Greater Boston 9 4.4 14.3 Northeast 5 10.6 28.0 Pioneer Valley 6 5.8 16.5 Southeast 6 7.2 18.3 Few districts in The Berkshires and Southwest regions are participating in this study. As adjacent regions in Note. the state, they were combined to protect participants’ anonymity. MCAS Achievement. Considering the data by MCAS achievement level, lower-achieving districts, on average, require fewer assessments. Although medium- and higher-achieving districts seem to require a similar number of assessments, students in medium-achieving districts experience more testing sessions. Table 8. District Assessments by MCAS 2014 Achievement Level (N = 35) MCAS Achievement Number of Average Number of Number of Levela Districts Assessments Testing Sessions Low (40–55%) 10 5.2 18 Medium (56–69%) 14 7.3 21.6 High 11 7.3 17 (≥70%) aAverage rating of or higher in English language arts and mathematics. “proficient” Preparation for State Tests Districts and school respondents were asked how much time is devoted to preparing students to take state-mandated assessments. The answers were fairly consistent between districts and schools. When responses differed, preference was given to responses provided by school respondents, based on the assumption that they are more informed about time devoted to practicing for state assessments in their schools. Reports of time spent preparing for mandated assessments have been ranked in groups of low, medium, and high amounts of time (Table 9). Districts describing their curriculum as aligned so no preparation time is used, or an amount of time shorter than two days, were rated as Districts describing preparation times low. between two and five days were ranked as Districts describing preparation times longer medium. than five days, or ongoing preparation on a daily or weekly basis, were ranked as These high. divisions were chosen as a substantial number of districts clustered around the two- to five-day range, suggesting a possible statewide norm. While reviewing the tables below, it is important to keep in mind that relatively few districts in the sample, 17 percent, devote high amounts of time practicing or preparing for state tests (Table 9). Table 9. Preparation Time for State Tests (N = 35) Low Medium High (no time to two days) (two to five days) (more than five days and ongoing)
Greater Boston 9 4.4 14.3 Northeast 5 10.6 28.0 Pioneer Valley 6 5.8 16.5 Southeast 6 7.2 18.3 Note. Few districts in The Berkshires and Southwest regions are participating in this study. As adjacent regions in the state, they were combined to protect participants’ anonymity. MCAS Achievement. Considering the data by MCAS achievement level, lower-achieving districts, on average, require fewer assessments. Although medium- and higher-achieving districts seem to require a similar number of assessments, students in medium-achieving districts experience more testing sessions. Table 8. District Assessments by MCAS 2014 Achievement Level (N = 35) MCAS Achievement Levela Number of Districts Average Number of Assessments Number of Testing Sessions Low (40–55%) 10 5.2 18 Medium (56–69%) 14 7.3 21.6 High (≥70%) 11 7.3 17 aAverage rating of “proficient” or higher in English language arts and mathematics. Preparation for State Tests Districts and school respondents were asked how much time is devoted to preparing students to take state-mandated assessments. The answers were fairly consistent between districts and schools. When responses differed, preference was given to responses provided by school respondents, based on the assumption that they are more informed about time devoted to practicing for state assessments in their schools. Reports of time spent preparing for assessments have been ranked in groups of low, medium, and high amounts of time (Table 9). Districts describing their curriculum as aligned so no preparation time is used, or an amount of time shorter than two days, were rated as low. Districts describing preparation times between two and five days were ranked as medium. Districts describing preparation times longer than five days, or ongoing preparation on a daily or weekly basis, were ranked as high. These divisions were chosen as a substantial number of districts clustered around the two- to five-day range, suggesting a possible statewide norm. While reviewing the tables below, it is important to keep in mind that relatively few districts in the sample, 17 percent, devote high amounts of time practicing or preparing for state tests (Table 9). Table 9. Preparation Time for State Tests (N = 35) Low (no time to two days) Medium (two to five days) High (more than five days and ongoing) mandated
03MADistAssessStudy-Phase1.docx