Monday, May 30, 2011
Tuesday, May 24, 2011
President Obama Talks Education Reform
Public Opinion Isn’t Working
Opinion: 39% of Americans favor the use of increased nuclear power, while 52% oppose the measure. (Pew Charitable Trust)
Policy: A new nuclear power plant has not been built in the United States since 1973. (MSNBC)
Opinion: 49% of Americans favor the right to own a gun, while 46% are in favor of gun control laws. That figure is almost exactly the same as a September 2010 poll, which demonstrates little has changed, even after the recent shooting spree in Tucson, AZ. (Pew Charitable Trust)
Policy: States continue to be conflicted on gun control laws. 40 states have “right to carry” laws for guns which allow their citizens to carry concealed weapons. The states do however have varying restrictions. 4 states allow concealed carry with no restrictions, while the rest have varying levels of regulatory control. (NRA)
Opinion: 58% of Americans are opposed to the Don’t Ask Don’t Tell (DADT) policy and are in favor of openly gay men and women serving in the military. Only 27% are in favor of the policy.
Policy: On December, 22nd, 2010, President Obama signed a bill repealing DADT.
The electorate is more in favor of merit pay than ending DADT, gun control or gun liberalization, and a moratorium on nuclear power plants. Politicians must listen to the overwhelming public opinion, align policy with populism, and push for merit pay provisions in future education reform bills.
Sunday, May 22, 2011
The 4 Biggest Obstacles to Merit Pay Reform Efforts
Nevada Aims for Education Reform
Unfortunately, several reform efforts stalled in the committee, which voted down an amendment to end “last in, first out” practices of teacher layoffs. That system requires that the most recent teachers to be hired are the first to be fired if districts are forced to institute layoffs, instead of other factors like performance, classroom absence, disciplinary history, or a criminal record.
Thursday, May 19, 2011
Value-added: An important measure
A fantastic study published by the Brookings Institute called “Evaluating Teachers: The Important Role of Value-Added,” explores the benefits and challenges of a system that evaluates teachers by their students improvement on objective measures like standardized tests.
Here are the main points of the study and discussion:
Current evaluation systems that use principals to evaluate teachers end up classifying 99 percent of teachers as effective. Obviously principal evaluations alone cannot accurately determine a teacher’s effectiveness.
Value-added is “not a perfect system of measurement,” but it can “complement” other measurements like parent and student feedback, observations, and self assessments.
Many teachers are skeptical of value-added systems because they are afraid of being labeled as bad teachers solely because of their students’ test scores. “But framing the problem in terms of false negatives places the focus almost entirely on the interests of the individual who is being evaluated rather than the students who are being served. It is easy to identify with the good teacher who wants to avoid dismissal for being incorrectly labeled a bad teacher. From that individual’s perspective, no rate of misclassification is acceptable.”
The authors of this study illustrate the problem with this argument well when they point out that SAT scores are only moderately correlated to success in college, and between-season batting averages for baseball players are only moderately correlated to professional batting averages. Nevertheless, we use these measurements because they are the best we have. In the authors’ words, “We should not set unrealistic expectations for the reliability or stability of value-added. Value-added evaluations are as reliable as those used for high stakes decisions in many other fields.”
Value-added measurements are especially important when we examine the alternatives for measuring teacher performance: seniority (experience) or principal evaluations. This study finds that value-added measurements are the best way to determine effectiveness.
Teachers are worried that value-added indicators unfairly measure their effectiveness. While it is true that value-added will not be a perfect measure, it is still an important one. Combining an objective measure of student performance with more objective measurements is the only way to create a fair and comprehensive evaluation system.
Tuesday, May 17, 2011
StudentsFirst: A Call for Respectful Education Reform Dialogue
How Expensive Is It (Federally)?
First, the education of American students is absolutely critical for the future success of this country. While it is almost impossible to cut spending in entitlement programs like Medicare, Medicaid, and Social Security, the government simply cannot focus on critical domestic policy arenas, like education, to try and appear fiscally responsible. Second, education spending is a miniscule part of the federal budget, taking up approximately 1.8% of federal spending annually. Although a majority of the education spending in the United States comes from state and local government coffers, there are far larger sectors of the federal budget for those interested in fiscal responsibility. These statistics and a wealth of additional information can be found at the Federal Education Budget Project.
For those interested in exploring how federal education spending affects the national budget, be sure to check out the Committee For a Responsible Budget’s budget simulator. You’ll notice that only a few levers within the domestic part of the simulator touch on education reforms, and these changes do not drastically affect the overall federal budget. Try the simulator yourself at: http://crfb.org/stabilizethedebt/ .
Thursday, May 12, 2011
Great video: Student First
Wednesday, May 11, 2011
Students Struggle in Civics
In 2010, fourth, eighth, and twelfth grade students across the country took a civics exam administered by the National Assessment of Education Progress (NAEP). The results of the exam demonstrate just how immediate the need for education reform is in this country. According to the exam, only twenty-five percent of American high school seniors are “proficient” in civics, and only seven percent of eighth graders could identify the three branches of the federal government. That’s twenty-five percent proficiency in civics for a group of people who will be eligible to vote within the year. If students cannot even reach proficiently, it makes sense that even fewer are sophisticated in the subject; only four percent of twelfth graders, and even fewer fourth and eighth graders were “advanced” civics students. These statistics make one point demonstrably clear: the American education system is not working, and government officials owe it to the children of this country (and this country’s future) to fix it. *
The results seem dire, but there may be an unfortunately simple explanation. According to Ted McConnell, Executive Director of the Campaign for the Civic Mission of School, the No Child Left Behind Act disproportionately emphasizes the teaching of certain subjects. While the act inundates students with reading, math, and science, it focuses little on art, music, social studies, and the humanities. In order for schools to attain NCLB funding and improve their students' chances of scoring well on exams that “matter,” little time is devoted to other extremely important subjects.
But are math, science, and reading pursuits more important than other academic areas like social studies? I think that answer is a resounding no, and so does Peter Levine, director of Center for Information & Research on Civic Learning & Engagement at Tufts. According to Mr. Levine, “America has always relied on active citizens to solve our most serious problems. If the next generation of kids can’t rise to that challenge, we’ll be in trouble.” It is impossible to expect out governmental structure to work effectively if only half of America’s children understand the function of the Bill of Rights. We’ve been endowed with the longest lasting and most successful democracy in the history of the world, but if we fail to produce an educated mass of citizens, that system will fail to work properly and we may lose the freedoms that have defined us for so long.
This gaping hole in NCLB’s evaluation and incentive method can, however, be used as a teaching tool. In any future reform legislation, it is critical that certain subjects are not promoted over others. It may in fact be beneficial to pay teachers in math and science more, if it is harder to recruit people to fill those positions. What is not effective, however, is incorporating only certain subjects into potential teacher performance metrics, or driving many more resources into one academic area over another. We must learn from the pitfalls of past education reform bills, because giving academic preference to certain subjects is a problem that all future legislation must avoid.