What's Really Happening In Camden's Schools
This latest series on Camden's schools is in three parts:
Part I
Part II
Part III (this post)
I want to wrap up this series of posts about Camden's schools with a look at the latest CREDO report, which the supporters of recent "reforms" keep citing as proof of those reforms' success.
Long time readers know the CREDO reports, issued by the Center for Research on Education Outcomes at Stanford University, have been perhaps the best known of all research studies on the effectiveness of charter schools. The reports, which are not peer-reviewed, look at the differences in growth in test scores between charter schools and public district schools, or between different school operators within the charter sector. CREDO often issues reports for a particular city's or state's charter sector; they last produced a statewide report for New Jersey in 2013.
I and others have written a great deal over the years about the inherent limitations and flaws in CREDO's methodology. A quick summary:
-- The CREDO reports rely on data that is too crude to do the job properly. At the heart of CREDOs methodology is their supposed ability to virtually "match" students who do and don't attend charter schools, and compare their progress. The match is made on two factors: first, student characteristics, including whether students qualify for free lunch, whether they are classified as English language learners (in New Jersey, the designation is "LEP," or "limited English proficient"), whether they have a special education disability, race/ethnicity, and gender.
The problem is that these classifications are not finely-grained enough to make a useful CONTINUE READING: Jersey Jazzman: What's Really Happening In Camden's Schools
