Patent Application
20090280465
The present invention relates generally to a method and system for normalizing school performance data. More specifically, the present invention relates to a method and system for normalizing local school performance data relative to the performance data obtained from various schools and school districts across the country so as to allow meaningful, statistically relevant and direct comparison therebetween.
It is well known that the quality of education provided by public schools varies greatly depending on your location in the country. It is also well known that the quality of a child's education can vary significantly from school district to school district within a state and or even between two different schools within the same school district. In recognition of the wide variation in educational standards, an attempt to quantify student performance and to improve the performance of elementary and secondary schools across America was adopted in the context of the No Child Left Behind (NCLB) Act, which was signed into law in January of 2002. The NCLB has earmarked billions of dollars that are directed to nationwide educational reform and improvement. Under NCLB each state receives federal dollars for its public and charter schools based on the performance of their schools. One of the main mechanisms for assessing performance is through student testing and the resulting test scores. In response, schools have started placing far more of an emphasis on preparing students for these NCLB standardized tests.
While theoretically, the concept of a national NCLB standardized test should provide a milestone by which to compare the performance of all of the schools in the country relative to one another, the actual test is not truly standardized. This is because while the federal government passed down guidelines and standards for the creation of a testing mechanism, the states themselves were left to develop, implement and administer the actual NCLB tests. One can easily appreciate that since the federal education grants provided to a state are based on the state's performance on the NCLB tests and since the states are then charged with authoring and administering their NCLB test, there is an incentive to create a system that skews the results in order to obtain higher grant awards. The ultimate result was that many states made their job easier by simply setting their own bar lower. A race to the bottom ensued where every state declared that its kids were better than average based on their test results. Take the amazing case of Mississippi, where according to the standards it set for itself, 89% of its fourth-graders were proficient or better in reading, making them the best in the nation. Yet according to the random sampling done every few years by the National Assessment of Educational Progress (NAEP) test, a mere 18% of the state's fourth-graders were proficient, making them the worst in the nation. As a result, despite the federal guidelines and standards, there is still a wide variation in the difficulty and content of the actual tests that have been implemented from state to state. Therefore, any national or interstate school comparison system that employs strictly the NCLB results as a basis for comparison is likely skewed due to the widespread differences in the underlying tests.
In the prior art, there are patent references such as U.S. Pat. No. 7,266,340 (Brescaini) that discuss the provision of a system for the normalization of student performance assessments. Brescaini provides an evaluative framework wherein student assessments are entered, evaluated and structured in a manner that normalizes the assessments in order to allow an objective side-by-side comparison of the assessments. While the Brescaini reference refers to their process as normalization, it appears that a better term would be standardization in that the Brescaini system provides a framework that limits the possible range of evaluative responses. This standardized structure thereby forces those entering the assessments to reframe their responses in a manner that fits within the system. Accordingly, while Brescaini acknowledges that there is a need for a comprehensive system that allows for inter-jurisdictional comparison of student performance assessments, Brescaini does not disclose a normalization process by which this can be accomplished. The only way Brescaini could achieve the goal of inter-jurisdictional comparison would be by mandating that every school district in the country conform to their single system. Therefore, Brescaini does not teach a method of taking student test scores from different base tests and normalizing the test scores across the different tests to make the results comparable.
Similarly, U.S. Pat. No. 6,183,261 (Clark et al.) provides for a collaborative scoring system to reduce scoring errors and normalize test answers relative to one another. In Clark, a system is provided wherein the answers entered during a test are simultaneously scored by at least two people. If there is a discrepancy in their scoring, the answer is flagged for further scrutiny thereby reducing errors in scoring. In this regard, Clark provides for the concept of normalization across test scoring but it is employed on an answer-by-answer basis in connection with the scoring of a single test for each individual student. In no way does Clark et al.'s system provide for a structure that allows comparison between test results from different test-takers and different base tests, as Clark et al. only insures that incorrect scoring on any one answer on a given standardized test is reduced to a minimum by having two people evaluate that individual student's score.
There is therefore a need for a method and system that provides normalization of student testing data and results that facilitates a true comparison of all of the various schools and school districts across the nation such that test scores can be compared meaningfully even when the test-takers are taking different tests. Further, there is a need for a method and system that provides a meaningful basis for comparison of school performance statistics on a national basis, particularly across or between schools in different states.
In this regard, the present invention provides a method and system that employs a normalization factor to facilitate meaningful comparison of student results on various benchmark performance tests. In one embodiment, the present invention provides a method and system that employs a normalization factor for the NCLB state-specific testing scores such that they provide a meaningful basis of comparison between schools regardless of the school's geographic location or the relative difficulty of the NCLB tests that a given state has developed.
As was stated above, each state has prepared their own version of standardized tests to benchmark the performance of their students. For example, all of the states in the US have developed their own version of a standardized test in order to implement the mandates under NCLB. The present invention provides a method and system to directly compare both individual schools and school districts across state lines based on their reported state-specific standardized test scores, even though these standardized tests are entirely different in each state.
Generally, the present invention operates on the basis that all students attending public elementary and secondary schools must take standardized tests to determine student performance criteria. For example, the NCLB standardized test is offered within each state and provides a publicly available data repository for student performance within each of those schools as every student enrolled in public schools must, in certain grades, take the NCLB tests for their state. While the NCLB test results can provide a meaningful comparison between any students and schools that were administered the same test, since the tests are different state-to-state a comparison on this basis is generally inaccurate and unreliable. To normalize the NCLB test results based on the differences the present invention employs an additional factor as a modifier of the each school's and school district's NCLB test results.
In addition to the NCLB testing, a population of randomly selected students in each state also takes various other standardized tests such as, for example, the National Assessment of Educational Progress (NAEP) test. The NAEP test is the closest thing to a gold standard national test and it is administered in the same form to every student who takes the test. In fact, the NAEP test is the basis for the U.S. Department of Education's “Nation's Report Card,” used to compare each state by how their students do on this standardized test, but the NAEP is not used to compare how individual schools or school districts compare with schools and school districts in different states. The difficulty in using this test as a basis for comparison of individual schools or school districts on its own is that there are not enough students in any one school or school district that take the test to make it statistically significant for comparison within smaller populations. It is of importance, however, that although the NAEP is the same in every location the results reported by the NAEP for each state often differ significantly from the NCLB results for any given state, as reported in Time Magazine. For example, the average percentage of students who passed the NAEP recently in Mississippi was 16% while in Massachusetts the pass rate was 45%, even though the test that was administered was identical in both locations. In contrast, Mississippi's recent state-specific NCLB testing scores show that nearly 75% of their students across all tested grades are proficient or advanced, making it look like Mississippi has an outstanding school system. The reality however is that Mississippi's NCLB scores are high because their NCLB test is built to be easier than the Massachusetts NCLB test, whose recent state-wide proficiency rate on its own NCLB test was under 60%, and much closer to the passing rate for the NAEP administered to a sampling of Massachusetts school children.
As a result, neither of the available tests provides an ideal set of data for the comparison of individual schools or school districts on a nation wide basis. The NCLB is often skewed because of local test development bias and the NEAP, while comparable and without local bias, is not administered on a widespread enough basis to develop a statistically significant sample for individual schools and school districts. In accordance with the present invention, a method and system has been developed to make each state's NCLB test scores for every school and school district in that state, directly comparable to other schools and school districts in different states. In operation, the system takes the percentage of students in each state testing as proficient in reading and math on the state-specific NCLB test, and the percentage of students in that state who passed the NAEP, either in total or for these specific subjects, and subtracts the former from the latter. This subtraction produces a state-specific gap value. This state-specific gap value quantifies the difference between that state's NCLB test results and that state's NAEP test results. This state-specific gap value is then added to each school and school districts NCLB proficiency percentages for each of the individual schools and school districts in that state, producing an adjusted school-specific score. Once the school-specific and school district-specific NCLB results are adjusted, all schools are ranked and all school districts are ranked relative to one another nationwide. As a result, the method and system of the present invention provides a curve that brings all districts (and each of the schools within those districts) to a nationally comparable rating based on the NCLB testing results.
It is therefore an object of the present invention to provide a method and system that provides normalization of student testing data and results that facilitate a true comparison of all of the various schools and school districts across the nation by normalizing the state-specific test results to a national standard. It is a further object of the present invention to provide a method and system that provides a meaningful basis for comparison of school performance statistics on a national basis.
These together with other objects of the invention, along with various features of novelty that characterize the invention, are pointed out with particularity in the claims annexed hereto and forming a part of this disclosure. For a better understanding of the invention, its operating advantages and the specific objects attained by its uses, reference should be had to the accompanying drawings and descriptive matter in which there is illustrated a preferred embodiment of the invention.
In the drawings which illustrate the best mode presently contemplated for carrying out the present invention:
Now referring to the drawings, the method and system of the present invention is shown and generally illustrated in the figures. As can be seen the present invention provides a method and system that employs a normalization factor to facilitate meaningful comparison of student results on various benchmark performance tests.
It is of note that the data used in developing the school rankings and ratings in the method and system of the present invention are obtained from readily available records including the NCLB test scores from each state's Department of Education and the National Assessment of Educational Progress from the NAEP data, found within the National Center for Education Statistics of the U.S. Department of Education. In addition to the mathematical analysis performed in connection with the method and system disclosed herein, additional details on educational environment, school enrollment, ethnicity/ancestry of the school population, socioeconomic group and school funding all may be employed using weighting factors to further enhance the accuracy and reliability of the nationally comparable school rankings.
Further, while a specific implementation has been described herein for the purpose of illustrating and providing context for the present invention, one skilled in the art can appreciate that the method and system of the present invention is applicable to any method and system that falls within the general guidelines set forth herein and would therefore still fall within the spirit of the present invention. In particular, while currently the present invention states that it employs the NCLB and NEAP testing results to create a national school ranking system, the scope of the present invention is not limited to these specific tests or test formats. The intent and scope of the present invention covers the use of a standardized nationwide test as a scaling factor to effectively normalize the results obtained in local testing results in order to facilitate a meaningful regional and/or nationwide comparison of individual schools and school districts, regardless of the specific tests that may be used.
In one illustrative embodiment, the present invention provides a method that employs a normalization factor for the local NCLB state standardized testing scores such that they provide a meaningful basis of comparison between schools regardless of the school's geographic location or the relative difficulty of the NCLB tests that a given state has developed and administers to its students.
Generally, the present invention operates on the basis that all students attending public elementary and secondary schools must take standardized tests to determine student performance criteria. For example, the NCLB standardized test or any other locally prepared and administered performance assessment test is offered within each state and provides a publicly available data repository for student performance within each of those schools. While these test results can provide a meaningful comparison between any students and schools that were administered the same test, since the tests are different state-to-state a comparison on this basis is generally inaccurate and unreliable. To normalize the test results based on the differences the present invention employs an additional factor that is employed as a modifier of the locally administered test results.
It is common practice that in addition to locally administered testing, a population of randomly selected students in each state also takes various other nationally prepared and administered standardized tests such as, for example, the National Assessment of Educational Progress (NAEP) test. The difficulty in using this test as a basis for comparison on its own is that there are not enough students in any one school or school district that take the test to make it statistically significant for comparison within smaller populations. It is of note, however, that although the NAEP is the same in every location the results reported by the NAEP often differ significantly from the NCLB results for any given state. For example, the average percentage of students who passed the NAEP recently in Mississippi was 16% while in Massachusetts the pass rate was 45%, even though the test that was administered was identical in both locations. In contrast, Mississippi's recent NCLB testing scores show that nearly 75% of their students are proficient or advanced, making it look like Mississippi has an outstanding school system. The reality however is that Mississippi's NCLB scores are high because their NCLB test is built to be easier than the Massachusetts NCLB test.
As a result, neither of the available tests provides an ideal set of data for the comparison of schools on a nation wide district-by-district basis. The NCLB is often skewed because of local test development bias and the NEAP is not administered on a widespread enough basis to develop a statistically significant sample. In accordance with the present invention, a method and system has been developed to make each state's NCLB test scores for every district comparable to other school districts in different states.
Turning to
In a specific example, we can follow the mathematics of the method of the present invention in the context of the state of Massachusetts. In 2007, the results of their NCLB testing produced a math proficiency score of 52.9% and a reading proficiency score of 65.8% yielding a NCLB overall proficiency for Massachusetts of 59.4%. For the same 2007 year, the Massachusetts proficiency rate achieved on the nationally administered NAEP test was 50.1%. In subtracting the NAEP proficiency of 50.1% from the NCLB proficiency of 59.4% we produce a gap value of −9.3%. This gap value can then be used to adjust the performance of each and every school and school district within Massachusetts to produce a truly nationally comparable testing result. In this case, the NCLB scores of each school and/or school district is adjusted by adding the gap value of (−9.3%) to the NCLB value. At Andover High School for example, their NCLB result of 92.5% is adjusted by adding −9.3% to reach an adjusted NCLB score of 83.2%. At a high school in Minnesota, the same local NCLB result of 92.5% is adjusted by adding −21.4%, the gap value calculated for Minnesota, to reach an adjusted NCLB score of 71.1%. As can be seen based only on the NCLB results these two schools appear the same however, clearly when adjusted and ranked nationally, Andover High School ranks higher than a Minnesota school with the same NCLB results. These adjusted NCLB scores are then used to rank order every single school and assign a percentile value ranking the school relative to all other schools in the country.
Also be noted that in all cases, the gap score is added to the base NCLB score. The step of addition is important in that it accounts for cases wherein the NCLB tests are both easier and harder than the NAEP tests. In a case where the NCLB is harder than the NEAP, the gap value would actually be positive and the NCLB test results would in turn be modified upwardly by the addition of a positive gap value.
In terms of a system,
It can therefore be seen that the present invention provides a method and system for the normalization of student testing data and results that facilitates a true comparison of all of the various schools and school districts across the nation. For these reasons, the current invention is believed to represent a significant advancement in the art, which has substantial commercial merit.
While there is shown and described herein certain specific structure embodying the invention, it will be manifest to those skilled in the art that various modifications and rearrangements of the parts may be made without departing from the spirit and scope of the underlying inventive concept and that the same is not limited to the particular forms herein shown and described except insofar as indicated by the scope of the appended claims.
This application is related to and claims priority from earlier filed U.S. Provisional Patent Application No. 61/051,797, filed May 9, 2008.
| Number | Date | Country | |
|---|---|---|---|
| 61051797 | May 2008 | US |
