LIBRARY SEARCH: RESULTS

The authors examine the assumption that standardized test results, as well as other sources of student information, are used to inform school and classroom practice. Ingram and colleagues review data from a longitudinal study of nine high schools nominated as leaders in Continuous Improvement (CI) practices that documents teacher willingness to use data to assess the school, their colleagues’, and their own effectiveness. The authors find that teachers are open to the idea of measuring their ability using student performance yet they are concerned about the kinds of information available and how it would be used to judge their performance. Ingram and colleagues conclude by noting barriers to the use of testing and other kinds of information to help explain limited effects of student performance data on teaching methods.