two native Spanish-speaking program graduates, including comments from interviews. The bulk of the report consists of the results of an attitude survey administered to all students in 1996 and of standardized tests of English and Spanish skills, including reading and mathematics subscales from 1990-91 through 1996-97. It is concluded that both native English-speaking and native Spanish-speaking groups are approaching balanced skills in the two languages in reading and math, and are gaining appreciation and knowledge of the others' cultures. Contains 22 references. (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (469K)

Descriptors:
Cultural Awareness; English (Second Language); Hispanic Americans; Intercultural Communication; Intermediate Grades; Language of Instruction; Language Skills; Limited English Speaking; Reading Comprehension; Second Language Instruction; Spanish Speaking; Student Attitudes; Two Way Immersion Programs

Abstract:
This report describes a pilot study of the attitudes and personal estimates of progress of students who have spent 4 or more years in the Amigos two-way bilingual program in Cambridge, Massachusetts. The program currently enrolls about 300 students: 50% native Spanish speakers and 50% native English speakers, approximately half of whom are African American. For half the day Spanish is the medium of instruction and English is used for the other half. A 25-questions survey was administered to Grade 4, 5, and 6 Amigo students designed to sound out their perceptions of the two-way language learning experience and the social world it provides. Results showed that both English- and Spanish-Amigos are aware of their progress in acquiring skills in both Spanish and English; that both groups have confidence in their potential as teachers of these languages; and that both are sensitive to cultural norms governing language use outside of school. Results also showed that the majority of Amigo students are basically satisfied with the program; that they want to continue in it and in their own bilingual/bicultural development; and that they do not believe the program has jeopardized their academic progress nor their command of their first language. The study investigators believe that these perceptions and opinions of students are essential to the evaluation of the program's effectiveness and to the program's amelioration. Appended to the report are the responses displayed in tabular form by grade following each of the 25 questions. A brief second table gives data on average Spanish and English reading scores of the Spanish Amigos. (LR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1200K)

Descriptors:
Academic Achievement; Cultural Pluralism; Elementary Education; Elementary School Students; English (Second Language); Interpersonal Relationship; Limited English Speaking; Mathematics Instruction; Parent Attitudes; Program Descriptions; Program Effectiveness; Program Evaluation; Self Esteem; Self Evaluation (Individuals); Spanish; Student Attitudes; Teacher Attitudes; Two Way Immersion Programs

Abstract:
The progress report on the Amigos two-way bilingual education program in the Cambridge (Massachusetts) public schools describes: research on the achievement in mathematics, Spanish, and English of Amigos students and students in control/comparison groups; data gathered on students' and parents' attitudes toward bilingualism and biculturalism; student's self-assessments of academic competence and self-esteem; teachers' judgments of students' academic competence and self-esteem; and social-interactional patterns among Amigos students from different ethnic backgrounds. Features and policies of the program are described in a discussion of the results. It was concluded that Spanish and English language skills had improved steadily in participants of the Amigos, transitional bilingual, and standard English-only programs, but that Amigos students had not suffered any academic loss in mathematics or English despite having only half their instruction in English. By grade 3, Amigos students developed classroom friendships independent of race or ethnicity. While English-Amigos and English controls had favorable views of bilingualism, the Spanish-Amigos were most favorable. Spanish-Amigos also rated themselves highest in personal satisfaction. A tabulation of survey responses and a brief bibliography are appended. (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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