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Wednesday, April 29, 2015

Charter school group is political force in L.A. Unified board election - LA Times

Charter school group is political force in L.A. Unified board election - LA Times:

Charter school group is political force in L.A. Unified board election




Los Angeles mayors once played the role of kingmaker in school board elections.

Both Richard Riordan and Antonio Villaraigosa took on the teachers union, leading campaigns to raise money for favored candidates. When those candidates won, the mayors influenced district spending, the hiring of superintendents and the direction of reforms — often over union opposition.

In Tuesday's election, this role has shifted to a statewide charter school group, which is raising money, sending mailers and rallying parents in an effort to become a permanent political force. The push comes at a crucial time for charter schools, which have been growing at a rapid clip in Los Angeles Unified despite concerns from some — including union officials — that they are sapping vital resources from traditional public schools.

In board District 5, where it's going to be the most competitive race, this looks like a proxy war between the California Charter Schools Assn. and United Teachers Los Angeles.
- Dan Chang, who heads a political action committee
California Charter Schools Assn. Advocates, a political action committee, has put its muscle into a race it considers crucial. The charter group seeks to unseat one-term incumbent Bennett Kayser and elect charter school founder Ref Rodriguez to represent an area that encompasses Silver Lake and Eagle Rock as well as southeast L.A. County.


The teachers union, United Teachers Los Angeles, is pouring money into the race on behalf of Kayser.

Another candidate for District 5 is parent leader and education consultant Andrew Thomas, who frequently reaches for middle ground between his two opponents.

Through Wednesday's campaign filings, the charter group had spent $699,688 to support Rodriguez. UTLA had spent $384,109 for Kayser. Those totals far surpass donations directly to the candidates as well as the spending totals for the other contested board races.

Since September, the donors to the charter PAC include Netflix Chief Executive Reed Hastings ($1.5 million), former New York Mayor Michael R. Bloomberg ($450,000), Jim Walton of the Wal-Mart founding family ($250,000) and local philanthropist Eli Broad ($155,000). All are longtime charter school backers with a broad interest in education.


"At least for this election, and in board District 5, where it's going to be the most competitive race, this looks like a proxy war between the California Charter Schools Assn. and United Teachers Los Angeles," said Dan Chang, who heads a different political action committee that supports the same candidates as the charter PAC.

Four seats are on the ballot for the seven-member school board. George McKenna, who recently took office in a special election, is unopposed. Two other incumbents, Tamar Galatzan and Richard Vladovic, are seeking to retain their seats in contested but lower-cost races. The union is silent in these races; the charter group endorses the incumbents.

The next Board of Education will choose a superintendent for the nation's second-largest district and face difficult decisions over how best to restore programs and staffing as funding recovers from the recent recession. L.A. Unified also is mired in contract talks with the teachers union.

Another challenge is how to deal with the growing number of charter schools, a main point of distinction between the candidates.

Charters are independently operated and exempt from some rules that govern traditional campuses. Most are nonunion.


According to the charter group, Kayser cast votes supportive of charter schools only 11% of the time. Kayser's vote was usually symbolic because the board majority regularly approved valid petitions for new charters, as required by state law.

But Kayser's reflexive opposition made him enemy No. 1 for charter advocates.

More than 100,000 students, or 15% of L.A. Unified's enrollment, attend charters, the most of any school system in the nation. State funding, at least $8,000 per student, goes to the charter school where a student enrolls, leaving fewer resources in L.A. Unified to pay for infrastructure, programs for the disabled, retiree pensions and benefits, along with other expenses.

For the union and many teachers, the anti-charter stance of Kayser, a retired teacher, has made him especially popular.

At campaign forums, Kayser, 68, said he initially supported charters as laboratories of innovation. But too many, he said, have become corporate-style franchises that hurt students by "taking away resources from the traditional public schools."

Rodriguez, 43, said that options for families should include charters, which have proven their worth.


"You see it as the district's money," he said to Kayser. "I see it as the kids' money."

Thomas, 49, said he sympathized with Kayser's points, but as a parent, he could not routinely oppose charter schools.

Charters are not the only issue that sets Kayser apart. He was, for example, the board's most steadfast opponent of former Supt. John Deasy, who resigned under pressure in October.

Before he left, Deasy had been part of a lawsuit that overturned traditional teacher protections, including tenure. Kayser has defended such job protections; Rodriguez said he generally supported the lawsuit. Thomas said teachers should be more accountable for performance but shared concerns that higher-paid veteran instructors could become targets for dismissal.

Deasy had strong support from charter advocates and key city leaders, who formerly organized behind Villaraigosa to raise money for school board elections. Mayors in Los Angeles have no authority over schools, but some have used their influence in elections to exert control, just as the union has tried to do.


Mayor Eric Garcetti has preferred to stay out of the fray.

"Now that Antonio Villaraigosa has left ... the existential question for this movement is: Can it stand on its own two legs?" said Ben Austin, who headed a group that helped dissatisfied parents revamp their schools. He was a part of the Villaraigosa coalition.

If the charter-led campaign doesn't prevail, "there's going to be real questions about the sustainability of this movement when a mayor is not leading it," Austin said.

Negative campaigning has obscured the candidates' differences. The charter PAC has paid for fliers that characterize Kayser as a racist and slumlord who wants to spend billions on iPads and keep child molesters in the classroom.

The allegations range from false to misleading. The same goes for union-funded fliers that depict Rodriguez, a career educator, as a profiteer who skirts financial disclosures rules.

Hastings, the largest recent donor to the charter group, said there was a natural overlap between what affects charters and other schools, such as funding, standardized testing and new state learning standards. But he does not want the association to stray from its core mission.

"Issues that don't affect charter schools," such as rules over teacher tenure at traditional schools, "don't make sense" for the charter group to be directly involved in, he said.

Under campaign law, the PAC decides what portion of its resources go to the L.A. races and what goes to campaigns elsewhere or lobbying activities.


The union won recent elections against the mayor's coalition after labeling its donors as rich outsiders and profit-minded business interests.

It hopes to do so again.

"There is a fundamental problem with outside entities coming into our community and dictating how our school board should look and what its policies should be," said Oraiu Amoni, the union's political director.

The charter group hopes it is immune from that stigma and that voters will identify instead with families who have left the traditional system, said Gary Borden, executive director of the charter PAC.

"These are public school kids with taxpaying parents — parents who are concerned about public education," Borden said.

howard.blume@latimes.com

Twitter: @howardblume


Charter school group is political force in L.A. Unified board election - LA Times:

Why Are All the Teachers White? - Education Week Teacher

Why Are All the Teachers White? - Education Week Teacher:

Why Are All the Teachers White?





 I am a white teacher.

Growing up in the '80s and '90s in Brooklyn, N.Y., I do not remember having a single teacher who did not look like me. Every teacher I've ever had represented “me” in some way or another.
By virtue of being born a white child who spoke English as her first (and only) language, I was fortunate. I had my pick of mentors, my race was represented in most—if not all—curricular texts, and I excelled in school year after year. My academic fate was sealed in the most predictable of ways.
Not only were my teachers homogenously white, but in my 13 years of compulsory schooling, I do not remember being assigned a single text authored by a person of color.
Indeed, I was already at a social advantage long before my teachers even knew my name. My family and I were not tasked with learning what Lisa Delpit has famously coined the “culture of power”; as a typical neighborhood white kid, I was not ignorantly considered a cultural anomaly, nor was I a threat to the tried, “true,” and impenetrable pedagogies, practices, and policies of my teachers’ classrooms and those of the schools I attended.
My parents never, not once, not for a nanosecond, would have to worry about how my teachers and administrators chose to relate to me—or worse yet, treat me—because of my race, culture, or primary language. My parents did not have to worry about the potential for racist policies and practices to impact my outcomes.
As a white child, I would not have to endure a single micro-aggression by some adult who should have a) kept their mouth shut, and b) read a book by Lisa Delpit, bell hooks, Tim Wise, or other brilliant thinkers who have made it their life’s mission to understand how race—including whiteness and white privilege—and the dominant culture impact day-to-day life in this country and its schools.
I may have been from a working-class community, but I had it easy. The fact of the matter is that schools were set up by people who looked like me for people who looked like me. And as Motoko Rich illustrates in her recent article, “Where Are the Teachers of Color?,” despite an ever-increasing racially, culturally, and linguistically diverse student population, not much has changed in the racial makeup of the teaching force.

Different Experiences of School

Indeed, the important quest to develop more teachers of color is not new. Education leaders and researchers from a variety of camps have been asking the same questions about this for quite some time. However, it is a question that seems to skirt, if not outright ignore, the system of racialized privilege that is historically embedded in, and endemic to, the public school system writ large.
As a researcher, I study white teachers, their words, and their practices. As a university professor, I teach education courses where, most semesters, each and every one of my teacher-education students is white.
I have yet to meet a student in my college courses who did not claim to excel in school, or at the very least to do exceptionally well. My students, for the most part, fondly recall their experiences as K-12 students.
Such fondness, to be sure, is part and parcel to why students go into teaching, and it is not far-fetched to assume that they look back fondly on their experiences because schools were set up by people who look like us for people who look like us.
Current politics, initiatives, and institutionalized madness aside, is it really any wonder that we’d want to return? Indeed, most of us who desire to return to school as teachers are returning to the very institutions that have been set up to benefit us all along.
Conversely, why would historically marginalized populations elect to eventually become teachers for the very system that (likely) underserved them in some way? Why would minority populations elect to serve a system that will (likely) continue to underserve minority students if the current discourse of “accountability” has its way?
In other words, who willingly, and in their right mind, returns to a system that failed to adequately educate, represent, respect, and appropriately mentor their own student body?
An underserved schooling experience might be examined in a couple of ways. We might think about it in terms of the desperate skill-and-drill measures that Jonathan Kozol illustrated long ago, fraught measures which have been shown to impact schools inequitably.
Moreover, the guarantee of seeing your race represented positively in your daily experience, or of seeing your race reflected back at you by people in power (as with our teachers and administrators) is a core tenet of Peggy McIntosh’s iconic White Privilege: Unpacking the Invisible Knapsack.

Ignoring Diversity

On the other hand, for your race to be underrepresented in your daily experience with others in the most meaningful of ways (e.g., while spending up to one third of your day in an educational institution surrounded by authority figures who do not look like you) is one powerful way for you to be underserved by your schooling experience.
On the curricular front, I would argue that schools’ odd, even irrational adherence to all Why Are All the Teachers White? - Education Week Teacher:

8th graders struggle in US history, civics on national exam - Yahoo News

8th graders struggle in US history, civics on national exam - Yahoo News:

8th graders struggle in US history, civics on national exam

Graphic shows student NAEP scores for civics, geography and history with sample questions; 


WASHINGTON (AP) — Time for another history lesson.
Only about a quarter of eighth graders showed solid performance or better in U.S. history, civics and geography on tests known as the Nation's Report Card.
The 2014 results from the National Assessment of Educational Progress released Wednesday were similar to those four years ago when the assessments were last administered. Students did better overall in U.S. history and civics than their peers in the 1990s when the tests were first given, but geography scores have remained stagnant since 1994.
Among the findings: Less than half — 45 percent — of eighth-grade respondents were able to correctly interpret time differences using an atlas with time zones. Only about a third knew that "the government of the United States should be a democracy" is a political belief shared by most people in the U.S.
Michelle Herczog, president of the National Council for the Social Studies, said the results "point to a need for immediate action." Tackling issues like terrorism, human rights, race relations and poverty require a deep understanding of the historical and geographic context, she said.
"How do we, as a nation, maintain our status in the world if future generations of Americans do not understand our nation's history, world geography or civics principles or practices?" Herczog said.
A breakdown of the test and results:
HOW STUDENTS DID
Only 18 percent of students demonstrated solid performance or better in U.S. history. The results for geography and civics were slightly better, 27 percent and 23 percent, respectively.
A large share of the eighth graders who took the test scored at the "basic" level, meaning just partial mastery of the subjects. Only 1 percent of test takers in U.S. history, 3 percent in geography and 2 percent in civics scored in the advanced level.
White and Asian students performed better than their Hispanic and black peers. Although the scores overall were similar to 2010, Hispanic students made gains in U.S. history and geography and white students made gains in U.S. history and civics. The scores of black and Asian students didn't budge in the three categories.
OTHER FINDINGS
About two-thirds of the eighth graders were able to use a map to locate a country on the Horn of Africa, but only a quarter successfully completed a two-part question that involved explaining how the participation of African-Americans in the Civil War affected the war's outcome.
WHO TOOK THE TEST
A nationally represented sample of 29,000 eighth graders from public and private schools took a test in one of the three subjects.
It is administered by the Education Department's National Center for Education Statistics.
HOW STUDENTS LEARN
History class is going digital.
Compared to four years earlier, more students in 2014 reported using computers at school in their U.S. history and social studies classes. Fewer said they read material from a textbook and more listened to information presented online or watched movies or videos. More of them said they use letters, diaries or essays written by historical people in their studies.
The assessment is not designed to provide the context needed to explain student performance or what works in classrooms.
SAMPLE QUESTIONS
Question: The Supreme Court's 1803 decision in Marbury v. Madison established the court's power to:
—Impeach a president
—Decide whether a federal law is constitutional
—Resolve conflicts between states
—Resolve conflicts between the president and Congress
(asterisk)(The answer is B, which 41 percent of students chose correctly.)
Question: What is one responsibility that modern Presidents have that was not described in the Constitution?
A) Commanding the armed forces
B) Granting pardons
C) Appointing Supreme Court justices
D) Proposing an annual budget to Congress
(asterisk)(The answer is D, which 38 percent of students chose correctly.)
_____
Follow Kimberly Hefling on Twitter: http://twitter.com/khefling 8th graders struggle in US history, civics on national exam - Yahoo News:

The Department of Education Suggests Suspect For-Profit Colleges as Corinthian Stand-ins - MainStreet

The Department of Education Suggests Suspect For-Profit Colleges as Corinthian Stand-ins - MainStreet:

The Department of Education Suggests Suspect For-Profit Colleges as Corinthian Stand-ins








 NEW YORK (MainStreet) — Corinthian Colleges may be gone, but the 16,000 students left in the lurch are still here--and they want to finish their degrees. If you're the Department of Education (ED), you're looking for someplace for them to go. Who are you going to call?

Would you believe ITT Technical Institute?
Those 16,000 students represent millions of dollars in student loans--nearly $215 million by some estimations.
The specter of a massive loan write-off may be among the reasons that ED could be desperate to farm these students out to other for-profit schools. The federal government would recover something, since the loan write-offs would have to be reported by the borrower as income. Not every loan would be written off. Still, the likelihood is that ED wants to get paid as much as possible.
"Our priority is to offer immediate help to the 16,000 Corinthian students suddenly notified that their school would be closed, in part by providing information and options to those who may wish to complete their education," said ED spokesperson Denise Horn. "We also sent students information about their eligibility for closed school discharge and have instructed our (loan) servicers to reach out directly to affected borrowers to share information on options." ED contracts with Great Lakes Education, Navient (formerly Sallie Mae), NelNet, and the Pennsylvania Higher Education Assistance Agency to collect on Federal student loans.
"At least 42% of these students were within six months of completing their degrees," Horn said. "We are doing everything we can within statutory limits to help students affected by the largest college shut-down in American history."

But ED is in a tight spot--one that will get tighter as calls for unconditional loan discharges become louder. "There is overwhelming evidence of widespread fraud at Corinthian," said Lauren Asher, president of The Institute for College Access and Success (TICAS), in a statement. "Nothing can give students back the time they spend trying to improve their lives at Corinthian, but they must be able to start fresh by having their loans discharged. We urge the Education Department to discharge the Federal loans of current and former Corinthian students who were defrauded, including those affected by Corinthian's action."
Making sure that Corinthian students take their Corinthian credits—and their loans—to another school guaranties that ED will get paid. On Monday, Senator Dick Durbin (D-Ill.) pointed out in a speech to the Senate, "If you transfer your Corinthian credits, which already have limited value, to another school, you can't discharge your loan you took out at Corinthian."
ED has proposed sending students to schools that profile similarly to Corinthian. The unseemly picture that emerges is that Corinthian students, widely regarded as victims of a fraudulent for-profit college, would be sentfrom one scam school to another. In addition to ITT Tech, those Corinthian alternatives ED proposes include:
The Art Institutes and Argosy University, whose parent company, Education Management Corporation, is under investigation by the Department of Justice and 17 state attorneys general. The schools are also on ED's Heightened Cash Monitoring list and have had Federal funds restricted due to problems that surfaced in an audit.
DeVry University, which is under investigation by the Federal Trade Commission and two state attorneys general.
Le Cordon Bleu and International Academy of Design and Technology, whose parent company, Career Education Corporation, is being investigated by 17 state attorneys general and are also on ED's Heightened Cash Monitoring list.
Kaplan University, which is under investigation by three state attorneys general.
University of Phoenix, whose parent company, Apollo Education Group, is being investigated by two state attorneys general.
Westwood College in Chicago, owned by Alta Colleges Inc., is being sued by the Illinois attorney general for deceptive recruiting practices.
ED's Denise Horn defended the Department's handling of Corinthian: "Corinthian's closure follows a series of aggressive enforcement actions aimed at protecting students and taxpayers against an unscrupulous company"--one that ED bankrolled for years.
During the last year, once it was clear the Corinthian had become dysfunctional, ED moved to shut it down. Horn said that "the Department has acted consistently and strongly to help students, avoiding the immediate disruption in education for 72,000 students. With this week's closure, the Department will continue to work urgently to do everything possible to protect students, borrowers and taxpayers.”The Department of Education Suggests Suspect For-Profit Colleges as Corinthian Stand-ins - MainStreet:



The problem with education is America’s contempt for teachers | Dallas Morning News

Troy Earl Camplin: The problem with education is America’s contempt for teachers | Dallas Morning News:

The problem with education is America’s contempt for teachers



Almost every problem with education in the U.S., from kindergarten to college, can be traced to the same basic thing. And almost every reform of education passed into legislation is founded on this same thing — a fact that suggests these reforms can only make education worse. That thing that underlies the problems we have with education in America is the widespread American contempt for teachers.
The contempt in our culture gets expressed in many ways. Parents treat teachers like baby sitters. Administrators treat teachers’ talk of higher wages as appalling, dismissing money talk with, “You’re supposed to be in it for the children” — as though worrying about paying your bills keeps you focused on your students. Legislators impose standardized tests as a blatant accusation of incompetence. Universities hire more and more adjuncts at poverty wages. All of these are expressions of contempt for teachers.
The contempt gets translated to classroom behaviors by the students. The parents don’t respect the teachers, and when administrators almost always take the side of students over the teachers, that too teaches students not to respect their teachers. On the news, we are always hearing about the problems with our schools, and that is almost universally interpreted as problems with our teachers. From every authority, students hear the message that teachers are the problem, not deserving of respect. How should we expect them to act?
This attitude toward teachers is a uniquely American one. Students and parents who are recent immigrants are typically quite respectful of teachers. In most places around the world, teaching is an honored and honorable profession. This gets translated into respect, and even into decent pay in many countries. In the U.S., we pay poorly, disrespect teachers, provide them with terrible insurance, and overwork them in an emotionally taxing, highly stressful job.
Under such conditions, we shouldn’t be surprised to find low performance. But even then, how much are the teachers to blame? Standardized tests treat students as the same, whether the students have a high or low IQ, are autistic, have learning disabilities like dyslexia or cannot speak English. And if they do not pass the test, it is not the fault of the low IQ, learning disabilities or language barriers. No. It’s somehow the fault of the teacher. And this ignores behavioral problems that can affect students and their classmates as well.
Worse, there is research that shows standardized tests in no way reflect the quality of teaching or the degree of learning. John List and other researchers at the University of Chicago have demonstrated that by using what economists call “loss aversion,” they could dramatically raise test scores. What they did was give students, literally right before they took the test, with no warning beforehand, a small amount of money, and told them that they could keep the money if they scored well on the test. As if by magic, test scores dramatically increased. And racial gaps in test scores disappeared. What this suggests is that standardized tests do not test for student learning, nor for teacher competence in teaching. Rather, they test for students’ motivation to do well on that test. In other words, they are useless.
Does this mean students are to blame for their low test scores? What drives students to be more motivated? The lack of motivation can be traced to their parents’ attitudes. Parents who do not value education, who have contempt for teachers, who are themselves unmotivated and do not motivate their children are the problem. But so, too, is the very presence — the very overbearing presence — of standardized tests. Students are hardly motivated to do well on the tests. They are badgered and browbeaten all year, given test-taking strategies, etc., but in the end, the students are simply made to hate school, hate their teachers and hate testing. Talk about being unmotivated.
But nobody wants to deal with these problems. They are too complex. Some of these issues are too volatile. And the testing industry is in a mutually beneficial relationship with the legislators forcing these tests down everyone’s throats. In the end, it is simply easier to pick on the teachers, to heap contempt upon them all. But as long as we do that, our problems in education, from kindergarten to college, will continue to get worse.
Richardson resident Troy Earl Camplin has a doctorate in the humanities from the University of Texas at Dallas and has taught English in middle school, high school and college. Reach him attroycamplin@gmail.com.Troy Earl Camplin: The problem with education is America’s contempt for teachers | Dallas Morning News:

NAEP - 2014 U.S. History, Geography, and Civics Assessments

NAEP - 2014 U.S. History, Geography, and Civics Assessments:



Report Highlights



Results at a Glance

NAEP data provides a wealth of information about how the nation’s students are performing in various subjects and how that performance has changed over time. The overviews below present some of that data for U.S. history, geography, and civics.

About the Assessments

More than 29,000 eighth-graders across the country participated in the 2014 NAEP assessments in U.S. history, geography, and civics. Each student responded to multiple-choice and constructed-response (open-ended) questions in one of the three subjects.

U.S. HISTORY

U.S. history questions measured students’ knowledge of American history in the context of four major themes: Democracy, Culture, Technology, and World Role.
Target percentage distribution of assessment time in eighth-grade NAEP U.S. history, by theme: 2014
DemocracyCultureTechnologyWorld Role
30%30%20%20%

GEOGRAPHY

Geography questions measured the knowledge of geography in three content areas: Space and Place, Environment and Society, Spatial Dynamics and Connections.
Target percentage distribution of assessment time in eighth-grade NAEP geography, by content area: 2014
Space and PlaceEnvironment and SocietySpatial Dynamics and Connections
40%30%30%

CIVICS

Civics questions measured students’ knowledge and skills related to five essential content areas about government and society. Separate scales were not created for the knowledge components of the civics assessment.
Target percentage distribution of assessment time in eighth-grade NAEP civics, by content area: 2014
Define Civic Life, Politics, GovernmentFoundations of American Political SystemGovernment Embodiment of American DemocracyU.S. Relationship to Other NationsRoles of Citizens
15%25%25%15%20%
News Release 
Available Now:
Results from the 2014 U.S. History, Geography, and Civics Report

Vocabulary Results from the 2013 Reading Assessment
See More NAEP Results 

Teaching and Learning 
Explore information on the instructional factors related to student education in the following subject areas:

The Trouble With Grading Employees - WSJ

The Trouble With Grading Employees - WSJ:



The Trouble With Grading Employees

Performance ratings such as ‘meets expectations’ sap workers’ morale, but firms aren’t sure they can do without them


Can a year’s worth of work be boiled down to a stock phrase like “meets expectations”?
As companies reinvent management by slashing layers of hierarchy or freeing workers to set their own schedules, performance ratings—which grade workers on a 1-5 scale or with labels like “on target”—stubbornly hang on. Companies like Gap Inc.,Adobe Systems Inc.and Microsoft Corp. abolished such ratings after leaders decided they deterred collaboration and stoked staffers’ anxieties. Yet other companies are having a harder time letting go.
Intel Corp. has long rated and ranked its approximately 105,000 workers on a four-level scale, from “outstanding” to “improvement required.” Devra Johnson, a human-resources director at the chip maker, observed that ratings tended to deflate morale in a good chunk of the 70% of the company’s workforce that receives a “successful” rating each year—the second-lowest label.
“We’d call them the walking wounded,” she said.
Human-resources managers conducted an experiment to test a new way of managing performance, allowing 1,700 workers in the HR department to go unrated, although not without feedback, for about two years, according to Ms. Johnson.
Managers found they could still differentiate performance and distribute compensation. However, when Ms. Johnson’s team presented its findings, company executives weren’t ready to give the labels up, concerned that forgoing ratings would suck healthy tension out of the workplace, she said. So the HR department started rating the employees in the experiment again.
“We don’t want to be in a place where everyone’s an outstanding,” she said. “We worry a lot, as we should, about unintended consequences. You make a little tweak in an innocuous place—you don’t know, sometimes, the impact it might have.”
An Intel spokeswoman declined to be quoted for this article.
Marc Farrugia, the vice president for human resources at Sun Communities Inc., is going through the “exhausting” process of revamping performance management at the owner and operator of manufactured housing communities. He’s concerned about the accuracy of the company’s current approach to ratings; some managers just dole out higher scores in order to maximize bonuses for employees they’re scared might leave; others give everyone average ratings because it is easy. Workers complain the ratings aren’t fair and don’t paint a true picture of their annual performance.
“I’m being more and more convinced that ratings are doing more harm than good,” Mr. Farrugia said.
Some managers felt differently, however. At a recent meeting, senior managers resisted the idea of eliminating ratings, claiming workers wouldn't get the feedback they need, Mr. Farrugia said.
Plenty of managers like ratings for the same reason employees loathe them—the grades are informed less by data than by the boss’s judgment. The irony is that ratings remain subjective as companies have more ways than ever before to track staff performance. At Deloitte LLP, the company recently overhauled its performance-management system after realizing that ratings revealed more about the manager assigning the ratings than the employees themselves.
Some executives worry that figuring performance measures, such as the time it takes for restaurant workers to take an order, into reviews might lack context.
“I have a real love-hate relationship with data,” said Kevin Reddy, the CEO of fast-casual restaurant chain Noodles & Co. “You can get a false sense of security if you zero in too closely on a rating system.”
The company moved away from numeric ratings about seven years ago but still places workers into broad categories like “meets expectations.” Mr. Reddy said he and his leadership team continue to question whether they’re doing feedback right and motivating employees.
Jean Martin, a director at research and advisory firm Corporate Executive Board who works with companies on performance management systems, said executives are “giving the numbers too much power” by endlessly debating their worth. An analysis of 30,000 employees by her organization shows ratings don't have a direct impact on performance, she said.
Others say they have evidence showing that workers contribute less after receiving a poor rating. David Rock, the director of the NeuroLeadership Institute, a research firm that applies neuroscience to the workplace, said ratings conjure a “threat response” in workers, or “a sensation of danger,” especially if they don’t get the number they expect. And the hangover from a bad rating can last for months, Dr. Rock said.
One California-based Intel marketing employee said the “successful” rating he received last month made him feel as though his work mattered little to the company. He said he’s wondered whether he should work less hard, theorizing that he’d get the same rating anyway. He’s also started looking for jobs elsewhere, he said.
Companies that have gotten rid of ratings say their employees feel better about their jobs, and actually listen to managers’ feedback instead of obsessing over a number. John Ritchie, a Microsoft human-resources executive who goes by “J,” said the technology company’s practice of rating and ranking employees discouraged risk-taking and collaboration; since discontinuing the practice in late 2013, teamwork is up, he said.
The internal change mirrors the shift CEO Satya Nadella is working to effect externally, charming and collaborating with startups and venture-capital firms so that Microsoft doesn’t get left behind in the increasingly heterogeneous world of technology.
“We needed to change and everybody knew it,” Mr. Ritchie said of the new performance The Trouble With Grading Employees - WSJ: