Abstract
Politicians and governments have agenda, sometimes at odds with the facts associated with educational phenomena. Further, educational research is hard to do and leaves room for ambiguity in creating policy out of research, allowing newspapers, in general, and politicians, in particular, to misinterpret educational phenomena. This often leads to inappropriate policies. For example, interpretations of the results of PISA tests (The Program for International Student Assessment) are highly political, often not trustworthy, and commonly misleading. Four examples of problems with PISA interpretations by government are given: the misunderstanding of the relationship between PISA and a nation’s economic performance; the data hidden when only the mean scores of nations are reported; the meaning of variance accounted for in interpreting PISA test scores; and the conclusion that better standards for educational achievement will improve America’s performance on the PISA tests. Discussed as well is the fact that political expediency and government policy often affect such issues as the field testing of instructional programs and their assessment; the setting of goals for achievement on commonly used assessments; the overuse of simple main effects to interpret data, along with a lack of understanding of interactions; a failure to understand the effects of context on the implementation of policy; inadequate estimates of the costs associated with policy implementation; inadequate understanding of the effects of tax credits on education; an overconcern with educational outcomes and a corresponding lack of concern for educational inputs; and an overreliance on standardization.
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Notes
- 1.
Developed by the Council of Chief State School Officers (CCSSO), it set down what each pupil should be able to do by the end of each grade level in mathematics and English and claimed to be evidenced based.
- 2.
The No Child Left Behind Act (NCLB) was passed by Congress in 2001, but in 2015 it was replaced by the Every Student Succeeds Act. The NCLB act required each state to develop assessments in basic skills. To obtain Federal funding, a state had to assess all its students at selected grade levels. Over the years the act came in for criticism from both liberal and conservative opinions for its stringent demand that all students should achieve “above average” results, and for the emphasis, it placed on the use of standardized tests in mathematics and literacy, which resulted in teachers “teaching to the test” and giving a disproportionate amount of instructional time to these core subjects at the expense of the arts and humanities. The history of NCLB has parallels in England where standardized tests at 7 (Key Stage 1), 11 (Key Stage 2), and 13 (Key Stage 3) were introduced, but have now been replaced by a single end of primary school series of assessments as a result of similar criticisms.
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Berliner, D. (2017). How Research Messages Get Sidetracked by Governments. In: Maclean, R. (eds) Life in Schools and Classrooms. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 38. Springer, Singapore. https://doi.org/10.1007/978-981-10-3654-5_4
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