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Fcps pisa vdoe
The document summarizes the results of an OECD Test for Schools Pilot administered in Fairfax County Public Schools (FCPS). It provides the following key details: - The pilot involved 10 FCPS schools and tested 7,400 students on reading, math and science. It also included questionnaires about classroom management and teacher relationships. - The document shows FCPS school performance compared to US and international averages, with some FCPS schools performing above average. It also examines student self-efficacy and teacher-student relationships. - Next steps proposed for FCPS include networking with other participating US schools, sharing results more broadly, and examining policies to support best learning conditions.
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Fcps pisa vdoe
- 1. OECD Test forSchools Pilot* *Based on the PISA FAIRFAX COUNTY PUBLIC SCHOOLS April 2013
- 2. OECD Test forSchools Pilot • 125 Schools in Canada, UK and US including 10 schools from FCPS • 48 School Districts • 6 magnets, 6 charters and 1 private school included • 7,400 students tested during May and June 2012 • 75 students per school targeted • Reading, Math, and Science are assessed • Students also completed a questionnaire about classroom management and relationships with teachers 2 FairfaxCountyPublicSchools
- 3. The ~ Percentageof Persons with High School or Equivalent Qualfications 0 10 20 30 40 50 60 70 80 90 100 UnitedStates CzechRepublic Estonia Germany Switzerland Denmark Canada Norway Sweden RussianFederation4 Austria3 Slovenia Israel SlovakRepublic NewZealand Hungary Finland UnitedKingdom3 Netherlands Luxembourg EU19average OECDaverage France Australia Iceland Belgium Poland Ireland Korea Chile2 Greece Italy Spain Turkey Portugal Mexico Brazil2 1990s 1980s 1970s 1960s 1. Excluding ISCED 3C short programmes 2. Year of reference 2004 3. Including some ISCED 3C short programmes 3. Year of reference 2003. 13 1 1 27 3 FairfaxCountyPublicSchools Percent
- 4. LangleyHighSchool The Socio-Economic Backgroundof Students in Participating FCPS Schools Socio-economic advantage of students LangleyHighSchool 4 FairfaxCountyPublicSchools
- 5. LangleyHighSchool FCPS Schools Comparedwith Schools in 2009 PISA 5 500 is the US Mean 566 is the Shanghai Mean Socio-economic advantage of students FairfaxCountyPublicSchools
- 6. Reading Levels Examples of4C’s in each level 6 • Students can assimilate information from unfamiliar content area presented in atypical formats 5 • Students can find information in unfamiliar texts and infer which information is relevant 4 • Students can locate embedded information and construct meaning from linguistic nuances 3 • Students can integrate several parts of the text to identify a main idea 2 • Students can compare and contrast between texts and outside knowledge 1 • Student can locate pieces of information that is explicitly stated Students Below Level 1 Students Above Level 1 6
- 7. LangleyHighSchool Reading by ProficiencyLevel 7 -100 -80 -60 -40 -20 0 20 40 60 80 100 US--2009 FCPS--Pilot Average Woodson HS Thomas Jefferson HSST Oakton HS Mount Vernon HS Lee HS Langley HS Herndon HS Hayfield SS Falls Church HS Chantilly HS Level1 Below Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 FairfaxCountyPublicSchools
- 8. LangleyHighSchool 8 -100 -80 -60-40 -20 0 20 40 60 80 100 Oakton HS Langley HS Level1 Below Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 What Does the Same Mean Actually Mean? Langley High School and Oakton High School Both Have a Mean Score of 543 FairfaxCountyPublicSchools
- 9. • Self-efficacy inmathematics: Students’ belief in their ability to overcome difficulties or obstacles to solving math problems • Confidence that one will be able to solve a problem is a precursor to investing the time and effort needed to tackle it Students’ Self-efficacy in Mathematics 9 FairfaxCountyPublicSchools
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- 12. Other Data Available •International and national comparisons • Learning Environment and Teacher-Student Relationship • Students’ reading habits • Students’ attitudes about reading, math and science • Students’ self-belief and interest in reading and science • Public vs. private schools • Boys and girls comparison in reading, math, and science • Extensive policy research 12 FairfaxCountyPublicSchools
- 13. High performing systemsoften prioritize the quality of teachers over the size of classes Contribution of various factors to upper secondary teacher compensation costs per student as a percentage of GDP per capita (2004) -10 -5 0 5 10 15 Portugal Spain Switzerland Belgium Korea Luxembourg Germany Greece Japan Australia UnitedKingdom NewZealand France Netherlands Denmark Italy Austria CzechRepublic Hungary Norway Iceland Ireland Mexico Finland Sweden UnitedStates Poland SlovakRepublic Salary as % of GDP/capita Instruction time 1/teaching time 1/class size -10 -5 0 5 10 15 Portugal Spain Switzerland Belgium Korea Luxembourg Germany Greece Japan Australia UnitedKingdom NewZealand France Netherlands Denmark Italy Austria CzechRepublic Hungary Norway Iceland Ireland Mexico Finland Sweden UnitedStates Poland SlovakRepublic Difference with OECD average Percentage points FairfaxCountyPublicSchools 13
- 14. Next Steps forFCPS • Network with other schools in the US that participated in the PISA pilot – America Achieves Event – EdLeader21 • Share the results with all FCPS schools – Pyramid Planning – Benchmarking against the best – Leadership Conference- Pasi Sahlberg – Division Strengths/Challenges • Examine FCPS/VA/US policies to ensure they are supportive of the best conditions for learning 14 FairfaxCountyPublicSchools
Editor's Notes
- #3 Background on the Pilot
- #4 This really shows the type of research the OECD does and then digs deeper to look at the policies of the country. This is a good place to help people understand the work of the OECD
- #7 Might want to talk about how the tests are scored. What the assessment look like, etc. Share the rubric, etc. Smarter than a 15 year old
- #9 This slide shows how much information the school get beyond a score of 543. Same score----some levels are very different.
- #14 The red dot indicates classroom spending per student, relative to the spending capacity of countries, the higher the dot, the more of its GDP a country invests. High salaries are an obvious cost driver. You see Korea paying their teachers very well, the green bar goes up a lot. Korea also has long school days, another cost driver, marked here by the white bar going up. Last but not least, Korea provides their teachers with lots of time for other things than teaching such as teacher collaboration and professional development, which costs money as well. So how does Korea finances all of this? They do this with large classes, the blue bar pulls costs down. If you go to the next country on the list, Luxembourg, you see that the red dot is about where it is for Korea, so Luxembourg spends roughly the same per student as Korea. But parents and teachers in Luxembourg mainly care about small classes, so policy makers have invested mainly into reducing class size, you see the blue bar as the main cost driver. But even Luxembourg can only spend its money once, and the result is that school days are short, teacher salaries are average at best and teachers have little time for anything else than teaching. Finland and the US are a similar contrast.Countries make quite different spending choices. But when you look at this these data long enough, you see that many of the high performing education systems tend to prioritise the quality of teachers over the size of classes.