What correlation, if any, has the MET project found between a teacher’s focus on preparing his/her students specifically for the state standardized test and those students’ performance on the test?
A preliminary analysis (fall 2010) of the student perception surveys showed a small positive relationship between a students’ perceived focus on test preparation and a teacher’s value-added. However, this improvement was smaller than the improved performance associated with other teaching practices. For example, the correlation with the proportion of students reporting that “In this class, we learn a lot every day” (0.273) was more than twice as high as the correlation with “Getting ready for [the state test] takes a lot of time in our class” (0.103). For more information on this finding, see page 24 of the MET project preliminary findings research report.
Related Questions
- If each of the measures being studied through the MET project is validated against the standardized state test, isn that the same thing as just using the state test alone to judge the teacher?
- I read on one web site for a school that they have over 20 years of experience preparing students for exams, yet they don state how long their school has actually been in business. Why?
- How could a state or district use the MET project results to improve teacher evaluation?
