Using Pre- and Posttesting To Improve Programming and Student Achievement Anju Sidana

 Gain a better understanding of o Part D requirements around and uses of pre-post testing o How to properly administer pre-post tests o How to do more with pre-post testing in your State o Some common challenges States face in relation to pre-post testing  Assess the status of pre-post testing in your State and think through next steps for reaching your goals (activity)  Learn where to go for more information about pre-post testing 2 Objectives

The practice of testing students using academic achievement tests that are intended to measure students’ academic progress between the beginning and end of a program or period of instruction. 3 What Exactly Does Pre- and Posttesting Refer To?

 Pretests: Shortly after the student enters the facility  Posttests: Upon exit from the facility or at regularly scheduled intervals (such as every 90 days) o Frequency is limited by… the number of unique versions of the posttest the amount of time needed between tests to demonstrate measurable progress 4 When Should Pre- and Posttests Be Administered?

 Title I, Part D, Section 1431 requires that all States measure the academic progress of students served by Part D dollars.  Tables / of the CSPR (Academic Performance in Reading and Mathematics) require States to report pre- and posttest results in reading and math for students enrolled 90 consecutive days or longer (long-term students).  Section of Title 34 of the Code of Federal Regulations states that “Each State, in consultation with its LEAs, must implement a system of high-quality, yearly student academic assessments that includes, at a minimum, academic assessments in mathematics [and] reading/language…” 5 Part D and Federal Requirements

 For students o Allows for accurate placement o Allows students to see and track their own progress  For teachers o Allows teachers to track progress, catch problems early, and tailor instruction to individual student needs  For program managers and education directors o Allows aggregated data to be used for program evaluation and improvement o Allows for identification of effective/ineffective programs and direction of resources 6 Other Reasons To Pre- and Posttest (1)

 For State administrators: o Helps to identify model programs / struggling programs o Captures data on students that may be missed by State assessments o Affords an opportunity to share powerful education information with stakeholders o Facilitates accurate and efficient collecting and reporting of N or D data at the State level 7 Other Reasons To Pre- and Posttest (2)

Are your programs using tests appropriately? Ensure that your States are...  using tests intended to be administered as pre- and posttests  administering the tests at the appropriate intervals to measure progress  using tests designed specifically for the subject matter being tested  using tests that are appropriate for the population to whom they are administered 8 Is Pre- and Posttesting Being Done Properly in My State?

Are your programs pre- and posttesting the appropriate students?  Testing AT LEAST all students that have a length of stay in the facility for 90 days or longer (long-term students)  Testing all long-term students in AT LEAST reading and math 9 Is Pre- and Posttesting Being Done Properly in My State?

 Implement a common pre- and posttest  Ensure proper transfer and credit of testing information during transition  Assess more students than required  Think about your end goals to determine first steps 10 How Can I Do More?

Visit the NDTAC Data Corner at to find: A Brief Guide for Selecting and Using Pre-Post Assessments A Brief Guide for Selecting and Using Pre-Post Assessments Provides basic information about the ideal characteristics of a pre-post test and highlights important features to consider when requesting and evaluating information from test publishers. A Look at Legislation: Common Pre-Post Assessments A Look at Legislation: Common Pre-Post Assessments Discusses States that have mandated the use of a common or pre-approved pre-post assessment test for Title I, Part D, facilities and programs. 11 Resources for More Information

Visit the NDTAC Data Corner at to find : Common Assessments in Neglected or Delinquent (N or D) Programs Common Assessments in Neglected or Delinquent (N or D) Programs Lists pre-post tests and assessments used in neglected or delinquent programs across the country (compiled 2005). The NDTAC Assessment Toolkit: Measuring Student Academic Performance The NDTAC Assessment Toolkit: Measuring Student Academic Performance Designed to help State administrators and local program managers track and improve their academic assessment procedures and results for students who are neglected or delinquent. 12 Resources for More Information (2)

Assess the status of pre- and posttesting in your State and identify next steps 13 Activity