Demands for Test Performance and 21st Century Learning: How High Performing Schools in Massachusetts Respond

• In Event: Roundtable Session 26
  In Roundtable Session: Equity, Disparity, and Educational Policy

Abstract

This study examined twelve secondary schools in Massachusetts to identify when, how, and why, students practiced higher level cognitive skills, interpersonal skills and intrapersonal skills, known collectively in the literature as 21st century learning. Selected schools served at least 60% low income or minority families and consistently outperformed demographic peers for growth scores on required Massachusetts Comprehensive Assessment System (MCAS) exams. Analysis of approximately 1500 printed instructional items from approximately 150 teachers, including all subjects, grade levels and ability levels as well as interviews with school principals revealed that 21st century learning occurred mainly in non-tested subjects (though inconsistently), extra-curricular activities, school projects, and academic support programs (e.g. “advisory”). Classroom instruction in tested subjects tended toward lower level cognitive skills.

Authors

• James H. Nehring, University of Massachusetts - Lowell

• Stacy Agee Szczesiul, University of Massachusetts - Lowell

• Jean-Marie Kahn, University of Massachusetts - Lowell

• Heather Leonard, University of Massachusetts - Lowell

• Brian Twomey, University of Massachusetts - Lowell