OECD Test for Schools* FCPS’ Learning Journey

FAIRFAX COUNTY PUBLIC SCHOOLS September 2013

Based on the PISA*

Welcome and Introductions

What I know about PISA!

Outcomes Gain a greater understanding

of the PISA Test

Engage in a dialogue concerning the PISA results

Show how to locate information online

PISA Purpose

•Benchmarking in reading, math and science•Results and comparative analysis•Policy analysis

It is not:•Mandated or standardized•Not formative•Not aligned to common core or specific curricular standards

PISA for Schools Pilot• 125 Schools in Canada, UK and US• 48 School Districts• FCPS had 10 schools participate• 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 answered a

questionnaire about classroom management and relationships with teachers

PISA

• Students were selected by the testing company, based on their birthday

• Students had ~ 3 hours to complete the PISA test for schools, including the questionnaire

• Students had to be able to take a paper and pencil test

OECD Test for Schools Case Study

PISA’s Measure of SES

The PISA index of social, cultural and economic status is based on information provided by students about their parents’ education, occupations and wealth (i.e., internet, computers, cars, and bathrooms)

Noted on slides as: PISA index of socio-economic background (ESCS)

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The socio-economic background of students in Fairfax County schools

Socio-economic advantage of students

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How the mathematics performance of the schools in Fairfax County compare with other schools in the United States on PISA 2009

300

400

500

600

700

-2 -1.5 -1 -0.5 0 0.5 1 1.5 2

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Socio-economic background (ESCS)

Schools in the United States that participated in PISA 2009

MathematicsFairfax County Public Schools (2012)

487 is the US Mean

600 is the Shanghai Mean

1

Levels Examples of 4C’s in each level

6 • Students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problems

5 • Students can reflect on their problem solving actions and communicate their interpretations and reasoning

4 • Students can select and integrate different representations, including symbolic ones, linking them directly to the real-world.

3 • Students can write short communications reporting their interpretations, results and reasoning

2 • Students can extract relevant information from a single source

1 • Student can perform actions that are obvious

Mathematics

How proficient are students in schools in Fairfax County in mathematics?

MATHEMATICS

-100 -80 -60 -40 -20 0 20 40 60 80 100

Shanghai-China--2009

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

Students at Level 1 or below Students at Level 2 or above

11

Are You Smarter Than a 15-Year-Old?

Reflection

Levels Examples of 4C’s in each level

6 • Students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problems

5 • Students can reflect on their problem solving actions and communicate their interpretations and reasoning

4 • Students can select and integrate different representations, including symbolic ones, linking them directly to the real-world.

3 • Students can write short communications reporting their interpretations, results and reasoning

2 • Students can extract relevant information from a single source

1 • Student can perform actions that are obvious

• What do you notice about the assessment?

• What do students need to know and be able to do?

• Were the questions hard or easy for you?

• What types of questions were harder?

• Self-efficacy in mathematics: Students’ self-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

Oakton

Teacher Student-Relations

Other Data Available• International and national

comparisons• Learning Environment and

Teacher-Student Relationship• Students’ reading habits• Students’ attitudes about

reading, math and science• Student’s self-beliefs and

interest in reading and science• Public and private school

comparisons• Boys and girls comparison in

reading, math, and science• Extensive research information

Next Steps for FCPS• Participate in 2013 -14• 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 ofthe best conditions for learning

Final Thoughts

What does this mean for parents?

Want to know more?http://www.fcps.edu/pla/ost/_pisa/pisa_index.shtml