STUDENT PERCEPTIONS: WAYS TO ENCOURAGE
STUDENTS TO TAKE THE
PRAIRIE STATE ACHIEVEMENT TEST SERIOUSLY
MAY, 2000
A Preliminary Survey of (1600) Students in (20) Schools
Implemented by the Student Advisory Council,
Illinois State Board of Education
PRAIRIE STATE ACHIEVEMENT EXAMINATION ASSESSMENT COMMITTEE
Co-Chairs:
Ozie Goodwin, Thornton Township High School
Robert Jones, Gordon S. Hubbard High School
STUDENT ADVISORY COUNCIL
Members:
Katherine Avery, Stephen Decatur High School
Eva M. Byerley, Mount Assisi Academy
Kyle Chapman, Cisne High School
Erin Dooly, Mulberry Grove High School
Jason Furlow, DuQuoin High School
Trish Hammond, Macomb High School
Danielle Johnson, East Saint Louis Senior High School
David Manriquez, Thornton Township High School
Erin Noble, Belleville Township High School West
Ana Petrovic, Geneva High School
Hilary Ross, Glenbard West High School
Benjamin Thonar, Lockport High School
Introduction
The Prairie State Achievement Examination (PSAE) will test high school
students' mastery of the Illinois Student Learning Standards. The test is
scheduled to be given to all juniors after March, 2001. In 2002, all juniors will take
the test after March 1 and seniors will have the option to take the PSAE a second
time.
The purpose of the survey conducted by the Student Advisory Council (SAC) is
to identify incentives that might motivate students to take the PSAE more
seriously and thus, perform better. The SAC, under the direction of Dr. Fred
Dawson, developed and administered a survey to the members' respective
schools. The survey was administered in 20 schools throughout the state with
over 1600 completed surveys included in the sample.
Purpose/Question
The Student Advisory Council identified a major issue needing to be addressed
by the Illinois State Board of Education was that of students not taking the test
seriously and not performing up to their potential. If not taken seriously the true
performance picture of a student and the total school and school district could be
distorted..
.
Methods
Lee Patton (Policy and Planning) and Lynne Haeffele (Standards, Assessment,
and Accountability) spoke to the SAC about the importance of accurately
measuring student performance in relation to the Illinois Learning Standards. The
session generated many good ideas and contributions from several members of
the SAC. As a result, several possible incentives that might improve student
performance on the exam were suggested. At the next meeting (January 16-18)
SAC members, Meredith Seckman and Trish Hammond presented results from a
self-made survey they conducted in their own schools. At that time, the Council
agreed to assist the ISBE in determining what incentives would be most effective
in motivating students to take the PSAE by conducting a survey of SAC member
schools. The possible incentives to be addressed in the survey included the
following:
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Influence toward college admission.
Availability of scholarships for high test scores.
Reduced car insurance premiums.
State endorsements on high school transcripts/diplomas.
Preferential treatment for hiring.
Ties to the ACT/SAT.
Additional high school credit.
Including scores as part of class grades.
The Council, with the help of former SAC coordinator Fred Dawson, developed a
uniform survey instrument which incorporated the input of all council members.
The survey was conducted in 20 schools during March, 2000. The data from the
survey was compiled by the SAC/PSAE Committee at the meeting on March 29March 31.
Survey Results
This survey asked four demographic questions: four questions as to whether the
respondent knew of the PSAE, general attitudes regarding standardized testing,
and preferences regarding incentives to perform well on the examination. The
following is an analysis of the responses to the survey:

Respondents were chiefly sophomores (50.7 %) and female (52.7%).

Over three-fourths of the respondents indicated a desire to attend higher
education, either part- or full-time, upon graduating from high school. The
vast majority of these students indicated a preference for attending school
full-time after graduating from high school.

Almost 75 percent of the respondents (74.3%) said that they take
standardized tests seriously.

Almost six in 10 (59.1 %) did not know what the PSAE is. However, over
70 percent indicated that they would take it seriously.

While a majority would take the PSAE seriously, only a little over 60
percent (60.5%) indicated that they would place any value on the results
of the examination.

Regarding incentives to take the PSAE more seriously, all of the
incentives listed on the survey were viewed positively by at least 75
percent of all respondents. However, not all incentives were viewed
equally. The top four incentives were: scholarships tied to good results
(88.8%), reduced car insurance premiums (85.7%), favorably affecting
admission to Illinois colleges and universities (83.0%), and preferential
treatment when being hired for a job (82.8%).
Upon closer examination of the data, a number of interesting pieces of
information were found. Specifically:

Juniors were most likely to indicate that they take standardized tests more
seriously (83.6%), while freshman were the least likely (64.2%) to take it
seriously.

Seniors were the least knowledgeable about the PSAE (31.0%), followed
by sophomores (38.5%). Knowledge of the PSAE was indicated by
marking “yes” to the question, “Do you know what the PSAE is?”

Freshmen respondents were the most likely to take the PSAE seriously
(78.0%). Seniors were least likely to take the examination seriously.

Juniors indicated that they were least likely to place value on the results of
the PSAE (51.4%), while freshmen were the most likely to place value on
the results.

The value of the incentives listed on the survey differed depending upon
the grade level of the respondent.
 Ninth grade respondents indicated that scholarships tied to good
results (91.1%) and transcript endorsements (88.4%) were most
important.
 Scholarships tied to good results (89.5%), and additional high school
credit (88.8%) were of most interest to tenth grade respondents.
 Eleventh grade respondents showed a desire for reduced car
insurance premiums, with scholarships as a very close second (91.8%
vs. 91.4%), as incentives for performing well on the PSAE.
 Twelfth grade students had three incentives that were very close:
reduced car insurance premiums (87.2%), scholarships tied to good
results (85.2%), and additional high school credit (85.0%).

Female respondents indicated scholarships tied to good results as the
preferred incentive (93.7%), whereas, the incentive that PSAE results be
counted as part of a grade was mentioned far less frequently (80.9%).
Males, on the other hand, most prefer a reduction in car insurance
premiums (86.6%) as an incentive.
The incentives, required for
graduation and counted as part of a grade, were mentioned as least
favorable (72.2% each) by male survey respondents.

When plans for after high school are considered, there is a difference in
preferences for incentives between the four groupings of students
examined as part of this survey.
 For those planning to enter the job market as a full-time employee, a
statistical tie exists for the most frequently cited incentive: preferential
treatment when it comes to being hired for a job (84.0%) and additional
high school credit (83.9%). Those entering the labor market indicated
that making the PSAE a requirement for graduation was their least
favorite incentive (74.6%).
 For those planning to go to school part-time and work part-time, there
was a tie as to their preferred incentive – scholarships tied to good
results and additional high school credit at 85.8 percent each. The
least favorite incentive indicated by this group, was counting the results
of the PSAE as part of a grade (73.7%).
 For those planning to attend school full-time, the preference is for
scholarships tied to good results (94.9%). Counting the results of the
PSAE as part of a grade was least preferred (79.0%).
 Finally, while additional high school credit was preferred by most
individuals planning to enter military service (84.8%), tying PSAE
results to the American College Test (ACT) or the Scholastic Aptitude
Test (SAT) was least preferred (61.2%).
Analysis and Recommendations
The purpose of the survey issued by the PSAE committee was to find those
incentives that would readily motivate students to do their best on the PSAE. A
summary of results and SAC conclusions and recommendations follow.:
All of the potential incentives used in the survey would provide some level of
motivation for students. However, four incentives seem to appeal to a wider
range of students more than the others do. The SAC has come to the conclusion
that the most effective incentives are: 1) preferred treatment while applying for
jobs; 2) scholarship options; 3) admission to Illinois colleges and; 4) reduction in
car insurance premiums. Tying these four incentives into the PSAE may prove to
be very successful.

The differences in grade level, gender, and in students’ plans after high
school appear to have an impact on determining which incentives would work
best for different groups of students.
It is recommended the ISBE take these differences into account to decide
what steps the board may want to follow in order to have the most impact on
each of the various groups. For example, seniors and sophomores are least
likely to take the exam seriously, so those motivators preferred by students in
these grades (scholarships, additional high school credit, and reduced car
insurance premiums) should be promoted with those grades. Similarly,
students who plan to go into the workforce upon graduation need to be aware
of the incentive that would assist with obtaining employment.
The survey included a section for individual comments which reflected many
interesting points-of-view. Based on these comments, the PSAE committee
makes the following recommendations:

It is recommended that steps be taken to make sure that incentives are
positive rather than negative or threatening. Students felt that whatever the
incentives turn out to be, they must only affect students in positive ways. The
overwhelming comment was in opposition to requiring a passing grade on
the test to graduate. The PSAE Committee felt this was due to poor testtaking skills among students and a great lack of understanding as to what the
PSAE actually is. However, the PSAE committee feels this is a risky
incentive despite its motivational power. In particular, this incentive could
pose a problem for students who may be held from graduating because their
test taking skills are below the norm, even though they may possess skills
high above state standards.

It is recommended that the ISBE investigate in more depth the attitudes of
teachers to determine what might motivate them to take the PSAE seriously.
Students also felt that if their teachers took the tests seriously, they might
treat the test more seriously.

The number of standardized tests students must take should also be limited
according to many replies. Similarly, the students are also interested in
seeing the tests become shorter..

If the PSAE is tied to the ACT, it is recommended the ISBE encourage the
development of study manuals and prep courses similar to those used for the
ACT. Many students would like to be provided with material to prepare for the
test.

The SAC recommends that consideration be given to allowing the PSAE
score to be substituted for poor performance on the ACT in considering
admission to college.

It is recommended that the ISBE consider this survey as preliminary and do
further testing and analysis. Additional potential motivators, which were not
included in this survey, should be considered. For example, many students
indicated in their comments that special privileges for students who score well
on the examination –such as early dismissal and an open campus might be
effective motivators. A few other suggestions included money for school
districts, admission to the military, special recognition, and being able to see
their test results. One of the most frequently occurring suggestions, however,
related to a reward of money or food. These ideas should be further
evaluated.

Finally, it is recommended the ISBE continue to increase its understanding of
ways to improve student motivation by looking into additional incentives that
local schools could provide in addition to those made possible through the
ISBE's efforts at the state level. This could include the removal of some of
the barriers such as teacher apathy about the test.