Sunday, January 5, 2014
Game On. R U Ready? CO + UOO March 28th – 30th, 2014 | United Opt Out National:
Boston Teacher Ratings discriminate | JD2718:
I missed this article in the Boston Globe – The Boston Teachers Union is grieving the evaluation process – claims pattern of discrimination against Black teachers, against men, and against older teachers.
They are asking for adverse consequences to be rescinded. Notice that this includes both dismissals, and teacher improvement plans. I believe in NYC we have not preserved the right to challenge a D rating that would lead to improvement plan type consequences for the following year.
Also note, the BTU is not waiting for statistical proof. They are moving on the first indications that there is discrimination. Also note, every anti-public school reform of the last dozen years, anywhere in the country, has hit Black kids and Black teachers the hardest. And many have hit older teachers disproportionately.
By James Vaznis GLOBE STAFF DECEMBER 11, 2013
The Boston Teachers Union has filed a grievance with the School Department over its teacher
Data, Portfolios & the Path Forward for NYC (& Elsewhere) | School Finance 101:
Data, Portfolios & the Path Forward for NYC (& Elsewhere)
Posted on January 5, 2014
As the new year begins, I’ve been pondering what I might recommend as guiding principles for the path forward for education policy in New York City under its new Mayor, Bill de Blasio, who is often referred to on Twitter as BDB. So here are my thoughts for the way forward, from one BDB (Bruce D. Baker) to another.
Note that I had drafted much of this content last spring when convening with a group of scholars to discuss the path forward for NYC education policies. Not being as well versed in the specifics of NYC education policies, but having at least written academically about some, I kept my ideas broad, and applicable to many educational settings across the U.S.
My recommendations fall into two broad categories:
Develop a robust, balanced, least intrusive system of indicators for evaluating New York City Schools and then use that information appropriately
NYC BOE policies of the past ten years have been rife with data abuse (though at times, merely in an effort to comply with state required data abuse). School closures have been based on ill-conceived measures of “school failure” which do little more than target the city’s neediest student populations, imposing on them repeated disruptions.
New York City’s teacher performance reports, albeit better than many, apply the worst form of statistical reductionism to quantify teacher “quality,” taking noisy statistical estimates of the association between teachers-of-record and assigned students test score gains (applying only the most convenient statistical corrections) in limited curricular areas and grades, and assuming levels of precision and accuracy that are completely unwarranted.
Such data abuse – on both counts [school closures and teacher ratings] – is reprehensible.
Right-sized (NOT BIG) data can indeed be useful for guiding decision-making in large, complex