Is the U.S. Doing Teacher Reform All Wrong? Lessons from Finland and Shanghai
cross-posted at the Washington Post
There is good reason for education reform efforts to focus on teaching. We know that although about two-thirds of the achievement gap can be explained by family poverty, teachers are among the most important in-school factors that effect student learning, with some teachers being better than others at helping children progress. We also know that most teachers are given cursory and unhelpful evaluations (if they are evaluated at all) and that tenure makes it difficult to remove bad teachers from the classroom.
To address these problems, many American education reformers spent the past decade demanding that districts and states get tough with teachers and provide them with more prescriptive advice on how to improve their practice. The political results are the new state laws written in response to the Obama administration’s Race to the Top grant program, some of which base up to 51 percent of a teacher’s evaluation on student test-score data.
But what if the United State
