1. New Directions in Pupil Learning Assessment: Emerging Models from the Teachers for a New Era Initiative California State University, Northridge Beverly Cabello Evidence Co-Leader, Teachers for a New Era James David Ballard Evidence Research Team, TNE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION SAN FRANCISCO, CALIFORNIA April 9, 2006

2. Teachers for a New Era Carnegie Corporation of New York and other funders undertook an ambitious reform initiative, Teachers for a New Era, to generate evidence-based reforms that promote excellent teacher education programs at selected colleges and universities. Success will require radical change in the allocation of resources, academic organization, criteria for evaluating participating faculty, internal accountability measures, and relationships with practicing schools and districts. At the conclusion of the project, evidence will be analyzed to determine whether the teacher preparation program changes at the university level result in significantly improved K to 12 pupil learning.

3. Evidence Goals: –To locate the connections between teacher education and pupil learning –To create a permanent viable system of data gathering, data analysis, and data sharing. –To inform our programs and improve teacher education, pupil learning, and program efficacy

4. Continued What is involved: –Audit availably of data, quality of data, location of data, and access to data: College level, University sources, System wide sources, and District sources. Lessons learned from these data sources: What is there and not there Aggregate possibilities Types of variables, fields, and definitions Identifiers and confidentiality Various data programs, dirty data, and data conflicts Existing and needed data sharing agreements, Union issues, privacy, etc.

5. CSU- Northridge Emergent Products, Lessons, and Research Processes.

6. Three of Many Conceptual Modeling and Data Mapping Pilot Study Quantitative Longitudinal Study

7. CSUN’s Conceptual Framework of TNE Evidence Components Teacher Indicators Other than CSUN : formal education outside of CSUN, personal experiences, personal characteristics, & teaching experiences (if Interns, or former paraprofessionals); knowledge & beliefs about teaching & learning. Teacher Indicators within CSUN Formal University Preparation : Undergraduate preparation (at CSUN or elsewhere), Pathway, credential coursework & fieldwork. Indicators Related to Teaching Quality of CSUN credential recipients: teaching practices & how these are affected by district policies as well as school policies & context. Contextual Factors : (including district policies, school context, peers Individual Pupil Characteristics : previous educational experiences, English language proficiency, disabilities, etc.) Pupil learning & achievement (a subset of which is measured by test scores)

8. CSUN Pilot Study Research Questions 1.Do significant differences exist between the reading and math achievement of pupils in grades K - 12 and the specific CSUN teacher preparation program (ACT, Multiple Subjects Intern, or Traditional) their teachers experienced? 2.Does a significant relationship exist between candidates' grades in content specific courses (e.g. reading and math methods courses) and the reading and math achievement gains of their pupils in grades K-12?

9. Quantitative Study Categories of Variables Pupil –Personal demographic –Family demographic (parents) –English Language fluency –All test scores School context – Participation in Title 1 – Participation in Meal Program – Class size

10. Teachers (district information) –Number of years teaching –Number of years teaching in district –Levels of education –Type of credential –Emergency or intern –Demographics Quantitative Study Categories of Variables

11. Teachers (CSUN Preparation Data) –Pathway –Credential awarded (Ed. Specialist, other) –Level (elementary, secondary) –Demographics –Grades in professional courses Quantitative Study Categories of Variables

12. CSUN PATHWAYS Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Integrated Teacher Education Program – (ITEP) Freshman Integrated Teacher Education Program (ITEP) - Junior Multiple Subjects Intern Program Traditional Program Accelerated Collaborative Teacher (ACT) Preparation Program Single Subject Credential Programs 826 Candidates recommended in 2004/5 Single Subject Internship Program Four Year Integrated in English or Mathematics Traditional ACT

13. Redesignated FEP Limited English Proficient Fluent English Proficient English Only 50 40 30 20 10 0 Percent Students' English Language Fluency, CSUN all Years

14. Declined/ Unknown Grad School Post College Grad Some College HS Grad Not HS Grad 50 40 30 20 10 0 Percent Parent Education, CSUN all years

15. C BA Pathway 34 32 30 28 26 Mean of Year 2000 scores Means of CST Augmented Math Total Score x Pathway Using API as a Covariate

16. CBA Pathway 50.0 48.0 46.0 44.0 42.0 40.0 38.0 Mean of Year 2000 scores Means of SAT 9 Math Scores x Pathway 2000 Using API Scores as Covariate

18. Dependent Variable: #yrs_in_district (Originally called yrsexpyy in LA data) 3.723.70112775 3.222.4891550 3.875.4759135 3.754.42323460 4.294.455489 3.121.957137 4.213.379377 4.103.8241003 9.909.80829513 9.909.80829513 7.998.87742777 3.212.4501687 3.895.4089512 7.128.40953976 Type of Credential Program at CSU (Intern or Regular) Intern Program Regular Program Total Intern Program Regular Program Total Intern Program Regular Program Total CSUN- and Other CSU-Trained Teachers CSUN credential Credential from another CSU campus Credential from non-CSU inst. Total MeanStd. DeviationN

19. Credential from non-CSU inst.Credential from another CSU campus CSUN credential CSUN- and Other CSU-Trained Teachers, 2000 46.0 44.0 42.0 40.0 38.0 Mean SAT9 Reading NCE SAT9 Math NCE All analyses controlled For school API scores And SES indicators.

20. All analyses controlled For school API scores And SES indicators.

21. All analyses controlled For school API scores and SES indicators.

22. All analyses controlled For school API scores And SES indicators.

23. All analyses controlled For school API scores And SES indicators.

24. CSUN’s Conceptual Framework of TNE Evidence Components Teacher Indicators Other than CSUN : formal education outside of CSUN, personal experiences, personal characteristics, & teaching experiences (if Interns, or former paraprofessionals); knowledge & beliefs about teaching & learning. Teacher Indicators within CSUN Formal University Preparation : Undergraduate preparation (at CSUN or elsewhere), Pathway, credential coursework & fieldwork. Indicators Related to Teaching Quality of CSUN credential recipients: teaching practices & how these are affected by district policies as well as school policies & context. Contextual Factors : (including district policies, school context, peers Individual Pupil Characteristics : previous educational experiences, English language proficiency, disabilities, etc.) Pupil learning & achievement (a subset of which is measured by test scores)

25. Additional Resources CSUN’s TNE website: http://www.csun.edu/tne/ http://www.csun.edu/tne/ Carnegie Corporation of New York website: http://www.carnegie.org/http://www.carnegie.org/ Carnegie’s TNE Program website: http://www.carnegie.org/sub/program /teachers.html http://www.carnegie.org/sub/program /teachers.html