Donors Reform Schooling: Evaluating Teachers (Part 2) | Larry Cuban on School Reform and Classroom Practice

Donors Reform Schooling: Evaluating Teachers (Part 2) | Larry Cuban on School Reform and Classroom Practice

Donors Reform Schooling: Evaluating Teachers (Part 2)

In Part 1, I described a Gates Foundation initiative aimed at identifying effective teachers as measured in part by their students’ test scores, rewarding such stellar teachers with cash, and giving poor and minority children access to their classrooms. Called Institute Program for Effective Teaching, the Foundation had mobilized sufficient political support for the huge grant to find and fund three school districts and four charter school networks across the nation. IPET launched in 2009 and closed it doors (and funding) in 2016.

A brief look at the largest partner in the project, Florida’s Hillsborough County district, over the span of the grant gives a peek at how early exhilaration over the project morphed into opposition over rising program costs that had to be absorbed by the district’s regular budget, and then key district and school staff’s growing disillusion over the project’s direction and disappointing results for students. Consider what the Tampa Bay Times, a local paper, found in 2015 after a lengthy investigation into the grant. [i]

• The Gates-funded program — which required Hillsborough to raise its own $100 million — ballooned beyond the district’s ability to afford it, creating a new bureaucracy of mentors and “peer evaluators” who no CONTINUE READING: Donors Reform Schooling: Evaluating Teachers (Part 2) | Larry Cuban on School Reform and Classroom Practice