CORRECTION. This fantastic Gotham
Schools article
explains that
New York’s rating system was designed to guarantee that “effective” and “ineffective”
teachers would be found all over the city. Which renders the New York Times story—and my post—basically
Still, this wasn’t the first bit of evidence showing that we might not have a
teacher effectiveness gap, or at least much of one. This rigorous CALDER study, in particular, found that:

average effectiveness of teachers
in high-poverty schools is in general less than teachers in other schools, but
only slightly, and not in all comparisons. The authors also find differences in
within-school-type variation in teacher effectiveness in nearly
every comparison. These differences are largely driven by the longer tail at
the bottom of the teacher effectiveness
distribution in high-poverty schools. Teachers at the top of the effectiveness
distribution are very similar across school settings.

So the evidence on the lack of a gap isn’t as open and shut
as my post implies. But it certainly appears likely that the gap is much
smaller than we once...

Pioneer Institute—no friends of the Common Core to begin with—released a report
this week claiming that it will cost the nation $16 billion to implement the
new standards. (If you read the full text, the authors frequently note that
this is, in their opinion, a wild underestimate.)

astronomical estimate is not entirely surprising. If you want to scare
cash-strapped states away from moving forward with their Common Core plans,
it’s not hard to attach a frighteningly large price tag to implementation.
After all, the purpose of standards is to create the foundation upon which the
entire education system is built. So, obviously, changing standards must mean
knocking down the house, re-pouring the foundation, and starting again.

Concrete Housing Construction in Chile
Implementing Common Core doesn't necessarily mean knocking down the house and starting from scratch.
Photo by Concrete Forms.


not quite.

implementing the Common Core will...

It’s Rick-sanity!

From Lin-sanity to charter school discipline, Mike and Rick take on political correctness in this week’s podcast. Amber breaks down the recent Brown Center report and Chris defends Michael Jackson’s dance moves.

Amber's Research Minute

The 2012 Brown Center Report on American Education

Download the PDF

Amber's Weekly Poll

Tune in next week to find out the answer!

What's Up With That?

‘Billie Jean’ dance move a show stopper - 9 year-old boy suspended for performing Michael Jackson dance move.

The governor of New
York, Andrew Cuomo, received some well-deserved
praise last week for bringing the state education department and the teachers
unions together on a new teacher evaluation rubric. (See here.
And here.
And here
and here
and here
and here.)
As Joe
wrote in the Daily News:

Weeks after declaring he would be a “lobbyist for students,”
Gov. Cuomo delivered his 2.75 million young clients a major victory Thursday,
using the weight of his office to break through the logjam blocking a
common-sense mechanism for evaluating teachers based on whether children are

Though there will be much grousing about how common-sensical
it is to judge teachers based on how their students do on standardized tests
(40 percent of the evaluation)—“it’s a dark day when politicians impose an
untested scheme on educators,” wrote Diane
—the more fascinating part of this story is the New York City

New York's new 'impartial' observors promise to add yet another layer of bureaucracy to an already bloated

The United...

Embracing the Common Core

Embracing the Common Core - Michael Cohen Presentation

Mike Cohen, president of Achieve, speaks at Embracing the Common Core: Helping Students Thrive to the specifics of PARCC (the assessment consortia Ohio joined last fall) and warned that the implementation of the new standards in ELA and math will not be easy and that districts should start the implementation process now.

Download his presentation here.

Weighing the waivers

Mike sat down with Fordham’s new school choice czar, Adam Emerson, to question just how flexible ESEA flexibility turned out to be and to ponder Obama’s abandonment of the D.C. voucher program. Amber looks at a new study on how much value principals add while Chris learns that they sometimes need to bob and weave when handing out teacher evaluations.

Amber's Research Minute

Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals

Amber's Weekly Poll

Tune in next week to find out the answer!

What's Up With That?

Springfield, MA teacher punches vice principal during evaluation

This new paper by edu-economist extraordinaire Eric Hanushek
and colleagues adds empirical clout to the “conventional wisdom” that principal
quality—and principal turnover—matters for student performance. (This paper
debuted at a recent CALDER conference that was chockablock
with important
education research
.) Using administrative data, analysts observed over
7,000 principals from 1995 to 2001 in Texas.
They first estimate principals’ contributions by tracking student-learning
gains during each leader’s tenure at a given school, controlling for other
school-level factors. (They attempt to control for years of experience by
limiting one of their analyses to principals with three years under their belts.)
According to their most conservative estimates, having a principal in the top
16 percent of the distribution will lead the average student to learn 0.05
standard deviations more than he or she would in a school with an average
principal. For comparison, studies suggest that teacher effects are about twice
this size, though importantly, the learning effects due to a strong principal
apply to all students in the school, not just an individual classroom.
Meaning the aggregate impact of having an effective principal...

Every time I see a “poverty and education” story I think of
the famous line from the New Testament in which Jesus says, “The poor you will
always have with you, and you can help them any time you want.” 

So, with education. Want a convenient scapegoat for our
problems? Poverty. It’s there, it’s handy. 

Want a convenient scapegoat for our
problems? Poverty. It’s there, it’s handy.

I sat through an hour meeting of our small school district’s
budget committee last week, most of it devoted to bemoaning our fate as a “poor
district” (over 60 percent of our kids qualify for free and reduced-price
lunch, the standard definition of “poor” for schools) in these recessionary
times. State aid has been nearly flat and the Governor punched through a two
percent local property tax cap. Woe is us. There goes sports. Not mentioned was
the fact that we spend over $22,000 per student! 

has been hitting the poverty gong for some time, most recently in Cleveland, where, she
says, “the level of urban decay is alarming.” I was just in Cleveland...

The Shanker Institute's Matt Di Carlo had a great post last week breaking down a recent study by
economist Brian Jacob on how principals fire (or don't fire) teachers in
Chicago Public Schools. The news that firings correlate with lower
effectiveness is nice to hear. But the headline is that, given more
flexibility, principals still mostly don't fire anybody:

Given more
flexibility, principals still mostly don't fire anybody.
Jacob found that, despite the new policy allowing principals
to dismiss probationary teachers at will, a rather high proportion of them
didn’t do so. During each year between 2004-05 and 2006-07, principals in
around 30-40 percent of Chicago
schools chose not to dismiss a single probationary teacher. Further, this
phenomenon was not at all limited to “high-performing” and/or low-poverty
schools, where one might expect to find a stable, well-trained teaching force.
For instance, in 2005, 35 percent of the “lowest-performing” schools (the
bottom 25 percent) chose not to dismiss any probationary teachers, as compared
with 54 percent of the school with the highest absolute achievement levels (the
proportions were similar when school performance...

Awaiting waivers

While waiting for the ESEA waiver announcement, Mike and Janie get to look at the week’s more entertaining edu-news, from trials for tardiness to a pot problem in the Rockies. Amber talks pensions and Chris wonders if “walking it off” isn’t always the best idea.

Amber's Research Minute

Pension-Induced Rigidites in the Labor Market for School Leaders

Amber's Weekly Poll

Tune in next week to find out the answer!

What's Up With That?

Suit: Boy falls, teacher says crawl back to Skokie school