PSSA Remediation Plan: Learning Lab for Pennsylvania Schools

Introduction

Student assessment has recently become a matter of great controversy in Pennsylvania, as many critics argue that it is not an accurate measure of students' attainment of the state's academic standards. For example, the Pennsylvania System of School Assessment (PSSA) is designed to assess the quality of public schools and make that information known to parents, teachers, school districts, and the general public (Commonwealth of Pennsylvania, 2001). However, the PSSA has been criticized by many people within the professional education community, who argue that standardized tests like the PSSA pose significant problems and cannot be considered accurate and fair for all students (Kucinski, 2001).

Critics claim that there is little evidence that the PSSA, or any state test, is valid, as it fails to adequately measure attainment of the academic standards. In addition, the "high-stakes" nature of the test places pressure on schools to achieve high scores (Kucinski, 2001). As a result, the curriculum is in danger of being reduced to "test-prepping," which may produce higher test scores but lower actual academic achievement. In this way, the PSSA risks producing the exact opposite of its intended effect.

The PSSA is considered a "high-stakes test," meaning that significant consequences ride on its results. The test was designed to inform state leadership, aid the development of public policy, and serve as a measure of accountability for educational leaders (Kucinski, 2001). The PSSA is aligned to the state's academic standards. However, many questions have arisen as to whether it is a reliable measure of whether students meet those standards. While the PSSA serves to inform public policy and accountability, it is also widely assumed that the test will drive school reform and improve classroom instruction. Its role as an assessment instrument, however, does not permit this. As a result, many argue that it serves as a hindrance to Pennsylvania schools, which are pressured to produce good results and therefore forced to narrow their curricula to the test's content.

Furthermore, while Pennsylvania has passed a law requiring schools to place PSSA results on student transcripts, students are, for the most part, not held individually accountable for their scores. Opponents of the PSSA argue that it is not a valuable diagnostic and prescriptive tool, as it holds little value for individual students (Kucinski, 2001). Critics point out that if the PSSA is intended to help individual students, it should not be limited to administration at intervals of every few years — particularly when results are not received until six months after the test is administered.

These concerns from leading Pennsylvania educators raise serious questions about the merit of using PSSA scores as the sole assessment tool for an accountability system. Many state leaders have recommended moving away from the PSSA as the only measure of student attainment of state standards and instead suggest that schools use multiple indicators of academic achievement. In the meantime, schools are being urged to consider remediation strategies to increase test scores.

This research paper develops a remedial plan for a Pennsylvania high school that will institute required computer-based instruction in its "Learning Lab" to help students who are at the basic or below-basic level on their middle school PSSA exam. Students will be removed from study halls and required to participate. The paper first provides a history of the PSSA, identifies areas in which the program is lacking, and describes the implications of the PSSA for public schools. It then describes current software programs available for PSSA preparation in high schools. The second part of the paper discusses the instruments and procedures required to implement computer-based remediation software into the Learning Lab, and describes how success can be measured and improvements can be made.

Since 1970, the Commonwealth of Pennsylvania has been conducting statewide school assessments (Commonwealth of Pennsylvania, 2001). The first was the Educational Quality Assessment (EQA), which was designed to provide an overview of schools and district programs. This program was administered from 1970 to 1988.

History of the PSSA

The second statewide assessment, called the Test of Essential Learning and Literacy Skills (TELLS), was designed to identify students who needed help in specific areas, including reading and mathematics (Commonwealth of Pennsylvania, 2001). This program was administered from 1984 to 1991.

The third assessment program began in 1992 and is known as the Pennsylvania System of School Assessment (PSSA). This program was initially designed as a curricular overview for schools and districts; however, in 1995, an individual student performance report was added. The idea behind the system is to gather information and identify subject areas in which individual students show strengths and areas that need improvement (Commonwealth of Pennsylvania, 2001). Assessments also aim to verify what students are learning in the classroom by providing a means to evaluate the quality of the curriculum, how well it has been implemented, and how effective the school district's programs are.

The program's structure is relatively straightforward. Every year, students in grades 5, 8, and 11 at all 501 school districts in Pennsylvania take reading and mathematics assessments (Commonwealth of Pennsylvania, 2001). In at least one-third of the school districts, students in grades 6 and 9 also produce a writing sample. Each student completes two sets of items for reading and mathematics. The first set consists of different groups of items distributed randomly, allowing broader coverage of the reading and mathematics content taught by individual schools. For the writing sample, sixth- and ninth-graders complete essays on one of nine randomly assigned prompts in three modes of writing.

The areas of knowledge assessed were selected by groups of educators throughout Pennsylvania, including elementary, junior high, and senior high school teachers, supervisors, curriculum directors, and college specialists. Upon completion of testing, three copies of individual student results for mathematics and reading are distributed to school districts and sent to parents, teachers, guidance counselors, and/or principals. The state does not receive any reports that include individual student names. Results are reported by school for curricular and planning purposes, and school districts publish the results of the PSSA for each school. The state also releases school-by-school assessment data.

While the PSSA has been helpful in assessing the quality of education in schools, it has been criticized for its use as the sole assessment of Pennsylvania schools. According to the Department of Education, the purpose of the PSSA is to "guide the design of curricula and instructional strategies to enable students to achieve the academic standards." Therefore, PSSA scores should not be used to rank schools. Research shows that standardized test results are significantly influenced by the socioeconomic background and educational level of students' parents. Consequently, this method of assessment reveals an achievement gap between wealthy and low-income students and between white students and minority students. The more meaningful factor in evaluating a school's performance is examining how well it meets the needs of all students.

The PSSA is of concern to those affiliated with public schools — including educational leaders, school districts, students, teachers, and parents — for a variety of reasons. The Pennsylvania Department of Education and the U.S. Department of Education use PSSA scores to evaluate how well each school district's curriculum and instruction are aligned to state standards and to what degree students are performing in individual schools (Matsook, 2003). If a school fails to measure up for two consecutive years, it is labeled a "Failing School," which triggers escalating levels of consequences.

Implications of the PSSA for Pennsylvania Public Schools

Recent rules also require that students score at a proficiency level on the PSSA writing, reading, and mathematics exams during their junior year of high school in order to graduate; otherwise, they must pass a local assessment test. The class of 2003 was the first class required to meet this standard. Prior to this change, students were unaccountable for their scores, which contributed to inaccuracies in the testing mechanism. PSSA test scores now also appear on students' transcripts.

The No Child Left Behind Act has placed increasing pressure on public schools by requiring that a rising percentage of students score at the proficient level on reading and mathematics tests (Matsook, 2003). Districts that fail to meet these standards are placed on a "Failing Schools" list and must develop improvement plans. These required proficiency percentages increase annually over a twelve-year period, with the government expecting 100 percent of students to reach proficiency by 2014. While this approach is designed to hold public schools accountable, critics argue that it ignores the many variables that affect student learning outcomes.

This program places enormous pressure on Pennsylvania's public schools, often serving as a hindrance by compelling schools to find new ways to produce acceptable results. Many schools narrow their curricula to concentrate on tested material. While this may produce higher test scores, it often lowers actual academic achievement. Public schools have further incentive to tailor their curricula to meet state test standards because of the implementation of state incentive funding (Philadelphia Inquirer, 2002). In 2002, Philadelphia public schools were awarded more than $4 million in state incentive money for improved test scores and attendance, according to Pennsylvania Secretary of Education Charles Zogby.

"Forty-eight city schools improved fifth-grade scores; 24 improved eighth-grade scores; and eight improved 11th-grade scores on the PSSA. In addition, 28 schools received awards for improved attendance. Five of 39 charter schools in the city received another $495,000, with MaST Community Charter School in Northeast Philadelphia receiving $191,000 of that amount for large increases in fifth- and eighth-grade test scores" (Philadelphia Inquirer, 2002).

However, critics argue that it remains unclear whether these schools genuinely improved their academic standards or simply prepared students more effectively for the test.

Conclusion

In addition, if results indicate that staff members are not effectively helping students improve PSSA scores through workshop training, subject-area brainstorming sessions, and technology workshops, more effective classroom and instructional strategies should be implemented. Research on professional development consistently supports the value of sustained, content-focused training for improving instructional outcomes. There are many strategies that can help students master the techniques and subject matter needed to increase PSSA scores, including summer school programs and technology-related instructional materials.

Despite the flaws of the PSSA, it remains the primary assessment test for Pennsylvania students. Therefore, in order to maintain state standards and avoid penalties for low scores, schools and students must make it a priority to improve PSSA performance without sacrificing their overall education.

This research paper recommends implementing a PSSA-based Learning Lab to increase the time that students spend on individualized, computer-assisted instruction. As a result, it is expected that standardized test scores for all students will improve. The paper's three major recommendations are as follows:

Many schools, in their effort to achieve PSSA gains, neglect their responsibility to teach subjects such as reading and writing — disciplines that require more time and effort — effectively. Creating an efficient and effective online system of learning and communication in which teachers, parents, and administrators can share information on student progress would target PSSA remediation directly. By using technology as a remedial program, teachers can continue to contribute to improved educational standards while still fulfilling their broader teaching responsibilities.