Teachers

Six inches of squish

On this week's podcast: A lunch fight, a School Choice Ohio lawsuit, the DOE's My Brother's Keeper initiative, and Amber reviews NCTQ's Roll Call report.

Amber's Research Minute

Roll Call: The Importance of Teacher Attendance by Nithya Joseph, Nancy Waymack, and Daniel Zielaski, (Washington, D.C.: National Council on Teacher Quality, June 2014).

A new Urban Institute series grades America’s public pension plans on three criteria: whether they place employees on a path to retirement security, create proper incentives to retain a productive workforce, and set aside enough funds to finance the future benefits promised to employees. The authors separate out state-administered retirement plans for several occupations, including teachers, awarding thirty-two teacher plans a C, with the remaining split roughly equally among B’s, D’s, and F’s. There are no A’s, and the F’s include Ohio, Kentucky, and Rhode Island, among others. Upon further inspection, the C grade seems to be awarded so frequently because forty-one teacher plans receive A’s for having a suitable “retirement income for long-term employees” (in other words, the plans are plenty generous for veteran teachers). The grades vary much more—and tend to be much lower—for short-term employees. The analysts also include three research papers that dig into various thorny issues relative to public pension systems, including one that demonstrates how traditional plans discourage work at older ages. They find that in 63 percent of traditional state and local pension plans employees hired at the age of twenty-five maximize their lifetime benefits, net of their own contributions, by fifty-seven years old. Looking at teacher plans only, 53 percent of them reach their maximum benefit by fifty-seven, meaning they actually lose money if they keep working thereafter. Analysts close by reminding us that government retirees often work at new jobs while collecting their pensions—after all, older folks are healthier longer. So...

The F-AIR-Y Conspiracy

After considering whether their support of the Common Core has turned them gay, Mike and Checker get serious, discussing how young teachers are getting the short end of the stick with regard to teacher pensions and why so many low-income students drop out of college. Amber wonders why well-off U.S. students do poorly on internationally benchmarked exams.

Amber's Research Minute

Not just the problem of other people’s children: U.S. student performance in global perspective by Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann, (Program on Education Policy and Governance andEducation Next, May 2014).

There’s been much talk lately about whether college is for everyone. And there’s always much talk about teacher preparation and pay. Let’s combine these issues and look at them through a specific lens: money.

Consider Bob, who just graduated high school and is torn between two career paths. His father is a proud mechanic who wants Bob to learn the skill and join him on the job. His mother is a schoolteacher, and part of him has always wanted to go to college and follow in her footsteps. What should Bob do?

Ignoring all other considerations, let’s see how the financials shake out.

First, let’s clarify our assumptions.[1About half of the country’s 3.8 million teachers hold only a bachelor’s degree, and the policy of providing automatic pay raises for obtaining master’s degrees may be on the way out. Let’s look at the lifetime earnings of public-school teachers with bachelor’s degrees, and let’s compare this figure with that of high school graduates who have never stepped foot inside a college classroom, whom I’ll call “non-college-goers.”

Measures usually define “lifetime earnings” as one’s aggregate earnings between the ages of twenty-five and sixty-four, including pensions. So step one is determining how much people in either situation earn between the start of their working careers and the age of twenty-five. Estimating a median annual salary of...

Managing in a fishbowl

Mike and Nina Rees take on the federal charter-school bill that passed in the House last week, what traditional public schools can learn from charters, and the pros and cons of KIPP’s character-education model. Amber wades into teacher-evaluation research.

Amber's Research Minute

Evaluating Teachers with Classroom Observations: Lessons Learned in Four Districts by Grover J. Whitehurst, Matthew M. Chingos, and Katharine M. Lindquist, (Washington, D.C.: Brown Center on Education Policy at Brookings, May 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.

Fordham goes mad for March Madness

Mike and Brickman consider whether “college for all” is the right goal, whether a competitive assessment marketplace will be good for Common Core implementation in the long run, and whether Wyoming is better off without the Next Generation Science Standards. Amber drops a line about online learning.

Amber's Research Minute

"The Relative Benefits of Live versus Online Delivery: Evidence from Virtual Algebra I in North Carolina," by Jennifer Heissel, Working Paper, Association for Education Finance and Policy. (Please email us for the link: ptatz@edexcellence.net.)

The modern education-reform movement is essentially made up of two distinct but complementary strands: one focuses primarily on raising K–12 academic expectations, particularly for poor and minority students, who have long been held to lower standards than their middle-class and affluent peers. The second is aimed at expanding education choice through various mechanisms, chiefly charter schools and vouchers.

Unfortunately, these reforms have often been pursued in isolation, with advocates pushing for one or the other but not both together. Some even claim that...

Perhaps New York mayor Bill de Blasio is starting to see that attacking charter schools is a better Democratic-primary strategy than governing philosophy. This turn of events can be illustrated by his appearance earlier this week on MSNBC’s Morning Joe show, where he encountered a surprisingly sharp round of questioning from the roundtable of (left-leaning) hosts on the matter. The New York Times notes that de Blasio is softening his rhetoric and reaching out to charter groups “more sympathetic” to his administration. With his approval rating already down to 39 percent—just ten weeks after taking office—here’s...

Just because the label on that pint of ice cream says it’s “fat free” doesn’t mean it won’t expand your waistline—and just because a textbook is labeled “Common Core aligned” doesn’t mean it actually covers the material it’s supposed to. In this new study (which has already garnered some serious attention from the press), USC assistant professor (and alum of Fordham and AEI’s EEPS program) Morgan Polikoff studied seven math textbooks aimed at fourth graders, including their work samples and practice exercises. Polikoff found that the content of the textbooks ranged from...

Research has repeatedly found that being a firstborn can come with advantages—they tend to be natural leaders, have higher IQ’s, and are often chosen to portray James Bond. They also perform better in school. This new NBER study sheds light on why this is so, testing the conventional wisdom that earlier-born siblings put more effort in school and perform better than their later-born siblings partly because their parents are more strict with them. Using the 1979 National Longitudinal Survey of Youth (which includes data from parent surveys), they track outcomes for children as they...

New York mayor Bill de Blasio has made clear his aversion toward charter schools, singling out in particular his predecessor’s policy of allowing charter schools to co-locate with the city’s traditional public schools for free. But what impact has charter co-location actually had on New York’s public schools? This timely report from the Manhattan Institute digs in, measuring the academic growth of public school students in grades 3–8 in math and English language arts over five years. When the author compared individual students’ test scores before and after co-location or when the co-locating charter schools expanded (taking up...

“Grit” is a hot new buzzword—and what some believe to be the key to whether a student succeeds. But this study takes a slightly different tack, demonstrating a link between a teacher’s grit and her effectiveness and longevity in the classroom. The authors determined the “grittiness” of a selection of first- and second-year teachers via a blind rating system of their résumés, awarding points to individuals who remained in activities (sports, clubs, and so on) for more than two years and extra points for high achievement in those areas. Then, the researchers assessed the teachers’ performance via their students’ proficiency...

Mike and Leo Casey of the Shanker Institute prepare to duke it out over New York’s charter school debate, education finance, and whether positive school trends mean reform is unnecessary—but end up with surprisingly similar conclusions. After studying the effects of birth order, Amber is surprised that anyone on the show (younger siblings all) can string a sentence together.

Does three times four equal eleven? Will "fuzzy math" leave our students two years behind other countries? Will literature vanish from the English class? Is gifted-and-talented education dying? A barrel of rumors and myths about curriculum has made its way into discussions of the Common Core State Standards for math and English language arts. Experts will tackle these fears and claims at Fordham on October 23, 2013. Hear from Jason Zimba on math myths, Tim Shanahan on the texts that teachers may assign, and a panel of practicing K--12 educators for an early look at Common Core implementation in their states and districts.
 
Common Core math myths: A conversation with Jason Zimba
 
Are teachers assigning Common Core aligned texts? A conversation with Tim Shanahan
 
An early look at Common Core implementation: A panel discussion
 
Moderated by Michael Petrilli

“Grit” is a hot new buzzword—and what some believe to be the key to whether a student succeeds. But this study takes a slightly different tack, demonstrating a link between a teacher’s grit and her effectiveness and longevity in the classroom. The authors determined the “grittiness” of a selection of first- and second-year teachers via a blind rating system of their résumés, awarding points to individuals who remained in activities (sports, clubs, and so on) for more than two years and extra points for high achievement in those areas. Then, the researchers assessed the teachers’ performance via their students’ proficiency on a standardized assessment. The teachers who were most effective possessed demonstrably higher grit ratings than their counterparts. Grittier teachers were also more likely to complete the school year. Other measures—such as demographic characteristics, school assignment, SAT scores, college GPA, and leadership abilities—did not yield the same statistically significant correlation. The researchers concluded that strong teachers can be identified during the hiring process through a careful examination of the right personality traits, which manifest in teachers’ high-school and college activities. Principals, take heed!

SOURCE: Claire Robertson-Kraft and Angela Lee Duckworth, “True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention among Novice Teachers,” Teachers College Record 116(3).

Common Core in the Districts: An Overview

Common Core in the Districts: An Overview

Preparation is key to any successful team’s run to the playoffs and a World Series championship. Spring training gets players in game shape. Teams play exhibition games, trying out prospects and going through different scenarios to be as prepared as possible before the season gets underway.

Similarly, the implementation of the Common Core standards is underway in 45 states and, in a lot of ways, these states are also in Spring training.  With key resources still to come—especially the aligned assessments and curriculum-- districts and schools are in an early, preliminary phase. But they’re getting ready for the big season nonetheless. Here’s how:

They’re leaning on their General Managers and coaches. Teachers and principals are leading the charge of the Common Core Standards in their communities. The vision for Common Core implementation is communicated by this group and shared with students, parents, the community, and others—all who will be impacted by these rigorous, new standards. If the GM and coaches believe in the vision, the players and the fans will too.

They are also running through various game-day scenarios.

First, in the absence of externally-vetted, high-quality Common Core materials, districts are striving—with mixed success—to devise their own. Second, high-quality CCSS-aligned professional development is crucial but districts have to have the expertise to do it right. .

Spring training allows players to refine skills and give coaches a chance to set the vision. In the same way, during implementation, leaders must lock onto the Common Core Standards as the linchpin of instruction, professional learning and accountability in their buildings. They  need to be squarely focused on winning a championship, or in this case, ensuring that the standards are implemented with fidelity.

Hall of Fame pitcher, Bob Feller said, “Every day is a new opportunity. You can build on yesterday's success or put its failures behind and start over again. That's the way life is, with a new game every day, and that's the way baseball is.”

Today IS a new opportunity. Learn how to build on the success of real teachers in real districts as they attempt in earnest to put the Common Core State Standards into practice in their classrooms day in and day out . Read our latest report Common Core in the Districts: An Early Look at Early Adopters.

We’ve got a game to win. Let’s “PLAY BALL!”

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