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Synthesizes educator survey evidence from Connecticut, supported by excerpts from Oregon and Washington, focusing on instructional time, student social-emotional impacts, computer-based administration issues, assessment appropriateness, accommodations for disabilities/English learners, and equity effects in high-poverty districts. Also frames validity, reliability, fairness, and equity considerations across multiple states.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/report-to-the-mastery-examination-committee-educators-question-whether-sbac-is-the-best-mastery-examination-for-connecticuts-students-january-11-2016/503968/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/report-to-the-mastery-examination-committee-educators-question-whether-sbac-is-the-best-mastery-examination-for-connecticuts-students-january-11-2016/503968.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the report for the Mastery Examination Committee?","Question",{"text":112,"@type":113},"The report provides an overview of surveys, documents, and research about the Smarter Balanced (SBAC) test, aligned to the Committee’s statutory charges under Public Act 15-238.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do Connecticut educators describe the impact of SBAC on teaching and students?",{"text":117,"@type":113},"A large share of participating teachers report that SBAC preparation takes significant time and resources, negatively affects students’ social and emotional wellbeing, and contributes to student frustration and apathy.",{"name":119,"@type":110,"acceptedAnswer":120},"What concerns are raised about SBAC fairness and equity for high-poverty districts?",{"text":121,"@type":113},"Educators report that the computer-based format disadvantages students in high-poverty districts, with more students adversely impacted by inequitable computer skills and developmentally inappropriate testing compared with affluent districts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},503968,1791073620,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Report To The Mastery Examination Committee: Educators Question Whether SBAC Is The Best Mastery Examination  \nFor Connecticut’s Students  \nConnecticut Education Association  \nJanuary 11, 2016  \nIntroduction  \nWhat follows is an overview of surveys, documents, and research concerning the ‘Smarter Balanced’(SBAC) test.  \nSection I explores a survey of Connecticut teachers regarding the administration of and student reaction to the SBAC test; responses are grouped according to their relevance to the statutory charges ofthe Mastery Examination Committee. Also included are pertinent excerpts from surveys of teachers in Oregon and Washington, which parallel and support the findings in the Connecticut survey.  \nSection II addresses the issue of SBAC validity and reliability from the perspective of those in Connecticut, California, Vermont, and Maine.  \nSection III examines the issue of SBAC fairness and equity in general, and specifically as to Connecticut and students in high poverty districts.  \nI. Surveys of Educator Observations Regarding SBAC  \nA. The Connecticut Education Association consulted with Professor Steven Stemler of Wesleyan University on a survey of CEA teachers (1,666 participants) in May and June of 2015:  \nProfessor Stemler estimates the margin for sampling error at +/ -2.3% . The results address some of the major charges to the Mastery Examination Committee. The charges to the Mastery Examination Committee (from Public Act 15-238) include the examination of the following:  \n1) The impact of the statewide mastery examination on teaching, students and student learning time.  \n􀁸 90% of participating teachers agree with the statement, ‘SBAC preparation takes away significant time and resources from teaching and learning in my classroom.’  \n􀁸 86% agree that SBAC has a negative effect on the social and emotional wellbeing of children in their classroom.  \n􀁸 97% do not agree with the statement, ‘overall, SBAC has proven to be beneficial toward improving student learning in my classroom.’  \n􀁸 54% reported that more of their students became distraught (e.g., crying or other manifestations of stress) during SBAC compared to other standardized tests (e.g., CMT) .  \n􀁸 90% agreed that ‘the time it took to complete the SBAC test caused student frustration and apathy.’  \n2) The administration of the statewide mastery examination on computers or other devices.  \n􀁸 71% agree that students ‘exhibited widely disparate and inequitable computer skills when taking the SBAC test.’  \n􀁸 77% reported that their students have lost significant access to computers/technology throughout this school year because the SBAC test administration and preparation has limited their access to the computer lab(s) in their school.  \n􀁸 57% reported technical problems not related to lack of technical support, including login problems and system crashes.  \n3) Whether the statewide mastery examination is an appropriate student assessment.  \n􀁸 73% of participating teachers do not agree that the computerized test administration format is developmentally appropriate for their students.  \n􀁸 85% of elementary school teachers reported that the computerized testing format was developmentally inappropriate for their students.  \n􀁸 97% of participating teachers do not agree that SBAC is a useful indicator of school effectiveness.  \n􀁸 85% of participating teachers agreed with the statement, ‘I generally view the SBAC asan obstacle for my students to overcome.’  \n􀁸 43% reported that ‘significant portions ofthe test covered content that is not taught at my students’ grade level.’  \n4) Offers accommodations for students with disabilities and students who are English language learners.  \n􀁸 64% of participating teachers did not agree that the SBAC's accommodations for students with disabilities worked well.  \n5) Responds to students’ needs.  \n􀁸 In a comparison of poor and affluent school districts, teachers said that the format of the SBAC test placed high-poverty district","cbCaieik0vpV5XUp","https://ap.wps.com/l/cbCaieik0vpV5XUp","pdf",553504,11,"English","# Introduction\n# I. Surveys of Educator Observations Regarding SBAC\n## A. Connecticut Education Association survey\n## B. Oregon Education Association survey","[{\"question\":\"What is the purpose of the report for the Mastery Examination Committee?\",\"answer\":\"The report provides an overview of surveys, documents, and research about the Smarter Balanced (SBAC) test, aligned to the Committee’s statutory charges under Public Act 15-238.\"},{\"question\":\"How do Connecticut educators describe the impact of SBAC on teaching and students?\",\"answer\":\"A large share of participating teachers report that SBAC preparation takes significant time and resources, negatively affects students’ social and emotional wellbeing, and contributes to student frustration and apathy.\"},{\"question\":\"What concerns are raised about SBAC fairness and equity for high-poverty districts?\",\"answer\":\"Educators report that the computer-based format disadvantages students in high-poverty districts, with more students adversely impacted by inequitable computer skills and developmentally inappropriate testing compared with affluent districts.\"}]","Report To The Mastery Examination Committee - Educators Question Whether SBAC Is The Best Mastery Examination For Connecticut’s Students - January 11, 2016 | PDF",1791062205,28]