TY - JOUR
T1 - Measuring Opportunity to Learn and Achievement Growth
T2 - Key Research Issues With Implications for the Effective Education of All Students
AU - Elliott, Stephen
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The manuscript is a thought piece, but the bases for many of the thoughts about measuring OTL and achievement growth are the result of research being conducted for the National Center on Assessment and Accountability for Special Education, funded by the Institute of Education Sciences, U.S. Department of Education, through Grant R32C110004 awarded to the University of Oregon.
Publisher Copyright:
© Hammill Institute on Disabilities 2014.
PY - 2015/1/17
Y1 - 2015/1/17
N2 - The related constructs of opportunity to learn (OTL) and achievement growth are fundamental aspects of the current large-scale assessment and accountability system in operation in the United States. For purposes of this article, OTL is defined as the degree to which a teacher dedicates instructional time and content coverage to the intended curriculum objectives emphasizing high-order cognitive processes, evidence-based instructional practices, and alternative grouping formats. Both OTL and achievement growth, although frequently talked about by education policy makers and teachers, are actually difficult to measure. Much of my research, in collaboration with other colleagues, over the past decade has concerned the measurement of these constructs in ways that facilitate teachers’ understanding of them and to advance sound policies regarding the instruction and assessment of students with disabilities (SWDs). In this article, I examine both the measurement of OTL and achievement growth, share recent research on them, and outline an agenda for future research on these two important aspects of standards-based accountability systems for all students.
AB - The related constructs of opportunity to learn (OTL) and achievement growth are fundamental aspects of the current large-scale assessment and accountability system in operation in the United States. For purposes of this article, OTL is defined as the degree to which a teacher dedicates instructional time and content coverage to the intended curriculum objectives emphasizing high-order cognitive processes, evidence-based instructional practices, and alternative grouping formats. Both OTL and achievement growth, although frequently talked about by education policy makers and teachers, are actually difficult to measure. Much of my research, in collaboration with other colleagues, over the past decade has concerned the measurement of these constructs in ways that facilitate teachers’ understanding of them and to advance sound policies regarding the instruction and assessment of students with disabilities (SWDs). In this article, I examine both the measurement of OTL and achievement growth, share recent research on them, and outline an agenda for future research on these two important aspects of standards-based accountability systems for all students.
KW - achievement growth
KW - instructional processes
KW - opportunity to learn
UR - http://www.scopus.com/inward/record.url?scp=84920973053&partnerID=8YFLogxK
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U2 - 10.1177/0741932514551282
DO - 10.1177/0741932514551282
M3 - Article
AN - SCOPUS:84920973053
VL - 36
SP - 58
EP - 64
JO - Remedial and Special Education
JF - Remedial and Special Education
SN - 0741-9325
IS - 1
ER -