Talented Tenth

Glenn Beck ain't got nothin' on this podcast

Mike and 50CAN’s Marc Porter Magee take on career and technical education, sorting by student achievement, and charter schools’ noncognitive effects. Amber reports on charters’ productivity.

Amber's Research Minute

The Productivity of Public Charter Schools by Patrick J. Wolf, et al., (Fayetteville, AR: School Choice Demonstration Project, University of Arkansas, July 2014).

In its “Room for Debate” series recently, the New York Times published a quartet of opinion pieces discussing the value of gifted and talented programs. New York City schools chancellor Carmen Fariña prompted this discussion by promoting the faddish and contradictory mantra of “gifted education for all,” downplaying the role of the city’s current programs for high-achieving students. But in the end, the opponents’ arguments simply don’t hold any more water than the Chancellor’s banal but unactionable formulation.

The overarching theme of the two critics of gifted programs is that they lead to inequality. Authors of the first piece point out that such programs are disproportionately comprised of white and Asian- American kids. This is true and is surely something to work on. But then the authors suggest replacing these separate-and-distinct programs with “gifted education for all” (that phrase again…) because some research has found that ability grouping might worsen the educational outcomes of lower-achieving students. Moreover, say the authors, students in gifted programs are missing out on the benefits that diverse classrooms provide. (Shouldn’t their parents decide whether that outweighs the benefits of an accelerated curriculum?)

The second critical piece approaches the matter differently. Instead of citing the benefits of diversity per se—a proposition the author actually undermines by saying “there’s nothing magical or inherently good or bad about exposing black children to white children”—he worries about the self-fulfilling nature of...

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The World Cup vs. Underwear Models

Amber and Michelle talk teacher tenure, selective high schools, and the stunning upset of Eric Cantor. Dara takes over the Research Minute with a study on whether vouchers "cherry pick" the best students.

Amber's Research Minute

Contexts Matter: Selection in Means-Tested School Voucher Programs,” by Cassandra M. D. Hart, Educational Evaluation and Policy Analysis 26(2), June 2014: 186–206.

The #Kimye edition

After discussing what the research says young North West’s likelihood of educational success are, Mike and Michelle get down to brass tacks on Oklahoma’s possible Common Core repeal, the value of a college degree, and what makes Boston’s charter sector so high quality. Amber grades America’s public pension plans.

Amber's Research Minute

The State of Retirement: Grading America's Public Pension Plans by Richard W. Johnson, Barbara Butrica, Owen Haaga, and Benjamin G. Southgate, (Washington, D.C.: The Urban Institute, 2014).

Now Look What You’ve Done

Mike and Michelle acknowledge that school board members, for better and sometimes worse, affect student outcomes in their districts. But they don’t have to accept the misleading headlines on Indiana’s standards debacle (a case study in the hazards of politicization if there ever was one), nor must they wholeheartedly back Arizona’s ESA program. Amber wonders if high-flyers maintain their altitude—and has déjà vu all over again.

Amber's Research Minute

The Icarus Syndrome: Why Do Some High Flyers Soar While Others Fall?” by Eric Parsons, Working Paper, July 2013.

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Editor’s note: This article wades into the ongoing debate over private school choice and public accountability. For background see here,...

This is a cliché by now, but the public schools where I live are producing test takers: pretty good ones, as far as the numbers show. At parent night at the beginning of the school year, we were introduced to a curricular program explicitly built around “assessments”—the new euphemism, I gather...

The court case over teacher job protections in California is underway. The plaintiffs argue that the laws hinder the removal of effective teachers, which...

With thirty-two cities across the nation placing more than 20 percent of their students in charter schools, it is clear that chartering has changed the face...

A new analysis by Mike Podgursky, Cory Koedel, and colleagues offers a handy tutorial of three major student growth measures and an argument for which one is best. The first, Student Growth Percentiles (aka the Colorado Growth Model), does not control for student background or differences in...

Like any relic of the industrial revolution, it’s time we took a wrench to the American education system. Or a bulldozer, argues Glenn Reynolds, distinguished professor of law at the University of Tennessee and InstaPundit blogger. In this book, he contends that the system will soon break down...

Into the messy and political world of teacher-effectiveness research enter Susanna Loeb and colleagues, who examine whether math and English-language-arts (ELA) teachers differ in how they impact students’ long-term knowledge. Specifically, they ask, among other questions, whether ELA and math...

The fancy-footwork edition

Mike welcomes Ohio's Chad to the podcast to disparage teacher tenure, anguish over the charter assault in Gotham, and debate the realities for charter schools in rural areas. Amber finds value in growth measures.

Amber's Research Minute

Choosing the Right Growth Measure,” by Mark Ehlert, Cory Koedel, Eric Parsons and Michael Podgursky, Education Next 14(2).

The Student and the Stopwatch

In this era of results-based academic accountability, teachers and their students spend class time taking—and preparing for—standardized tests. But just how much time? An inordinate amount? Does it vary by locale? What is the ideal amount of prep time? What are the policy implications for districts and states? The curricular and instructional implications? And what are the consequences for children, especially disadvantaged students?
 
JOIN THE DISCUSSION ON THE FORDHAM LIVE PAGE
 
In the largest study of its kind, Teach Plus brings empirical evidence to the table with its new report, The Student and the Stopwatch: How Much Time is Spent on Testing in American Schools? The report examines district- and state-required testing in more than thirty urban and suburban districts nationwide, featuring input from more than 300 teachers.
 
Join the Thomas B. Fordham Institute and Teach Plus for a discussion on time-on-testing in American classrooms.
 
Panel I
 
Joseph Espinosa - Instructional Coach, First Street Elementary, Los Angeles, California
Joe Gramelspacher - Math Teacher, Crispus Attucks High School, Indianapolis, Indiana
Christina Lear - English and Journalism Teacher, Herron High School, Indianapolis, Indiana
Dr. Joy Singleton Stevens - Third-Grade Teacher, Double Tree Montessori School, Memphis, Tennessee
 
Panel I Moderator
Alice Johnson Cain - Vice President for Policy, Teach Plus
 
Panel II
Celine Coggins - CEO and Founder, Teach Plus
Dave Driscoll - Chair, National Assessment Governing Board
Andy Rotherham - Co-founder and Partner, Bellwether Education Partners
 
Panel II Moderator
Michael J. Petrilli - Executive Vice President, Thomas B. Fordham Institute

A recent study examined whether gifted programs benefit students at the margin: those who barely “made the cut” for admission into a program and those who barely missed it. The study found that students in both subsets performed approximately equally on standardized tests a couple years after demarcation.

Obviously, this study says nothing about those students who easily “made the cut”—those who are the most gifted. (Other research indicates that these highest achievers do benefit from being around similarly gifted peers.) Instead, the research only looked at whether gifted programs are beneficial to students at the margin. And the answer is actually a somewhat-counterintuitive maybe: gifted programs might be beneficial for students on both sides of the margin. (I explain this below.)

Subsequently, a couple news outlets reported that the findings of this study proved that gifted education programs were ineffective:

“If the gifted and talented programs are effective, then the marginal students should end up with higher test scores than the marginal students in regular classes. If they’re not effective, then both sets of students would have around the same scores.” The Atlantic

“A new study has shown that gifted and talented programs have no effect on student learning.” Teach for America Blog

Fortunately for gifted programs, these absolute statements are inaccurate. It implies that a lack of difference in scores proves the ineffectiveness of gifted programs. That the study concluded that students on both...

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Nearly three decades ago, 320 students below the age of thirteen took the SAT math or verbal test and placed in the top 1 in 10,000 for their math- or verbal-reasoning ability (some called them “scary smart”). This article details a twenty-year follow up that analyzes their accomplishments by age 38, with the purpose of determining whether they went on to make outstanding contributions to society. And no surprise, they did. Of the total, 63 percent held advanced degrees, 44 percent of which were doctorates—that’s compared to barely 2 percent of the general population who hold PhDs. These students made an average of 20.6 fine-arts accomplishments (music productions, paintings, sculptures), produced 6.6 STEM-related publications, and were responsible for seven software developments and/or patents per individual. The average amount in grant dollars brought in by each was roughly $826,000 (thirty-one of them had received more than $25 million in grants).  Many were employed by Fortune 500 companies, renowned medical hospitals, and Research I universities. Finally, analysts found that students who uber-excelled in math tended to work in computer and informational sciences and engineering, while those who uber-excelled in verbal ability tended towards the social sciences. This was all the more interesting since the lesser of their two scores still put 94 percent of them in the top 1 percent of ability, meaning they still gravitated to their relatively higher strength even if they were very strong in both math and verbal ability. Analysts conclude by saying that atypical individuals like...

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Wednesday marked the fiftieth anniversary of President Lyndon B. Johnson’s declaration of the “War on Poverty.” To mark the milestone, National Review Online published an online symposium with a variety...

Cities and states faced with rising pension costs have begun to search for the most effective way to balance retirement promises made to workers with the need for fiscal sustainability and employer flexibility. Most prominently, a federal judge ruled last month that...

Earlier this week, AFT president Randi Weingarten came out against the use of value-added measures in teacher evaluations, citing recent VAM shortcomings in D.C. and Pittsburgh and launching the catchy slogan, “VAM is a sham.” VAM certainly is not perfect. But as Dara Zeehandelaar reminds us in...

This year, Education Week’s Quality Counts report tells a story of districts facing formidable pressures, both external (such as budgetary and performance woes) and internal (demographic shifts), as well as a maturing market of expanded school options—and how this competitive...

Nearly three decades ago, 320 students below the age of thirteen took the SAT math or verbal test and placed in the top 1 in 10,000 for their math- or verbal-reasoning ability (some called them “scary...

The Arctic Vortex edition

Invigorated by the weather, Mike and Dara give cold shoulders to anti-Common Core strategists, California’s constitution, and Randi Weingarten’s “VAM sham.” Amber gets gifted.

Amber's Research Minute

Who Rises to the Top? Early Indicators,” by Harrison J. Kell, David Lubinski, and Camilla P. Benbow, Psychological Science 24 (2013), 2013: 648–59.

The appointment of former educator and experienced administrator Carmen Fariña as the new chancellor of New York City’s one-million-student public school system has been met with cautious optimism from several fronts, spanning from those who hope she will soften de Blasio’s stance against charter schools to those who hope the opposite. Gadfly, however, is deeply concerned about her recent comments—specifically, her contention that facts are learned “maybe to take tests, but we learn thinking to get on in life. As anyone who understands the past thirty years of cognitive science knows, that’s as false a dichotomy as they come. Gaining knowledge and learning to think critically, rather than being mutually exclusive, are in fact dependent upon one another. Gotham’s students need more knowledge, not less.

Call it a Christmas present to value-added haters: Over the holiday season, news broke that an error in the District of Columbia’s Mathematica-designed value-added model—specifically, the calculation of teachers’ “individual value-added” score, which constitutes 35 percent of teachers’ score under the city’s IMPACT evaluation system—led to mistaken job evaluations for forty-four teachers, one of whom lost their his or her job as a result. In a statement issued just before the winter break, district official Jason Kamras announced that the twenty-two teachers who should have received higher IMPACT scores will “receive all benefits (such as bonuses) that go with the scores,” while the twenty-two who...

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