Group items tagged

DC is expanding the use of the data from value-added evaluation models. "And the conclusions made using IMPACT as a basis will be just as flawed as the instrument they rely upon."

From the Brown Center on Education Policy at Brookings, a think tank, a group of researchers review the accessibility of data on charter schools and the federal government's recent push towards this growing trend.

The punishment does not fit the crime, but if there is such a strong correlation between zip code and achievement, who can blame a Mom for trying?

I disagree with two of the comments in the article... The first was made by the City Council President: ""The young lady was wrong, she should not have tried to take her kids to another school system,..." I do not think she should have falsified the records; however, I do not think that it was wrong to try to find a way to get equal access to a quality education for her children. I also disagree with Don Domenech's interpretation of SES data. While research has found a correlation/relationship between SES and student achievement, I think his statement that "the correlation between student achievement and zip code is 100 percent," is misleading. The average student achievement may be higher in more affluent zip codes but that does not mean 100% of the students perform better. There are still students who struggle or drop out. I think the data speaks more to the family SES. It is true that better facilities and access to more materials and technology provide a higher likelihood of academic success, but I think that some of the student's personal/home factors have a bigger influence. If you send a child who is hungry, has to take care of siblings and/or work to help support the family to an affluent suburban school, that student will not automatically perform better. There are no absolutes and I feel his statement that "The quality of education you receive is entirely predictable based on where you live," is misleading. The "quality" of some of the "inputs and processes" may be better but because success in education is complex and dependent on more than simply the school, the outcomes are not guaranteed based on zip code.

The principal for whom Rhee worked said that there was "clear evidence of actual, knowing falsehood" in statements Rhee made about the magnitude of improvement in test scores for her students. Frederick Hess, who was not involved with that school or its faculty said : "There's simply no way with these data to say anything, good or bad, about Rhee's teaching performance,"

The principal for whom Rhee worked said Rhee's statements about the magnitude of improvement in test scores for her students were "clear evidence of actual, knowing falsehood." Frederick Hess, who was not involved with the faculty or school responded "There's simply no way with these data to say anything, good or bad, about Rhee's teaching performance,"

The article reflects a study we looked at in 704. The study results were poorly written and due to the limitations of the system, etc., it seemed poorly prepared and implemented. That said, some relevant data emerged.

I'm not sure how I feel about this blog. Part of me says "Oh no!" while the other part says that we need to make education accessible but we would be better served to go with a more individualized approach. Right now it feels as though we often cater to the lowest common denominator which is not fair to anyone. Can we learn something from the operations concept of mass customization? Educators--feedback please!! I'd love to hear what your experience tells you r.e. these issues.

I am intrigued if not in full agreement with this piece by Kolb. He makes good points about a national baccaulaureate exam...it's true, algebra is algebra, grammar is grammar, in all 50 states. Some of our colleagues would disagree that we need primarily focus on the best and the brightest and that those who are not ready to learn should be sequestered until they are (paraphrasing here). He says, "We really aren't serious as a nation when it comes to education," but I think that we are fast approaching a time when (I hope) it becomes a primary focus of our political debate (from Candy).

On-line tool providing lagging indicator education results.

In corporate strategy we said that our dashboards provided business intelligence for real-time decision-making. I commend this effort but I do not think that the metrics are granular enough or that the data are available quickly enough. While an interesting attempt/first step, I see this as an on-line collection of "rear view mirror" performance. We have not really captured leading indicators. Rather, this tool makes it easier for us to review our lagging indicators. We can get a clearer picture of our deficiencies/gaps, but I'm not sure how this will help inform timely and effective decision-making.

Germans do not use lay governance - This paper presents findings of a study that explored the governance and administration of elementary and secondary schools in Bavaria, in the Federal Republic of Germany. The sample included 12 Bavarian schools--3 each of the following 4 types of schools--elementary (Grundschulen) and secondary (Gymnasien, Realschulen, and Hauptschulen). Data were gathered from interviews with school principals or headmasters and some administrative staff, observation, and document analysis. Findings showed that the selection process for teachers in Germany is much more rigorous than in the United States. Principals are experienced classroom teachers with proven ability who continue to teach. In addition, the entire district apparatus is missing; there are no superintendents, lay boards of education, and so forth. Bavarian schools appear to function extremely well within a framework of fairly tight external control, while enjoying strong professionalism among educators and freedom from the micromanagement that all too often plagues their American counterparts. Findings underscore the need for fundamental and systemic reform in the United States; high student achievement must be preceded by advances in teacher professionalism.

Deals with the struggle of public service professionals that resist changing the occupational norms that would decrease their power even though it would benefit their clients. To examine the relationship between professionalism and change, data were collected from elementary school principals, local school board members, and lay members of community health planning. Principals were slightly less inclined than school board members to accept change. The least professional of the three groups, community health members, were the most negative about change. The mixed findings may result partially from the spurious relationship between professionalism and change. Two additional variables were introduced to test this hypothesis: amount of "turbulence" or dissatisfaction among clients and diversity of viewpoints within groups. Controlling for the former variable yielded little difference; however, there was a strong positive relationship between diversity of viewpoints and change. Consequently, group consensus is seen as a major variable in predicting acceptance of change.

Article on the frustration of a lack of real data and the real repercussions of it....and protests...gotta love the protests.

Details about research on the impact school performance has on how people vote for school board members. The authors conclude "If voters do not cast out incumbents when local school performance is poor, they forfeit that opportunity. As debate continues over components of NCLB, policymakers should consider whether it is realistic to assume voters will in fact use the polls to drive school improvement."

Many whites are taking advantage of the Michigan School Choice programs to move their children from more diverse schools to ones with fewer black students, The Detroit News reports. According to the most recent US census data, released on March 22, more than 184,000 African-Americans have moved out of Detroit in the past decade, most moving to the predominantly white suburban communities and the percentage of black students in those schools has jumped.

Some interesting numbers and ideas to consider, although it is important to consider the source... The NY Post.