Education News

Throughout the month we scour the headlines from around the nation and prepare brief executive summaries of the top education stories.

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This Week in Education: January 9 - 20th

A Teacher’s Impact Lasts a Lifetime
(The New York Times, January 11, 2012) A recent study done by economists at Harvard and Columbia found that the difference between a strong teacher and a weak one can affect a student throughout their lifetime. The research suggests that having a strong fourth grade teacher makes students 1.25 % more likely to go to college and will help them earn $25,000 more over a lifetime. The study offers suggestions for improving America’s educational system, one being as basic as “more good teachers.” The research revealed that great teachers not only raised test scores, they helped students obtain better outcomes in life. Two reforms that could potentially work toward eliminating poor teachers from the educational system are teacher evaluations based on student performance and higher pay for strong teachers.

More Schools & Longer Days for CPS
(Chicago Sun Times, January 9, 2012) A system wide conversion to a longer school day has been proposed for Chicago Public Schools next year. The Longer School Day Pioneer Pilot hopes to have students in school for 7 ½ hours compared to the current 5 hours and 45 minutes a day. However no final decisions have been made. Supporters feel that a longer day would create more time for math, reading, art, and physical education and would also provide teachers with more time to collaborate. Mayor Rahm had promised longer school days as one of his top campaign pledges, a proposal that has for the most part been accepted.

New York Falls Behind in Race to the Top
(New York Times, January 10, 2012) New York has fallen behind in the federal Race to the Top program after failing to follow through with the goals that they had set when applying. Among these goals were a planned database to track records across school districts and a system that would provide evaluation of teachers’ and principals’ work. New York has already received about $700 million through the Race to the Top Program, half of which was meant to go to school districts. However, tracking state spending has been a challenge. There are 713 school districts in New York, all of which are expected to adhere to the changes proposed by the state. New York’s Education Commissioner, John B. King Jr., said that the federal assessment was “disappointing, but not discouraging. We have to get this done, and we will.”

Frequent Observations Lead to Teacher Improvement
(LA Times, January 7, 2012) The Bill & Melinda Gates Foundation recently released a study that discusses the importance of teacher observations. The study found that observing a teacher once a year or at times, every five years has been insufficient. Under a new system, funded by Gates, teacher observations are conducted four to six times a year by more than one person and each evaluator must complete and pass a certification program. The teachers then receive feedback and can work toward improving their teaching methods and techniques. “This process is neither quick nor easy,” said Tequilla Banks, head of Teacher Talent and Effectiveness for Memphis City schools. “Getting classroom observations right is tough work but a critical component.”

New Role for Computers in Assessment Testing
(Ed Week, January 9, 2012) The new assessments for the Common Core State Standards are beginning to develop and talk of using computers for these assessments has also begun to surface. Those designing the new assessments believe computers will be able to assess skills that were previously overlooked by multiple choice testing. The SMARTER Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers are using $360 million in Race to the Top money to create the assessments. A computer-based end of the year test that focuses on mathematics and english/language arts is part of the new vision for the assessment. The computer-based assessments are meant to be administered to grades 6-11 while grades 3-5 will continue to complete assessments with pencil and paper.

Could Closing of NY School affect rest of U.S.?
(The New York Times, January 11, 2012) New York City has decided to close a charter school that is seen as “mediocre”. The city has 136 other charter schools that are likely to be under closer observation and scrutiny after the recent closing. It is also possible that the standard for closing charter schools will continue to be discussed and decisions could expand across the country. Charter school leaders and advocates believe the recent closing can be seen as a warning that “it is no longer sufficient to be as good or slightly better than traditional public schools; they have to be exemplars”.

International Test Results Reveal Reason for Worry
(Ed Week, January 09, 2012) The influence of international education systems has been apparent in the United States over the past decade. Researchers and policy makers study the teaching methods, curricula, and other academic programs of successful international education systems and attempt to apply them to our schools in the United States. A number of international tests have revealed a weakness in the American education system and have raised concern for the future of our country. The United States could face serious economic challenges if the skills of our workforce are not improved. Researchers believe the U.S. could improve some of their educational weaknesses by integrating statistics, algebra, and geometry across their curriculum and provide students with a “practical application of academic work” that would extend into further education and the workforce.

Detailed Profiles offered for D.C. Schools
(Washington Post, January 10, 2012) D.C Public Schools are now offering detailed profiles that contain rates of student growth on standardized tests, attendance records, graduation rates, and college enrollment rates. In the past, these profiles had only contained basic demographic data and test scores. D.C officials hope that these updated profiles will provide parents with a “more holistic view of schools they might otherwise overlook.”

Written by, Savannah O'Malley January 12, 2012