On Misrepresenting (Gates) MET to Advance State Policy Agendas
In my previous post I chastised state officials for their blatant mischaracterization of metrics to be employed in teacher evaluation. This raised (in twitter conversation) the issue of the frequent misrepresentation of findings from the Gates Foundation Measures of Effective Teaching Project (or MET). Policymakers frequently invoke the Gates MET findings as providing broad based support for however they might choose to use, whatever measures they might choose to use (such as growth percentiles).
Here is one example in a recent article from NJ Spotlight (John Mooney) regarding proposed teacher evaluation regulations in New Jersey:
Here is one example in a recent article from NJ Spotlight (John Mooney) regarding proposed teacher evaluation regulations in New Jersey:
New academic paper: One of the most outspoken critics has been Bruce Baker, a professor and researcher at Rutgers’ Graduate School of Education. He and two other researchers recently published a paper questioning the practice, titled “The Legal Consequences of Mandating High Stakes Decisions Based on Low Quality Information: Teacher Evaluation in the Race-to-the-Top Era.” It outlines the teacher evaluation systems being adopted nationwide and questions the use of SGP, specifically, saying the percentile measures is not designed to gauge teacher effectiveness
