Value-added education in the race to the top:
"Bill Clinton may have invented triangulation - the art of finding a 'third way' out of a policy dilemma - but U.S. Secretary of Education Arne Duncan is practicing it to make desperately needed improvements in K-12 education. Unfortunately, his promotion of value-added education through 'Race to the Top' grants to states could be thrown under the bus by powerful teachers' unions that view reforms more for how they affect pay and job security than whether they improve student learning."
The traditional view of education holds that it is more process than product. Educators design a process, hire teachers and administrators to run it, put students through it and consider it a success. The focus is on the inputs - how much can we spend, what curriculum shall we use, what class size is best - with very little on measuring outputs, whether students actually learn. The popular surveys of America's best schools and colleges reinforce this, measuring resources and reputation, not results. As they say, Harvard University has good graduates because it admits strong applicants, not necessarily because of what happens in the educational process.
Read more: http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2009/11/29/INRD1ANKU6.DTL#ixzz0YFzmNsUU
"Bill Clinton may have invented triangulation - the art of finding a 'third way' out of a policy dilemma - but U.S. Secretary of Education Arne Duncan is practicing it to make desperately needed improvements in K-12 education. Unfortunately, his promotion of value-added education through 'Race to the Top' grants to states could be thrown under the bus by powerful teachers' unions that view reforms more for how they affect pay and job security than whether they improve student learning."
The traditional view of education holds that it is more process than product. Educators design a process, hire teachers and administrators to run it, put students through it and consider it a success. The focus is on the inputs - how much can we spend, what curriculum shall we use, what class size is best - with very little on measuring outputs, whether students actually learn. The popular surveys of America's best schools and colleges reinforce this, measuring resources and reputation, not results. As they say, Harvard University has good graduates because it admits strong applicants, not necessarily because of what happens in the educational process.
Read more: http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2009/11/29/INRD1ANKU6.DTL#ixzz0YFzmNsUU
