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Recently while heading into work, I realized how much I was looking forward to my day. What was on my calendar? Loudoun County Public Schools (LCPS) was partnering with the Global Learning Network (part of America Achieves) to host a day of learning for teachers and administrators from districts across Maryland and Virginia. What would we be doing? Discussing results and learning from a test to identify ways to improve outcomes for our students.

It is not just any test. It is the OECD Test for Schools (based on an international exam known as PISA) – the only assessment that enables high schools to compare themselves to students in other countries. This tool for learning is completely voluntary; not required by any state, has nothing to do with end-of-grade promotion or Advanced Placement or college admissions.

So why did three Loudoun County high schools volunteer to take the assessment in 2013-2014 and two other schools join them in 2014-2015? Because Loudoun is committed to providing students with a world-class education and this assessment not only enables LCPS to understand how well we are preparing our students to be globally competitive, but also provides rich information about how we can get even better.

The assessment is only administered to a small sample of 15-year-olds in each school. It measures how effectively students can apply what they know in math, reading and science to solve complex, real world problems. Through a student survey, it captures student perspectives on the school climate, their relationships with teachers and the relevance of their course work to future opportunities. During the 2013-14 academic year, Stone Bridge, Heritage and Potomac Falls high schools administered the assessment to roughly 70 students each. This academic year, those three were joined by Rock Ridge and Loudoun Valley high schools.

The 2013-14 results were highly encouraging. Data show we have students who are outperforming their global peers. The overall science and math results showed all three Loudoun high schools outperformed the U.S. average. In science, the results at Stone Bridge and Potomac Falls were similar to Japan and Finland and Heritage’s science results were similar to New Zealand and Switzerland. Beyond math, reading and science results, the OECD Test for Schools gives us insight into teacher-student relationships, student motivation and student engagement. 

Results show Loudoun County has some of the smartest kids in the world and as a community we need to ensure opportunities exist that challenge and engage our students. Loudoun Superintendent Dr. Eric Williams and the School Board are ensuring LCPS students are globally competitive by developing a strategic plan, Vision 2020, with a goal to develop knowledgeable critical thinkers, communicators, collaborators, creators and contributors. Achieving this outcome is very different work than just meeting state benchmarks. 

In partnership with the Global Learning Network – a learning community for school districts that use the OECD Test – we were able to provide an opportunity for educators across districts to reflect on their results and share best practices while identifying concrete actions to improve student outcomes. Attendees grappled with questions like, “How do you improve the rigor of instruction?” and “Why do some teachers have better relationships with their students than do others?”

The critical information that enabled these discussions did not come from weeks of testing every student in every grade in every subject, but rather from a sampling of 15-year-old students who took one test for two-and-a-half hours. This type of testing seems to be a much more common sense approach to ensuring districts are accountable for results, without overburdening students with hours of testing. 

LCPS will soon have the results from this year’s test. When they are available, I’ll look forward to learning if our students are performing at the most rigorous levels in math, science and reading. We will learn whether students believe what they are learning will help them in the future; the reading habits of our students and insight into teacher-student relationships. The answers to all of these questions will assist us as we prepare students for their futures.


The author is the assistant superintendent of instruction for Loudoun County Public Schools and the former assistant superintendent of accountability in Fairfax County Public Schools.

Dr. Terri Breeden

Loudoun County Public Schools

Comments


This is the most dishonest letter I have ever seen.  The PISA results showed LCPS’ results are abysmal.  It is common knowledge that absolute test scores are tied to parental backgrounds and income.  If you map out household income by zip, you can predict test scores.

PISA tests are different in two ways:

1. The only focus on application of skills and knowledge as opposed to some that include “rote memorization”.  Thus, PISA tests measure what we want our kids to learn.

2. PISA focuses mainly on how students compare to students of similar socioeconomic backgrounds.  PISA surveys each student to ask about their lifestyle and parents’ backgrounds so they can compare like students.

How did LCPS compare in the “apples-to-apples” comparison of like students?  Terribly!  We underperformed the US national average and were blown away by the top international performer - China.  What is inexcusable is that the worst OECD performer - Mexico - even beat us on an apples-to-apples basis.

For Dr. Breeden to misrepresent the results of LCPS high schoools as “highly encouraging” is beyond shameful.  What’s more, LCPS staff have hidden the slide in their Vision 20/20 benchmark brief to LCSB on Oct 14, 2014 that showed Heritage students were less likely to believe math was important in their careers that the bottom 10% of students in the US!!  That is unbelievably bad.

It is time to take an honest evaluation of our kids’ education.  PISA results are a great way to do that (so are SGPs).  But our LCPS staff refuse to discuss these publicly and the results show we have a school division in crisis!


Since 25% of our students are special ed or esl was there a cross section of the whole student body. How about test scores broken down for special ed as a category then English as a second language then students who do not receive extra attention. Was there any sort of breakdown that showed a difference between children who had full day kindergarten versus those who only had half day kindergarten?

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