Progress on Education Reform
In the article, Slavin recognizes that reform in educational systems is a priority for jurisdictions all over the world. He identifies two different approaches to reform. One typically called “systemic reform” (Slavin, 2005) and the second type of reform occurs at “the school level” (Slavin, 2005). Slavin cites “that systemic reform has been the approach in a number of countries including Britain, Australia, New Zealand and Israel (Slavin, 2005).
Upon reading the description of systemic reform as described by Slavin, it quickly became apparent to me that this is the approach the Province of Ontario has adopted. Ontario began its reform efforts based on standards and accountability.
In 1998, the province began the ambitious initiative of developing a common curriculum for grades 1 to 12. In this curriculum, the overall expectations and the standard for achievement are clearly identified. Shortly thereafter, the province launched the Education, Quality and Accountability Office (EQAO) to administer province wide assessments in reading, writing, and mathematics for grades 3-6 to determine the extent to which students were meeting the provincial standards. The assessments further expanded into the assessment of Grade 9 mathematics and the Ontario Secondary School Literacy Test (OSSLT).
In addition to the measures of accountability, the Ministry of Education for Ontario also provided numerous supports and resources to assist in achieving improvement. These included: the development of the Literacy and Numeracy Secretariat, Student Success Initiative, and significant professional development to better understand research based high yield strategies.
I agree with Slavin in his observation that “standards, assessments and accountability alone can’t make a substantial difference to achievement” (Slavin, 2005). It is the resources and the investment in professional development that together with
these standards that can make a difference in student achievement.
C.D.
References:
Slavin, R. E. (2005). Sand, bricks, and seeds: School change strategies and readiness for reform.
In D. Hopkins (Ed), The Practice and Theory of School Improvement (pp. 265-279). Netherlands: Springer.
Glaze, A., & Campbell, C. (2007). Putting Literacy and Numeracy First: Using Research and Evidence to Support Improved Student Achievement. American Educational Research Association (pp. 1-36).
Ontario Ministry of Education. Retrieved October 1, 2011 from Queen’s Printer for Ontario, retrieved from Web Site: http://www.edu.gov.on.ca/eng/
Upon reading the description of systemic reform as described by Slavin, it quickly became apparent to me that this is the approach the Province of Ontario has adopted. Ontario began its reform efforts based on standards and accountability.
In 1998, the province began the ambitious initiative of developing a common curriculum for grades 1 to 12. In this curriculum, the overall expectations and the standard for achievement are clearly identified. Shortly thereafter, the province launched the Education, Quality and Accountability Office (EQAO) to administer province wide assessments in reading, writing, and mathematics for grades 3-6 to determine the extent to which students were meeting the provincial standards. The assessments further expanded into the assessment of Grade 9 mathematics and the Ontario Secondary School Literacy Test (OSSLT).
In addition to the measures of accountability, the Ministry of Education for Ontario also provided numerous supports and resources to assist in achieving improvement. These included: the development of the Literacy and Numeracy Secretariat, Student Success Initiative, and significant professional development to better understand research based high yield strategies.
I agree with Slavin in his observation that “standards, assessments and accountability alone can’t make a substantial difference to achievement” (Slavin, 2005). It is the resources and the investment in professional development that together with
these standards that can make a difference in student achievement.
C.D.
References:
Slavin, R. E. (2005). Sand, bricks, and seeds: School change strategies and readiness for reform.
In D. Hopkins (Ed), The Practice and Theory of School Improvement (pp. 265-279). Netherlands: Springer.
Glaze, A., & Campbell, C. (2007). Putting Literacy and Numeracy First: Using Research and Evidence to Support Improved Student Achievement. American Educational Research Association (pp. 1-36).
Ontario Ministry of Education. Retrieved October 1, 2011 from Queen’s Printer for Ontario, retrieved from Web Site: http://www.edu.gov.on.ca/eng/