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REL N

D.C. schools to use data from teacher evaluation system in new ways - 0 views

www.washingtonpost.com/...AR2011021302584.html

ADMS707 Evidence-based Decision-making VAModels Niemeyer

shared by REL N on 16 Feb 11 - No Cached
  • by matching teachers' ratings to the universities they attended, officials are deciding which pipelines deliver the best, or worst, talent.
  • "We'll just stop taking graduates from institutions that aren't producing effective teachers."
  • Teacher ratings from one cluster of schools might be compared with those from another cluster to assess how a particular instructional superintendent is faring. Principals will be judged in part by the number of "highly effective" teachers they are able to retain from year to year. Instructional coaches will be held accountable for the ratings of the teachers they coach.
  • ...2 more annotations...
  • Critics of value-added evaluation models, who have objected to using the data to fire teachers, say that expanding their use is unwise at this point. "The core problem with these data is the creation of incentives to narrow the curriculum," said Richard Rothstein, a research associate with the Economic Policy Institute and one of the authors of a recent report critical of value-added evaluations.
  • "It's never been piloted, never been tested," Saunders said. "And the conclusions made using IMPACT as a basis will be just as flawed as the instrument they rely upon."
  • REL N on 16 Feb 11
     
    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."
Georggetta Howie

Dr. Steve Perry Speaks - 1 views

www.dr-steveperry.com/Multimedia.html

education Perry schools videos books

shared by Georggetta Howie on 25 Jan 11 - No Cached
  • Georggetta Howie on 25 Jan 11
     
    Dr. Steve Perry is educator, speaker,and author who founded Capital Preparatory Magnet School in Hartford, CT. This school has a graduation rate of 100% with all of its graduates going to college. OUTSTANDING WORK!
Roger Mancastroppa

Accreditation Discrimination: Impact on School Choice, Costs, and Professional Prospect... - 0 views

www.academicleadership.org/...essional-prospects-in-academia

ADMS707 reform education politics Federal states

shared by Roger Mancastroppa on 06 Feb 11 - No Cached
  • Roger Mancastroppa on 06 Feb 11
     
    "we see a society built around profit and monetary gains where the major force driving educational institutions and their enrollees is money; pure profit and economic factors for the majority" "As a result of the uncontrollable turn that modern society has taken in terms of our emergence in a contemporary world built on profit maximization and survivalist economics and materialism, and propulsion toward a future of uncertainty for which we must gather wealth by any means necessary, the degree of competition among us in all walks of life and on all platforms has dramatically increased, and the workplace or proscenium upon which the dramatis personae of economic theories; firms, households, and governments must play, has turned into the battleground where technological advancement, increased knowledge, and the need for more specialized and skilled workers have driven us to commoditize learning opportunities in the form of training and education at an alarming rate. The rate of consumption which the market demands of education and training - knowledge and skills demand and consumption, has left schools, colleges, and universities competing among each other in desperate and even despicable ways, such that education in the form of mere training and book-scanning that the majority offers, has become just another "player" and card in Capitalism's game and race to the bottom of the consciousness funnel."
REL N

Education Week: Poll: Students Grade High School Down, College Up - 2 views

www.edweek.org/...421715_ap.html

ADMS707 Niemeyer Mission Effectiveness

shared by REL N on 19 Apr 11 - No Cached
  • A majority say their school wasn't good at helping them choose a field of study, aiding them in finding the right college or vocational school or assisting them in coming up with ways to pay for more schooling.
  • getting students ready for work remains central to high schools' mission.
  • most young people say their school didn't do a good job of preparing them for work or helping them choose a future career.
  • ...5 more annotations...
  • The one category where young people rated high schools best was preparing them for further education: 56 percent say their school did a good or excellent job at that.
  • 4 in 10 young people voice strong satisfaction with their high school education.
  • Dill, now 21, self-employed and living with her father in Arcadia, La., thinks high schools should offer juniors and seniors workshops on how to get a job, how to build a career and the many educational options besides a four-year degree.
  • Almost half of college attendees feel that the schools "get" them. That's significantly more than among those whose education stopped at high school; just 3 in 10 say the school system could identify with them.
  • Nonwhite students were more likely than whites to say their high school counselors helped them, and also gave their high schools better ratings for helping find money for college.
  • Georggetta Howie on 19 Apr 11
     
    Thanks for sharing. This is true and in my case and majority of my peers. My success in going to college goes to my mentors!
Victoria Schnettler

Students in Four School Divisions Trade Textbooks for iPads - 1 views

www.doe.virginia.gov/...sep29.shtml

ADMS707 technology K-12 department of education virginia

shared by Victoria Schnettler on 08 Feb 11 - No Cached
  • Victoria Schnettler on 08 Feb 11
     
    The VA DOE is launched an initiative to give K-12 students ipads to increase the use of technology in the classroom and will then study the affects on SOL rates and student achievement.
REL N

Charles Kolb: Educational Success: America's New Industrial Policy - 1 views

www.huffingtonpost.com/...al-success-ameri_b_810464.html

ADMS707 Federal Resource-allocation

shared by REL N on 04 Feb 11 - No Cached
  • And we need to approach our education investment as we approach infrastructure or industrial policy.
    • REL N
      REL N on 04 Feb 11
       
      NOOOO! We need to better define the type of success we can achieve given that individuals are in different places at different times in their lives. We need to support people where they are and help them move forward in areas and at a pace that is right for them. If a 16-year old is able to perform well in a college program then that is where s/he should be. If a student is gifted in math and abhors and does poorly in history, then we should nurture her/his strengths and stop holding them to their social grade level in math and wasting their time and their passion drilling them in history. Ultimately, they will be happier, more productive, and more willing to contribute to society in a math-related endeavor.
  • "define success up." Our new industrial and competitiveness policy as a nation should be focused relentlessly on those talented young children and adolescents who show educational promise. We should double, perhaps triple, federal, state, and private sector resources that support gifted-and-talented programs in our schools. We should nurture this talent the same way some institutions nurture athletic talent. This approach is not elitism; it is smart commonsense.
    • REL N
      REL N on 04 Feb 11
       
      Yeah... I think we all saw what happened when we had a leader who was proud of getting "C's" in college. And, then we are not really sure if a "C" actually meant a "D-" but was given to ensure social promotion. I would not go to a surgeon who either did not want to go to medical school or was not able to succeed in her/his training. That is not elitism. It is more than simply common sense. It is effective data-driven/evidence-based decision-making. A person might be terrific and funny and caring (and perhaps rich and attractive too) but they should not be given a role beyond their knowledge and capabilities.
  • If such an exam cannot be developed within six months, then perhaps we really have wasted a lot of time over the last 30 years. Algebra in New Hampshire is not different from algebra in California. Reading skills and reading-level assessments should be the same in each state. Grammar doesn't vary across state borders, and gravity tends to work the same way everywhere. The governors are well-positioned to lead a national discussion about what our high school graduates should know and be able to do -- and then devise a test that measures the success of our young people in mastering what they need to know to be successful. The National Governors Association is already doing excellent work in this area -- but it has to move faster.
    • REL N
      REL N on 04 Feb 11
       
      f we stopped the gaming in elementary and middle school testing and relied on the teachers and administrators to implement effective local testing and take appropriate actions to ensure learning, we would have more resources (time, money, people) to develop appropriate and resonable assessments at the high school level. These must be based on higher order thinking and include essays, video-taped dialogues/presentations, and some simple answer tests. The evaluation should be done by humans outside the local area and care must be taken to ensure inter-rater reliability. This is done in other countries as well as in the states with the IB diploma programme. It is do-able and the graduates will be well prepared and confident that they can move forward. Our initial pass rates may not be as high as we would like, and we need to be prepared to accept that some students may take more than 12 years or choose to take a less rigorous set of exams; however, we will have a higher level of success overall and our students will be much better prepared as citizens and workers.
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  • We need to change our approach from preventing failure to promoting success.
  • In late December 2010, the Education Trust reported that nearly 25 percent of high school graduates taking the U.S. Army entrance exam cannot answer basic questions in math, science, and reading. Some of the questions were pretty basic: "If 2 plus x equals 4, what is the value of x?"
  • all children can learn, not all children are ready to learn at the same time. If some of our classrooms have disruptive students, these students should attend other classes until they become serious about learning.
  • And finally, we should learn from the French, who for decades have had a baccalaureate exam that is a prerequisite for advancing to post-secondary education. In France, the "bac" exam is typically taken by 17- and 18-year-olds, but if a student fails the exam, he or she can take it again -- even later in life. The "bac" serves two purposes: it sets a standard for what French high school graduates know and can do, and it serves as a moment of consequence for French young people: they cannot move forward until they have proved their proficiency.
  • In several states, where testing has been adopted, we find large discrepancies between how the states report their children's performance on "No Child Left Behind" tests and the often much lower performance found by the objective National Assessment of Educational Progress.
  • resources we've squandered. We need a more tough-minded and focused approach that identifies, nurtures, and rewards success
  • REL N on 04 Feb 11
     
    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.
  • mirabilecp on 05 Feb 11
     
    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).
stephlennon

Beyond Access: An Analysis of the Influence of the E-Rate Program in Bridging the Digit... - 0 views

web.ebscohost.com.proxy.library.vcu.edu/...pdfviewer

adms707 federal connectivity Lennon

shared by stephlennon on 04 Feb 11 - No Cached
  • stephlennon on 04 Feb 11
     
    This seems fitting as it deals with connectivity as a learning process and federal programs.
Jonathan Becker

Teachers' Colleges Upset By Plan to Grade Them - NYTimes.com - 1 views

www.nytimes.com/...09teachers.html

ADMS707 politics highered teachers grades ratings

shared by Jonathan Becker on 09 Feb 11 - No Cached
  • Jonathan Becker on 09 Feb 11
     
    This is really about the politics of higher ed., but it's an issue that's near and dear to me and my colleagues in the School of Education.
REL N

Education cuts coming, but fewer than GOP wanted - Washington Times - 1 views

www.washingtontimes.com/...eal-makes-giant-cuts-education

ADMS707 Niemeyer Federal Funding Cuts

shared by REL N on 14 Apr 11 - No Cached
  • Striving Readers, a program to boost literacy rates among middle- and high-school students, takes a $250 million hit,
  • some programs not only were spared but will get more money than the administration was looking for. The Teaching of Traditional American History, designed to help fund classes devoted to U.S. history, will lose $73 million from 2010 levels but will get $46 million more this year than the administration requested.
  • Adult education will be cut by $31 million
  • ...1 more annotation...
  • But the GOP is looking for bigger cuts and wants to reduce Pell Grant spending to “pre-stimulus levels,” cutting the annual federal allocation by about half while blaming Democrats for doubling the size of the program since Mr. Obama took office.
Phil Riddle

Study Finds High Dropout Rates for Black Males in KIPP Schools - 0 views

www.edweek.org/...27kipp_ep.h30.html

KIPP Program Evaluation

shared by Phil Riddle on 02 Apr 11 - No Cached
  • Phil Riddle on 02 Apr 11
     
    This article both highlights some of the flaws in the KIPP model as well as goes into a discussion about methodology in evaluating programs.
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