Standards and/or Assessment? National Teacher Perceptions of Postsecondary Preparedness

• In Event: Marriott Roundtable Session Seven
  In Roundtable Session: Educational Research Using Complex National Data Sets (Table 2)

Abstract

Postsecondary outcomes vary dramatically in the United States. Federal guidance, state goals, and school initiatives are aimed at ensuring every student—regardless of background—completes high school with appropriate college and career readiness (CCR). A vast body of research exists on refining standards/assessments tailored toward CCR. However, these studies on program implementation are primarily through qualitative lenses. Therefore, using the 2019 Learn Together Survey (N = 2,141), a nationally representative sample of teachers, this study investigates teacher perceptions of standards/assessments, and whether they affect schools’ abilities to serve various student groups (i.e., high-achieving, under-achieving, low-income, underrepresented minority, and students with disabilities). Ordinal regression results show that standards have predictive power when considering achievement, but assessments were robustly significant.

Author

• Avery M. D. Davis, Johns Hopkins University
  Presenting Author