Performance Ratings for Charter School Teachers Is Made Public
Performance ratings for 217 New York City charter school teachers were made public on Tuesday but city officials cautioned that because of missing information, the reports cannot be used to objectively compare the quality of a public school versus charter school education.
The controversial ratings cover math and English teachers of grades four to eight at 32 charter schools. These schools receive public funding, but are privately managed, and unlike traditional public schools, they voluntarily participated in the city’s teacher data initiative, believing that the information would remain confidential.
Some of the schools that volunteered for the assessment are part of established charter management organizations like KIPP or Uncommon, while others are independent schools, commonly called mom-and-pops.
The release of these ratings marks the end of the city’s fulfillment of a court order to make them public. On
The Case for Large High Schools
The controversial ratings cover math and English teachers of grades four to eight at 32 charter schools. These schools receive public funding, but are privately managed, and unlike traditional public schools, they voluntarily participated in the city’s teacher data initiative, believing that the information would remain confidential.
Some of the schools that volunteered for the assessment are part of established charter management organizations like KIPP or Uncommon, while others are independent schools, commonly called mom-and-pops.
The release of these ratings marks the end of the city’s fulfillment of a court order to make them public. On
The Case for Large High Schools
With upward of 60 more schools on the New York City Department of Education’s chopping block this spring, and with eighth-grade students about to learn their high school assignments, this is a good time to reflect on whether the school system has reached Alvin Toffler’s point of “overchoice.”
As he described it in his 1970 book “Future Shock,” that is “the point at which the advantages of diversity and individualization are cancelled by the complexity of the buyer’s decision-making process.”
In its push to close comprehensive high schools in particular, and replace them with campuses of multiple,
As he described it in his 1970 book “Future Shock,” that is “the point at which the advantages of diversity and individualization are cancelled by the complexity of the buyer’s decision-making process.”
In its push to close comprehensive high schools in particular, and replace them with campuses of multiple,