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Thursday, September 9, 2010
Wednesday, June 16, 2010
Some 300,000 teachers and others might lose their jobs this year as administrators make difficult school cuts. One union launched a campaign on National Teacher Day to highlight the issue.
Some 300,000 teachers and others might lose their jobs this year as administrators make difficult school cuts. One union launched a campaign on National Teacher Day to highlight the issue.
The American Federation of Teachers (AFT) launched a “Pink Hearts, Not Pink Slips” campaign designed to bring attention to the 300,000 teachers, school staff, and college faculty who it says are in danger of losing their jobs this year. The campaign supports legislation that would provide an additional $23 billion in federal money to help avert layoffs.
“The level and magnitude of these cuts are unsustainable,” said AFT president Randi Weingarten in a press conference Tuesday morning. “It’s lunacy to be making cuts of this magnitude as we’re working on education reform to help all students learn.”
Rep. George Miller (D) of California and Sen. Tom Harkin (D) of Iowa also spoke about the legislation they’ve introduced: The $23 billion “education jobs fund” would be modeled after the State Fiscal Stabilization Fund, which was created last year with education stimulus money and helped many states with tough budget situations.
The American Federation of Teachers (AFT) launched a “Pink Hearts, Not Pink Slips” campaign designed to bring attention to the 300,000 teachers, school staff, and college faculty who it says are in danger of losing their jobs this year. The campaign supports legislation that would provide an additional $23 billion in federal money to help avert layoffs.
“The level and magnitude of these cuts are unsustainable,” said AFT president Randi Weingarten in a press conference Tuesday morning. “It’s lunacy to be making cuts of this magnitude as we’re working on education reform to help all students learn.”
Rep. George Miller (D) of California and Sen. Tom Harkin (D) of Iowa also spoke about the legislation they’ve introduced: The $23 billion “education jobs fund” would be modeled after the State Fiscal Stabilization Fund, which was created last year with education stimulus money and helped many states with tough budget situations.
THE latest evaluation of the Milwaukee Parental Choice Program, the oldest and most extensive system of vouchers and charter schools in America, came out last month, and most advocates of school choice were disheartened by the results.
A Milwaukee study shows that standardized exams are a terrible way to judge school choice.
THE latest evaluation of the Milwaukee Parental Choice Program, the oldest and most extensive system of vouchers and charter schools in America, came out last month, and most advocates of school choice were disheartened by the results.
The evaluation by the School Choice Demonstration Project, a national research group that matched more than 3,000 students from the choice program and from regular public schools, found that pupils in the choice program generally had “achievement growth rates that are comparable” to similar Milwaukee public-school students. This is just one of several evaluations of school choice programs that have failed to show major improvements in test scores, but the size and age of the Milwaukee program, combined with the rigor of the study, make these results hard to explain away.
THE latest evaluation of the Milwaukee Parental Choice Program, the oldest and most extensive system of vouchers and charter schools in America, came out last month, and most advocates of school choice were disheartened by the results.
The evaluation by the School Choice Demonstration Project, a national research group that matched more than 3,000 students from the choice program and from regular public schools, found that pupils in the choice program generally had “achievement growth rates that are comparable” to similar Milwaukee public-school students. This is just one of several evaluations of school choice programs that have failed to show major improvements in test scores, but the size and age of the Milwaukee program, combined with the rigor of the study, make these results hard to explain away.
Patrick McGuinn - The Obama administration’s Race to the Top initiative has begun a long-overdue debate on how to improve state systems of teacher evaluation and tenure.
The Obama administration’s Race to the Top initiative has begun a long-overdue debate on how to improve state systems of teacher evaluation and tenure.
Instituted during the early part of the 20th century, tenure systems established a set of guidelines to protect teachers from the arbitrary, unfair, and often discriminatory dismissal practices that were common in local schools. While these due process protections remain necessary today, their expansion over time has made it so difficult and costly for districts to dismiss tenured teachers that they now rarely attempt to do so, even when serious concerns about a teacher’s effectiveness arise.
Data from the U.S. Department of Education’s 2007-08 Schools and Staffing SurveyRequires Adobe Acrobat Reader reveal that, on average, districts dismiss or decline to renew only 2.1 percent of teachers (tenured and nontenured) for poor performance each year. The extremely low rates of dismissal for tenured teachers, and the fact that dismissal is generally pursued for egregious conduct violations rather than performance, mean that tenured teachers in most states enjoy the functional equivalence of employment for life.
This problem is further compounded by the fact that the process for granting tenure is itself fundamentally broken, as it has become virtually automatic and almost entirely disconnected from any meaningful assessment of a teacher’s effectiveness in the classroom. In 2008, the National Council on Teacher Quality gave 41 statesRequires Adobe Acrobat Reader failing grades for their tenure policies, while nine other states were given a grade of D. Not a single state in the country had even “partly” met the goal of developing a “meaningful” tenure-decisionmaking process by the council’s definition. It concluded: “Tenure should be a significant and consequential milestone in a teacher’s career. Unfortunately, the awarding of tenure occurs virtually automatically in just about all states, with little deliberation or consideration of evidence of teacher performance.”
Instituted during the early part of the 20th century, tenure systems established a set of guidelines to protect teachers from the arbitrary, unfair, and often discriminatory dismissal practices that were common in local schools. While these due process protections remain necessary today, their expansion over time has made it so difficult and costly for districts to dismiss tenured teachers that they now rarely attempt to do so, even when serious concerns about a teacher’s effectiveness arise.
Data from the U.S. Department of Education’s 2007-08 Schools and Staffing SurveyRequires Adobe Acrobat Reader reveal that, on average, districts dismiss or decline to renew only 2.1 percent of teachers (tenured and nontenured) for poor performance each year. The extremely low rates of dismissal for tenured teachers, and the fact that dismissal is generally pursued for egregious conduct violations rather than performance, mean that tenured teachers in most states enjoy the functional equivalence of employment for life.
This problem is further compounded by the fact that the process for granting tenure is itself fundamentally broken, as it has become virtually automatic and almost entirely disconnected from any meaningful assessment of a teacher’s effectiveness in the classroom. In 2008, the National Council on Teacher Quality gave 41 statesRequires Adobe Acrobat Reader failing grades for their tenure policies, while nine other states were given a grade of D. Not a single state in the country had even “partly” met the goal of developing a “meaningful” tenure-decisionmaking process by the council’s definition. It concluded: “Tenure should be a significant and consequential milestone in a teacher’s career. Unfortunately, the awarding of tenure occurs virtually automatically in just about all states, with little deliberation or consideration of evidence of teacher performance.”
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