SB24 won’t solve CT’s real Teacher Equity Problems
Connecticut’s SB 24 appears to be little more than boilerplate reformy legislation which, like similar legislation in other states, creates a massive smokescreen concealing the very real problems facing Connecticut school districts. I addressed in a previous post my concern that SB24′s emphasis on charter expansion as a solution for high poverty districts is misguided, mainly because most of those successful charter schools in CT are currently achieving their successes at least in part by NOT serving high poverty populations. And another part may be the additional resources of these schools, used for such things as increased school time, supported by increased teacher salaries. But SB24 comes with few resources attached. The other major elements of SB24 involve teacher “effectiveness” with significant emphasis on use of student performance measures for teacher evaluation. For numerous posts on this topic, see: http://schoolfinance101.wordpress.com/category/race-to-the-top/value-added-teacher-evaluation/
A few points are in order before I move on.
First, even if we make value added measures about 20% of an evaluation system, and observations and other
A few points are in order before I move on.
First, even if we make value added measures about 20% of an evaluation system, and observations and other
