The Origins and Development of Virginia's Student Assessment Policy: a Case Study

W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1989 The origins and development of Virginia's student assessment policy: A case study Serbrenia J. Sims College of William & Mary - School of Education Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Educational Administration and Supervision Commons, and the Educational Assessment, Evaluation, and Research Commons Recommended Citation Sims, Serbrenia J., "The origins and development of Virginia's student assessment policy: A case study" (1989). Dissertations, Theses, and Masters Projects. Paper 1539618812. https://dx.doi.org/doi:10.25774/w4-737p-6204 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. 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Zeeb Rd. Ann Arbor, MI 48106 THE ORIGINS AND DEVELOPMENT OF VIRGINIA'S STUDENT ASSESSMENT POLICY: A CASE STUDY A Dissertation Presented to The Faculty of the School of Education The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree Doctor of Education by Serbrenia J. Sims November 1989 THE ORIGINS AND DEVELOPMENT OF VIRGINIA'S STUDENT ASSESSMENT POLICY A CASE STUDY by Serbrenia J. Sims Approved November 1989 by jit Roger Baldwin, Ph. D fJames YankAvich , Ed.D £/ohn r . Thelin, Ph.D Chairman of Doctoral Committee 3 Dedication This report is dedicated to: my husband, Ronald R Sims, who taught me all the things I thought I knew my daughter Nandi Rebeccah Cele Sims; and my mother, Mabel Lee James. ACKNOWLE DGEMENTS Completing the requirements for the Doctor of Education has involved the direction, cooperation, and help of certain key individuals. To them I express my thanks. A particular debt of gratitude is owed to the members of my dissertation committee. Dr. Baldwin, Dr. Bryce, Dr. Thelin, and Dr. Yankovich, thank you for your guidance, support, and encouragement. A special thanks goes to Dr. Thelin, my dissertation chair, who has been an inspiration throughout my years of study at The College of William and Mary. Finally, my deepest thanks and appreciation are offered to my husband, Dr. Ronald Sims, and daughter Nandi Rebeccah Cele Sims who encouraged me throughout my studies and laborious writing efforts. TABLE OF CONTENTS Page DEDICATION.............................................4 ACKNOWLEDGEMENTS...................................... 5 LIST OF FIGURES....................................... 10 Chapter 1. INTRODUCTION..................................... 11 Purpose of the Study............................ 11 Significance of the Study.......................12 The Research Problem ........................... 16 The Research Questions................. 16 Research Context: Autonomy and Public Accountability................................... 19 Theoretical Base: Dye's Models of Policy Formulation........................... 24 Model One— Systems Theory.................... 25 Model Two— Elite Theory.......................26 Model Three— Group Theory.................... 27 Model Four— Rationalism.......................29 Model Five— Incrementalism................... 31 Model Six— Institutionalism.................. 33 Definition of Terms............................. 34 Assumptions Used in the Study.................. 35 Limitations of the Study............. 35 Organization of the Study.......................36 References....................................... 38 2. REVIEW OF THE LITERATURE........................40 6 Historical Origins and Development of Student Assessment in the U.S...............40 Accreditation1 s Influence.................... 40 Expansion and Curriculum Development's Influence..................................... 45 State Government's Influence................. 47 Historical Origins and Development of Student Assessment in Virginia............. 50 SCHEV's Influence............................. 51 Virginia's Policy legislation: State Government's Influence................. 52 Dye's Policy Formulation Models................53 Model One— Systems Theory.................... 53 Model Two— Elite Theory...................... 54 Model Three— Group Theory.................... 54 Model Four— Rationalism...................... 55 Model Five— Incremental ism................... 56 Model Six— Institutionalism.................. 57 Summary..........................................57 References.......................................60 3. DESIGN........................................... 66 Bailey's Policy Formulation Design ........... 66 Document Analysis............................... 68 Advantages and Disadvantages of Document Analysis.............................70 Sources of Virginia's Documents............. 70 Intensive Interviews............................73 Procedure for Interviews and Summarizing Data.............................. 75 7 References 79 4. PRESENTATION AND ANALYSIS OF DATA............. 80 Historical Origins and Development of Student Assessment in the United States................81 Accrediting Agencies1 Influence............. 81 Expansion and Curriculum Development1 s Influence...................... 98 National Push for Accountability............ 103 Historical Origins and Development of Student Assessment in Virginia................. 114 SCHEV^ Influence.............................115 Virginia1s Student Assessment Policy. 118 Major Participants in Virginia...............130 Dye^ Policy Formulation Models................132 Rational Decision-Making Theory............. 133 Institutionalism Theory...................... 135 Elite Theory................................ 13 6 Group Theory.................................. 137 Incremental ism Theory........................ 143 Systems Theory................................ 148 Conclusion...................................... 154 References...................................... 156 5. SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATION FOR FURTHER STUDY......... 160 Summary..........................................160 Conclusions..................................... 165 Implications.................................... 169 8 Recommendations for Further Study............... 170 References....................................... 172 APPENDICES Appendix A: Interview Guide.................... 173 Appendix B: Dana Payne's Documents........... 176 Appendix C: SJR 125— January 22, 1985. 187 Appendix D: Gordon Davies' Excerpts From Involvement in Learning.......... 190 Appendix E: Gordon Davies' Draft Resolution. 206 Appendix F: Senator Russell's Statement: Amendment in the Nature of a Substitute................... 209 Appendix G: SJR 125— Amendment February 1, 1985.................. 211 Appendix H: SJR 125............................213 Appendix I: Senate Document No. 14. .215 Appendix J: SJR 83 .............................237 Appendix K: Guidelines for Student Assessment......................... 239 Appendix L: SB 534............................. 244 VITA ................................................... 248 ABSTRACT............................................... 249 9 LIST OF FIGURES Figure Page 1.1 Systems Model ..................................26 1.2 Elite Model .................................... 27 1.3 Group Model ....................................28 1.4 Rationalism........................... ...........30 1.5 Incrementalism..................................32 1.6 Institutionalism............................... 33 4.1 Rationalism...................................... 134 4.2 Institutionalism............................... 135 4.3 Elite

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