Thursday, December 5, 2013

Presumed Averageness: The Mis-Application of Classical Hypothesis Testing in Education | Brookings Institution

Presumed Averageness: The Mis-Application of Classical Hypothesis Testing in Education | Brookings Institution:

Presumed Averageness: The Mis-Application of Classical Hypothesis Testing in Education


Teacher hands back homeworkImagine yourself having had a heart attack.  An ambulance arrives to transport you to a hospital emergency room.  Your ambulance driver asks you to choose between two hospitals, Hospital A or Hospital B.  At Hospital A, the mortality rate for heart attack patients is 75 percent.  At Hospital B, the mortality rate is just 20 percent.  But mortality rates are imperfect measures, based on a finite number of admissions.  If neither rate were “statistically significantly” different from average, would you be indifferent about which hospital you were delivered to?

Don’t ask your social scientist friends to help you with your dilemma.  When asked for expert advice, they apply the rules of classical hypothesis testing, which require that a difference be large enough to have no more than a 5% chance of being a fluke to be accepted as statistically significant.  (For examples, see Schochet and Chiang (2010), Hill (2009), Baker et. al. (2010).)  In many areas of science, it makes sense to assume that a medical procedure does not work, or that a vaccine is ineffective, or that the existing theory is correct, until the evidence is very strong that the original presumption (the null hypothesis) is wrong. That is why the classical hypothesis test places the burden of proof so heavily on the alternative hypothesis, and preserves the null hypothesis until the evidence is overwhelmingly to the contrary.  But that’s not the right standard to use in choosing between two hospitals.
In 1945, Herbert Simon published a classic article in the Journal of the American Statistical Association pointing out that the hypothesis testing framework is not suited to many common decisions.  He argued that in cases where decision-makers face an immediate choice between two options, where the cost of falsely rejecting the best option is not qualitatively 

It’s Not Used, It’s Pre-Owned… – redqueeninla

It’s Not Used, It’s Pre-Owned… – redqueeninla:

It’s Not Used, It’s Pre-Owned…

Written by redqueeninla in LAUSD


Charter Schools - Dividing Communities since 1991



For almost a year I’ve been struggling to articulate what it is about public schools that people — people-with-options, members of a once- though perhaps only now aspiring-middle class — what is it that compatriots of my own depreciated class reject as inconceivable for entrusting with their own children?
It’s a tricky question because not only is the answer difficult to articulate, but the existence of the question is slightly offensive:  there are plenty of folks who don’t, won’t and can’t shy away from public education.  Somehow focusing on that which characterizes people freighted with the opposite good fortune of “choice”, feels like, well, fiddling while Rome is burning – or worse, as if cake were being studied when the cupboards are barren of even crackers.
But the question matters, distaste aside.  First, we are all constituents of the city, and beneficiaries of public education, not to mention the democracy that supports it and is composed of and for it.
Second, it is another of these elephant-in-the-room matters, because nearly 75% of the students in LAUSD live in poverty, translating to a vanishing minority of middle class students who remain in attendance at district public schools.  Yet these students in addition to having all the rights of poor students to a good public education, are part of a demographic that is especially missed.  As a generalization, these are the relatively well-prepared children, with families well-poised to be members of the school community who are especially active.  This is not a judgment or a verdict, but an acknowledgement that socioeconomic standing has collateral effect in terms of disposable time, income and capacity for sharing within the education community.
So try as I might – delving deep within myself and studying friends, acquaintances and the abhorrent besides – still I fall shy of anything more 


LA schools' challenge for new funding: involving parents in how the money is spent | Pass / Fail | 89.3 KPCC

LA schools' challenge for new funding: involving parents in how the money is spent | Pass / Fail | 89.3 KPCC:

LA schools' challenge for new funding: involving parents in how the money is spent

Annie Gilbertson/KPCC

At a town hall in Hollywood, parents and school staff gave L.A. Unified a laundry list of spending priorities.
A survey out today shows parents 80 percent of parents would be more likely to engage with school districts about policy and spending if they just felt listened to.
The report released by EdSource and funded by the California Endowment, comes in the midst of big changes in California school budgets: the state is giving districts extra money for disadvantaged kids, but it's requiring them involve parents in the early stages of deciding how to spend it.
“Parents don’t want to feel that they are just doing this as window dressing," said Louis Freedberg is EdSource's executive director."School districts can say ‘oh we did this. We met the requirements of law,’ but that parents input didn’t really have impact."
Freedberg said the survey also showed most parents haven’t even heard of Local Control Funding, as Gov. Jerry Brown dubbed the plan.
The law gives extra money to schools with lots of students who are low-income, in foster care or still learning English. With all its disadvantaged students, L.A. Unified will gain an extra $188 million.
But engaging the parents of 650,000 students has proven easier said than done. There are more students in L.A. Unified than DC, Delaware, Vermont, Wyoming and both the Dakotas combined.
L.A. Unified started with four town halls, scattered across the  region, and open onlin

Parents know little about funding law but want to get involved, EdSource survey finds | EdSource Today

Parents know little about funding law but want to get involved, EdSource survey finds | EdSource Today:

Parents know little about funding law but want to get involved, EdSource survey finds

Parents listen Tuesday during a forum on the Local Control Funding Formula organized by the Berkeley Unified School District. Credit: Mark Coplan, Berkeley Unified School District
Parents listen during a Tuesday night forum on the Local Control Funding Formula at the Berkeley Unified School District. A new EdSource survey found that most parents have not heard of the new spending law. Credit: Mark Coplan, Berkeley Unified School District
A new statewide survey by EdSource suggests that parents are eager to get involved in school district spending decisions, but underscores the need for districts to actively engage parents if they are to fulfill their new role under the state’s Local Control Funding Formula.
Across the board, parents are generally satisfied with their children’s schools, but the poll revealed differences between high- and low-income parents. The survey suggests that districts will need to make extra efforts to connect to low-income parents, who reported a higher degree of dissatisfaction with their child’s school than parents with higher incomes. Lower-income parents were also more likely to feel that only a small group of parents are engaged in decision-making opportunities at their child’s school.
The survey of 1,003 parents across California is the first to look at how connected and involved parents are with their children’s schools. It found that the majority of parents had heard “nothing at all” about the state’s new finance system, which requires districts to involve parents in spending decisions. Altogether, 57 percent said they had not heard of the formula, compared with 9 percent who said they knew a great deal about it.
But when they were given a short explanation of the Local Control Funding Formula, three-quarters of parents said they supported the idea and close to three-quarters were willing to commit from an hour to 10 hours per week helping guide school spending decisions. Only one in 10 opposed the reforms, which were signed into law in July by Gov. Jerry Brown. The new finance system gives 

A School Worth Fighting For: Eastside Memorial High School | Lily's Blackboard

A School Worth Fighting For: Eastside Memorial High School | Lily's Blackboard:

Lily's Blackboard Rotating Header Image



A School Worth Fighting For: Eastside Memorial High School

They wanted to shut down and privatize this struggling school in Austin, Texas. The students, the teachers and school staff, the parents, union members and the community came together and transformed their school into a great family of learning.  Here are some of the images and stories they shared with us.
We begin with a video the students made.  (Warning:tearjerker)

NYC Educator: How Do We Make the Best of What We Have?

NYC Educator: How Do We Make the Best of What We Have?:

How Do We Make the Best of What We Have?

Think all you want, about whatever you like, but face it, folks, the state evaluation law isn't gonna disappear within the week. Cuomo is all Hamlet over whether or not he has to take action on Common Core, and can't be bothered considering the stupid evaluation law. Unless it helps him in his quest to take Obama's job, the only important thing in his narrow universe, you can bet he won't spend one minute even considering it.

Doubtless he's hoping the statewide outrage will just blow over, or John and Silent Merryl will be able to skillfully persuade the public that corporate reform is a good thing. Meanwhile, we're stuck with this vindictive, baseless, piece of crap law.

As I wrote yesterday, I find it insane that so many observations are required. Perhaps we could agree to a lower minimum and make this a less grueling process. Maybe there could be alternates to written observations. Teachers could do peer observations. Teachers could share best practices at PD. Teachers could contribute to the school community in all sorts of ways. Why does it have to come down to the same thing over and over?

Is the Danielson Framework as odious as the junk science evaluation? Honestly, it isn't to me. Perverting it into a gotcha system is awful, and that's always been the goal of Bloomberg's Tweedies. But I'm not yet persuaded it's 

Mike Klonsky's SmallTalk Blog: Just how much abuse will we accept?

Mike Klonsky's SmallTalk Blog: Just how much abuse will we accept?:

Just how much abuse will we accept?

Find out just what any people will quietly submit to and you have the exact measure of the injustice and wrong which will be imposed on them. -- Frederick Douglass 
If the great Illinois pension robbery holds up in the courts, many career teachers and other public workers stand to lose upwards of $200,000 in retirement income over the next decade or so as their cost-of-living adjustments are capped. This is not money that was being "given" to them as a gift. It's money that we have contributed to our own retirement accounts and money that was contractually promised us and Constitutionally protected by the state. It is also, the only money teachers get when they retire. They are excluded from Social Security.



If Tuesday's vote wasn't bad enough, it was followed by this degrading cartoon in yesterday's Tribune, portraying us and the union as a castrated dog. Just how much more abuse will teachers and public employees receive? The exact amount they will accept, said Douglass.

Writes teacher Michelle Gunderson:
I don't think anything I've seen in this fight has horrified me more. The depiction of union workers who lost the pension fight as neutered dogs recalls propaganda of Goebbels and the lynching of black men in the south. Please decide to comment on the Tribune site, and share with others. Fred Klonsky's 

Wednesday, December 4, 2013

Teachers union chief offers four steps to boost US results on PISA test - CSMonitor.com

Teachers union chief offers four steps to boost US results on PISA test - CSMonitor.com:

Teachers union chief offers four steps to boost US results on PISA test

At a Monitor-hosted breakfast, Randi Weingarten, president of the 1.5-million-member American Federation of Teachers, said the US could look to other countries for ways to improve the lackluster performance on the PISA test.

By David CookStaff writer / December 4, 2013

American Federation of Teachers President Randi Weingarten speaks at the St. Regis Hotel on December 4, 2013 in Washington, D.C.
Michael Bonfigli/The Christian Science Monitor

The United States placed well out of the lead in an international test of 15-year-old students in science, math, and reading whose results were released this week.
At a Monitor-hosted breakfast for reporters on Wednesday, Randi Weingarten, president of the 1.5-million-member American Federation of Teachers, offered four steps for improving the nation’s performance on future versions of the Program for International Assessment (PISA) test. (To view a C-SPAN video of the breakfast, click here.)
She cautioned that the US is different from Shanghai, China, and Finland, among the many countries whose students outperformed Americans. Still, she said, “we have to look at some of the things that they have done and say can we adapt that here.”
Results from of the 2012 PISA test given to 510,000 students in 65 countries showed that 29 countries or education systems had higher math scores than the US, while in science American 15-year-olds were outranked by their counterparts in 22 countries, and in reading by teens in 19 nations. Education Secretary Arne Duncan called the results a "picture of educational stagnation."
Ms. Weingarten, who previously taught history at Clara Barton High School in Brooklyn, N.Y., began her list by noting that “the countries that out-compete us actually really value, deeply respect, and value public education.” She argued that the PISA results offer “a big caution flag” for policies where public schools have to compete with other choices.
“Number two,” said Weingarten, the PISA data say "a lot about preparing teachers, supporting teachers, giving them time to collaborate.”
Her third observation was that in countries that outperform the US, parents “are really engaged – not just told what to do but they are really engaged."
“Number four,” Weingarten said, is that “the Common Core matters and standards matter but 

Starting Pay ≤ My Pay < Top Pay | JD2718

Starting Pay ≤ My Pay < Top Pay | JD2718:

Starting Pay ≤ My Pay < Top Pay

DECEMBER 4, 2013 PM31 11:18 PM


That little inequality would be true in any district. But what would the numbers be?
I guess you should know that this is my 17th year. I have a Masters. And I’ve collected a bunch of additional credits, but no additional degrees. Probably if we added up the advanced credits, it would be around 30, but I padded that with some credit by examination a few years ago, so in NYC I am closer to 50. Not that those credits matter elsewhere. You should also know that I am on sabbatical this year, so I am not drawing full pay. But for this exercise, let’s pretend I am.
The list includes all the towns and cities in Westchester and Nassau that border NYC, and I’ve thrown in the NYC rates from September 1997, when I started, to boot.
DistrictStarting Teacherjd2718Top Teacher(deg, years)
NYC 1997$28,749$28,749$60,000MA+30, 23 yrs
NYC 2013$45,530$85,426$100,049MA+30, 23 yrs
Yonkers 2010$57,772$118,709$131,016PhD, 30 yrs
Mt Vernon 2009$51,540$109,616$122,275PhD, 20 yrs
Pelham 2012$52,931$119,308$137,433PhD, 25 yrs
New Rochelle 2013$54,969$119,593$131,839MA+90 or PhD, 20 yrs
Great Neck 2013$56,829$119,270$136,856PhD, 25 yrs

DonorsChoose.org: Teachers ask. You choose.

DonorsChoose.org: Teachers ask. You choose.:


How
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DonorsChoose.org makes it easy to help classrooms in need. Public school teachers post classroom project requests which range from pencils for poetry to microscopes for mitochondria.

SHOW ME HOW

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With 25,000 projects to choose from, let your passion guide you! Search by location, subject, keyword, or many other filters.

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No matter what the size of your donation, you'll get...

photos of your project taking place,
a thank-you letter from the teacher
and a cost report showing how each dollar was spent.
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If you give $50 or more, you'll also receive hand-written thank-you letters from the students.


How does it work?

DonorsChoose.org is an online charity that makes it easy for anyone to help students in need. Public school teachers from every corner of America post classroom project requests on our site, and you can give any amount to the project that most inspires you.
When a project reaches its funding goal, we ship the materials to the school. You'll get photos of the project taking place, a letter from the teacher, and insight into how every dollar was spent. Give over $50 and you'll also receive hand-written thank-yous from the students.

Is there a minimum donation?

You can give as little as $1 and get the same level of choice, transparency, and feedback that is traditionally reserved for someone who gives millions.

What happens if a project doesn't reach its goal?

If a partially funded project expires, donors get their donations returned as account credits, which they can use to:
  • Choose a new project to support;
  • Have us choose a new project for them
  • Send the teacher they supported a DonorsChoose.org gift card.

How do you ensure integrity?

We vet every classroom project request, purchase the materials and ship them directly to the school, provide photos of the project taking place, and supply a cost report showing how every dollar was spent.

What kinds of schools do you serve?

K-12 public schools in all 50 states and the District of Columbia, including public charter schools.

How did DonorsChoose.org start?

Charles Best, a new social studies teacher in the Bronx, often talked with his colleagues about materials and experiences they wanted their students to have, but which they had no funding to support. He created DonorsChoose.org in 2000 so that individuals could connect directly with classrooms in need. Check out our funtimeline.

Are gifts tax-deductible?

As a 501(c)3 charity, donations are tax-deductible to the full extent of US law. Our federal tax ID # is 13-4129457.

How long does a project appear on your site?

Projects can remain on our site for up to 4 months, but teachers can set earlier deadlines if they choose.

What percent of projects are successfully funded?

70%. For more stats, see our impact page.

Does it cost money for teachers to post projects?

No, our website is completely free for teachers to use.

Can I donate the materials themselves rather than make a cash donation?

We're not set up to handle in-kind donations, but these great organizationsare.

What's your mission?

DonorsChoose.org engages the public in public schools by giving people a simple, accountable and personal way to address educational inequity. We envision a nation where children in every community have the tools and experiences needed for an excellent education.






12-4-13 teacherken at Daily Kos

teacherken at Daily Kos:





Got a cell phone? The NSA knows where you've been and with whom
as you can read in this Washington Post story, just up, written in part by Barton Gellman using his access to the documents provided by Edward Snowden. The snips I offer will be without the hot links, which you can get from the original piece. The opening paragraph reads The National Security Agency is gathering nearly 5 billion records a day on the whereabouts of cellphones around the world, acco


12-2-13 teacherken at Daily Kos
teacherken at Daily Kos: President Obama’s immoral drone waris the title of this powerful Washington Post op ed by Pulitzer Prize winner Eugene Robinson.  Consider the opening U.S. drone attacks in Afghanistan, Pakistan and other countries may be militarily effective, but they are killing innocent civilians in a way that is obscene and immoral. I’m afraid that ignoring this ugly fact makes America