RAND Survey of Kentucky Teachers on Standards-Based Assessment Effects, 1996-97

A 1996-97 survey of Kentucky teachers in grades 4, 5, 7, and 8, conducted by RAND, investigated the impact of the Kentucky Instructional Results Information System (KIRIS) on mathematics and writing curriculum and instruction. The report presents teacher self-reports on changes in classroom practices in response to KERA and KIRIS reforms. The project was authored by Brian M. Stecher with support from the Kentucky Department of Education.

Use Cases

• Analyzing correlations between assessment reforms and reported teaching practices based on teacher survey responses.
• Modeling the influence of state-level education policies on classroom instruction based on the described survey data.
• Studying the differential impact of standards-based assessment on mathematics versus writing instruction as referenced in the description.

Strengths

• Focuses on a specific, pioneering state (Kentucky) at the forefront of the standards-based assessment movement.
• Surveys teachers across multiple grade levels (4, 5, 7, 8) for both mathematics and writing.
• Examines changes over a three-year period as mentioned in the report description.

Limitations

• Row count, column definitions, and sample data are unavailable, limiting suitability assessment.
• The license is closed, restricting open access and reuse.
• Data may reflect temporal and geographic bias specific to Kentucky in the late 1990s.

Provenance

Source

RAND survey conducted with support from the Kentucky Department of Education.

Collection Method

Statewide teacher surveys distributed, monitored, and edited by RAND staff.

Time Range

1996-1997, referencing changes over the past three years.

Freshness

Last update date is unknown; freshness unverified.

Geography

State of Kentucky, USA.