Release of “value-added” student achievement scores as a way to measure teachers in the Los Angeles Times (and an attempt to release them in the NY Times) has roiled the discussion on education policy as shaped by billionaire philanthropists and business-minded school superintendents. The Columbia Journalism Review exhaustively documents editorial debates over the release of the data.
The NYT’s editorial on determining fair standards for identifying effective and ineffective teachers: during times of budget crisis, layoffs shouldn’t pit new teacher effectiveness against costlier senior teachers as is the case under existing “last hired, first fired” rules. Most troubling: defining teacher effectiveness through student performance. (How about raising revenue and cutting elsewhere first?)
For public high school graduates in NY state, Regents exam results correlate to college success. Far too many graduates fall short of college-readiness despite holding a high school diploma: only 41% of existing school grads will get C grades or above in college, only 10% of charter school grads will.
A baby boom in Manhattan strains the capacity of local public schools to house students, turning kids away for lack of space–only to be soaked up by the launch of private schools that’ll gladly charge $50,000 a year for kindergarten. Blogger Beccarama asks, Why Aren’t Parents Rioting in the Streets?
Make every existing public school excellent–that’s the only solution.
What’s currently wrong with public education can be summed up by looking at two very local stories that embody in particular what needs fixing in public education. Racial, economic, achievement and other inequalities are playing out through real estate.
News flash: a test score doesn’t reflect every classroom situation or measure growth of the whole child.
The US Department of Education recently announced it will co-host an international summit on teaching in conjunction with two U.S. teachers’ unions, the Organization for Economic Cooperation and Development, the Asia Society, and the Council of State School Officers.
Shael Polakow-Shuransky’s roots as a teacher, principal, and experienced administrator give a different cast to his call for “more” tests. Will his own experience in progressive education lead to more qualitative assessment?