Super Who?

Michele Rhee is famous, or in a growing number of eyes, infamous, for implementing a corporate education reform agenda in Washington DC's schools. A significant part of her plan, as it is with corporate education reformers, was to fire teachers. Lots and lots of teachers.

NEWSWEEK did a cover story a few months ago asking why we can't fire bad teachers. Today Washington, D.C., Schools Chancellor Michelle Rhee proved that you can, announcing plans to fire 300 of the district’s 4,000 teachers based on poor performance or licensing issues.

Another 729 teachers will be notified that they have been identified as "minimally effective," according to a new evaluation system Rhee put into effect, meaning that they will not get their scheduled step raise and will have only one year to take advantage of professional-development resources to pull up their performance score or face firing next year. If most of those teachers fail to significantly bump up their performance, the D.C. system could see as many as a quarter of its teachers fired within two years, a prospect Rhee described as "daunting."

We'll sidestep the observation that many have that it's "difficult to fire teachers", when this story demonstrates it was pretty easy to fire 6% of the DC schools teachers in one fell swoops and put another 20% on the chopping block. Instead, let's see what all this firing brought the district. In an Op-Ed this weekend, in the Washington Post, Michael Casserly, executive director of the Council of the Great City Schools, and former Rhee booster, mentioned the newly release NAEP scores for the district

The bad news, however, is that graduation rates are still low, and achievement gaps between the rich and poor sections of town remain vast. Despite the NAEP achievement gains, scores are still among the lowest in the nation’s major city school systems. An analysis by my organization also indicates that the D.C. public schools score well below what one would expect statistically, compared with other cities with similar poverty, language, race, disability and family characteristics. Students show unusual difficulty reading and interpreting texts, evaluating and critiquing information, identifying appropriate measurement instruments, and solving problems involving geometric shapes. There is much more work to be done.

Yes. Rhee fired a lot of teachers, ending their careers - for literally nothing.

Relying on Magic: The Foundations of Would-be Education Reformers

With high unction, priests of educational reform often proclaim their notions are grounded on a strong scientific base. Embarrassingly, the President and his secretary of education, Arne Duncan, have made similar assertions of scientific footings, notwithstanding the failure to actually support those claims.

Science, of course, has certain advantages, in that its proofs are subject to verification, are based on careful observations, must generally be replicable, and must follow commonly accepted designs and rules of evidence. But science has the pesky drawback of not necessarily confirming the answers we want to hear. There are all those awkward things to explain like reformer Joel Klein claiming success as an “established fact” while Arne Duncan says 83 percent of the schools are failing.

Magic, however, has been discovered to be a far more flexible and useful tool for supporting policy reforms. Contrary scientific findings can be brushed away with the same untroubled ease as an end-of-worlder explaining why the apocalypse didn’t happen last week.

As magical notions gain political traction, a supporting “science” is retro-invented. Contemporary retro-science includes reports that provide squishy, oblique and leading evidence on how untrained teachers will do as well or better than trained ones, class sizes can be increased without harm to children, and test-based accountability will save all despite the last twenty years of less-than-stellar success. Magicism is most easily recognized by its strong declaratory incantations, frequently delivered by people with limited or no experience in the field. Being short on science, it relies on the brandishing of symbols, rituals, and rites.

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The answer Is in the room not in witch hunts

During this past school year, great teaching took place in every school, in every district in the country, says Alan Blankstein. And it wasn’t the result of top-down, punitive education “reform” measures.

“Too much of the reform discussion has been a witch-hunt,” Blankstein says. “The dialogue in the country right now is horrific. You would think our public schools have ceased to function, but good work is being done across the country.”

The challenge, as Blankstein sees it, is not a lack of ideas or great educators. It’s about “scaling” the success – reaching a much wider body of students and ensuring that the structural and cultural transformation has occurred district-wide that is necessary to sustain success. “There is no shortage of great ideas about what works in the classroom,” Blankstein says.

“We’re wasting too much time searching for bad people in education! This will not produce results. It will just leave us further and further behind other countries in student achievement.”

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Illinois' New Teacher Law: Model for Other States, or Outlier?

A good article on the collaboration that led to a near unanimous acceptance of sweeping education reforms in Illinois

Illinois Gov. Pat Quinn today signed into law a sweeping measure that has the potential to significantly reshape the teaching profession in his state by linking educators' tenure, hiring, and job security to performance, rather than to seniority.

Educators and advocates have spent months debating the importance of Senate Bill 7. Does it go far enough? Will it drive improvements in teacher quality and classroom instruction?

This much is clear: The process used to approve the measure in Illinois, a state dominated by Democrats, stands in sharp contrast to the harder-edged approach taken in Republican-dominated states, such as Wisconsin, Ohio, and Idaho by leaders who have waged public battles with teachers' unions.

That contrast could prove a defining issue in coming state and national elections. Democrats—most notably two Illinois natives, President Barack Obama and U.S. Secretary of Education Arne Duncan—have called for cooperation between unions and policymakers. Republicans like Wisconsin Gov. Scott Walker and Ohio Gov. John Kasich have battled labor groups in supporting laws they argued were necessary to bring down costs for school districts and taxpayers.

Which approach will prove more successful? We may not know for some time. Several aspects of Illinois' new law, and a separate teacher-evaluation measure approved by the state last year, will prove tricky to implement.

In Wisconsin, a measure approved by Gov. Walker and GOP lawmakers, which restricts the collective bargaining rights of teachers and many other public workers, is now being challenged in court.

In Ohio, Gov. Kasich and fellow Republicans backed a law that curbed collective bargaining powers of teachers and changed how they are paid, drawing a hostile reaction from unions. Opponents of Ohio's measure are now pushing to overturn that law through a referendum. And let's not forget Idaho, where a package of laws that phase out tenure and restrict bargaining powers also face a ballot challenge.

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Collaborations Between Union and District Leadership in Four School Systems

The Center for American Progress just published a report titled "Partnering for Compensation Reform - Collaborations between Union and District Leadership in Four School Systems". Whether you support merit pay for teaching or believe it is an effective way to compensate teachers and improve student outcomes, one thing is increasingly clear. Collaboration is essential. This is why SB5 and the SB5 provisions that were included in the state budget were such terrible ideas, doomed to failure.

Here's a brief snippet from the report. Please note that CAP is funded in part by the Eli Broad Foundation, a Corporate education reform booster, but here at JTF we like to bring a depth and breadth of research for you to consider. One of the school systems studied was Toledo.

Through our four case studies of these TIF grantees, the author has identified six common elements at work in these performance-pay partnerships between districts and unions:

• There is a history of trust—the belief that the other party genuinely wants what is best for you—between teachers’ unions and school district leaders.
• Leaders identify key challenges together and focus on joint problem solving and learning.
• Teacher input is encouraged and valued in the design of pay programs.
• Pay programs embrace a comprehensive approach focused on building teacher capacity, including a focus on new professional development systems and teacher evaluation systems.
• Teacher participation in pay programs is voluntary.
• Districts allow for flexibility in program design.

Some critics have raised questions about whether performance pay in particular has an impact on student achievement. A study released in the fall of 2010 by researchers at Vanderbilt University raised questions about the effectiveness of one performance-pay program involving 300 middle-school math teachers in Nashville, TN, suggesting it had little impact on student performance. Notably, however, the Vanderbilt program was narrow in scope, limited largely to a bonus tied solely to test scores, and lacking additional program components or supports for teachers. Unlike the programs we studied, however, the Nashville program did not take a comprehensive approach that tied performance pay to improvements in professional development or to changes in how teachers are evaluated.

More comprehensive and collaborative approaches, such as the partnerships we examined in the four districts receiving TIF funds, are more likely to be successful. There is little reason to expect that a simple bonus by itself can have a profound impact if it is not paired with substantive changes in professional development, teacher evaluation, teacher working conditions, and a significant role for teacher leadership and input in schoolwide reform efforts, among other elements. Many of these more comprehensive approaches are just beginning to be put into practice, so little evidence exists yet of their relative effectiveness on student achievement. More research in this area will be helpful in determining the impact of these reforms over the long term.

Partnering for Compensation Reform

Is Gifted Education a Bright Idea?

I keep getting struck wondering wether it's the measurements that are the problem, rather than the measured outcomes. Maybe it's harder to measure progress than looking at some test results. Either way, this interesting report adds another question mark to the idea of using high stakes testing to make high stakes decisions with teaching careers. If we can't adequately measure progress with the brightest students, taught by the best teachers, that doesn't say a lot about the whole ill-concieved enterprise.

A new working paper by the National Bureau of Economic Research, in Cambridge, Mass., evaluated the effectiveness of both in-class gifted programs and magnet schools for more than 8,000 middle school students in an unnamed Southwestern school district of more than 200,000 students.

The University of Houston researchers who conducted the study found that students in these programs were more likely than other students to do in-depth coursework with top teachers and high-performing peers. Yet students who barely met the 5th grade cutoff criteria to enter the gifted programs fared no better academically in 7th grade, after a year and a half in the program, than did similarly high-potential students who just missed qualifying for gifted identification.

"You're getting these better teachers; you're getting these higher-achieving students paired up with you," said Scott A. Imberman, an economics professor and a study coauthor. "To our surprise, what happened was very little."

Here's the paper.

Is Gifted Education a Bright Idea?