Teachers

Array ( [0] => 56694 [1] => 56697 [2] => 56698 [3] => 56703 [4] => 56700 [5] => 56704 [6] => 56699 )

The K–12 education world brims with debates and dichotomies that get us into all manner of needless quarrels and cul-de-sacs, thus messing up every reform initiative and retarding progress. In every case, both sides are certain that they speak the whole truth; convinced that opposing views are...

Do the characteristics of a school and its neighborhood affect whether prospective teachers apply to teach there? To answer this question, analysts attended three large job fairs for Chicago Public Schools in Summer 2006 and compiled extensive data on the...

The National Association of Charter School Authorizers (NACSA) has emerged as one of the nation’s staunchest proponents of charter-school quality. In November 2012, it launched its ambitious One...

The Adele Dazeem edition

Mike and Dara “Let It Go” with student free speech, Obama’s federal budget request, and Louisiana’s CTE revamp. Amber confirms the obvious: location matters to prospective teachers.

Amber's Research Minute

New Evidence on Teacher Labor Supply,” by Mimi Engel, Brian A. Jacob, and F. Chris Curran, American Educational Research Journal 51(36): pp. 36–72.

Private Schools, Public Vouchers - School Leaders Panel

State-funded voucher programs have stoked political controversy, culture clashes, and pitched court battles. In Ohio, vouchers (aka "scholarships") enable students without access to a good public school--or limited means--to attend a private school. Research has consistently shown that voucher programs benefit the kids who participate: higher achievement, higher odds of graduating high school, and a greater likelihood of attending college.
 
But what do we know about the private schools that educate voucher students? How has school life changed? Can they uphold their distinctive mission, values, and culture--even as they participate in a state-run program? Very little is known.
 
In Fordham's latest research venture, we sought to understand what happens in schools that take voucher students. We enlisted veteran journalist and former Dayton Daily News editorial-page editor Ellen Belcher who visited five private schools across the Buckeye State. The findings of our research will be released in a groundbreaking report Pluck and Tenacity: How five private schools in Ohio have adapted to vouchers.
 
Please join the Thomas B. Fordham Institute, Ellen Belcher, four private-school leaders (including a newly-confirmed principal from Toledo), and education-policy experts to discuss the fascinating findings of this new report and their policy implications.
 
OPENING REMARKS
Ellen Belcher - Lead Investigator, Journalist and former editor, Dayton Daily News
 
SCHOOL LEADERS PANELISTS
Karyn Hecker - Principal, Immaculate Conception School, Dayton
Monica Lawson - Admissions Director, St. Martin de Porres High School, Cleveland
Deb O'Shea - Principal, St. Patrick of Heatherdowns School, Toledo
Mike Pecchia - President, Youngstown Christian School
 
MODERATOR
Chad Aldis - Vice President for Ohio Policy and Advocacy, Thomas B. Fordham Institute

The Adele Dazeem edition

Mike and Dara “Let It Go” with student free speech, Obama’s federal budget request, and Louisiana’s CTE revamp. Amber confirms the obvious: location matters to prospective teachers.

Amber's Research Minute

New Evidence on Teacher Labor Supply,” by Mimi Engel, Brian A. Jacob, and F. Chris Curran, American Educational Research Journal 51(36): pp. 36–72.

Do the characteristics of a school and its neighborhood affect whether prospective teachers apply to teach there? To answer this question, analysts attended three large job fairs for Chicago Public Schools in Summer 2006 and compiled extensive data on the preferences and demographics of the 4,000 attending applicants, as well as where they lived in relation to the schools in which they expressed interest. Here are four key findings: First, schools with a larger proportion of white or Asian students had more job fair applicants—a 10 percentage point increase in white or Asian students is associated, on average, with four more applicants per school. Similarly, an increase in free-lunch-eligible students of 10 percentage points is associated with four fewer applicants per school per job fair. Second, African American candidates are more likely to apply to schools serving African American populations, and Hispanic candidates are more drawn toward schools serving larger populations of students with limited English proficiency than they are toward schools with a majority of students of other races. Third, applicants with a degree in math or science appear to value student achievement more: they were more likely to apply to schools with larger proportions of kids meeting basic levels of proficiency than other teachers. Fourth, teachers tend to apply to schools close to home. Candidates are 40 percent less likely to apply to a school that is just three miles further from their homes. The analysts close with several recommendations intended to help lure more qualified...

Categories: 

As the debate over education reforms like the Common Core rage across the country, policy makers, advocates, pundits, and wonks clamor to have their views heard. In the din, the voices of teachers—upon whose shoulders the success of education reform ultimately lies—are sometimes drowned out. The third iteration of Scholastic’s Primary Sources survey (the first two were released in 2009 and 2011) provides powerful insight into teachers’ attitudes towards their profession, Common Core implementation, and teacher evaluations. Of the 20,000 teachers who participated, most showed enthusiasm for the new Common Core standards. Indeed, 57 percent of teachers in Common Core states believe that the standards will have a positive impact on students, outweighing those who believe the opposite by an impressive seven-to-one ratio; 35 percent say they will not make much of a difference. (It’s interesting to note that this view contradicts the impression given by the National Education Association last week.) However, teachers do remain cautious: 73 percent reported that implementing the standards will be challenging, and the same proportion noted that it will force them to make changes to their current teaching practices. It is therefore unsurprising that almost all respondents asked for additional time to find curricular materials and quality CCSS-based professional development (this syncs with our new study). Perhaps the most interesting takeaway from this study is that fewer than 10 percent of teachers believe their voices are heard at the national and state level. Yet 98 percent see teaching...

Categories: 

Dara and the Following

Dara’s taste in TV shows is questionable, but her ed-policy knowledge is not. She and Michelle dish on Common Core implementation, student-data privacy, and marketing in schools. Amber gets pensive about pensions.

Amber's Research Minute

Missouri Charter Schools and Teacher Pension Plans: How Well Do Existing Pension Plans Serve Charter and Urban Teachers? by Cory Koedel, Shawn Ni, Michael Podgursky, and P. Brett Xiang, (Kansas City, MO: Ewing Marion Kauffman Foundation, February 2014).

by Katie Cristol and Brinton S. Ramsey

Foreword by Amber M. Northern and Michael J. Petrilli

The Common Core State Standards are in place in forty-five states—and in many of those jurisdictions, educators are hard at work trying to bring them to life in their schools and classrooms.

But how is implementation going so far? That’s what this new study explores in four “early-implementer” school systems. Common Core in the Districts: An Early Look at Early Implementers provides an in-depth examination of real educators as they earnestly attempt to put higher standards into practice. This up-close look at district-level, school-level, and classroom-level implementation yields several key findings:

  1. Teachers and principals are the primary faces and voices of the Common Core standards in their communities
  2. Implementation works best when district and school leaders lock onto the Common Core standards as the linchpin of instruction, professional learning, and accountability in their buildings
  3. In the absence of externally vetted, high-quality Common Core materials, districts are striving—with mixed success—to devise their own
  4. The scramble to deliver quality CCSS-aligned professional development to all who need it is as crucial and (so far) as patchy as the quest for suitable curriculum materials
  5. The lack of aligned assessments will make effective implementation of the Common Core challenging for another year

In short, districts are in the near-impossible situation of operationalizing new standards before high-quality curriculum and tests aligned to them are finished. Yet the clock is ticking, and the new tests and truly...

Expanding Access to Great Teachers

Expanding Access to Great Teachers

The success of classrooms—and students—starts with a great educator. But since not all educators are equally effective, is there a way to ensure that more students have access to the best in the field—especially our most disadvantaged students? As the U.S. Department of Education prepares to mandate a more "equitable distribution" of teachers (as excellent educators are encouraged or forced to move from one school to another), what is the best path forward?
 
Analyst Michael Hansen of the American Institutes for Research will present his findings from Right-Sizing the Classroom: Making the Most of Great Teachers, which examines giving excellent teachers more students—and rewarding them appropriately. Join the Fordham and AIR teams for a debate on the merits of such a policy and on other ways to increase student access to high-quality teachers.
 
PRESENTER
Michael Hansen - Senior Researcher, American Institutes for Research
 
DISCUSSANTS
Jean-Claude Brizard - Senior Advisor, College Board
Linda Donaldson Guidi - Instructional Coach and Teacher, Nashua, New Hampshire
Bryan C. Hassel - Co-Director, Public Impact
 
MODERATOR
Michael Petrilli - Executive Vice President ,Thomas B. Fordham Institute
Array ( [0] => 56619 [1] => 56617 [2] => 56620 [3] => 56621 [4] => 56622 [5] => 56623 [6] => 38572 )

If you want to understand why supporters of the Common Core are frustrated—OK, exasperated—by some of our opponents’ seemingly unlimited willingness to engage in dishonest debate, consider this latest episode.

On Monday, EAG News published an article entitled, “...

The seventh installment of the National Council on Teacher Quality’s State Teacher Policy Yearbook, which analyzes and grades state policies bearing on teacher quality, struck a guardedly optimistic tone. Between 2011 and 2013, thirty-one states strengthened their policies on teacher-...

As the number of chronically underperforming school districts continues to climb, some states are beginning to take control through Extraordinary Authority Districts (EADs). With lessons garnered from five that have employed various forms of EADs (Connecticut, Louisiana, Massachusetts, Michigan...

In the midst of short-term and mostly small-scale snapshots measuring charter quality, this new Mathematica study brings a more panoramic portrait. Using longitudinal data, the authors sought to determine whether charter-school enrollment is indeed related to student success. As studies based on...

Rethinking Education Governance Lunchtime Keynote: Chris Cerf

During this lunchtime lecture, New Jersey Commissioner of Education Chris Cerf will discuss his thoughts on how to improve our current education-governance structure, drawing from his experiences as deputy chancellor of New York City Department of Education, his current role at the New Jersey Department of Education, and his time working for the federal government.

** We had some technical difficulties during the Q&A which is why the video is out of focus. We apologize for any inconvenience.

The seventh installment of the National Council on Teacher Quality’s State Teacher Policy Yearbook, which analyzes and grades state policies bearing on teacher quality, struck a guardedly optimistic tone. Between 2011 and 2013, thirty-one states strengthened their policies on teacher-quality standards. And since 2009, thirty-seven states have raised the bar for teacher qualification. Florida’s B+ earned it the highest overall score, and twelve more states earned a respectable B- or higher. However, not all the news is rosy. Montana earned an F for the third straight year. Worse, there seems to be a widening gap between states at the bottom and the top of the rankings. Still, NCTQ contends that there has been considerable improvement overall, especially in the areas of elementary-teacher preparation (twenty-four states have improved since 2011), evaluation of effectiveness (twenty-two states made progress), and elementary-teacher preparation in mathematics (twenty states bettered their grade).  That can only be good news.

SOURCE: Sandi Jacobs et al., 2013 State Teacher Policy Yearbook (Washington, D.C.: National Council on Teacher Quality, January 2014).

Categories: 
Array ( [0] => 56603 [1] => 56608 [2] => 56609 [3] => 56610 [4] => 56611 [5] => 56612 [6] => 56613 [7] => 56614 [8] => 56604 )

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

Pages