Supovitz, Jonathan A

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Now showing 1 - 10 of 40
  • Publication
    TASK: A Measure of Learning Trajectory-Oriented Formative Assessment
    (2013-06-01) Supovitz, Jonathan A; Sirinides, Philip M; Ebby, Caroline Brayer
    This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers’ formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers’ knowledge of formative assessment and learning trajectories, important components of the instructional knowledge necessary to teach to the high expectations of the Common Core State Standards (CCSS). Researchers found that the majority of teachers of mathematics in grades K-10 in urban and urban fringe districts focused on their students' procedural skills rather than their conceptual understandings, indicating that there is significant room for growth in teacher capacity to identify, interpret, and respond to students' conceptual understanding.
  • Publication
    Parallel Play in the Education Sandbox: The Common Core and the Politics of Transpartisan Coalitions
    (2016-01-01) McGuinn, Patrick; Supovitz, Jonathan A
    In Parallel Play in the Education Sandbox: The Common Core and the Politics of Transpartisan Coalitions,” Patrick McGuinn and Jonathan Supovitz examine the successes and limits of transpartisan opposition to Common Core. What are the lessons of the Common Core fight for education policy? Are there lessons applicable to other fragile areas of bipartisan cooperation? This report is the third in a series of New Models of Policy Change case studies published by New America.
  • Publication
    Slowing Entropy: Instructional Policy Design in New York City, 2011-12
    (2013-01-01) Supovitz, Jonathan A
    District policy makers never have more potential influence than when they are crafting a policy. They hold an abundance of choices about the ways they might frame the policy; the language they could use to communicate the policy; the resources they could expend to support the policy; and how they choose to situate the policy within other existing and planned policies and initiatives. Yet, once they introduce the policy into the world, its entropy begins, as the objects of the policy interpret, reframe, and situate it within their own priorities, contexts, and interests. In this paper, Dr. Jonathan Supovitz argues that the success of an instructional policy depends to some extent on the choices made in its crafting before it is let loose upon the world. The way a policy is framed and designed has important implications for the way people receive and understand it, and the extent to which they respond to it. The choices embedded within its design are essentially a set of signals that interact with a variety of influences, both real and perceptual, as it is received, interpreted, and enacted upon by its intended audience.
  • Publication
    Evaluation of the GE Foundation-Supported Demonstration Schools Initiative in Milwaukee Public Schools, SY 2012-2013
    (2013-12-01) Sam, Cecile; Supovitz, Jonathan A; Darfler, Anne; Newman, Bobbi; Hall, Daniella
    The Milwaukee Public School district (MPS) Demonstration Schools Initiative provided intensive support to 10 MPS elementary and middle schools implementing the Common Core State Standards (CCSS) in mathematics and English language arts. This evaluation report was designed to answer two overarching questions: How did MPS implement the Demonstration Schools Initiative in Year One, and what factors shaped the implementation? Is there evidence of teachers' adoption of the instructional shifts associated with the CCSS? This evaluation found that teachers in the Demonstration Schools ended the 2012-2013 school year with significantly higher CCSS knowledge in both mathematics and English language arts than did teachers in the comparison schools.
  • Publication
    From the Inside In: An Examination of Common Core Knowledge & Communication in Schools
    (2014-03-01) Supovitz, Jonathan A; Fink, Ryan; Newman, Bobbi
    In this report, CPRE researchers explore how Common Core knowledge and influence are distributed inside of schools and how these configurations may help teachers to engage with the Common Core and influence their understanding and implementation. To do so, we used a mixed-method approach to examine knowledge and influence in eight schools, including five elementary schools and three middle schools. Our central method was a survey of knowledge and influence of all faculty members in a sample of eight schools. These data are supplemented with interview data from a purposeful sample of teachers and administrators in the eight schools. Sponsored by the General Electric Foundation, which also provides support to New York City through its Developing FuturesTM in Education Program, the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania has examined Common Core implementation in New York City in a series of studies. In 2013 CPRE released the findings of two investigations, one which described how the district constructed the 2011-12 Citywide Instructional Expectations (CIEs) for teachers, which were a small number of assignments for school faculties to complete during the school year to facilitate their engagement with the new Common Core (Supovitz, 2013). The second report examined how a diverse sample of 16 schools understood and implemented these CIEs and how their choices influenced their levels of engagement (Goldsworthy, Supovitz, & Riggan, 2013). A third report is a companion to the current report, focusing on teacher collaboration as a means of cultivating and transferring knowledge about the Common Core.
  • Publication
    #COMMONCORE Project (2017) How Social Media is Changing the Politics of Education
    (2017-03-01) Supovitz, Jonathan A; Kolouch, Christian; Daley, Alan J.; Del Fresno, Miguel
    Fueled by impassioned social media activists, the Common Core State Standards have been a persistent flashpoint in the debate over the direction of American education. In this innovative and interactive website we explore the Common Core debate on Twitter. Using a distinctive combination of social network analyses and psychological investigations we reveal both the underlying social structure of the conversation and the motivations of the participants. The central question guiding our investigation is: How are social mediaenabled social networks changing the discourse in American politics that produces and sustains social policy? ABOUT #COMMONCORE PROJECT In the #commoncore Project, authors Jonathan Supovitz, Alan Daly, Miguel del Fresno and Christian Kolouch examine the intense debate surrounding the Common Core State Standards education reform as it played out on Twitter. The Common Core, one of the major education policy initiatives of the early 21st century, sought to strengthen education systems across the United States through a set of specific and challenging education standards. Once enjoying bipartisan support, the controversial standards have become the epicenter of a heated national debate about this approach to educational improvement. By studying the Twitter conversation surrounding the Common Core, we shed light on the ways that social media social networks are influencing the political discourse that, in turn, produces public policy.
  • Publication
    The Heart of the Matter: The Coaching Model in America's Choice Schools
    (2003-05-01) Poglinco, Susan M; Hovde, Kate; Bach, Amy J; Rosenblum, Sheila; Supovitz, Jonathan A; Saunders, Marisa
    The Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania was contracted by the National Center on Education and the Economy (NCEE) in 1998 to conduct the external evaluation of the America’s Choice school design. CPRE designed and conducted a series of targeted studies on the implementation and impacts of the America’s Choice design. This report coincides with the publication of three separate studies by CPRE on the impact of America’s Choice in a number of districts across the country using a variety of quantitative and analytic approaches. Those impact analyses and a stand-alone piece on classroom observations conducted in Cohort 4 schools can be viewed as separate pieces or as complements to the information presented in this report. Another recent CPRE publication from fall 2001 is a widely distributed report entitled, Instructional Leadership in a Standards-based Reform, a companion piece to both the impact reports and this report.
  • Publication
    From Multiple Choice to Multiple Choices
    (1997-11-05) Supovitz, Jonathan A
    Are standardized tests an equitable way to measure the achievement of America's children? A fresh, four-year study by the Educational Testing Service of the gender gap on standardized tests concludes that differences in performance between boys and girls are real, but not large, and cut both ways. ("ETS Disputes Charges of Gender Bias," May 14, 1997.) Still, critics of standardized testing, like the National Center for Fair & Open Testing, blast the ETS study as "a smoke screen designed to divert attention from the ongoing problems with the exams they publish."
  • Publication
    Impact of America's Choice on Student Performance in Duval County, Florida
    (2002-10-01) Supovitz, Jonathan A; Snyder Taylor, Brooke; May, Henry
    This study, conducted by the Consortium for Policy Research in Education (CPRE), reports on the impact of the America's Choice school design on student standardized test performance in Duval County, Florida. We present the results of the first two years of the impact of America's Choice in Duval County in elementary and middle schools in writing, reading, and mathematics using test data from 1999-2001. To detect the effects of America's Choice on student learning, we compared the gains in performance of students in America's Choice schools to those of students in other schools in the district. We employed two statistical techniques in order to make the comparisons as fair as possible. First, we controlled for a variety of student and school demographic characteristics, including prior student achievement, in order to isolate the influences of America's Choice on student learning during a one-to-two year period. Second, we used a statistical method called multi-level modeling that allowed us to appropriately model the fact that students are nested within schools and to take into account the fact that we were looking for the effect of a school-level reform effort using individual-level student data.
  • Publication
    A Longitudinal Study of the Impact of America's Choice on Student Performance in Rochester, New York, 1998-2003
    (2004-07-01) May, Henry; Supovitz, Jonathan A; Perda, David
    Education is a cumulative process. Yet while students' knowledge and skills are built up over time, educational researchers are rarely afforded the opportunity to examine the effects of interventions over multiple years. This study of the America's Choice school reform design is just such an opportunity. Using 11 years of student performance data from Rochester, NY -- which includes several years of data before America's Choice began working in the district -- we examine the effects of America's Choice on student learning gains from 1998 to 2003. Employing a sophisticated statistical method called Bayesian hierarchical growth curve analysis with crossed random effects, we compare the longitudinal gains in test performance of students attending America's Choice schools to those of students attending other Rochester schools. Our analytical method allows us to examine student test performance over time, account for the nested structure of students within schools, and account for the very real problem of within-district student mobility. Through these analyses, we sought to answer three central questions. First, is there evidence that America's Choice increases students' rates of learning and, if so, how big is the increase? Second, does America's Choice improve the performance of particularly lowachieving students? And third, does America's Choice make education more equitable for minority students? Overall, we found that students in America's Choice schools gained significantly more than did students in other Rochester schools in both reading and mathematics test performance. These differences are moderate in the early-elementary grades (grades 1-3) and stronger in later grades (grades 4-8). In the early-elementary grades, students in America's Choice schools averaged three weeks of additional learning per year in comparison to students in other district schools. In grades 4-8, students in America's Choice schools averaged slightly more than two months of additional learning per year in comparison to students in other district schools.