DOCUMENT RESUME ED 394 969 SP 036 685 TITLE INSTITUTION ... · DOCUMENT RESUME ED 394 969 SP 036...
43
DOCUMENT RESUME ED 394 969 SP 036 685 TITLE Statewide Education Reform Survey: The Judgements, Opinions and Perspectives of Kentucky School Superintendents, 1995. INSTITUTION Kentucky Association of School Superintendents.; Kentucky Inst. for Education Research, Frankfort. PUB DATE Oct 95 NOTE 85p.; For related documents, see SP 036 686-694. PUB TYPE Statistical Data (110) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Administrator Attitudes; *Educational Assessment; *Educational Change; Elementary Secondary Education; Program Evaluation; School Administration; State Departments of Education; State Standards; State Surveys; Statewide Planning; *Superintendents IDENTIFIERS Kentucky; *Kentucky Education Reform Act 1990; *Reform Efforts ABSTRACT This report describes the attitudes of school superintendents in Kentucky about the implementation of school reforms based on the Kentucky Education Reform Act of 1990 (KERA); this survey also investigated changes in the perceptions of superintendents over the previous year related to the policies, programs, and practices of KERA. The study was conducted via a mail-out questionnaire sent to all 176 Kentucky school superintendents of whom 105 responded (60 percent). Specifically, the survey focused on the following issues: how the schools had changed since KERA; the most positive and the most negative effects; reliable measures for school improvement; how KERA-initiated programs were working; priorities for improving reform programs and practices; extent of superintendents' support for beliefs underlying KERA; perceived support for school reform; impact on the stress level of teachers, students, and school administrators; reactions to frequently recorded statements about the effects of KERA; and superintendents' positions on issues related to academic expectations, assessment options, accountability for student learning, and potential test options for the 1995-96 school year. Findings are reported on each of the focus questions. As a general evaluation, 80 percent of superintendents believed that schools had improved during the previous 5 years, and more than 90 percent did not want to return to pre-KERA policies and practices. The results are presented in 28 pages of tables. (NAV) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the orig:nal document. ***********************************************************************
Transcript of DOCUMENT RESUME ED 394 969 SP 036 685 TITLE INSTITUTION ... · DOCUMENT RESUME ED 394 969 SP 036...
DOCUMENT RESUME
ED 394 969 SP 036 685
TITLE Statewide Education Reform Survey: The Judgements,Opinions and Perspectives of Kentucky SchoolSuperintendents, 1995.
INSTITUTION Kentucky Association of School Superintendents.;Kentucky Inst. for Education Research, Frankfort.
PUB DATE Oct 95NOTE 85p.; For related documents, see SP 036 686-694.PUB TYPE Statistical Data (110)
EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Administrator Attitudes; *Educational Assessment;
*Educational Change; Elementary Secondary Education;Program Evaluation; School Administration; StateDepartments of Education; State Standards; StateSurveys; Statewide Planning; *Superintendents
IDENTIFIERS Kentucky; *Kentucky Education Reform Act 1990;*Reform Efforts
ABSTRACTThis report describes the attitudes of school
superintendents in Kentucky about the implementation of schoolreforms based on the Kentucky Education Reform Act of 1990 (KERA);this survey also investigated changes in the perceptions ofsuperintendents over the previous year related to the policies,programs, and practices of KERA. The study was conducted via amail-out questionnaire sent to all 176 Kentucky schoolsuperintendents of whom 105 responded (60 percent). Specifically, thesurvey focused on the following issues: how the schools had changedsince KERA; the most positive and the most negative effects; reliablemeasures for school improvement; how KERA-initiated programs wereworking; priorities for improving reform programs and practices;extent of superintendents' support for beliefs underlying KERA;perceived support for school reform; impact on the stress level ofteachers, students, and school administrators; reactions tofrequently recorded statements about the effects of KERA; andsuperintendents' positions on issues related to academicexpectations, assessment options, accountability for studentlearning, and potential test options for the 1995-96 school year.Findings are reported on each of the focus questions. As a generalevaluation, 80 percent of superintendents believed that schools hadimproved during the previous 5 years, and more than 90 percent didnot want to return to pre-KERA policies and practices. The resultsare presented in 28 pages of tables. (NAV)
***********************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the orig:nal document.
***********************************************************************
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Otfi
ce o
f Edu
catio
ns!
Res
earc
h an
d Im
prov
emen
t
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)
C T
his
docu
men
tha
s be
enre
prod
uced
as
rece
ived
from
the
pers
onor
Orp
nila
ttOn
Ong
inat
trog
d
C M
iner
cha
nges
have
bee
n m
ade
to im
prov
e
repr
odU
ChO
n [M
OO
,
Poi
nts
ol v
iew
or
opin
iOnS
sta
ted
inth
tedo
cth
men
t do
not
nece
ssar
ily r
epre
sent
offic
ial
OE
RI p
oson
or
pohc
y
TH
EK
EN
TU
CK
YIN
STIT
UT
EFO
RE
DU
CA
TIO
NR
ESE
AR
CH
PE
RM
ISS
ION
TO
RE
PR
OD
UC
E A
ND
DIS
SE
MIN
AT
E T
HIS
MA
TE
RIA
LH
AS
BE
EN
GR
AN
TE
DB
Y
TO
TH
E E
DU
CA
TIO
NA
LR
ES
OU
RLE
SIN
FO
RM
AT
ION
CE
NT
ER
(ER
IC)
1995
St4
ewid
eE
duca
tio-n
Ref
orm
Surv
eyof
Scho
ol S
upei
nint
ende
nts
cond
ucte
d by
the
Ken
tuck
y In
stitu
tefo
r E
duca
tion
Res
earc
h14
6 C
onsu
met
lane
Fran
kfor
t, K
entu
cky
4066
1
in c
olla
bora
tiOn
with
the
"
Ken
tuck
y A
ssoc
iatio
nof
Sch
ool S
uper
inte
nden
tsO
ctob
er 1
995
BE
ST C
OPY
AV
AIL
AB
LE
Cha
irB
enja
min
K. R
ichm
ond
Pres
iden
t, C
hief
Exe
cutiv
e O
ffic
erU
rban
Lea
gue
of L
ouis
ville
1535
Wes
t Bro
adw
ayL
ouis
ville
, Ken
tuck
y 40
203-
3516
Vic
e C
hair
Gar
y D
odd
Pres
iden
tC
M M
anag
emen
t Ser
vice
s69
8 Pe
rim
eter
Dri
ve
Lex
ingt
on, K
entu
cky
4051
7
Secr
etar
yD
r. R
ober
t F. S
exto
nE
xecu
tive
Dir
ecto
rT
he P
rich
ard
Com
mitt
eefo
r A
cade
mic
Exc
elle
nce
P. 0
. Box
165
8
Lex
ingt
on, K
entu
cky
4059
2
Boa
rd o
f D
irec
tors
Lila
Bel
land
oPr
esid
ent
Chu
rchi
ll W
eave
rsP.
0. B
ox 3
0B
erea
, Ken
tuck
y 40
403
Judi
th G
. Cla
bes
Edi
tor
The
Ken
tuck
y Po
st42
1 M
adis
on S
tree
t
Cov
ingt
on, K
entu
cky
4101
1
Dou
g K
uelp
man
Vic
e Pr
esid
ent
Uni
ted
Parc
el S
ervi
ce14
00 N
orth
Hur
stbo
rne
Park
way
Lou
isvi
lle, K
entu
cky
4022
3
TH
EK
EN
TU
CK
YIN
STIT
UT
EFO
RE
DU
CA
TIO
NR
ESE
AR
CH
Judy
G. T
hom
asPr
esid
ent
Ash
land
Oil
Foun
datio
nP.
O. B
ox 3
91
Ash
land
, Ken
tuck
y 41
114
Joe
Wri
ght
Star
Rou
teH
arne
d, K
entu
cky
4014
4
Exe
cutiv
e D
irec
tor
Rog
er S
. Pan
krat
z, P
h.D
.K
entu
cky
Inst
itute
for
Edu
catio
n R
esea
rch
146
Con
sum
er L
ane
Fran
kfor
t, K
entu
cky
4060
1
to
TH
EK
EN
TU
CK
YIN
ST
ITU
TE
FO
RE
DU
CA
TIO
NR
ES
EA
RC
H
146
Con
sum
er L
ane,
Fra
nkfo
rt, K
Y 4
0601
- 50
2/22
7-90
14 -
FA
X 5
02/2
27-8
976
1995
ST
AT
EW
IDE
ED
UC
AT
ION
RE
FO
RM
SU
RV
EY
The
Jud
gem
ents
, Opi
nion
s an
dP
ersp
ectiv
es o
f
KE
NT
UC
KY
SC
HO
OL
SU
PE
RIN
TE
ND
EN
TS
A S
tudy
Con
duct
ed b
y th
eK
entu
cky
Inst
itute
for
Edu
catio
n R
esea
rch
Rog
er P
ankr
atz,
Exe
cutiv
e D
irect
or
in c
olla
bora
tion
with
the
Ken
tuck
y A
ssoc
iatio
n of
Sch
ool S
uper
inte
nden
tsR
olan
d C
. Hau
n, E
xecu
tive,
Dire
ctor
Oct
ober
199
5
Ack
now
ledg
men
ts
Thi
s st
udy
was
a c
olla
bora
tive
effo
rt b
etw
een
the
Ken
tuck
y A
ssoc
iatio
n of
Sch
ool S
uper
inte
nden
ts (
KA
SS
) an
d th
eK
entu
cky
inst
itute
for
Edu
catio
n R
esea
rch.
It w
as c
ondu
cted
with
a li
mite
d bu
dget
and
req
uire
d th
e he
lp o
f a n
umbe
r of
prof
essi
onal
s an
d th
eir
staf
f. T
o al
l whb
wor
ked
on th
is e
ffort
we
owe
a de
bt o
f gra
titud
e. F
irst o
f all,
we
wan
t to
than
kth
e 10
5 sc
hool
sup
erin
tend
ents
who
took
the
time
out o
f the
ir bu
sy s
ched
ules
to r
espo
nd to
the
elev
en-p
age
ques
tionn
aire
. Als
o, w
e w
ant t
o th
ank
Bre
nda
Bla
ckbu
rn a
nd T
oni W
ilson
, Sec
reta
ries
at K
AS
S, w
ho h
elpe
d w
ithco
rres
pond
ence
and
col
lect
ed th
e qu
estio
nnai
res
as th
ey w
ere
sent
to th
e K
AS
S o
ffice
. And
fina
lly, w
e ar
e m
ost g
rate
ful
to N
ila W
eddl
e, E
xecu
tive
Ass
ista
nt o
f the
Inst
itute
, who
spe
nt m
any
hour
s en
terin
g an
d pr
oces
sing
the
data
, cre
atin
g th
egr
aphi
cs fo
r th
is r
epor
t, an
d w
ord
proc
essi
ng th
e re
port
doc
umen
t.
Rog
er S
. Pan
krat
zR
olan
d C
. Hau
n
II
The
Pur
pose
of t
he S
tudy
Thi
s st
udy
was
one
of s
ever
al s
tate
wid
e su
rvey
s co
nduc
ted
in 1
995
by th
e K
entu
cky
Inst
itute
for
Edu
catio
n R
esea
rch
toob
tain
the
asse
ssm
ents
and
opi
nion
s of
Ken
tuck
y sc
hool
per
sonn
el, p
aren
ts a
nd th
e pu
blic
reg
ardi
ng p
rogr
ams,
prac
tices
and
issu
es a
ssoc
iate
d w
ith th
e K
entu
cky
Edu
catio
n R
efor
m A
ct o
f 199
0 (K
ER
A).
Thi
s st
udy
focu
sed
on s
uper
inte
nden
tsan
d w
as c
ondu
cted
via
a m
ail-o
ut q
uest
ionn
aire
sen
t to
all 1
76 K
entu
cky
scho
olsu
perin
tend
ents
. In
addi
tion,
dur
ing
July
1995
, tel
epho
ne s
urve
ys w
ere
cond
ucte
d w
ith a
ppro
xim
atel
y 20
0 sc
hool
prin
cipa
ls, 6
00 c
lass
room
teac
hers
, 450
par
ents
with
sch
ool-a
ge c
hild
ren
and
850
gene
ral p
ublic
.
Sin
ce th
is w
as th
e se
cond
yea
r of
sur
veys
of s
take
hold
er g
roup
s it
was
als
o a
purp
ose
of th
is s
tudy
tode
term
ine
any
chan
ges
in th
e pe
rcep
tions
of s
uper
inte
nden
ts o
ver
the
past
yea
r re
late
d to
the
polic
ies,
pro
gram
san
d pr
actic
es o
f
KE
RA
.
The
Sur
vey
Que
stio
nnai
re
The
sur
vey
inst
rum
ent s
ent t
o al
l sup
erin
tend
ents
was
an
edite
d an
d ad
apte
d ve
rsio
n of
the
scrip
t use
d in
the
stat
ewid
ete
leph
one
poll
of p
rinci
pals
, tea
cher
s an
d co
unci
l par
ents
.
Spe
cific
ally
, the
sur
vey
ques
tionn
aire
ask
ed fo
r th
e sc
hool
sup
erin
tend
ent's
per
cept
ions
,op
inio
ns a
nd id
eas
abou
t the
follo
win
g: How
hav
e sc
hool
s ch
ange
d si
nce
KE
RA
was
intr
oduc
ed?
Wha
t are
the
mos
t pos
itive
res
ults
of K
ER
A?
Wha
t are
the
nega
tive
effe
cts
of e
duca
tion
refo
rm?
Wha
t are
rel
iabl
e m
easu
res
for
scho
ol im
prov
emen
t?
To
wha
t ext
ent a
re p
rogr
ams
initi
ated
by
KE
RA
wor
king
?
Wha
t are
the
prio
ritie
s fo
r im
prov
ing
refo
rm p
rogr
ams
and
prac
tices
?
To
wha
t ext
ent d
o su
perin
tend
ents
sup
port
bel
iefs
und
erly
ing
KE
RA
?
Wha
t is
the
perc
eive
d su
ppor
t for
sch
ool r
efor
m?
Wha
t is
the
stre
ss le
vel o
f tea
cher
s, s
choo
l adm
inis
trat
ors
and
stud
ents
?
Wha
t are
the
reac
tions
to fr
eque
ntly
rec
orde
d st
atem
ents
abo
ut th
e ef
fect
s of
KE
RA
?
Wha
t are
the
posi
tions
of s
uper
irten
dent
s on
issu
es r
elat
ed to
:
*A
cade
mic
exp
ecta
tions
?*
Acc
ount
abili
ty fo
r st
uden
t lea
rnin
g?*
Ass
essm
ent o
ptio
ns?
*P
oten
tial t
est o
ptio
ns fo
r th
e 19
95-9
6 sc
hool
yea
r?
The
Stu
dy S
ampl
e
Stu
dy q
uest
ionn
aire
s w
ere
sent
to a
ll 17
6 sc
hool
sup
erin
tend
ents
in K
entu
cky.
One
hun
dred
and
five
com
plet
edqu
estio
nnai
res
wer
e re
turn
ed, t
o ex
ceed
a 6
0 pe
rcen
t res
pons
e ra
te.
The
Met
hodo
logy
On
July
11,
199
5 an
ele
ven-
page
que
stio
nnai
re w
as m
aile
d to
all
Ken
tuck
y sc
hool
sup
erin
tend
ents
at t
heir
wor
kpla
ce.
Cov
er le
tters
from
Rol
and
Hau
n, E
xecu
tive
Dire
ctor
of t
he K
entu
cky
Ass
ocia
tion
of S
choo
l Sup
erin
tend
ents
(K
AS
S),
and
Rog
er P
ankr
atz,
Exe
cutiv
e D
irect
or o
f the
Ken
tuck
y In
stitu
te fo
r E
duca
tion
Res
earc
h (K
IER
), r
eque
stin
g th
eir
part
icip
atio
nac
com
pani
ed th
e qu
estio
nnai
re. A
ll qu
estio
nnai
res
wer
e re
turn
ed to
the
KA
SS
offi
ce a
nd d
eliv
ered
to th
e K
IER
offi
ce fo
rpr
oces
sing
. In
late
Aug
ust a
follo
w-u
p le
tter
was
sen
t to
all s
uper
inte
nden
ts r
eque
stin
g ad
ditio
nal r
espo
nses
. All
data
wer
e pr
oces
sed
by K
entu
cky
Inst
itute
for
Edu
catio
n R
esea
rch
staf
f.
Iv
Key
find
ings
of s
uper
inte
nden
t sur
vey:
1.G
ener
al E
valu
atio
n of
KE
RA
199
5
Mor
e th
an 8
0 pe
rcen
t of s
uper
inte
nden
ts c
ontin
ue to
bel
ieve
that
sch
ools
hav
e im
prov
ed o
ver
the
past
five
year
s an
d m
ore
than
90
perc
ent d
o no
t wan
t to
retu
rn s
choo
ls to
pre-
KE
RA
pol
icie
s an
d pr
actic
es.
Sup
erin
tend
ents
iden
tifie
d th
e m
ost p
ositi
ve r
esul
ts o
f KE
RA
as:
Ext
ende
d S
choo
l Ser
vice
s P
rogr
ams.
Impr
oved
Tea
chin
g/Le
arni
ng S
trat
egie
s,F
amily
Res
ourc
es a
nd Y
outh
Ser
vice
Cen
ters
.T
he P
re-S
choo
l Pro
gram
.Im
prov
ed W
ritin
g S
kills
.A
dditi
onal
Fun
ding
for
Edu
catio
n.In
crea
sed
Ava
ilabi
lity
of E
duca
tiona
l Tec
hnol
ogy.
The
Prim
ary
Pro
gram
.M
ore
Res
ourc
es fo
r P
rofe
ssio
nal D
evel
opm
ent.
On
the
othe
r ha
nd th
e m
ost n
egat
ive
effe
cts
on s
choo
ls a
s a
resu
lt of
ref
orm
effo
rts
wer
e pe
rcei
ved
as:
Pro
blem
s ca
used
by
scho
ol c
ounc
ils n
ot w
orki
ng w
ell.
Pro
blem
s re
sulti
ng fr
om th
e st
ate'
s sc
hool
ass
essm
ent a
nd a
ccou
ntab
ility
sys
tem
.T
each
ers
bein
g ov
erw
helm
ed a
nd s
tres
sed
by e
xtra
dem
ands
and
lack
of t
ime
to p
lan
and
teac
h.C
onfu
sion
cau
sed
by in
cons
iste
nt o
r un
clea
r di
rect
ions
from
the
Dep
artm
ent o
f Edu
catio
n.P
oor
inst
ruct
iona
l pra
ctic
es d
ue to
mis
unde
rsta
ndin
gs a
bout
the
purp
ose
and
oper
atio
n of
the
Prim
ary
Pro
gram
.E
xces
sive
pap
erw
ork
asso
ciat
ed w
ith r
efor
m p
olic
ies.
- LI
v
Sup
erin
tend
ents
bel
ieve
stu
dent
sco
res
on s
tand
ardi
zed
test
s an
d on
col
lege
ent
ranc
e ex
amin
atio
ns a
reth
e m
ost r
elia
ble
mea
sure
of s
tude
nt le
arni
ng a
nd s
choo
l im
prov
emen
t. S
uper
inte
nden
ts a
lso
belie
ve th
epe
rcen
t of s
tude
nts
finis
hing
hig
h sc
hool
is a
goo
d in
dica
tor
of s
choo
l per
form
ance
.
KIR
IS w
as ju
dged
a r
elia
ble
mea
sure
of s
choo
l im
prov
emen
t by
36 p
erce
nt a
nd a
n un
relia
ble
mea
sure
by
42 p
erce
nt o
f sup
erin
tend
ents
.
2.E
valu
atio
n of
pro
gram
s in
itiat
ed b
y K
ER
A
Mor
e th
an 7
5 pe
rcen
t of s
uper
inte
nden
ts s
urve
yed
judg
ed th
e fo
llow
ing
KE
RA
initi
ativ
es to
be
wor
king
ver
yw
ell o
r m
oder
atel
y w
ell:
The
Pre
-Sch
ool P
rogr
amT
he P
rimar
y P
rogr
amE
duca
tion
Tec
hnol
ogy
Pro
fess
iona
l Dev
elop
men
tE
xten
ded
Sch
ool S
ervi
ces
Fam
ily R
esou
rces
and
You
th S
ervi
ces
Cen
ters
KE
RA
initi
ativ
es th
at r
ecei
ved
som
ewha
t low
er m
arks
by
supe
rinte
nden
ts w
ere:
Cur
ricul
um fr
amew
orks
wor
king
wel
l 62%
Sch
ool-B
ased
Dec
isio
n M
akin
g (S
BD
M)
-w
orki
ng w
ell 5
1%K
entu
cky
Inst
ruct
iona
l Res
ults
Info
rmat
ion
Sys
tem
s (K
IRIS
) -
wor
king
wel
l 40%
A s
igni
fican
tly h
ighe
r pr
opor
tion
of s
uper
inte
nden
ts ju
dged
the
stat
e's
form
ula
for
equa
lizin
g fin
ance
s fo
rsc
hool
s ac
ross
the
stat
e (S
EE
K)
to b
e w
orki
ng w
ell t
han
a ye
ar a
go. (
67%
in 1
994
vs. 7
9%in
199
5)
The
prim
ary
reas
on g
iven
for
KIR
IS a
nd S
BD
M n
ot w
orki
ng w
ell w
as d
esig
n; th
e pr
imar
y re
ason
give
n fo
rcu
rric
ulum
fram
ewor
ks n
ot w
orki
ng w
as la
ck o
f tra
inin
g fo
r te
ache
rs.
1
3.P
riorit
ies
for
impr
ovem
ent
Mor
e th
an 8
0 pe
rcen
t of a
ll su
perin
tend
ents
res
pond
ing
to th
e su
rvey
rat
ed th
efo
llow
ing
as a
ver
y hi
gh o
rex
trem
ely
high
prio
rity
of a
ttent
ion
to im
prov
e th
e be
nefit
s of
edu
catio
n re
form
:
Est
ablis
hing
the
valid
ity o
f rel
iabi
lity
of K
IRIS
.H
elpi
ng s
choo
ls a
lign
thei
r cu
rric
ula
with
aca
dem
ic e
xpec
tatio
ns.
Hel
ping
teac
hers
und
erst
and
wha
t stu
dent
s sh
ould
kno
w a
nd b
e ab
le to
do
at d
iffer
ent g
rade
leve
ls.
Red
ucin
g th
e pa
perw
ork
asso
ciat
ed w
ith K
ER
A.
Pro
vidi
ng te
st in
form
atio
n ba
ck to
stu
dent
s on
how
to im
prov
e st
uden
t per
form
ance
.
4.S
uppo
rt fo
r E
duca
tion
Ref
orm
Mor
e th
an 7
5 pe
rcen
t of s
uper
inte
nden
ts s
urve
yed
agre
e w
ith th
e fo
llow
ing
belie
fs u
nder
lyin
gK
ER
A:
We
shou
ld s
et h
igh
stan
dard
s of
ach
ieve
men
t for
all
child
ren
(97%
agr
ee).
It is
not
eno
ugh
to r
equi
re s
tude
nts
to s
how
kno
wle
dge
of fa
cts
- th
ey m
ust a
lso
dem
onst
rate
they
can
appl
y w
hat t
hey
know
in r
eal-l
ife s
ituat
ions
(94
% a
gree
).A
ll ch
ildre
n ca
n le
arn
and
mos
t at a
hig
h le
vel (
80%
agr
ee).
Dec
isio
ns e
ffect
ing
inst
ruct
ions
sho
uld
be m
ade
at th
e lo
cal s
choo
l lev
el (
75%
agr
ee).
KE
RA
bel
iefs
that
wer
e su
ppor
ted
by a
maj
ority
but
less
than
75
perc
ent w
ere:
Mor
e le
arni
ng r
esou
rces
sho
uld
be fo
cuse
d on
stu
dent
s w
ho a
re n
ot le
arni
ng to
thei
r ab
ility
(64%
agr
ee).
In p
rimar
y sc
hool
s st
uden
ts s
houl
d no
t be
labe
led
as b
elon
ging
to a
spe
cific
gra
de le
vel(
59%
agr
ee).
Mor
e th
an 9
0 pe
rcen
t of s
uper
inte
nden
ts s
urve
yed
said
they
are
"ve
ry s
uppo
rtiv
e" o
r"s
uppo
rtiv
e" o
f KE
RA
prog
ram
s an
d po
licie
s.
A s
tron
g m
ajor
ity o
f sup
erin
tend
ents
rat
ed te
ache
rs a
nd s
choo
l adm
inis
trat
ors
assu
ppor
tive
of K
ER
Apr
ogra
ms
and
prac
tices
(71
% r
ated
teac
hers
as
supp
ortiv
e, 8
2%ra
ted
adm
inis
trat
ors
as s
uppo
rtiv
e).
v11
A m
ajor
ity o
f sup
erin
tend
ents
rat
ed p
aren
ts a
nd th
e ge
nera
l pub
lic a
s ne
utra
l tow
ard
or n
ot s
uppo
rtiv
e of
KE
RA
ref
orm
s. (
57%
rat
ed p
aren
ts a
s ne
utra
l or
not s
uppo
rtiv
e, 7
5% r
ated
the
gene
ral p
ublic
as
neut
ral
tow
ard
or n
ot s
uppo
rtiv
e of
KE
RA
).
5.E
ffect
s of
Edu
catio
n R
efor
m
Onl
y ab
out h
alf o
f sup
erin
tend
ents
rat
ed th
e st
ress
leve
l of t
each
ers
and
scho
ol a
dmin
istr
ator
s as
maj
or o
rex
trem
e. T
he a
ppar
ent s
tres
s le
vel i
s si
gnifi
cant
ly lo
wer
than
a y
ear
ago
whe
n m
ore
than
70
perc
ent o
fsu
perin
tend
ents
sai
d st
ress
leve
ls o
f tea
cher
s an
d ad
min
istr
ator
s w
ere
maj
or o
r ex
trem
e.
Sig
nific
antly
few
er s
uper
inte
nden
ts in
199
5 ra
te th
eir
stre
ss le
vel a
s m
ajor
or
extr
eme
com
pare
d to
thei
r19
94 s
elf-
repo
rt (
32%
in 1
995;
49%
in 1
994)
.
A s
tron
g m
ajor
ity o
f sup
erin
tend
ents
agr
ee th
at:
The
new
lear
ning
goa
ls a
nd s
trat
egie
s in
trod
uced
in K
ER
A h
ave
mad
e le
arni
ng fu
n fo
r a
lot m
ore
child
ren
(79%
agr
ee).
Per
form
ance
ass
essm
ents
hav
e ch
ange
d th
e w
ay te
ache
rs a
re te
achi
ng a
nd s
tude
nts
are
lear
ning
(89
%ag
ree)
.If
mul
ti-ag
e gr
oupi
ng in
the
prim
ary
prog
ram
wer
e m
ade
optio
nal o
ther
asp
ects
of t
he p
rimar
y pr
ogra
msh
ould
be
mai
ntai
ned
and
stre
ngth
ened
(92
% a
gree
).S
choo
l acc
ount
abili
ty o
f som
e ty
pe is
crit
ical
to m
otiv
ate
teac
hers
and
stu
dent
s to
do
thei
r be
st (
89%
agre
e).
If w
ritin
g po
rtfo
lios
did
not c
ount
as
part
of t
he s
choo
l acc
ount
abili
ty in
dex
teac
hers
wou
ld g
reat
ly r
educ
eth
e em
phas
is o
n te
achi
ng w
ritin
g (8
0% a
gree
).
A s
light
maj
ority
of s
uper
inte
nden
ts a
gree
that
:
Tea
cher
s, s
choo
l adm
inis
trat
ors
and
p3re
nts
ofte
n fe
el to
o in
timid
ated
by
colle
ague
s or
sup
erio
rs to
spea
k th
eir
true
feel
ings
abo
ut K
ER
A (
65%
agr
ee).
vlil
The
hea
vy e
mph
asis
on
com
mun
icat
ion
and
thin
king
ski
lls s
hort
-cha
nges
stu
dent
s on
the
cont
ent t
hey
will
nee
d to
be
succ
essf
ul in
life
(53
% a
gree
).
A m
ajor
ity o
f sup
erin
tend
ents
dis
agre
ed o
r w
ere
unsu
re r
egar
ding
the
follo
win
g st
atem
ents
abo
ut th
e ef
fect
sof
KE
RA
:
Ken
tuck
y's
scho
ol a
ccou
ntab
ility
sys
tem
of r
ewar
ds a
nd s
anct
ions
has
take
n th
e fu
n ou
t of t
each
ing
and
lear
ning
(27
% u
nsur
e; 3
2% d
isag
ree)
.K
ER
A w
ill e
nabl
e st
uden
ts to
do
as w
ell o
r be
tter
on c
olle
ge e
ntra
nce
exam
s su
ch a
s A
CT
or
SA
T th
an a
trad
ition
al c
urric
ulum
(45
% u
nsur
e; 2
6% d
isag
ree)
.
6.S
uper
inte
nden
t's s
tanc
e on
ass
essm
ent a
nd a
ccou
ntab
ility
issu
es.
Aca
dem
ic E
xpec
tatio
ns:
Sup
erin
tend
ents
larg
ely
agre
e th
at "
the
acad
emic
exp
ecta
tion
need
s to
be
bette
r de
fined
, exp
ande
d an
dcl
arifi
ed"
(71%
agr
ee).
Sup
erin
tend
ents
are
eve
nly
divi
ded
on "
whe
ther
or
not a
cade
mic
exp
ecta
tions
are
cle
ar to
mos
t tea
cher
san
d ad
min
istr
ator
s" a
nd "
whe
ther
or
not t
he a
cade
mic
exp
ecta
tions
sho
uld
be s
ubst
antia
lly r
evis
ed"
(44%
agre
e, 4
5% d
isag
ree
on th
e fir
st; 3
4% a
gree
, 35%
dis
agre
e on
the
seco
nd).
Sup
erin
tend
ents
dis
agre
e th
at th
e ac
adem
ic e
xpec
tatio
ns n
eed
to b
e di
scar
ded
and
repl
aced
with
a n
ew s
etof
lear
ning
targ
ets
(57%
dis
agre
e).
Ass
essm
ent O
ptio
ns:
Sup
erin
tend
ents
agr
ee th
at:
KIR
IS a
sses
smen
ts w
ould
be
mor
e va
lid a
nd r
elia
ble
if th
ey in
clud
ed m
ultip
le-c
hoic
e ite
ms
(67%
agr
ee).
KIR
IS s
houl
d in
clud
e a
varie
ty o
f per
form
ance
ass
essm
ents
(79
% a
gree
).
Ix
tota
l sch
ool p
erfo
rman
ce a
nd in
divi
dual
stu
dent
per
form
ance
sho
uld
be m
easu
red
by d
iffer
ent t
ests
(58%
agr
ee).
A m
ajor
ity o
f sup
erin
tend
ents
dis
agre
e th
at K
IRIS
test
s sh
ould
be
repl
aced
by
natio
nally
nor
med
com
mer
cial
ach
ieve
men
t tes
ts (
58%
dis
agre
e).
Acc
ount
abili
ty O
ptio
ns:
Sup
erin
tend
ents
are
div
ided
in th
eir
resp
onse
s to
mos
t acc
ount
abili
ty o
ptio
ns:
Bot
h re
war
ds a
nd s
anct
ions
are
nec
essa
ry to
hol
d te
ache
rs a
ccou
ntab
le fo
r le
arni
ng (
39%
agr
ee,4
9%
disa
gree
).P
ublic
dis
clos
ure
of s
choo
l sco
res
with
out r
ewar
ds o
r sa
nctio
ns w
ould
mot
ivat
e te
ache
rs to
do
thei
rbes
t
to im
prov
e le
arni
ng (
28%
agr
ee, 2
4% n
eutr
al, 4
8% d
isag
ree)
.T
he s
choo
l acc
ount
abili
ty in
dex
shou
ld in
clud
e m
easu
res
of th
e sc
hool
's in
stru
ctio
nal p
ract
;ues
as
wel
l
as te
st s
core
s. (
50%
agr
ee, 3
4% n
eutr
al, 1
6% d
isag
ree)
.H
oldi
ng s
tude
nts
and
pare
nts
acco
unta
ble
for
lear
ning
shou
ld b
e do
ne a
t the
loca
l sch
ool r
athe
r th
an a
tth
e st
ate
leve
l (49
% a
gree
, 18%
neu
tral
, 33%
dis
agre
e).
A m
ajor
ity o
f sup
erin
tend
ents
dis
agre
e th
at "
scho
ol r
ewar
ds fo
r hi
gh p
erfo
rman
ce b
ut n
osa
nctio
ns fo
r lo
wpe
rfor
man
ce w
ould
mot
ivat
e te
ache
rs to
do
thei
r be
st a
nd im
prov
e le
arni
ng"
(60%
dis
agre
e).
Sup
erin
tend
ents
are
som
ewha
t div
ided
on
the
issu
e of
ass
igni
ng a
Dis
tingu
ishe
dE
duca
tor
to a
"sc
hool
in
decl
ine"
as
an e
ffect
ive
stra
tegy
to im
prov
e st
uden
t per
form
ance
(35
% a
gree
, 43%
dis
agre
e).
Pot
entia
l Tes
ting
Opt
ions
for
the
1995
Sch
ool Y
ear:
Sup
erin
tend
ents
larg
ely
agre
e th
at in
the
1995
-96
scho
ol y
ear
Ken
tuck
y sh
ould
adm
inis
ter
a na
tiona
llyno
rmed
, sta
ndar
dize
d te
st, n
ot fo
r ac
coun
tabi
lity,
but
to d
eter
min
e th
e ac
hiev
emen
t lev
el o
f stu
dent
s an
dal
so th
at th
e D
epar
tmen
t of E
duca
tion
shou
ld a
dmin
iste
r a
varie
ty o
f ass
essm
ents
to d
eter
min
e w
hich
shou
ld b
e us
ed in
futu
re a
ccou
ntab
ility
test
s (7
1% a
gree
with
the
first
; 73%
agr
ee w
ith th
e se
cond
).
A s
light
maj
ority
of s
uper
inte
nden
ts a
gree
that
Ken
tuck
y sh
ould
con
tinue
the
port
folio
pro
gram
in19
95-9
6bu
t not
for
rew
ards
and
san
ctio
ns (
52%
agr
ee).
Sup
erin
tend
ents
are
div
ided
in th
eir
opin
ions
abo
ut w
heth
er o
r no
t the
Dep
artm
ent o
f Edu
catio
n sh
ould
cont
inue
the
KIR
IS te
stin
g in
199
5-96
as
sche
dule
d (4
6% a
gree
, 48%
dis
agre
e).
A m
ajor
ity o
f sup
erin
tend
ents
opp
ose
the
idea
of s
uspe
ndin
g al
l stu
dent
test
ing
until
the
stat
e ha
sre
desi
gned
the
asse
ssm
ent s
yste
m (
66%
opp
ose)
.
xi
The
Res
ults
tp G
ener
al E
valu
atio
n of
KE
RA
1.1
How
Sch
ools
Hav
e C
hang
ed
Que
stio
n 1
-T
hink
ing
back
ove
r th
e pa
st fi
ve y
ears
, wou
ld y
ou s
ay th
at th
e lo
cal s
choo
ls in
you
r di
stric
tha
ve c
hang
ed fo
r be
tter,
cha
nged
for
wor
se, n
ot c
hang
ed m
uch,
or
unde
cide
d?
Tab
le 1
.1 -
How
Sch
ools
Hav
e C
hang
ed
Bet
ter
Wor
seN
ot C
hang
edU
ndec
ided
1995
chan
ge fr
om19
9419
95ch
ange
from
1994
1995
chan
gefr
om 1
994
1995
chan
gefr
om 1
995
84.2
%+
0.9
%4.
0%%
+ 2
.3%
7.9%
%-
0.4%
4.0%
- 2.
7%
FIG
UR
E 1
.1
HO
W S
CH
OO
LS H
AV
E C
HA
NG
ED
I.
30
BE
TT
ER
WO
RS
EN
OT
CH
AN
GE
DU
ND
EC
IDE
DM
IN ty
perle
t 000
00
1.2W
illingnessto
returnschools
topre-K
ER
A
Question
2.If
youcould
returnschools
to1989
andas
theyw
erebefore
KE
RA
,w
ouldyou
doso?
Table
1.2-
Return
Schools
toP
re-KE
RA
rt3
Yes
No
change1995
from1994
1995change
from1994
8.3%-
3.2%91.8%
+3.2%
2
1.3
Mos
t Pos
itive
Res
ults
of E
duca
tion
Ref
orm
Que
stio
n 16
.W
hat h
ave
been
the
mos
t pos
itive
res
ults
effe
cted
by
KE
RA
in y
our
scho
ols?
NO
TE
:Q
uest
ion
16 w
as a
n op
en-e
nded
"w
rite-
in"
ques
tion.
Man
y su
perin
tend
ents
did
not
pro
vide
a w
ritte
nre
spon
se a
nd fe
wer
pro
vide
d w
ritte
n re
spon
ses
in 1
995
that
in 1
994.
Fre
quen
t Pos
itive
Res
ults
Rep
orte
dF
requ
ency
1995
Fre
quen
cy19
94
Ext
ende
d S
choo
l Ser
vice
s25
24Im
prov
ed T
each
ing/
Lear
ning
Str
ateg
ies
2421
FR
/YS
C21
15P
re-s
choo
l Pro
gram
2128
Impr
oved
Writ
ing
1921
Add
ition
al F
undi
ng/E
quity
Sta
tew
ide
1941
Edu
catio
n T
echn
olog
y18
19P
rimar
y P
rogr
am17
18P
rofe
ssio
nal D
evel
opm
ent
1723
New
Vis
ion
Foc
us A
ttitu
de T
owar
d E
duca
tion
1017
Sch
ool-B
ased
Dec
isio
n M
akin
g8
12S
choo
l Acc
ount
abili
ty6
14Im
prov
ed S
tude
nt P
erfo
rman
ce5
Less
Loc
al P
oliti
cs5
4
3
1.4
Mos
t Neg
ativ
e E
ffect
s of
Edu
catio
n R
efor
m
Que
stio
n 17
.W
hat h
ave
been
the
mos
t neg
ativ
e ef
fect
s on
you
r sc
hool
s re
sulti
ng fr
om K
ER
A o
r its
prog
ram
s?
Fre
quen
t Neg
ativ
e E
ffect
s R
epor
ted
Fre
quen
cy19
95
Pro
blem
s ca
used
by
dysf
unct
iona
l sch
ool c
ounc
ils27
Div
isiv
enes
s ca
used
by
asse
ssm
ent a
nd a
ccou
ntab
ility
24B
eing
ove
rwhe
lmed
by
stre
ss a
nd la
ck o
f tim
e to
pla
n an
d te
ach
21
Con
fusi
on c
ause
d by
inco
nsis
tent
dire
ctio
ns fr
om K
DE
10
Poo
r in
stru
ctio
nal p
ract
ices
due
to m
isun
ders
tand
ing
the
Prim
ary
Pro
gram
9
Exc
essi
ve p
aper
wor
k7
Nar
row
ing
of in
stru
ctio
n du
e to
pre
ssur
e fr
om K
IRIS
ass
essm
ents
6
Pol
itica
l fac
tions
cau
sed
by ta
king
sid
es o
n K
ER
A5
The
"fa
ll ou
t" fr
om r
esis
tanc
e to
cha
nge
5
Con
fusi
on fr
om n
ot k
now
ing
wha
t to
teac
h5
4
1.5
Rel
iabl
e M
easu
res
of S
choo
l Im
prov
emen
t
Que
stio
n 3.
Bel
ow a
re s
ix w
ays
to m
easu
re w
heth
er s
tude
nts
are
lear
ning
and
sch
ools
are
impr
ovin
g.P
leas
e in
dica
te y
our
opin
ion
on h
ow r
elia
ble
or u
nrel
iabl
e yo
u be
lieve
eac
h on
e w
ould
be
inde
term
inin
g ho
w w
ell s
tude
nts
are
lear
ning
and
how
muc
h sc
hool
s ar
e im
prov
ing.
Tab
le 1
.5 -
The
Rel
iabi
lity
of S
ix P
erfo
rman
ce M
easu
res
Item
Rel
iabl
eU
ndec
ided
Unr
elia
ble
A. S
tude
nt p
erfo
rman
ce o
n th
e st
ate'
sne
w te
stin
g pr
ogra
m (
KIR
IS)
36.2
21.9
42.0
B. T
he p
erce
ntag
e of
stu
dent
s w
hofin
ish
high
sch
ool
81.0
12.4
6.7
C. S
tude
nt s
core
s on
sta
ndar
dize
dte
sts
in m
athe
mat
ics,
sci
ence
,so
cial
stu
dies
, and
rea
ding
giv
ento
stu
dent
s ac
ross
the
coun
try
84.8
9.5
5.7
D. S
core
s on
col
lege
ent
ranc
e ex
ams
such
as
the
AC
T a
nd S
AT
91.4
6.7
1.9
E. E
mpl
oyer
rep
orts
on
how
wel
l hig
hsc
hool
gra
duat
es o
f loc
al s
choo
lsar
e pr
epar
ed fo
r th
e w
orld
of w
ork
76.0
15.4
8.7
F. S
tude
nt g
rade
s or
pro
gres
s sh
own
on r
epor
t car
ds68
.610
.521
.0
35
100
80 20 0
FIG
UR
E 1
.5
ME
AS
UR
ES
OF
SC
HO
OL
IMP
RO
VE
ME
NT
KIR
ISF
INIS
H H
S S
TA
ND
.TS
TS
AC
T/S
AT
EM
P.R
PT
S T
CH
R.R
PT
SN
= 1
05 S
uper
inte
nden
ts
Lege
nd
IIIU
ND
EC
IDE
DU
NR
ELI
AB
LE
6
2_,Q
Eva
luat
ion
of K
ER
A In
itiat
ives
2.1
Ext
ent t
o w
hich
KE
RA
initi
ativ
es a
re w
orki
ng
Que
stio
n 4
- B
elow
are
key
pro
gram
s in
trod
uced
by
KE
RA
. ind
icat
e yo
ur o
pini
on o
n ho
w e
ach
prog
ram
isw
orki
ng in
you
r lo
cal s
choo
l sys
tem
?
Tab
le 2
.1 -
Eva
luat
ion
of K
ER
A In
itiat
ives
Pro
gram
Wor
king
Wel
lU
ndec
ided
Wor
king
Poo
rly
1995
Cha
nge
from
199
419
95C
hang
efr
om 1
994
1995
Cha
nge
from
199
4
A.
Ken
tuck
y's
new
sta
tew
ide
test
ing
prog
ram
in g
rade
s 4,
8,
and
1140
.0-
6.8
21.0
1.6
39.1
+ 8
.4
B.
New
cur
ricul
um fr
amew
orks
for
inst
ruct
ion
61.9
+ 2
.221
.0-
2.4
17.1
+ 0
.2
C.
The
Pre
-Sch
ool P
rogr
am93
.3-
5.1
4.8
+ 3
.21.
9+
1.9
D.
The
Prim
ary
Pro
gram
in g
rade
s K
to 3
81.9
- 0.
47.
6-
4.5
10.5
+ 4
.9
E.
Sch
ool-B
ased
Dec
isio
n M
akin
g51
.0+
0.2
13.5
- 9.
635
.6+
10.
0
F.
Edu
catio
nal T
echn
olog
y75
.2-
4.6
11.4
+ 4
.113
.3+
0.4
G.
Pro
fess
iona
l Dev
elop
men
t and
Tra
inin
g fo
r T
each
ers,
Adm
inis
trat
ors,
Par
ents
, and
Oth
ers
90.5
+ 0
.25.
7+
1.7
3.8
- 1.
9
H.
Ext
ende
d S
choo
l Ser
vice
s86
.7+
0.5
6.7
- 0.
66.
7+
0.2
I.F
amily
Res
ourc
e an
d Y
outh
Ser
vice
ent
ers
79.6
+ 3
.712
.6-
1.7
7.8
- 2.
0
J.T
he s
tate
form
ula
for
equa
lizin
g fin
anci
ng fo
r sc
hool
s ac
ross
the
stat
e79
.1+
12.
26.
7-
6.2
14.3
- 5.
9
FIG
UR
E 2
.1
EV
ALU
AT
ION
OF
KE
RA
INIT
IAT
IVE
S
1I
I--
-- -
I
-I
I
KIR
ISC
UR
RP
RE
PR
IMS
BD
M T
EC
H P
RO
.DE
V E
SS
FR
YS
C S
EE
KN
= 1
05 S
uper
inte
nden
ts
WO
RK
ING
WE
LL
Lege
nd
WO
RK
ING
PO
OR
LYU
ND
EC
IDE
D
2.2
Rea
sons
Why
Pro
gram
s A
re N
ot W
orki
ng
Que
stio
n 5.
In th
e la
st q
uest
ion
(4 -
abo
ve),
if y
ou ju
dged
a p
rogr
am(s
) to
be
wor
king
poo
rly o
r m
oder
atel
ypo
orly
, wha
t fac
tors
wou
ld y
ou s
ay a
re th
e gr
eate
st r
easo
ns w
hy th
e pr
ogra
m is
wor
king
poo
rly?
Tab
le 2
.2 -
Rea
sons
for
Pro
gram
s N
ot W
orki
ng
'
Pro
gram
Prim
ary
Rea
sons
for
not W
orki
ng (
%)
'N
otun
der-
stoo
dT
rain
ing
Des
ign
Tim
e
A.
Ken
tuck
y's
new
sta
tew
ide
test
ing
prog
ram
in g
rade
s 4,
8, a
nd 1
117
.711
.458
.2*
12.7
B.
New
cur
ricul
um fr
amew
orks
for
inst
ruct
ion
31.9
36.2
19.1
12.8
C.
The
Pre
-Sch
ool P
rogr
am7.
730
.838
.523
.1
D.
The
Ung
rade
d P
rimar
y P
rogr
am In
grad
es K
- 3
22.2
18.5
37.0
*22
.2
E.
Sch
ool-B
ased
Dec
isio
n M
akin
g17
.525
.442
.9*
14.3
F.
Edu
catio
nal T
echn
olog
y25
.017
.939
.317
.9
G.
Pro
fess
iona
l Dev
elop
men
t and
Tra
inin
g fo
r T
each
ers,
Adm
inis
trat
ors,
Par
ents
, and
Oth
ers
15.8
26.3
15.8
42.1
H.
Ext
ende
d S
choo
l Ser
vice
s18
.831
.337
.512
.5
I.F
amily
Res
ourc
e an
d Y
outh
Ser
vice
Cen
ters
15.0
40.0
45.0
0
J.T
he s
tate
form
ula
for
equa
lizin
gfin
anci
ng fo
r sc
hool
s ac
ross
the
stat
e21
.115
.857
.95.
3
*S
igni
fican
tly h
ighe
r th
an in
199
4
9
a& P
riorit
ies
for
Impr
ovem
ent
3.1
Act
ions
Tha
t Wou
ld Im
prov
e P
rogr
ams,
Tea
chin
g an
d Le
arni
ng
Que
stio
n 8.
The
follo
win
g ite
ms
are
ofte
n m
entio
ned
by K
entu
cky
scho
ol a
dmin
istr
ator
s, te
ache
rs, a
ndpa
rent
s as
are
as o
f con
cern
that
, if a
ddre
ssed
, wou
ld im
prov
e te
achi
ng a
nd le
arni
ng a
nd m
ake
KE
RA
pro
gram
s w
ork
bette
r. T
o w
hat e
xten
t do
you
belie
ve e
ach
item
sho
uld
be a
prio
rity
for
atte
ntio
n?
Tab
le 3
.1 -
Prio
ritie
s fo
r A
ttent
ion
1
Are
as o
f Con
cern
Prio
rity
Rat
ing
Ver
y H
igh
Prio
rity
Cha
nge
from
199
4
Mod
erat
ely
Hig
hP
riorit
yC
hang
efr
om 1
994
Und
ecid
edC
hang
efr
om 1
994
Not
at a
llIm
port
ant
Cha
nge
from
199
4
A. H
elpi
ng te
ache
rs u
nder
stan
d w
hat s
tude
nts
shou
ldkn
ow a
nd b
e ab
le to
do
at d
iffer
ent g
rade
leve
ls87
.5+
26.
29.
6-
18.6
1.0
- 5.
51.
9-
2.1
B. E
stab
lishi
ng th
e va
lidity
and
rel
iabi
lity
of K
IRIS
91.4
+ 0
.34.
9-
2.5
1.9
+ 0
.31.
9+
1.9
C. H
elpi
ng s
choo
ls a
lign
thei
r cu
rric
ulum
with
the
Aca
dem
ic E
xpec
tatio
ns91
.4--
7.7
--1.
0--
--_-
D. P
rovi
ding
test
info
rmat
ion
back
to s
choo
ls o
n ho
w to
impr
ove
stud
ent p
erfo
rman
ce81
.7-
11.1
17.3
10.9
1.1
+ 0
.2--
--
E. R
educ
ing
the
thre
at o
f san
ctio
ns fo
r te
ache
rs*
47.6
--19
.4--
18.5
--14
.6--
F. I
mpr
ovin
g co
mm
unic
atio
ns a
nd d
istr
ibut
ion
ofin
form
atio
n at
the
loca
l dis
tric
t lev
el'
41.3
--43
.3--
9.6
--5.
8--
G. I
mpr
ovin
g tw
o-w
ay c
omm
unic
atio
n w
ith th
eD
epar
tmen
t of E
duca
tion
60.6
- 6.
326
.9+
1.1
9.6
+ 5
.62.
9-
0.4
H. R
educ
ing
the
pape
rwor
k as
soci
ated
with
KE
RA
83.7
+ 5
.511
.5-
7.0
3.9
+ 1
.41.
0+
0.2
I.P
rovi
ding
teac
hers
mor
e tim
e fo
r de
sign
of c
urric
ulum
and
Inst
ruct
ion*
75.0
--19
.2--
.3.
9--
1.9
--
New
on
the
1995
sur
vey
BE
ST
CO
PY
AV
AIL
AB
LE
10
100 80 60 40 20
0
Fig
ure
3.1
Prio
ritie
s fo
r A
ttent
ion
I
AB
CD
EF
GH
IN
193
Sch
ool B
oard
Mm
bers
Lege
nd
1111
Ver
y H
igh
Prio
rity
[IU
ndec
ided
(un
sure
)M
oder
atel
y H
igh
Prio
rity
Not
at a
ll Im
port
ant
A.
Hel
ping
teac
hers
und
erst
and
wha
t stu
dent
s sh
ould
know
and
be
able
to d
o at
diff
eren
t gra
de le
vels
F.
Impr
ovin
g co
mm
unic
atio
ns a
nd d
istr
ibut
ion
ofin
form
atio
n at
the
loca
l dis
tric
t lev
elB
.E
stab
lishi
ng th
e va
lidity
and
rel
iabi
lity
of K
IRIS
G.
Impr
ovin
g tw
o-w
ay c
omm
unic
atio
n w
ith th
eC
.H
elpi
ng s
choo
ls a
lign
thei
r cu
rric
ulum
with
the
Dep
artm
ent o
f Edu
catio
nA
cade
mic
Exp
ecta
tions
H.
Red
ucin
g th
e pa
perw
ork
asso
ciat
ed w
ith K
ER
AD
.P
rovi
ding
test
info
rmat
ion
back
to s
choo
ls o
n ho
w to
impr
ove
stud
ent p
erfo
rman
ceI.
Pro
vidi
ng te
ache
rs m
ore
time
for
desi
gn o
fcu
rric
ulum
and
inst
ruct
ion
E.
Red
ucin
g th
e th
reat
of s
anct
ions
for
teac
hers
11
III S
uppo
rt fo
r E
duca
tion
Ref
orm
4.1
Sup
port
for
Bel
iefs
Und
erly
ing
KE
RA
Que
stio
n 9.
The
follo
win
g ar
e st
atem
ents
of b
elie
f hel
d by
the
desi
gner
s of
KE
RA
that
und
ergi
rd e
duca
tion
refo
rmpr
ogra
ms
and
prac
tices
. For
eac
h of
the
item
s, p
leas
e in
dica
te to
wha
t ext
ent y
ou a
gree
/dis
agre
e w
ithea
ch s
tate
men
t.
Tab
le 4
.1 -
Sup
port
for
Bel
iefs
that
Sup
port
KE
RA
Bel
ief S
tate
men
tsA
gree
Cha
nge
from
199
4U
ndec
ided
Cha
nge
from
199
4D
isag
ree
Cha
nge
from
199
4
A.
All
child
ren
can
lear
n, a
nd m
ost a
t a h
igh
leve
l.80
.6+
18.
85.
8-
9613
.6-
9.2
B.
We
shou
ld s
et h
igh
stan
dard
s of
ach
ieve
men
t for
all
child
ren.
97.1
+ 0
.32.
9+
0.5
0.8
- 0.
8
C.
Mor
e le
arni
ng r
esou
rces
sho
uld
be fo
cuse
d on
stu
dent
s w
ho a
re n
ot le
arni
ng to
thei
r ab
ility
or
are
falli
ng b
ehin
d.64
.4-
9.0
16.4
+ 5
.919
.2+
3.1
D.
Dec
isio
ns a
ffect
ing
inst
ruct
ion
shou
ld b
e m
ade
at th
e lo
cal s
choo
l lev
el.
74.8
+ 0
.616
.5+
3.6
8.7
- 4.
2
E.
In th
e pr
imar
y sc
hool
s, s
tude
nts
shou
ld n
ot b
e la
bele
d as
bel
ongi
ng to
a s
peci
ficgr
ade
leve
l.58
.7+
7.1
23.1
- 8.
118
.3+
1.1
F.
It is
not
eno
ugh
to r
equi
re th
at s
tude
nts
show
thei
r kn
owle
dge
of fa
cts
-- th
eym
ust a
lso
dem
onst
rate
that
they
can
app
ly w
hat t
hey
know
in r
eal-l
ife s
ituat
ions
.94
.2-
0.1
3.9
- 0.
21.
9+
0.3
5 0
12
100 80
Fig
ure
4.1
Sup
port
for
KE
RA
Bel
iefs
20
Lear
nS
tand
ards
Res
ourc
esLo
cal
Prim
ary
App
lyN
= 1
05 S
uper
inte
nden
ts
IIIA
gree
Lege
nd
IIU
ndec
ided
111
nisa
gre
A -
All
child
ren
can
lear
n, a
nd m
ost a
t a h
igh
leve
l.B
-W
e sh
ould
set
hig
h st
anda
rds
of a
chie
vem
ent f
or a
ll ch
ildre
n.C
-M
ore
lear
ning
res
ourc
es s
houl
d be
focu
sed
on s
tude
nts
who
are
not
lear
ning
to th
eir
abili
ty o
r ar
e fa
lling
beh
ind
D -
Dec
isio
ns a
ffect
ing
Inst
ruct
ion
shou
ld b
e m
ade
at th
e lo
cal s
choo
l lev
el.
E -
In th
e pr
imar
y sc
hool
s, s
tude
nts
shou
ld n
ot b
e la
bele
d as
bel
ongi
ng to
a s
peci
fic g
rade
leve
l.F
-It
Is n
ot e
noug
h to
req
uire
that
stu
dent
s sh
ow th
eir
know
ledg
e of
fact
s --
they
mus
t als
o de
mon
stra
te th
at th
ey c
an a
pply
wha
t the
y kn
owIn
rea
l-life
situ
atio
ns. 13
4.2
Per
ceiv
ed S
uppo
rt fo
r S
choo
l Ref
orm
Que
stio
n 7.
Ove
r th
e pa
st fo
ur y
ears
, the
re h
ave
been
bot
h pu
blic
sup
port
and
crit
icis
m o
f KE
RA
. How
wou
ld y
ouch
arac
teriz
e th
e le
vel o
f sup
port
of t
he fo
llow
ing
grou
ps?
Tab
le 4
.2 -
Sup
port
for
KE
RA
Gro
u s
Leve
l of S
uppo
rt
Sup
port
ive
Cha
nge
from
199
4N
eutr
alC
hang
efr
om 1
994
Not
Sup
port
ive
9.5
Cha
nge
from
199
4
- 3.
1A
.T
he s
udpo
rt le
vel o
f tea
cher
s in
you
r sc
hool
71.4
+ 0
.119
.1+
1.1
B.
The
sud
port
leve
l of a
dmin
istr
ator
s in
you
r di
stric
t81
.9+
4.0
9.5
- 5.
38.
6-
0.7
C.
The
sup
port
leve
l of p
aren
ts42
.743
.713
.6*
D.
The
sup
port
leve
l of t
he g
ener
al p
ublic
23.1
53.9
23.0
E.
You
r ow
n pe
rson
al s
uppo
rt le
vel
91.4
- 4.
53.
9+
0.5
4.7
+ 2
.1
New
que
stio
n in
199
5
14
Fig
ure
4.2
SU
PP
OR
T F
OR
KE
RA jr
vl'a
P,
-
Tea
cher
sA
dm.
Par
ents
Pub
licP
erso
nal
N =
105
Sup
erin
tend
ents
111
SU
PP
OR
TIV
E
Lege
nd
101
NE
UT
RA
LN
OT
SU
PP
OR
TIV
E
II-?a
l0
I
15
111
Effe
cts
of K
ER
A
5.1
Str
ess
Leve
l of T
each
ers,
Adm
inis
trat
ors,
Stu
dent
s, a
nd S
uper
inte
nden
ts
Que
stio
n 6.
Sch
ool p
erso
nnel
acr
oss
the
stat
e re
port
a lo
t of s
tres
s du
e to
the
extr
a w
ork
and
the
dem
ands
of
KE
RA
. How
wou
ld y
ou c
hara
cter
ize
the
stre
ss le
vel o
f diff
eren
t gro
ups
you
have
con
tact
with
on
are
gula
r ba
sis?
Tab
le 5
.1 -
Str
ess
Leve
l of T
each
ers,
Adm
inis
trat
ors,
Stu
dent
s, a
nd S
uper
inte
nden
ts
Gro
ups
Ext
rem
eS
tres
sC
hang
efr
om 1
994
Maj
orS
tres
sC
hang
efr
om 1
994
Som
eS
tres
sC
hang
efr
om 1
994
A.
The
str
ess
leve
l of t
each
ers
19.1
- 22
.331
.4-
3.3
49.5
+ 2
5.8
B.
The
str
ess
leve
l of s
choo
l adm
inis
trat
ors
31.4
- 4.
922
.9-
14.3
45.7
- 19
.3
C.
The
str
ess
leve
l of s
tude
nts
4.8
8.6
86.7
D.
You
r ow
n pe
rson
al le
vel o
f str
ess
16.2
- 5.
516
.2-
11.3
66.7
+ 1
2.0
New
que
stio
n in
199
5
16
Fig
ure
5.1
PE
RC
EIV
ED
ST
RE
SS
LE
VE
L
Tea
cher
sS
tude
nts
Adm
.S
uper
inte
nden
ts=
105
Sup
erin
tend
ents
-Le
gend
SO
ME
Eg
MA
JOR
11
EX
TR
EM
E
17
5.2
Effe
cts
Men
tione
d by
Sch
ool A
dmin
istr
ator
s, T
each
ers
and
Par
ents
Que
stio
n 1
O.
The
follo
win
g ar
e st
atem
ents
abo
ut s
choo
l ref
orm
that
hav
e be
en m
ade
by s
choo
l adm
inis
trat
ors,
teac
hers
and
par
ents
. Wha
t are
you
r fe
elin
gs a
bout
thes
e st
atem
ents
?
Tab
le 5
.2 -
Sup
erin
tend
ents
' Rea
ctio
ns
,
Sta
tem
ents
Tru
e
Cha
nge
from
1994
Un-
deci
ded
(Uns
ure)
Cha
nge
from
1994
Not
Tru
e
Cha
nge
from 1994
A.
The
new
lear
ning
goa
ls a
nd s
trat
egie
s in
trod
uced
in K
ER
A h
ave
mad
e le
arni
ng fu
n fo
r a
lot m
ore
child
ren.
79.8
+ 8
.013
.5-
6.7
6.7
- 1.
3
B.
Tea
cher
s, s
choo
l adm
inis
trat
ors
and
pare
nts
ofte
n fe
el to
o in
timid
ated
by
colle
ague
s or
supe
riors
to s
peak
thei
r tr
ue fe
elin
gs a
bout
KE
RA
.65
.4-1
.54.
8-
4.1
29.8
+ 5
.6
C.
The
hea
vy e
mph
asis
on
com
mun
icat
ion
and
thin
king
pro
cess
es in
KE
RA
sho
rt-c
hang
esst
uden
ts o
n co
nten
t the
y ne
ed to
be
succ
essf
ul in
life
.52
.9+
25.8
12.5
- 8.
534
.6-
17.0
D.
The
per
form
ance
ass
essm
ents
in K
IRIS
hav
e ch
ange
d th
e w
ay te
ache
rs a
re te
achi
ng a
ndst
uden
ts a
re le
arni
ng.
89.4
+ 2
4.1
9.6
- 6.
51.
0-
17.6
E.
KE
RA
will
ena
ble
stud
ents
to d
o as
wel
l or
bette
r on
col
lege
ent
ranc
e ex
ams
such
as
the
AC
T o
r S
AT
than
a tr
aditi
onal
cur
ricul
um.
28.9
+2.
145
.2+
5.4
26.0
-7.4
F.
Ken
tuck
y's
scho
ol a
ccou
ntab
ility
sys
tem
of r
ewar
ds a
nd s
anct
ions
has
take
n th
e fu
n ou
t of
teac
hing
and
lear
ning
.41
.2-
1.4
26.5
+1.
932
.4-
0.4
G.
If m
ulti-
age
grou
ping
In th
e pr
imar
y pr
ogra
m w
ere
mad
e op
tiona
l, ot
her
feat
ures
of t
hepr
ogra
m, s
uch
as d
evel
opm
enta
lly a
ppro
pria
te p
ract
ices
, con
tinuo
us p
rogr
ess,
prof
essi
onal
team
wor
k an
d au
then
tic a
sses
smen
t sho
uld
be m
aint
aine
d an
dst
reng
then
ed.
92.2
6.9
1.0
H.
Sch
ool a
ccou
ntab
ility
of s
ome
type
Is c
ritic
al to
mot
ivat
e te
ache
rs a
nd s
tude
nts
to d
o th
eir
best
.'88
.56.
74.
8
I.If
writ
ing
port
folio
s di
d no
t cou
nt a
s pa
rt o
f the
sch
ool a
ccou
ntab
ility
Inde
x, te
ache
rs w
ould
grea
tly r
educ
e th
eir
emph
asis
on
teac
hing
writ
ing.
'79
.810
.69.
6
* N
ew o
n th
e 19
95 s
urve
y
(; 2
BE
ST C
OPY
AV
AIL
AB
LE
618
A. B.
C.
D.
E.
Fig
ure
5.2
Sup
erin
tend
ents
' Rea
ctio
ns
-t
A-
1115
hpa
rlata
mile
nts
TR
UE
Lege
nd
IMU
ND
EC
IDE
DN
OT
TR
UE
The
new
lear
ning
goa
ls a
nd s
trat
egie
s in
trod
uced
in K
ER
A h
ave
mad
e le
arni
ngfu
n fo
r a
lot m
ore
child
ren.
Tea
cher
s, s
choo
l adm
inis
trat
ors
and
pare
nts
ofte
n fe
el to
o in
timid
ated
by
colle
ague
s or
sup
erio
rs to
spe
ak th
eir
true
feel
ings
abo
ut K
ER
A.
The
hea
vy e
mph
asis
on
com
mun
icat
ion
and
thin
king
pro
cess
es in
KE
RA
sho
rt-
chan
ges
stud
ents
on
cont
ent t
hey
need
to b
e su
cces
sful
In li
fe.
The
per
form
ance
ass
essm
ents
in K
IRIS
hav
e ch
ange
d th
e w
ay te
ache
rs a
rete
achi
ng a
nd s
tude
nts
are
lear
ning
.K
ER
A w
ill e
nabl
e st
uden
ts to
do
as w
ell o
r be
tter
on c
olle
ge e
ntra
nce
exam
s su
chas
the
AC
T o
r S
AT
than
a tr
aditi
onal
cur
ricul
um.
F.
Ken
tuck
y's
scho
ol a
ccou
ntab
ility
sys
tem
of r
ewar
ds a
nd s
anct
ions
has
take
n th
efu
n ou
t of t
each
ing
and
lear
ning
.G
.If
mul
tiage
gro
upin
g in
the
prim
ary
prog
ram
wer
e m
ade
optio
nal,
othe
r fe
atur
es o
fth
e pr
ogra
m, s
uch
as d
evel
opm
enta
lly a
ppro
pria
te p
ract
ices
, con
tinuo
uspr
ogre
ss, p
rofe
ssio
nal t
eam
wor
k an
d au
then
tic a
sses
smen
t sho
uld
bem
aint
aine
d an
d st
reng
then
ed.
H.
Sch
ool a
ccou
ntab
ility
of s
ome
type
Is c
ritic
al to
mot
ivat
e te
ache
rs a
nd s
tude
nts
todo
thei
r be
st.
I.If
writ
ing
port
folio
s di
d no
t cou
nt a
s pa
rt o
f the
sch
ool a
ccou
ntab
ility
inde
x,te
ache
rs w
ould
gre
atly
red
uce
thei
r em
phas
is o
n te
achi
ng w
ritin
g.
L,
19
6.0
Sup
erin
tend
ent's
Sta
nce
on A
sses
smen
t and
Acc
ount
abili
ty Is
sues
6.1
Issu
es R
elat
ed to
Aca
dem
ic E
xpec
tatio
ns
Que
stio
n 11
.K
entu
cky'
s Le
arni
ng G
oals
and
Aca
dem
ic E
xpec
tatio
ns d
efin
e th
e le
arni
ng ta
rget
s fo
r st
uden
tsan
d w
hat i
s to
be
test
ed in
KIR
IS. P
leas
e in
dica
te y
our
levE
l of a
gree
men
t/dis
agre
emen
t with
each
.
Tab
le 6
.1 -
Agr
eem
ent/D
isag
reem
ent o
n S
tate
men
ts A
bout
Aca
dem
ic E
xpec
tatio
ns
Sta
tem
ents
Agr
eeN
eutr
alD
isag
ree
A.
The
Aca
dem
ic E
xpec
tatio
ns a
re c
lear
to m
ost
teac
hers
and
adm
inis
trat
ors.
43.7
11.7
44.7
B.
The
Aca
dem
ic E
xpec
tatio
ns n
eed
to b
e be
tter
defin
ed, e
xpan
ded
and
clar
ified
.71
.213
.515
.4
C.
The
Aca
dem
ic E
xpec
tatio
ns n
eed
to b
esu
bsta
ntia
lly r
evis
ed.
33.7
31.7
34.6
D.
The
Aca
dem
ic E
xpec
tatio
ns n
eed
to b
e di
scar
ded
anjp
face
d w
ith a
new
set
of l
earn
ing
targ
ets.
9.6
33.7
56.7
F1
G ?
ii
20
Fig
ure
6A
Aca
dem
ic E
xpec
tatio
ns
z 40
rU
I
30U
I s. 2
0
Cle
ar
Lege
nd
I1
1--
Def
ined
Rev
ised
Rep
lace
dN
IOS
Sw
perin
tend
eats
Agr
eeN
eutr
alI D
isag
ree
A.
The
Aca
dem
ic E
xpec
tatio
ns a
re c
lear
to m
ost t
each
ers
and
adm
inis
trat
ors.
C.
The
Aca
dem
ic E
xpec
tatio
ns n
eed
to b
e su
bsta
ntia
lly r
evis
ed.
B.
The
Aca
dem
ic E
xpec
tatio
ns n
eed
to b
e be
tter
defin
ed, e
xpan
ded
and
clar
ified
.D
.T
he A
cade
mic
Exp
ecta
tions
nee
d to
be
disc
arde
d an
d re
plac
ed w
ith a
new
set
of le
arni
ng ta
rget
s.
21
6.2
Issu
es R
elat
ed to
Ass
essm
ent O
ptio
ns
Que
stio
n 12
.P
leas
e in
dica
te y
our
leve
l of a
gree
men
t/dis
agre
emen
t with
eac
h of
the
follo
win
g as
sess
men
top
tions
.
Tab
le 6
.2 -
Agr
eem
ent/D
isag
reem
ent W
ith A
sses
smen
t Opt
ions
Sta
tem
ents
Agr
eeN
eutr
alD
isag
ree
A.
KIR
IS a
sses
smen
ts w
ould
be
mor
e va
lid a
nd r
elia
ble
if th
ey in
clud
edm
ultip
le-c
hoic
e ite
ms.
67.3
20.2
12.5
B.
KIR
IS s
houl
d co
ntin
ue to
incl
ude
a va
riety
of p
erfo
rman
ce a
sses
smen
tssu
ch a
s w
ritin
g as
sign
men
ts, o
pen-
ende
d qu
estio
ns, a
nd o
n-de
man
dpe
rfor
man
ce ta
sks.
78.9
14.4
6.7
C.
KIR
IS te
sts
shou
ld b
e re
plac
ed b
y na
tiona
lly n
orm
ed, c
omm
erci
al te
sts
like
the
Com
preh
ensi
ve T
est o
f Bas
ic S
kills
or
the
Cal
iforn
iaA
chie
vem
ent T
est.
21.4
20.4
58.3
D.
Tot
al s
choo
l per
form
ance
and
indi
vidu
al s
tude
nt p
erfo
rman
ce s
houl
d be
mea
sure
d by
diff
eren
t tes
ts.
58.3
27.2
14.6
: 4.A
22
80 70 60
w,(
50
z 40
sg 3
0
s.20 10
Fig
ure
6.2
Ass
essm
ent O
ptio
ns
Mul
tiple
-cho
ice
Var
iety
Rep
lace
dM
= 1
05 S
eper
lete
eden
to
Lege
nd
Agr
eeN
IN
eutr
alD
isag
ree
Diff
eren
t Tes
ts
A.
KIR
IS a
sses
smen
ts w
ould
be
mor
e va
lid a
nd r
elia
ble
if th
ey in
clud
ed m
ultip
le-
choi
ce it
ems.
B.
KIR
IS s
houl
d co
ntin
ue to
incl
ude
a va
riety
of p
erfo
rman
ce a
sses
smen
ts s
uch
asw
ritin
g as
sign
men
ts, o
pen-
ende
d qu
estio
ns, a
nd o
n-de
man
d pe
rfor
man
ce ta
sks.
C.
KIR
IS te
sts
shou
ld b
e re
plac
ed b
y na
tiona
lly-n
orm
ed, c
omm
erci
al te
sts
like
the
Com
preh
ensi
ve T
est o
f Bas
ic S
kills
or
the
Cal
iforn
ia A
chie
vem
ent T
est.
D.
Tot
al s
choo
l per
form
ance
and
indi
vidu
al s
tude
nt p
erfo
rman
ce s
houl
d be
mea
sure
d by
diff
eren
t tes
ts.
23
6.3
Issu
es R
elat
ed to
Acc
ount
abili
ty O
ptio
ns
Que
stio
n 13
.F
ollo
win
g is
a s
erie
s of
sta
tem
ents
abo
ut a
ccou
ntab
ility
for
stud
ent l
earn
ing.
Ple
ase
indi
cate
your
leve
l of a
gree
men
t/dis
agre
emen
t with
eac
h.
Tab
le 6
.3 -
Acc
ount
abili
ty O
ptio
ns
Acc
ount
abili
tyA
gree
Neu
tral
Dis
agre
e
A.
Bot
h re
war
ds a
nd s
anct
ions
are
ess
entia
l to
hold
teac
hers
and
scho
ols
acco
unta
ble
for
stud
ent l
earn
ing.
39.4
11.5
49.0
B.
Sch
ool r
ewar
ds fo
r hi
gh p
erfo
rman
ce, b
ut n
o sa
nctio
ns fo
r lo
wpe
rfor
man
ce, w
ould
mot
ivat
e te
ache
rs to
do
thei
r be
st a
nd
impr
ove
lear
ning
.20
.220
.259
.6
C.
Pub
lic d
iscl
osur
e of
sch
ool s
core
s w
ithou
t rew
ards
or
sanc
tions
wou
ld m
otiv
ate
teac
hers
to d
o th
eir
best
and
impr
ove
lear
ning
.27
.924
.048
.1
D.
The
Sch
ool A
ccou
ntab
ility
Inde
x sh
ould
incl
ude
mea
sure
s of
the
scho
ol's
inst
ruct
iona
l pra
ctic
es a
s w
ell a
s te
st s
core
s.50
.534
.015
.5
E.
Ass
igni
ng a
Dis
tingu
ishe
d E
duca
tor
to a
"sc
hool
in d
eclin
e" is
an e
ffect
ive
stra
tegy
for
help
ing
thos
e sc
hool
s to
impr
ove
stud
ent p
erfo
rman
ce.
34.6
22.1
43.3
F.
Hol
ding
stu
dent
s an
d pa
rent
s ac
coun
tabl
e fo
r le
arni
ng s
houl
dbe
don
e at
the
loca
l sch
ool r
athe
r th
an a
t sta
te le
vel.
49.0
18.3
32.7
24
Fig
ure
6.3
Acc
ount
abili
ty O
ptio
ns
Bot
hN
o S
anct
ions
Sco
res
Inst
ruct
. Pra
ctic
esS
uper
litte
sden
ts
_Le
gend
111
1D
ISA
GR
EE
NE
UT
RA
LA
GR
EE
Bot
h re
war
ds a
nd s
anct
ions
are
ess
entia
l to
hold
teac
hers
and
sch
ools
acco
unta
ble
for
stud
ent l
earn
ing.
Sch
ool r
ewar
ds fo
r hi
gh p
erfo
rman
ce, b
ut n
o sa
nctio
ns fo
r lo
w p
erfo
rman
ce,
wou
ld m
otiv
ate
teac
hers
to d
o th
eir
best
and
impr
ove
lear
ning
.P
ublic
dis
clos
ure
of s
choo
l sco
res
with
out r
ewar
ds o
r sa
nctio
ns w
ould
mot
ivat
ete
ache
rs to
do
thei
r be
st a
nd im
prov
e le
arni
ng.
Stu
dent
s
D.
E.
F.
The
Sch
ool A
ccou
ntab
ility
Inde
x sh
ould
Incl
ude
mea
sure
s of
the
scho
ol's
Inst
ruct
iona
l pra
ctic
es a
s w
ell a
s te
st s
core
s.A
ssig
ning
a D
istin
guis
hed
Edu
cato
r to
a "
scho
ol in
dec
line"
Is a
n ef
fect
ive
stra
tegy
for
help
ing
thos
e sc
hool
s to
impr
ove
stud
ent p
erfo
rman
ce.
Hol
ding
stu
dent
s an
d pa
rent
s ac
coun
tabl
e fo
r le
arni
ng s
houl
d be
don
e at
the
loca
l sch
ool r
athe
r th
an a
t sta
te le
vel.
t'y
BE
ST C
OPY
AV
AIL
AB
LE
I
6.4
Issu
es R
elat
ed to
Pot
entia
l Tes
ting
Opt
ions
for
1995
-96
Que
stio
n 15
.B
ased
on
a re
cent
stu
dy, t
he L
egis
lativ
e O
vers
ight
Com
mitt
ee o
f the
Offi
ce o
f Edu
catio
nA
ccou
ntab
ility
has
rec
omm
ende
d th
at th
e D
epar
tmen
t of E
duca
tion
take
the
time
to m
ake
appr
opria
te a
nd w
ise
adju
stm
ents
to th
e as
sess
men
t and
acc
ount
abili
ty s
yste
m. W
ould
you
agre
e or
dis
agre
e w
ith e
ach
of th
e fo
llow
ing
optio
ns fo
r th
e st
atew
ide
test
ing
syst
em in
the
1995
-96
scho
ol y
ear?
Tab
le 6
.4 -
Pot
entia
l Tes
ting
Opt
ions
Opt
ions
Agr
eeN
eutr
alD
isag
ree
A.
Con
tinue
the
KIR
IS te
stin
g as
sch
edul
ed45
.57.
147
.5
B.
Con
tinue
the
port
folio
pro
gram
and
rep
ort
scor
es, b
ut n
ot fo
r re
war
ds o
r sa
nctio
ns51
.511
.936
.6
C.
Adm
inis
ter
a na
tiona
lly n
orm
ed,
stan
dard
ized
test
, not
for
acco
unta
bilit
y,bu
t to
dete
rmin
e th
e ac
hiev
emen
t lev
el o
fst
uden
ts70
.612
.816
.7
D.
Adm
inis
ter
a va
riety
of K
IRIS
per
form
ance
asse
ssm
ents
, inc
ludi
ng m
ultip
le-c
hoic
eite
ms,
to d
eter
min
e w
hich
sho
uld
be u
sed
in th
e fu
ture
73.3
16.8
9.9
E.
Sus
pend
all
stud
ent t
estin
g un
til th
e st
ate
has
rede
sign
ed th
e as
sess
men
t sys
tem
19.8
13.9
66.3
26
80 70 60
r, 5
0
z 40
u, Cg
30u, a.
20 10
o
Fig
ure
6.4
Pot
entia
l Tes
ting
Opt
ions
AN
= 1
05 S
uper
inte
nden
ts
Lege
nd
1111
DIS
AG
RE
ELI
NE
UT
RA
LA
GR
EE
A.
Con
tinue
the
KIR
IS te
stin
g as
sch
edul
ed.
D.
Adm
inis
ter
a va
riety
of K
IRIS
per
form
ance
ass
essm
ents
, Inc
ludi
ng m
ultip
leB
.C
ontin
ue th
e po
rtfo
lio p
rogr
am a
nd r
epor
t sco
res,
but
not
for
rew
ards
or
choi
ce It
ems,
to d
eter
min
e w
hich
sho
uld
be u
sed
In th
e fu
ture
.sa
nctio
ns.
E.
Sus
pend
all
stud
ent t
estin
g un
til th
e st
ate
has
rede
sign
ed th
e as
sess
men
tC
.A
dmin
iste
r a
natio
nally
nor
med
, sta
ndar
dize
d te
st, n
ot fo
r ac
coun
tabi
lity,
syst
em.
but t
o de
term
ine
the
achi
evem
ent l
evel
of s
tude
nts.
A
27
7.0
Dem
ogra
phic
s
7.1
The
num
ber
of y
ears
of e
xper
ienc
e as
a s
uper
inte
nden
t is:
12
34
56
78
or m
ore
9.5
9.5
9.5
10.7
9.5
3.7
10.7
36.9
7.2
The
prim
ary
subj
ect a
rea
you
taug
ht w
hen
you
wer
e in
the
clas
sroo
m w
as:
Sci
ence
Soc
ial
Stu
dies
Mat
hA
rts/
Hum
aniti
esP
ract
ical
Livi
ngLa
ngua
geA
rts
Voc
atio
nal
Edu
catio
nP
hysi
cal
Edu
catio
n
25%
24%
12%
3%0
16%
8%11
%
7.3
You
r ed
ucat
ion
leve
l is:
Abo
ve R
ank
IR
ank
I(3
0 hr
s. a
bove
mas
ters
)
Ran
k II
(Mas
ters
or
30 h
rs. a
bove
Bac
cala
urea
te)
74%
25.0
%1.
0%
7.4
You
r se
x is
:
C.1
[F
emal
eM
ale
8.1%
91.9
%
8328
7.5
You
r ag
e ca
tego
ry is
:
25-3
435
-44
45-5
455
-64
65 o
r al
der
08.
0%66
.0%
26.0
%0
7.6
You
r ra
cial
/eth
nic
herit
age
is:
Whi
teA
fric
anA
mer
ican
Asi
anH
ispa
nic
Am
eric
anIn
dian
Som
e ot
her
raci
al g
roup
99.0
%0
00
1.0%
0
7.7
The
Edu
catio
nal R
egio
n to
whi
chyo
ur d
istr
ict b
elon
gs is
:
Reg
ion
1 -
Mur
ray
area
Reg
ion
2 -
B. G
reen
area
Reg
ion
3 -
Loui
svill
ear
ea
Reg
ion
4 -
Cov
ingt
onar
ea
Reg
ion
5 -
Lexi
ngto
nar
ea
Reg
ion
6 -
Cor
bin
area
Reg
ion
7 -
Mor
ehea
dar
ea
Reg
ion
8 -
Pre
ston
s-bu
rg a
rea
18.1
%22
.2%
2.0%
13.1
%12
.1%
17.2
%12
.2%
3.0%
29
