State Testing Policy and Instructional Practices of Elementary Teachers: Multilevel Models

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Everyone Implements Reform: Perspectives on Implementation in Schools

Abstract

Utilizing data on elementary school social studies teachers (N =3,287) from the Survey of the Status of Social Studies (S4) and multilevel models, this study examined the associations of state testing policy and school characteristics on teachers’ instructional practices. This study suggests several key conclusions. First, teachers in affluent schools reported they were more likely to use multimodal instruction than those in low-income schools. Second, sanctions against low-performing schools was related to the use of text-dependent instruction. Finally, more experienced teachers were less likely to use multimodal instruction when they taught in testing states. We suggest that policy makers should reconsider current school accountability in order to allow teachers to implement quality ambitious education, especially in low-income schools.

Authors

• Hyeri Hong, The University of Iowa

• Hye Won Ahn, Southern Wesleyan University