State departments of education implemented testing programs that serve as a determining factor in areas of school funding. Many states offer rewards for districts that meet the state proficiency marks for student performance. Districts have implemented benchmark testing programs to measure student growth toward meeting the standards tested on state assessments. Also, the establishment of charter schools in poor performing districts are also an effect of state-wide testing programs, serving as an intervention to improve student learning through the integration of progressive and research-based programs.
On the district and school level, assessments in education have led to the implementation of high-quality professional development and research-based programs. An experiment conducted by the Center for Data-Driven Reform in Education found the effects of data-driven education to improve students' learning outcomes when data analysis is used to identify causes of failure and make informed decisions on instruction. The CDDRE consulted with district leaders to analyze data, identify causes of failure and implement new programs supported by professional development for teachers.
Professional development requirements for states, school districts and schools increased as an effect of assessments in education. State departments of education established yearly hourly requirements for teachers and district and school leaders are required to ensure these hours are met. Districts and schools offer specific opportunities for teachers including professional development that assists in analyzing student data and using it to plan instruction. Also, in-school professional development sessions are now common in many schools in order to support implementation of data-driven lesson planning and instructional design.
Based on assessment data, state departments of education require poor performing districts and schools to offer extended learning time to support student achievement as an intervention for poor performance. Interventions include an extended school day through additional instructional minutes and the establishment of before- and after-school programs. Additional support positions were also created in many districts to increase student learning outcomes through tutoring, smaller class sizes, team teaching approaches and use of teacher trainers.
The experiment conducted by the CDDRE supports that the positive effects of assessment in education depends on the implementation of data analysis, problem identification, causes of problems and implementation of actions to intervene in order to improve student learning outcomes. Only when changes in instruction are implemented, such as improved professional development and the implementation of effective research-based programs, will student learning outcomes continue to be effected in positive ways. Schools across the nation are doing just that to ensure students' learning success.