Teachers and Policy Makers: Troubling Disconnect

Can the school reform movement accept constructive criticism? Gary Rubinstein hopes so. Mr. Rubinstein joined Teach for America in 1991, the program’s second year, and has now been teaching math for 15 years, five of them in some of the nation’s neediest public schools and 10 more at the prestigious Stuyvesant High School in Manhattan. He has a bachelor’s degree in math and a master’s in computer science, has written two books on classroom practice and at one point helped train new corps members for Teach for America. For years, he was a proponent of the program, albeit one with the occasional quibble.

Then, in 2010, Mr. Rubinstein underwent a sea change. As he grew suspicious of some of the data used to promote charter schools, be became critical of Teach for America and the broader reform movement. (The education scholar Diane Ravitch famously made a similar shift around this time.)

Mr. Rubinstein, who knows how to crunch numbers, noticed that, at many charter schools student test scores and graduation rates didn’t always add up to what the schools claimed. He was also alarmed by what he viewed as misguided reforms like an overreliance on crude standardized tests that measure students’ yearly academic “growth” and teacher performance. Mr. Rubinstein, who favors improving schools and evaluating teachers, says using standardized test scores might seem “like a good idea in theory.” But he also thinks the teacher ratings based on the scores are too imprecise and subject to random variation to be a reliable basis for high-stakes hiring and firing decisions.

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On Teacher Quality

Rhonda Johnson, a Columbus City Schools educator and President of CEA has a great letter published on the Reimagine Columbus Education website, that we wanted to share

Our goal as a community must be to have a competent, caring and high-quality teacher in every classroom. Why? Teacher quality is the most important school-based factor in a high- quality education.

To that end, we must invest in high-quality teaching and organize schools for success for all of our students. This trumps other investments, such as reduced class size, overall spending on education, and teacher financial incentives and salaries.

There are clear conditions that must be present to attract and retain high-quality teachers, especially in challenging schools.

Pre-service preparation through appropriate and rigorous experiences at the university, in collaboration with faculty and public school teachers, is crucial. Teacher preparation programs, state departments of education and school districts must engage in residency programs analogous to the residency model in schools of medicine.

School leadership matters . . . a lot. Principal behavior is the primary factor affecting a teacher’s decision to stay at or leave a particular school. In fact, leadership behavior is a stronger predictor of teacher retention than either student demographics or achievement.

Teaching and learning conditions — such as job-imbedded professional development, teaching assistants and administrative support— matter more than individual financial incentives. In partnership with communities, school districts must provide sufficient resources to get the job done — newer technologies, instructional equipment and supplies, and access to social and health services.

Schools must provide the opportunity for teachers to work collaboratively with peers who share the responsibility for every student’s success. Teachers must work with colleagues to analyze student work, plan lessons and build relationships with students and families.

Effective teachers are committed to creative teaching and inquiry learning. Teaching is about discovery, learning and awe, not minute-by-minute curriculum mandates, scripted instruction and testing.

Education policymakers and administrators would be well served by recognizing the complexity of the issue of teacher quality and adopting multiple measures along many dimensions to support existing teachers and to attract new, highly qualified teachers.

Research suggests that investing in teachers can make a difference in student achievement. To implement needed policies associated with staffing every classroom — even the most challenging ones — with high-quality teachers, substantial and targeted investments must first be made in teaching quality.

Governor's school funding bamboozle

Yesterday, finally, the Governor released his district by district breakdown of school funding. To say that the numbers didn't reflect the rhetoric given at the rollout would be quite the understatement. During the rollout the Governor and his education advisors led everyone to believe that funding levels would be based upon district property wealth and income. The breakdowns produced however show almost the opposite.

David Varda, executive director of the Ohio School Business Officials Association, said he suspects many school officials in poor districts expected more state aid under Kasich’s plan.

“Based on the premise that this funding was going to deal with disparity, I’m surprised by some of the lower-wealth districts not getting any increase while some higher-wealth districts are getting more, although they seem to be districts with growing enrollment,” Varda said.

If districts were expecting more, the vast majority are going to be greatly disappointed. We looked at the percentage funding increase being offered for 2014 and produced the following chart

As you can see from this chart, 396 of 614 districts received zero extra dollars for 2014. When one factors in inflation, the number grows in real terms to over 400. Worse still, the funding data released by the Governor does not include money that districts will lose to charter schools and voucher recipients - in 2012 that was over $700 million in Ohio.

The Governor had promised $1.2 billion in extra funding, but when totaling the increases for 2014 and 2015 we can only count to $563,713,406. Even accounting for the $300 million "Straight A fund" we're struggling to see how we get to the promised $1.2 billion

In order to explain this bizare school funding formula, the Governor's education advisors had to resort to even more bizarre word games with reporters

Kasich education policy advisor Barbara Mattei-Smith said that’s because school districts that many people think of as “poor” are not actually poor for the purposes of determining state funding under the Kasich plan.
[...]
Kasich education advisor Dick Ross said, while the funding estimates may surprise some, they represent “reality.”

“Maybe the perception needs to be recognized as not being what’s real,” he said.

What is real is the ongoing underinvestment in Ohio's public schools by this Governor. The numbers, which he was reluctant to release, speak for themsevles.

Kasich education team is out of control

A week after the Governor's orchestrated school funding plan announcement, we are still waiting on him to release his actual school funding numbers

Ohioans still can’t see how their tax dollars will be divided among local school districts under Gov. John Kasich’s school-funding plan.

Although Kasich spokesman Rob Nichols had said on Friday that the information likely would be released yesterday, it turns out there was a problem with some of the data and “it’s still being worked on.”

Kasich adviser Barbara Mattei-Smith compiled and used the data to help the administration formulate its funding plan, which was released on Thursday, Nichols said.

The administration initially said such a record didn’t exist, then said it was merely her “notes” and didn’t have to be made public, before now saying the information Kasich relied on in the $15.1 billion education plan apparently was wrong.

Perhaps if his hand picked Superintendent wasn't fired for serious ethics violations, and his hand picked President of the State Board of Education spent less time comparing her ideological enemies to genocidal maniacs, and perhaps if his acting State Superintendent and his deputy weren't both looking for new jobs, we might have had the numbers by now. But if all that wasn't enough, news breaks today of even more shocking failure of leadership at the Ohio Department of Education

The Ohio Department of Education said it fired its chief operating officer after learning he was under investigation for possessing child pornography and then finding such images on his work computer.

John T. Childs, 47, of 2239 Planetree Court on the Northwest Side, was fired on Nov. 2, said John Charlton, an Education Department spokesman. Childs had been on paid administrative leave since around Oct. 15.

“He was under investigation by local law enforcement for child pornography on his home computer. We put Childs on paid administrative leave until we could investigate the alleged charges and we could look at his work computer as well,” Charlton said.

The department turned Childs’ work laptop computer over to the State Highway Patrol, which found thumbnail images "of pornographic nature."

The Governor's education team is out of control. We wish we were just talking about bureaucratic incompetence, but sadly we are now well into the realm of serious failures of ethics and criminal behavior.

Correlation? What correlation?

Dublin teacher, Kevin Griffin, brings to our attention this graph, which he describes thusly

The chart plots the Value-Added scores of teachers who teach the same subject to two different grade levels in the same school year. (ex. Ms. Smith teaches 7th Math and 8th Math, and Mr. Richards 4th Grade Reading and 5th Grade Reading.) The X-axis represents the teachers VA score for one grade level and the Y-axis represents the VA score from the other grade level taught.

If the theory behind evaluating teachers based on value-added is valid then a “great” 7th grade math teacher should also be a “great” 8th grade math teacher (upper right corner) and a “bad” 7th grade math teacher should also be a “bad” 8th grade math teacher (lower left corner). There should, in theory, be a straight line (or at least close) showing a direct correlation between 7th grade VA scores and 8th grade VA scores since those students, despite being a grade apart, have the same teacher.

Here's the graph

Looks morel ike a random number generator to us. Would you like your career to hinge on a random number generator?

Close failing charters quickly

Close failing charter schools quickly. That's the message from the latest study. The NTY times reports on a new charter school study that ought to send policy chills down the spines of those advocating for more failed choice

The charter school movement gained a foothold in American education two decades ago partly by asserting that independently run, publicly financed schools would outperform traditional public schools if they were exempted from onerous regulations. The charter advocates also promised that unlike traditional schools, which were allowed to fail without consequence, charter schools would be rigorously reviewed and shut down when they failed to perform.

With thousands of charter schools now operating in 40 states, and more coming online every day, neither of these promises has been kept. Despite a growing number of studies showing that charter schools are generally no better — and often are worse — than their traditional counterparts, the state and local agencies and organizations that grant the charters have been increasingly hesitant to shut down schools, even those that continue to perform abysmally for years on end.

As the Governor advocates for even greater charter school expansion in Ohio, where the experiment has failed even more catastrophically, there needs to be a serious look at closing down failed charters quickly. As the Center for Research on Education Outcomes at Stanford University study noted

It debunked the common notion that it takes a long time to tell whether a new school can improve student learning. In fact, the study notes, it is pretty clear after just three years which schools are going to be high performers and which of them will be mediocre. By that time, the charter authorizers should be putting troubled schools on notice that they might soon be closed. As the study notes: “For the majority of schools, poor first year performance will give way to poor second year performance. Once this has happened, the future is predictable and extremely bleak. For the students enrolled in these schools, this is a tragedy that must not be dismissed.”

We're not just wasting tax payers dollars that could be better spent in higher performing traditional public schools, we're wasting educational opportunities of students who are attending these failing charter schools.