GLOBAL INSIGHTSFRESH INSIGHTS ON ISSUES OF IMPORTANCE TO INTERNATIONAL SCHOOL LEADERSHIP

SWITCHED ONFOR THE FUTURE

INTERNATIONAL SCHOOLS AS LEGITIMATE INSTITUTIONS

THE GLOBAL EXPANSION OF INTERNATIONAL SCHOOLS

SAT SCORES& THE NEW SAT

ISSUE 2 SPRING 2016

ALSO IN THIS ISSUE:AUTUMN 2016

STUDENT CENTERED TEACHING & LEARNING PLATFORM

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KEVIN J RUTHECIS

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WELCOME TOGLOBAL INSIGHTS

DATA INFORMEDPRACTICE

DELIVERINGPROMISES

2015 SAT SCORES AT NAIS SCHOOLS AND THE NEW SAT

WHY SHOULD WE BE TAKING ON-LINESERIOUSLY?

INTERNATIONAL SCHOOLS AS LEGITIMATE INSTITUTIONS

THE GLOBAL EXPANSION OF INTERNATIONAL SCHOOLS

CONTENTS

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For those of us in the field of education, and in our case the sector that is international education, we think constantly of the future and how to prepare our students for it, as well as how to re-orient our mind-sets and practices so that we can deliver on that promise.

Our contemporary world gives us no end of challenges, ranging from environmental issues to social media frenzies and, quite acerbically, the instability and psychological transience generated by terrorism. With that maelstrom all around us, we need help to pay better attention, to ask better questions.

Let us begin with what is becoming a commonplace question in recent years: just what is an international school? In many ways, i t is an issue of taxonomy, but i t also is an issue that includes the intersection of evolution and cultures. Tristan Bunnell (U. Bath) helps to frame a forward-looking narrative around this question. As a complement to Dr Bunnell ’s work, Richard Gaskel l ( ISC Research) highl ights the global expansion of international schools, the phenomenon that is causing many to ask the question related to the nomenclature of international school to begin with.

And where would we be in a world without so much data? Perhaps less preoccupied, admittedly. Yet, the real ity of our world is that we have so many data points staring us in the face. What should we be thinking about? Tiffany Roos (Associat ion of Independent Schools of New South Wales) writes about the effect ive use of student data, focussing on the abi l i ty to interpret i t in order to improve teaching and learning. Jonathan E. Martin (Consultant, Assessment Special ist) provokes our thinking around how we qual ify success, as so often we tend to do so in terms of academic success, almost exclusively, and to the detriment

KEVIN J RUTH

Twitter: @KevinJRuth

Kevin J Ruth, PhD Executive Director

of our students. What are our markers for success in those areas?

Speaking of cognit ive development, Amada Torres (National Associat ion of Independent Schools) provides an insightful look at the 2015 SAT scores of fee-paying schools in the US, including an early consideration of the re-designed SAT, the f irst s itt ing for which is taking place this spring. From another angle on cognit ive development, that of ski l ls development, Dr Andre Flory (Pamoja Education) pushes us to take onl ine learning seriously, in addit ion to some other benefits , such as enjoying a larger course catalogue.

May this second issue of Global Insights help you to ‘switch on for the future! ’

Toward better things, always.

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The effective use of student data can be the impetus for educators to improve learning and, wellbeing outcomes, and/or student social and emotional learning. However, simply having data offers very little insight. The value comes from being able to interpret what the data means for individuals, groups and whole classes of students, and then to use it to make decisions about classroom instruction and wellbeing interventions. Data informed practice is the systematic use a variety of forms and levels of data by educators for this very purpose – improving student learning, classroom practice and overall wellbeing.

INTRODUCTION

In order to deliver effective classroom instruction and meet individual student needs, educators must know their students well. Data that supports the process of knowing each student includes rich information about their academic, social, emotional, behavioural and cultural experiences. Having a well-rounded understanding of each student enables educators to adjust their instruction appropriately.

To do this it is necessary that educators understand which data is most appropriate to engage with when addressing questions about student learning. Only then will the interpretation of the data enable them to pinpoint the action/s that will be most efficacious for the student. Unfortunately various international studies show that many educators do not feel adequately prepared or confident in using assessment data for formative purposes—if at all (Datnow, Park & Wohlstetter, 2007). This may be due, in part, to the fact that schools are at times inundated with data.

DATA INFORMED PRACTICE

Another contributing factor is low data literacy—some educators are unable to discern the quality of the data, organise it effectively, consider what it means and use it to make sound educative decisions (Chick & Pierce, 2012; Earl & Katz, 2006). This suggests a need to better support educators in their quest to become skilled in data informed practice.

Data informed practice describes the systematic use of data by schools and educators to improve student learning, specific instruction, classroom practices and overall wellbeing.

USING DATA TO INFORM PRACTICE

What is data?

Data can take many forms: words, numbers, images, audio, and so on. Data that is informative for educators may include:

• student achievement data such as student work samples completed in class, educator observational notes of students performance in class, student portfolios, results of formal and informal classroom

TIFFANY ROOS, DIRECTOR: RESEARCH AND DATA, ASSOCIATION OF INDEPENDENT SCHOOLS OF NEW SOUTH WALES

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assessment, student reports, or large scale assessment results

• student wellbeing data such as social-emotional development

• attendance and other administrative data

• contextual data including linguistic background, gender, and family information.

In terms of data informed practice, it is important to remember that a key purpose of data is to improve teaching and learning rather than collecting numbers and scores for their own sake. For data to be most useful it should be collected systematically and for a clearly identified purpose.

USING DATA IN SCHOOLS

Educative decisions informed by quality student data have the potential to improve student achievement and performance (Datnow & Park, 2014; Hattie, 2012; Klenowski, 2011; Datnow, Park & Wohlstetter, 2007). When educators are able to collect and analyse data effectively to guide their educational decisions, they become more effective in reviewing students existing capacities, identifying areas of growth, and developing plans for student improvement both academically, and socially and emotionally. In the classroom, data is essential for informing how educators plan lessons, identify concepts for reteaching, and differentiate instruction (Datnow & Park, 2014).

Good data has the potential to help educators make well informed decisions about students’ learning. The first step in this process is ensuring that effective data management and reporting systems are in place: data is collated, stored, analysed and reported effectively at the classroom, year, faculty and whole school levels.

It is essential to use high quality data when making decisions and/or inferences with respect to individual students. Data that is of high quality is complete, accurate, interpretable, coherent, accessible and

timely. Once the quality of data has been established, using it effectively requires clarity about:

• what the educator needs to understand about their students

• what type of analysis will surface that information

• what data is required to undertake that analysis, and

• what format the data should be presented in for ease of analysis.

Educators need to be able to solve problems that are pertinent to their practice by using relevant and accessible student data (Datnow, Park & Wohlstetter, 2007; Wayman & Stringfield, 2006). It is important that educators ask targeted and meaningful questions to ensure that their data analysis and use focuses on important areas of student learning and wellbeing outcomes. Without focused questions, the collection, analysis and use of data may be scattered, unclear and pointless.

Schools and educators need to gather multiple types of achievement and instructional data to inform decision-making about classroom practice. Care should be taken to ensure collect the correct forms of data so as to accurately meet the identified need and/or intended purpose. For example, external high-stakes test results that have a time lag on reporting, such as NAPLAN, are able to indicate the effectiveness of past instructional practices, while student achievement data from classroom assessments can inform immediate instructional decisions. These uses are specifically matched to particular data types.

Close examination of such data in organised collegial meetings can enable educators to gain a more holistic understanding of individual students.

DATA INFORMED PRACTICE

Data informed practice is typically a cyclical process. Whilst educators make use of a variety of models and approaches for

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interpreting data these invariably cycle through the following phases:

• plan: planning of the lesson is informed by data from previous lessons or formative assessments

• teach: implementation of the planned lesson occurs

• assess: educators use informal or formal assessment strategies to assess student knowledge, understanding and skills

• analyse: individually and/or in teams, educators analyse the results to identify areas of student strength and need. Data analysis can help educators pinpoint areas of struggle for individuals, groups or the whole class, and can also reveal areas which students have mastered and therefore require no further instruction

• pivot: based on the analysis of student data educators modify their approach, focusing on addressing student needs. This might involve reteaching a concept to the whole class, or targeted teaching of individuals or small groups of students, and

• plan: changes are planned for implementation in the next cycle of teaching. The cycle continues.

For this cycle to be effective, data must be readily available and accessed in a timely fashion, enabling educators to assess students, analyse understandings and make appropriate changes to instruction in an agile manner.

DATA AND ASSESSMENT

It is essential that high quality assessment practices be employed to enable effective data collection and analysis of student outcomes. To do this, educators need: knowledge of the principles of sound assessment practices, including terminology, development and use of assessment methodologies and techniques, and familiarity with standards of quality in assessment, and; the capability to gather dependable information, aggregate and analyse it, and use it to further teaching and learning for individuals and groups of students. This highlights the importance

of understanding and employing quality assessment practices with respect to data informed teaching.

For many educators the term assessment is synonymous with tests, and in many schools the most evident assessment formats are predominantly summative. Summative assessment generally refers to assessment of learning which is undertaken at “defined key points during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade students.” (Board of Studies Teaching and Educational Standards NSW) These assessments are important but are not universally used or consistently employed to improve or inform classroom instruction.

It is essential that assessment also serve a formative function. Formative assessment (or assessment for and as learning) has a fundamental improvement focus. The “learning power of instructionally oriented classroom assessment” cannot be overstated (Black & Wiliam, 1998). In classrooms, formative assessment refers to frequent, interactive assessments of student progress and understanding in order to identify learning needs and adjust teaching appropriately. Educators who use formative assessment approaches and techniques are better prepared to meet the needs of a diverse student population. They can then effectively make use of the data to differentiate and adapt their instruction, raising levels of student achievement and creating greater equity of student outcomes.

Formative assessment does not require a one size fits all approach. Black and Wiliam (1998) state that “Significant gains can be achieved by different routes, and initiatives here are not likely to fail through neglect of delicate and subtle features.” (p 62) This highlights the importance of educators having a solid foundation in data literacy and assessment practices. The fundamental function of educational assessment is the collection of evidence from which interpretations about student’s skill, knowledge and affect can be made—data informed practice. Wiliam (2011) provides five key strategies for improving student learning:

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• clarifying, sharing, and understanding learning intentions and criteria for success

• engineering classroom discussions, activities, and tasks that elicit evidence of student achievement

• providing feedback that moves learning forward

• activating students as learning resources for one another, and

• activating students as owners of their own learning.

SETTING STUDENT ACHIEVEMENT GOALS

Establishing meaningful and challenging goals or targets for student performance is central if data informed practice is to make a positive difference. Without tangible student achievement goals at both the classroom and school level, educators and schools are unable to orient their use of data towards improved student learning and wellbeing outcomes (Datnow, Park & Wohlstetter, 2007).

Goal setting might include establishing school-wide goals, year level goals, faculty goals, classroom goals, and individual student goals. For student achievement goals to have impact they must be meaningful to the school context, pertain to both student progress and educator professional responsibility and learning, and must be quantifiable. Schools that set specific and measurable student achievement goals at various levels across the schools are more effective in using data informed practice to support decision making. The more explicit and targeted the goals, the more likely they are to provide clear focus for data informed decision making. Ultimately at all levels, achievement goals should be tied to improving learning and instruction.

MAKING BETTER USE OF DATA

A focus on supporting educators within schools to become confident and numerate

in their use of data is imperative. Datnow, Park & Wohlstetter (2007) promote four key strategies which can enable educators to make better use of data:

• investing in professional learning

• providing support for educators on how to use data, modelling data use and data discussions

• providing time for educator collaboration, and

• networking with educators from other schools to share data and improvement strategies.

• Collegial data sharing and analysis, in formalised data teams, is a valuable method schools can employ to support educators’ engagement with effective data informed practice. Hattie (2012) conceptualises these teams within a four step model with a repeating cycle:

• collect and chart the data to make it visible

• use the data to prioritise, set, review and revise goals

• review instructional strategies focusing on their impact on student learning, identify changes required, and use the data as indicators to make mid-course adjustments, and

• monitor the impact of strategies on students, their learning and wellbeing.

CONCLUSION

There is little evidence that standardised tests and/or exhaustive summative assessment regimes improve student achievement. However, there is compelling evidence that formative assessment techniques can significantly improve student learning and wellbeing outcomes, particularly when coupled with data informed practice. Therefore, the goal of improving student learning, their overall wellbeing and classroom practice would be better served by a greater focus on these methods.

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REFERENCES

Black, P. & Wiliam, D. (1998). Assessment and classroom

learning. Assessment in Education: Principles, Policy, and

Practice. 5(1), 7-73.

Board of Studies Teaching and Educational Standards NSW.

(n.d.) Assessment for, as and of learning. Retrieved February

29, 2016 from: http://syllabus.bostes.nsw.edu.au/support-

materials/assessment-for-as-and-of-learning/

Chick, H.L. & Pierce, R. (2012) Teaching for statistical literacy:

Utilising affordances in real-world data. International Journal

of Science and Mathematics Education, 10 (2), 339

Datnow, A. Park, V., & Wohlstetter, P. (2007). Achieving

with Data: How high-performing school systems use data

to improve instruction for elementary students. California:

Centre on Educational Governance, University of Southern

California.

Datnow, A. & Park, V. (2014). Data-driven leadership. San

Francisco, California: Jossey-Bass.

Earl, L.M. & Katz, S. (2006) Leading schools in a data-rich

world: Harnessing data for school improvement. Thousand

Oaks: Corwin Press.

Hattie, J. (2012). Visible learning for teachers: Maximising

impact on learning. London: Routledge.

Klenowski, V. (2011) Assessment reform and educational

change in Australia. In R.Berry and B. Adamson (Eds)

Assessment reform in Education. Education in the Asia-

Pacific Region: Issues, concerns and prospects.

Wayman, J. C., & Stringfield, S. (2006). Technology-supported

involvement of entire faculties in examination of student

data for instructional improvement. American Journal of

Education, 112, 549-571.

Wiliam, D. (2011). Embedded formative assessment.

Bloomington, Solution Tree Press.

C O P E N H A G E N

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How do you know students are learning and developing what you are promising? How do you keep getting better at fulfilling your mission when you don’t know how you’re doing now—and how much your improvements are helping?

When it comes to the academic achievement and growth promised by our missions, we do have answers to the above questions. We have both tools and systems for measuring student intellectual competencies and subject matter content acquisition.

Ask yourself: do our missions commit us to educating our students in their intellect alone? Never is this the case. At American School of London, for instance, the mission reads: “Our mission is to develop the intellect and character of each student by providing an outstanding American education with a global perspective.” At International School of Amsterdam, the message is similar: “At ISA, we believe in developing minds, character and communities.”

My concern—based on observations at many schools—is that when we assess and measure only or primarily the academic achievement of our students, it’s as if we have placed a high-powered magnet on the side of the compass by which we, the leadership and board, steer our ship. We weight too heavily the cognitive development of our students at the expense of the critical commitment we make to character development and social/emotional learning—those competencies and strengths which are sometimes lumped together as the “non-cognitive.”

Counting what counts in our schools, organisations, and institutions is much on our minds. Heads, how often have you been asked by a member of your board: “What will be the metrics for this initiative?” Boards are seeking and developing dashboards; consultants and committees are seeking

DELIVERING PROMISES

to build out their strategic plans with metrics for each objective; accreditation procedures are demanding schools use measures broadly “respectful of mission;” administrative teams are seeking to monitor outcomes of 1:1 laptop implementations, advisory programs, and maker-spaces; and teachers and counsellors are trying to better help in student guidance, supporting them in their self-reflection and self-awareness, goal-setting, and review of their growth.

Yet where do you turn for assessment instruments and measures of student proficiency and growth in 21st century skills, character qualities, social/emotional learning, and “noncognitive skills?”

For systematic, comparative, and reliable measurements of these qualities, two approaches present themselves: surveys and assessment systems.

SURVEYS

Surveys are probably the easiest measurement system to implement; they don’t take much time, are simple and straightforward, and cost-effective. Administered in perhaps 20-40 minute sessions annually, surveys

JONATHAN E. MARTIN, EDUCATIONAL WRITER AND CONSULTANT

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generate an enormous amount of data about school climate and culture, teacher-student relations, and academic engagement. Students can be asked to report about whether they believe they have or are developing critical character qualities and noncognitive strengths, and whether they believe the school is contributing to that growth. (However, surveys are anonymous and no individual student reporting is provided; hence they cannot be used for student guidance and or assessing individual student growth.)

Many schools already employ parent satisfaction surveys, but fewer use systematic and comparative methods to measure student perceptions and attitudes. It’s time they did.

The High School Survey of Student Engagement (HSSSE) was developed and is administered by a center at Indiana University (IU). Recently, NAIS has partnered with IU to distribute it to NAIS members and conduct research on student engagement in independent schools. Both public school and independent school norms are available for schools to compare their results. Several hundred data points are provided for schools to evaluate how students report on their engagement in schoolwork and intellectually generally; on their social experience; on how connected they feel to other students; on their emotional level of well being and satisfaction in school, and much more. HSSSE is now expanding to include a middle grades version.

Many HSSSE users find the survey highly useful for eliciting student perspective and monitoring school initiatives. Jack Phillips, who heads the Upper School at American School of London, is using it to evaluate how to improve school spirit and student attachment in the highly transitory nature of international schooling. The author of this article has recently written a (free) user’s guide and toolkit for the HSSSE; school-leaders interested in learning more should check the NAIS website in May.

PanoramaEd. is a fast-growing startup featuring a modular-based survey system

schools can use in a variety of ways. One survey module measures social and emotional competencies, including “Grit, Growth Mindset, Self-Management, Classroom Effort, Social Awareness and Learning Strategies.” Although they do offer various norm groups for comparison, they do yet not have an independent or international school comp group.

Other survey tools schools sometimes employ include Tripod, the Gallup Student Poll, and YouthTruth. The excellent OECD Test for Schools (based on PISA) embeds within its reading, math, and scientific reasoning test an extensive survey as well, which provides schools information about student self-efficacy and motivation.

ASSESSMENT SYSTEMS

Surveys are highly useful, but users must bear in mind that they are limited when it comes to genuinely measuring student proficiency and growth in skills and strengths. Even without stakes, students (like adults) often inflate their self-reports, seeking to be socially desirable: they rate themselves highly so as to make themselves or their schools look better. Self-reporting also suffers from a “subjectivity” problem, which space doesn’t permit us to explore here.

Better assessment systems are coming from scientists and researchers currently or formerly associated with an innovation center at Educational Testing Services (ETS). These systems supplement self-report with additional measurement methods, and employ research based algorithms to aggregate and synthesise multiple sources of information to generate far more reliable and valid ratings. One of the supplemental methods is the Situational Judgment Test (SJT), in which students are provided a complex scenario, and asked to rate various options about how best to address the challenge.

The Mission Skills Assessment, (MSA), from the Index group, is used in more than 100 middle schools (6-8) globally, including

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schools in Doha and Australia. It measures six constructs, including curiosity, resilience, and teamwork, for students as groups; it doesn’t provide individual student reports or data. In 2014, an international paper co-authored by Australian and UK educational experts entitled “Preparing for a Renaissance in Assessment” wrote that the MSA “has proven possible to achieve high levels of reliability (as measured by both internal consistency and test-retest reliability) and of validity (in terms of predicting student academic outcomes).”

The same team of researchers who originally developed the MSA at ETS are now developing a new instrument for a non-profit called ProExam that will become available later this year. Called Tessera, it will use multiple methods to effectively evaluate individual student and group proficiency and growth in grades six through twelve, in six areas: drive, responsibility, teamwork, curiosity, resilience, and leadership. Normed reports will be delivered for students, parents, and schools, providing embedded guidance and strategies for continuous growth and improvement.

Coming soon from Secondary School Admission Test Board (SSATB), will be the first assessment measuring the noncognitive skills of applicants to schools. Called the Character Skills Assessment, it is being designed in the same ETS centre that developed the MSA, and will similarly use multiple methods. Schools interested in employing the CSA should watch the SSATB website.

Principals, teachers, and students benefit from making connections between the data generated annually from a large-scale instrument and what happens daily in class. Schools are recommended to supplement standardised and normed assessments with their own performance assessments of authentic student work. Schools might consider using carefully designed and validated noncognitive skill rubrics for authentic assessment of student performance, such as those available from EdLeader21, Buck Institute for Education, and AAC&U.

Some schools go further to make the connection between external and internal. Far Hills Country Day School uses the Mission Skills Assessment, and now uses the same six MSA skills (curiosity, etc) in its project-based learning rubrics, student-led conference framework, and disciplinary self-reflection forms. Consistent and coherent assessment of these skills better enables educators to manage and evaluate continuous improvement of their development.

Regardless of which particular measurements your school employs, be sure to implement a systematic process for collecting and applying evidence for improvement. Only through a continuous and comprehensive process can you ensure your students will be best supported in their growth and that your school will truly fulfill its ambitious mission.

Jonathan E. Martin, a former 15 year Head of School, is a consultant to schools and organisations on 21st c. learning and assessment; he has had or has professional engagements with several of the companies mentioned above, including SSATB, MSA, NAIS, and ProExam.

for International EducatorsECIS Academy

Learn more at ECISAcademy.org.

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The SAT is a standardised test widely used for college admissions in the United States. January 2016 marked the final date of the current version of the SAT introduced in 2005 when an essay section was added to the test.1 The first administration of the new SAT will be in March 2016 and while there is a lot of interest in how it will be received among students and colleges, we will need to wait until the fall of 2016 to investigate the results.

In the meantime, the College Board released last September the average SAT scores for the 2015 graduating class. Two details stood up for many educators: its record participation and diversity numbers – close to 1.70 million students took the test, with 50 percent of them being minority students; and, its lower average scores compared to previous years.

The 2015 average scores were 495 in critical reading, 511 in mathematics, and 484 in writing, for an average composite score of 1490. Over all, scores dropped two points on critical reading, two points on mathematics, and three points on writing, continuing a six-year trend in which average scores either fell or held steady. Moreover, the composite score was 28 points below the score achieved in 2006, when the College Board changed the test to a 2400-point scale, and 60 points below the 1550 benchmark associated with a 65 percent chance of earning a GPA equal to a B-minus or better during freshman year of college (SAT College and Career Readiness benchmark).2

1 National Association of Independent Schools, “2014-15 SAT Test Scores: National Averages and NAIS Schools,” http://www.nais.org/Articles/Pages/Member/2014-2015-SAT-Test-Scores-National-Averages-and-NAIS-Schools.aspx2 James Montoya and Wayne Camara, SAT Report on College and Career Readiness, September 24, 2012, http://media.collegeboard.com/homeOrg/content/pdf/SAT%20Report_Press%20Conference%20Powerpoint%20_FINAL%20with%20NOTES.pdf

2015 SAT SCORES AT NAIS SCHOOLS AND THE NEW SAT

In the case of NAIS students, the 2015 average scores were 590 in critical reading, 602 in mathematics, and 588 in writing, for a total average composite of 1780, two points above the NAIS score achieved in 2006 at 1778, and 230 points above the 1550 benchmark. While these results are very encouraging for NAIS schools, the scores by different student demographics paint a more interesting story.

By gender, the average critical reading score for male students exceeded that of female students on a national basis (497 vs. 493), but the score for NAIS female test-takers was higher than that of their male counterparts (595 vs. 584). For mathematics, the pattern of higher scores for males held for NAIS students, although with a smaller gap (611 vs. 592). In writing, NAIS female test-takers outperformed their male counterparts to an even greater degree than what was seen on a national basis (601 vs. 575).

NAIS students within each ethnic/racial group had higher scores than their counterparts nationally across all three SAT tests. Furthermore, even though there were still performance gaps among ethnic and racial groups, the gaps between White and African American or Hispanic students and between Asian Americans and African American or Hispanic students were smaller for NAIS.

But one of the most controversial results of the SAT is the one based on family income. In each of the three parts of the SAT, the lowest average scores were from students with less than $30,000 in annual family income, and the highest averages were those from students with $100,000 annual income.

Similar to the results by race and ethnicity, while the average NAIS scores increased in direct relation to income, this gap was smaller for NAIS than the national results: 61 points in critical reading (versus 99 points

AMANDA TORRES, VP FOR STUDIES, INSIGHTS AND RESEARCH, NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS

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nationally), 48 points in mathematics (versus 93 points nationally), and 64 points in writing (versus 96 points nationally). The advantage that NAIS test-takers have over all test-takers narrows as family income rises.

While the SAT results are quite encouraging for NAIS schools, independent school students graduating in 2016 will take a new version of the test starting on March 5th, 2016. Two years ago, the revamping of the test was announced by the College Board with the promise that the revised SAT will be more closely aligned to what students learn in challenging high school courses.3 Some of the specific changes announced by the College Board are included below:4

1. Relevant words in context: The test will include words that students will consistently use in college and beyond. The new SAT will include more context that will help students identify the proper word.

2. Evidence-based reading and writing: When answering questions, students will need to use evidence, like citing a specific part of a paragraph that backs their answer choice.

3. Essay analysing a source: The essay will assess students’ ability to analyse evidence and the coherence of the writing. The essay question will be optional. Before taking the new SAT, students should find out whether the colleges they are interested in require the essay. Students who do not participate in the essay question will once again have their test scored on the 1,600-point scale. Students who participate in the essay will see a score out of 1,600 for the math and reading sections along with a separate score out of 800 for the essay.

4. Math focused on three key areas: The test will focus on fewer areas including problem solving and data analysis, algebra, and advanced math. Also, the test will be divided into a calculator section and a non-calculator section. The math section will also emphasise

3 The College Board, “The College Board Announces Bold Plans to Expand Access to Opportunity; Redesign of the SAT,” https://www.collegeboard.org/releases/2014/expand-opportunity-redesign-sat4 College Board, “The College Board Announces Bold Plans to Expand Access to Opportunity; Redesign of the SAT,” March 2014, https://www.collegeboard.org/releases/2014/expand-opportunity-redesign-sat.

a student’s ability to read and interpret charts and graphs.

5. Source documents originate from a wide range of academic disciplines, including science and social studies: The reading section will enable students to analyse a wide range of sources, including literature and literary non-fiction, science, history and social studies.

6. Analysing data and texts in real world context: Students will be asked to analyse both text and data in real world contexts.

7. Founding Documents and Great Global Conversation: The reading section will contain at least one passage from one of America’s founding documents, such as the Constitution, Bill of Rights, or Declaration of Independence; or from a discussion on freedom, justice, or liberty, including speeches by Abraham Lincoln and Martin Luther King Jr.

8. Scoring does not deduct points for incorrect answers: Wrong answers will no longer count for negative points.

The SAT changes are happening at a time when a growing number of higher ed institutions are going test optional. While a majority of schools still rely on tests like the SAT for their admissions, as of winter 2016, 850 four-year colleges and universities were not using the SAT or ACT to admit substantial numbers of bachelor-degree applicants.5 One of the reasons for going test optional is that schools were not finding material difference in student outcomes. In 2014, a report from the National Association for College Admission Counselling looked at 33 schools and found virtually no difference in graduation rates for students who did not submit standardised test scores.6

5 The National Center for Fair & Open Testing-FairTest, “Colleges and Universities That Do Not Use SAT/ACT Scores for Admitting Substantial Numbers of Students Into Bachelor Degree Programs-Current as of Winter 2016,” http://www.fairtest.org/university/optional 6 William C. Hiss and Valerie W. Franks, “Defining Promise: Optional Standardised Testing Policies in American College and University Admissions,” National Association for College Admission Counseling (NACAC), February 2014, http://www.nacacnet.org/research/research-data/nacac-research/Documents/DefiningPromise.pdf

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The opposite trend may be happening in public high schools. A provision in the new federal education law, Every Student Succeeds Act, lets states measure high school achievement with college entrance exams instead of standards-based assessments. Colorado, Connecticut, Maine, and New Hampshire so far have won approval from the U.S. Department of Education to use the SAT for federal accountability.7 Other three states, Arkansas, Wisconsin, and Wyoming will use the ACT for similar purposes. Moving to a college entrance exam such as the SAT or ACT, which are designed to predict the likelihood of students’ success in college, would mean that states had chosen instead to measure college readiness.

Only time will clarify how schools and their higher ed counterparts will use or not use the SAT. For independent schools, while the SAT results continue to bring good news for college prep schools, as a standardised test, it limits our capacity to measure the quality of an independent school education. Our schools take pride in fostering students’ intellectual ability and curiosity, but also their personal and social growth. Adding other assessment options like the Mission Skills Assessment8, High School Survey of Student Engagement9, College and Work Readiness Assessment10, among others, will expand our ability to capture the invaluable work that our schools do in nurturing the whole child.

7 Catherine Gewertz, “Will States Swap Standards-Based Tests for SAT, ACT?,” Education Week, January 2016, http://www.edweek.org/ew/articles/2016/01/06/wi l l - s ta tes -swap-s tandards -based- tes ts - for -sa t .html?r=10787058788 Independent School Data Exchange, “Mission Skills Assessment™ (MSA),” http://indexgroups.org/msa/9 Indiana University, “HSSSE-High School Survey of Student Engagement,” http://ceep.indiana.edu/hssse/nais/ 10 CAE, “Critical Thinking Performance Assessment (CWRA+),” http://cae.org/products-and-services/k-12-assessment/critical-thinking-performance-assessment-cwra/

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Online learning comes in a variety of forms; we are all familiar with intranet and student-teacher portals, Youtube, software resources, and MOOCs. What’s also available today is the genuinely interactive and more immersive online learning experience. This type of online learning is relatively new, although the International Baccalaureate has been offering it as an option for its Diploma Programme students for the past six years through online course provider Pamoja Education. So should schools be taking this type of online learning seriously?

LEARNING AN ENTIRE SUBJECT ONLINE

IB Diploma (IBDP) courses can now be learnt entirely online. Rather than using online as a way to support or enrich traditional classroom teaching, students who study this way are part of a virtual classroom and learn alongside other IBDP online students who are located all around the world. They access their course content online and communicate with their teacher and their classmates online.

THE ROLE OF THE TEACHER

In an online IBDP course, the teacher-learner dynamic changes. Instead of mediating content and spending the majority of time in what is an essentially performance role, the teacher’s- interaction with their students is now driven by the learner’s needs.

Course content is delivered with very little teacher involvement; through a range of structured and engaging online approaches that are designed to stimulate and appeal to the online learner. With flexibility of time and place to access the course content, students participate in their learning when

they are most receptive rather than when the timetable insists on their presence. This, combined with inspiring and well-designed content, provides a way to maximise student engagement and to encourage questions, ideas and issues that each student then shares online, with their teacher and classmates. This is the point when the teacher’s role becomes crucial.

No longer is the teacher at the apex of a learning pyramid, but instead works alongside the students and a model where the teacher is repositioned as a ‘fellow learner’ is more genuinely realised. Rather than a student’s presence being a suggestion of engagement as it might be in the traditional classroom, where presence and engagement are unfortunately not always the same thing, in the virtual classroom a student’s engagement is demonstrated by their interaction with teacher and classmates. Participation is no longer a choice, it’s a requirement and, because of the online medium, all participation can be recorded and assessed or revisited.

Online learning then, transforms the teacher’s role and is an opportunity to expand subjects, offer an additional pedagogy, and equip students with a new skillset that prepares them well for the future.

DEVELOPING AN INDEPENDENT LEARNER

Evidence1 shows that online learning enables students to become better able to organise their learning, be more autonomous, and more reflective in their learning. This happens for a number of reasons.

One reason is the change in learning flow. 1 Research published 2014 by London’s UCL Institute of Education (IOE): Pre-tertiary Engagement with Online Learning

WHY SHOULD WE BE TAKING ON-LINELEARNING SERIOUSLY?

DR ANDREW FLORY, HEAD OF ACADEMIC SERVICES, PAMOJA EDUCATION

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Instead of learning being delivered by the teacher, it’s led by the student. The student has to take a decision to contact the teacher with questions, ideas or comments. It occurs at a point when the student is engaged with the content material. As a result, that contact is naturally more focused because it relates to a need. Students learn when they want to learn, and engage when they are most receptive.

This very different style of pedagogy is one that has to be learnt and requires a motivated student to do so. Good online courses will overtly teach the essential skills to become a successful online learner. Good schools will help their students to realise that this way of learning is a different way to learn; one that offers them the chance to develop as an independent learner.

Evidence also shows that familiarity with the online learning space means online learners become more adept at sourcing and curating information and more critical, insightful assessors of information. These are crucial skills for higher education today. Universities expect students to arrive with high levels of learning autonomy and extensive skills in information sourcing, and they expect schools to be preparing students in the right way.

WHY SHOULD SCHOOLS OFFER ONLINE LEARNING?

International schools in many respects are leading the way with this immersive type of online learning experience. Because of their very nature, international schools are quick to recognise the benefits of learning within an international cohort; many schools, particularly newer or smaller international schools, value the opportunities online courses allow to expand their subject offerings; the holistic learning approach that many international schools take means they want to make time for skill development that prepares students effectively for higher education; and most international schools are eager to embrace formative approaches to teaching and learning.

As a practical solution, online courses increase student access to subjects that some schools would otherwise be unable to offer. In the context of delivering the IBDP, this can be a crucial solution for schools that are newly authorised and that might not otherwise have the means to offer the full range of subjects or specialist teachers; particularly subjects such as Psychology, Mandarin, Film, Economics or ITGS which may otherwise be challenging for a school to deliver.

Their appeal also lies in the skills they offer. So much of life today is conducted online. Developing critical and active digital citizens, who are confident and capable within an online space, and who understand how and when to use online tools, is something that very few schools are willing to ignore.

It’s the chance for schools to be truly IB; providing students with access to a global classroom with global learning opportunities that would be challenging for even the most internationally-minded international school to provide. If, for example, you are a student in an international school in Hong Kong studying business studies online, group discussions and contributions from other students will mean you hear first-hand accounts of very different environments which will help you realise that the Hong Kong way of conducting business is far from the only way. This helps students to develop their understanding of international mindedness; a requirement of all IB schools.

And online learning is a chance to differentiate. With increasing competition between international schools in a growing number of cities, online courses add value that sets a school and its students apart from the rest.

Dr. Andrew Flory is Head of Academic Services for Pamoja Education. More information about online IBDP courses is available at www.pamojaeducation.com

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INTERNATIONAL SCHOOLS AS LEGITIMATE INSTITUTIONS

The past decade has seen major changes in the landscape of international schooling (Bunnell, 2014). There has been a huge increase in the number of institutions both claiming to be, and being categorised as, an ‘international’ school (Brummitt, 2007; Keeling, 2012 and 2015). This is coupled with an increase in diversity of provision. It has always been conceptualised that international schools span a wide spectrum between being ‘ideology-led’ and ‘market-led’, yet this model arguably now has depth as well as breadth, as tiers of schools begin to appear and the market continues to fragment in terms of perceived quality and the emergence of globally recognised ‘brands’ of schools, many of which are commercially operated.

These changes are problematic. Firstly, the huge growth in terms of scale and diversity is leading to a weakening of the ‘international school’ brand; ‘with growth has come a greater range of approaches that may be diluting the distinctiveness of the model’ (Hallgarten et al, 2015 p.3). Secondly, with these fundamental changes has come a questioning of the legitimacy of some schools, as new forms emerge in the market-place and the market-place itself becomes more crowded and competitive.

Furthermore, some schools now pose a ‘challenge’ to the national schools. The extreme example would be in Indonesia where the title ‘international’ has come under scrutiny (see Jakarta Post, 2014). It has been openly stated by one set of commentators that: ‘Some of these schools are international in name alone, offering little more than English-language instruction by home nationals and a token expatriate as consultant’ (Tarc and Mishra Tarc, 2015 p.36). In other words, international schools in general, but especially the newer entrants to the field, are being placed under pressure

as institutions to legitimise their claim to be an ‘international school’.

Another comment even identifies the need to ‘exclude some schools which have the ‘international’ word on their front door and letterhead, but little of substance once you go through the front door’ (Hallgarten et al, 2015 p.16).

How has this situation come about? Conceptually, what has happened is that there has been a gradual break-down of what might be termed the ‘normative model’ of an international school. Such a model had allowed a school to be seen as a legitimate institution, as consensus was formed over at least four decades as to what constituted an ‘international school’.

A certain degree of norms and cultural traits was attached to the title, largely enforced by a regulatory framework. Leach (1969 p.176) had argued his case for the ‘ideal international school’, stating that the ‘genuine international school should be an active member of the International Schools Association and should prepare (students) to take the International Baccalaureate.’

Furthermore, Leach had stressed that international schools should be innovative independent schools offering a global laboratory for curriculum design, ideally owned by parents as a non-profit driven trust. Jonietz (1991) had said that international schools serve students and teachers living outside their home nations in a model of multi-cultural, multi-lingual and multi-national education that uses English language instruction and offers a formal international curriculum. Hallgarten et al (2015) have more recently considered that international schools have four characteristics: a diverse mix of nationalities of students; international governance through bodies such as ECIS; an international teaching cadre; and

DR. TRISTAN BUNNELL, LECTURER IN INTERNATIONAL EDUCATION, UNIVERSITY OF BATH, ENGLAND

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an international curriculum offering an international perspective.

This model still exists in parts, and will be identifiable to many people, but it is no longer representative of the field. This issue has, rather surprisingly, attracted little attention. Yet, there are at least seven legitimacy issues, which can be seen as ‘elephants in the room’ if you like, that require discussion and I will now introduce each one in turn.

1. The motive for profit. It is now said that ‘most international schools are for-profit’ (Brummitt and Keeling, (2013 p.30). It would now be difficult to exclaim that all international schools should be non-profit driven, but the issue yet to be properly addressed is how much profit is deemed acceptable, and for whom? Should profit be the major driver?

2. The diversity of student population. It is often quoted that 80% of children in many schools are from ‘local’ wealthy families. Is the diversity of children no longer necessary for the provision of an ‘international education’?

3. The independence of schools. It has been said that international schools have traditionally ‘exploited their unique settings to develop fascinating approaches to pedagogy, curriculum and school organisation’ (Hallgarten et al, 2015 p.3). Yet, to what extent is this situation compromised by belonging to a network or commercial entity?

4. The purpose and mission of schools. It has been said that many of the newer models of international schools may ‘have less altruistic aims than those of the original pilgrims of international education’ (Machin, 2014 p.21). Should an international school not have a certain approach to education? Should there not be a degree of idealism involved?

5. The role of accreditation. The issue in Indonesia highlighted a fact that many schools are not accredited or do not hold membership of well-established bodies such as ISA or ECIS. Should not the claim to be an ‘international school’ involve some form of regulation or verification process?

6. The curriculum being delivered. The majority of international schools do not offer the programmes of the International Baccalaureate, and the majority of IB schools

are no longer international schools (Bunnell, 2015a). But, should an ‘international school’ not offer an international curriculum, not necessarily the IB’s programmes, alongside a value-system espousing ‘international mindedness’ and ‘intercultural understanding’?

7. The language of instruction of the curriculum. It has always been normal to regard ‘international schools’ as being English-speaking schools, yet does the language with which the curriculum is being delivered really matter? Is it enough to just mainly offer a curriculum in English outside an English-speaking country?

It can be seen that these are ‘big elephants’. Put together, they undermine the claim of many institutions to be viewed and accepted as legitimate ‘international schools’. This shows that the definition of an ‘international school’ needs further elaboration and clarification. Indeed, the field as a whole remains hugely under-theorised. The issue is being addressed, and I would draw attention to the recent work of myself alongside Michael Fertig and Chris James at the University of Bath, where we have attempted to introduce institutionalisation theory in developing a theoretical framework for legitimising an ‘international school’ (see Bunnell, Fertig and James 2015; and 2016).

Legitimacy matters for a number of important reasons. Parents need to know exactly what they are purchasing for their children’s education. The students need to prove to other authorities (e.g. universities, and employers) that they have attended a legitimate institution. Educators, many of who now see international schooling as a distinct career-path, need to know what sort of institution they are choosing to work in, and what to expect when they get there. The field at present is a precarious one for both teachers and administrators (Bunnell, 2015b). Researchers, such as myself, need to be able to prove we are involved in studying a legitimate area of education. Organisations such as ECIS need to be seen as representing and involving legitimate institutions; ‘The opportunity for ECIS as a network is to see itself as a social movement for creative change’ (Hallgarten et al, 2015

20

p.2). The established institutions need to continue to attract high-quality educators in a growing market. The newer entrants into the field (e.g. Repton School, founded in 1557) need to be able to protect their own institutional brand, many of which have taken centuries to develop. In short, it is in everybody’s interests that the issue of legitimacy is addressed. Moreover, the potential for international schools to have an impact is undermined if the field is not taken seriously. It is said that the challenge for international school is for them to ‘become a creative community with a cause, mobilising their knowledge and resources for social good’ (Hallgarten et al, 2015 p.20).

I would like to finish by stressing there is much that we do not know about the changing field. The newer forms of international school require much more analysis and investigation in terms of their ownership, governance and purpose. The extent to which the field is moving away from the previously accepted ‘normative model’ requires further research. Moreover, the issue of legitimacy needs further addressing and problematising. I would invite other researchers to enter the discussion.

Dr. Tristan Bunnell is a Lecturer in international Education at the University of Bath with a particular expertise in the growth and development of international schooling and international curricular. He previously taught International Baccalaureate Diploma Programme (IBDP) Economics at the International School of London, and Copenhagen International School. He was awarded a PhD from the University of Southampton in 2003.

REFERENCES

Bunnell T. (2014) The Changing Landscape of International

Schooling: Implications for Theory and Practice. Routledge,

London.

Bunnell, T. (2015a) International schools and international

curricula: A relationship reviewed, in: M. Hayden; J. Levy;

and J. Thompson (Eds.) The SAGE Handbook of International

Education (Second Edition) pp.325-336. SAGE Publications

Ltd: London.

Bunnell, T. (2015b) Teachers in international schools: a

global educational ‘precariat’? Globalisation, Societies and

Education.

Bunnell, T., Fertig, M. and James, C. R. (2015) The

institutionalisation of International Schools: The development

and illustration of an analytical framework. Paper presented

at the Annual BELMAS Conference, Reading 10th – 12th July,

2015.

Bunnell, T., Fertig, M. and James, C. R. (2016, In press) ‘What

is international about International Schools? An institutional

legitimacy perspective’. Oxford Review of Education.

Brummitt, N. (2007) International Schools: Exponential

growth and future implications, International Schools Journal

27 (2), 35-40.

Hallgarten, J; Tabberer, R; and McCarthy, K. (2015) Third

Culture Schools: International Schools as Creative Catalysts

for a New Global Education System. ECIS: London.

Keeling A. (2012) International Schools reach 6,000-mark, The

International Educator 26 (4), 1&8.

Jakarta Post (2014, May 23) International Schools must

comply with new ministerial decree.

Keeling, A. (2015, November 11) International schools market

expands to 8,000 schools, Relocatemagazine.com

Leach R. (1969) International Schools and Their Role in the

Field of Education. Pergamon Press, Oxford.

Machin, D. (2014) Professional educator or professional

manager? The contested role of the for-profit international

school Principal, Journal of Research in International

Education 13 (1), 19-29.

Tarc, P. and Mishra Tarc, A. (2015) Elite international schools

in the Global South: transnational space, class relationalities

and the ‘middling’ international schoolteacher, British Journal

of Sociology of Education 36 (1), 34-52.

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THE GLOBAL EXPANSION OF INTERNATIONAL SCHOOLS

The international schools market continues to expand at pace. So much so that England’s Chief Inspector for Schools, Sir Michael Wilshaw recently blamed it for a serious “brain drain” of teachers from Britain. England’s teaching challenges aside, the K-12 English-medium, international schools market remains reputable as the numbers of schools and students multiply.

There has been staggering growth in the past 16 years. Since 2000, the number of international schools (teaching any combination of preschool, primary and secondary age children) has increased from 2,584 to 8,231, and student enrolment has catapulted from just under 1 million to a staggering 4.37 million. The reason for Wilshaw’s teacher concern is that the number of full-time teaching staff in international schools has increased from 90,000 to 402,000 over the past 16 years. It is the calibre of teachers and leaders, many of who are from Britain that is playing a significant part in maintaining the reputation of the market.

Expatriate teachers predominate, particularly within the leading international schools. In the new ISC Research Market Intelligence Report for the United Arab Emirates (which currently leads the market in both number of schools and students), of 63 premium international schools throughout the emirate that were researched, 49% of staff are British, 15% are North American, 7% other European, and 5% from Australia and New Zealand. Although the ratios may vary, the demographic is typical within many premium international schools around the world. The schools seek out fully qualified,

experienced, English-first-language teachers and leaders from countries with reputable training and recognised curricula to deliver the high standards of teaching and learning that gives them their reputation.

It’s a prosperous market too. Since the year 2000, income from annual school fees alone has increased from $4.9 billion to over $39 billion and within 10 years, ISC Research forecasts income will have exceeded $89 billion.

Asia dominates the global market today with 54% of the total number of international schools and 60% of the total student enrolment. China now vies with the UAE for the top country spot; at time of writing, the UAE has 548 schools with China at 545.

WHAT’S HAPPENING IN CHINA

The international schools market in China is unique as it is highly segmented. Strict restrictions apply preventing most local

RICHARD GASKELL, DIRECTOR, INTERNATIONAL SCHOOLS, INTERNATIONAL SCHOOL CONSULTANCY

23

Chinese children from attending foreign-owned international schools which are the domain of expatriates. However, there is an insatiable demand by Chinese families living in China for a western-style education, taught in the English language to give their children a pathway into American, UK or Australian higher education. With an astonishing 3.6 million millionaires in China; a group that is expanding rapidly, there are huge numbers able to afford the private school fees. As a result, different types of international school have begun to emerge that are officially able to cater to their needs.

Many of these Chinese-friendly international schools are Chinese owned private schools that provide bilingual learning in Mandarin and English, internationally recognised curricula and examinations at secondary level, and that have a distinctly international focus. These schools make up almost half of all international schools in China today and they are the schools that are driving market growth.

A number of independent school brands, the majority from Britain, are involved in these developments. Dulwich College, for example, works in conjunction with two high schools in Suzhou and Zhuhai to offer a UK-oriented curriculum to Chinese nationals. These schools reflect the Dulwich learning approach and students study for IGCSE and A level exams with the aim of progressing to higher education in the UK and US. Dulwich also has three other international schools in China just for children of foreign workers. The UK’s Hurtwood House is partnered with HD Ningbo in Zhejiang province. The school is bilingual and, by offering a dual curriculum which is part Chinese in the junior school, local Chinese students are able to attend. And Australia’s Haileybury College has an international school in Tianjin for Chinese students.

The latest developments within this sector include Malvern College Chengdu, an international secondary school for Chinese nationals which opened this academic year. It is the second school Malvern now has that is licensed by the Chinese authorities for local children. Malvern College Qingdao

is well established with an enrolment of 400 students. Also new is Wellington College Bilingual Shanghai Early Years Centre which opened this February. It is the first phase of the New Bund Wellington College Bilingual Education Project which, when complete, will deliver learning to Chinese children aged from 2 to 15.

More independent school brands from around the world are on their way to China to meet the needs of Chinese nationals. Kings College School Wimbledon, for example, has announced plans for three British-style schools in China accessible to local children, the first of which, Nanwai King’s College is due to open in Wuxi New Town in September 2018.

GLOBAL DEVELOPMENT

China is not the only country seeing significant growth of international schools. The United Arab Emirates has seen phenomenal growth in recent years and its student enrolment is huge. ISC Research data indicates there are currently 564,609 children attending international schools in the UAE, compared to China where 212,915

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THE FUTURE

The future of the international schools market looks very bright. In addition to the countries already mentioned, ISC Research predicts development opportunities in several other locations. In Malaysia, for example, demand from local families is increasing since the government introduced a requirement that all subjects, including maths and science, should be taught in the local language in national schools.

In Qatar, as in the UAE, demand for international school places exceeds supply and school expansions are responding to this. In several Latin American countries, particularly Brazil, Colombia, Ecuador, Mexico and Peru growth is also anticipated. All these countries are reliant on continued economic development but, if these markets progress as they currently are, then potential for international school development is good.

Richard Gaskell is the Director for International Schools at The International School Consultancy (of which ISC Research is a part). It is the leading provider of data and market intelligence on the world’s international schools. The company produces a range of market intelligence, benchmarking and statistical reports and an online licence to support schools, investors and education suppliers with the data they need on the market. More information is available at www.iscresearch.com

children are attending international schools or learning within international streams of state schools.

The ISC Research Market Intelligence Global Report offers several reasons why student enrolment is so high at international schools in the UAE. Major factors include the wealth of the country, an extensive expatriate population, demand for high quality, English-medium education by both expatriates

and wealthy locals, plus the fact that the governments of Dubai and Abu Dhabi allow unlimited enrolment of local children at international schools.

Recent growth in the international schools market has also been seen in South and Central America where English is becoming increasingly popular as the language of learning. Most of the region’s recent market expansion has been as a result of the changing status of schools rather than the opening of new schools. This has been particularly evident for schools that are now delivering the International Baccalaureate in the language of English rather than Spanish. Much of this change has come about as a result of demand by local parents for English-speaking education in order to increase their child’s potential of gaining a place at a university, particularly one in the United States or Canada.

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