Tag Archives: School Choice

News

In Los Angeles schools, only 45% of students can read at grade level

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From Investors Business Daily.

Excerpt:

There’s a law in California that requires school districts to take student progress into account when they evaluate teachers. The statute goes back 40 years; language specifically prescribing the use of statewide tests was added to it in 1999.

Until a court ruling last week, this idea of judging teachers by measurable results was pretty much a dead letter. Union opposition saw to that.

But a group of parents and students filed suit to force the Los Angeles city schools to follow the law. School Superintendent John Deasy, though nominally a defendant, was on their side. This was all about pushing the teachers’ union into the 21st Century.

On June 12, Superior Court Judge James Chalfant ruled for the plaintiffs. He noted that the current system of review gave 99.3% of the district’s teachers the highest possible rating in the 2009-10 academic year, when only 45% of students performed at grade level in reading and 56% did so in math. In a bit of judicial understatement, he said this process “provides little meaningful evaluation.”

The reaction of United Teachers Los Angeles to Chalfant’s decision was a teachable moment about union attitudes. A statement from UTLA President Warren Fletcher praised Chalfant for declining to rule on the question of whether a new evaluation system had to be worked out in collective bargaining. In other words, the union still holds out the hope that results-based assessment of teacher performance can be stymied at the negotiating table.

[…]The real dividing line is between those who cling to the old ways — rewarding teachers by seniority, course work and credentials — and those who believe in making teachers accountable for how well their students learn.

The latter group is a rising force. According to a 2011 report from the National Council on Teacher Quality, 24 states required teacher evaluations to have “objective evidence of student learning.”

California was not among those states at the time, but last week’s ruling should push it in that direction. And the more that unions resist such progress, the more they will cement their public reputation as guardians of mediocrity — or worse — in the teaching ranks.

Teacher unions protect underperforming teachers from having to care about what their customers – parents – think of them. You will never get good service when you are forced to pay for public schools through taxes. The only way to make teachers care about children is to put the money back into the parents’ pockets and then let them choose a school that works for them. Then, and only then, will schools serve parents.

News

Public school teacher threatens student with arrest for criticizing Obama

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From Breitbart. (Note the Youtube video is about 9 minutes long, so I don’t recommend sitting through the whole thing)

Excerpt:

A YouTube video uploaded on Monday afternoon apparently shows a schoolteacher from the Rowan-Salisbury school district in North Carolina informing a student that failing to be respectful of President Obama is a criminal offense. Breitbart News has uncovered that the student is a high school junior, and that the teacher is apparently one Tanya Dixon-Neely.

The video shows a classroom discussion about the Washington Post hit piece about Mitt Romney bullying a kid some five decades ago. One student says, “Didn’t Obama bully someone though?” The teacher says: “Not to my knowledge.” The student then cites the fact that Obama, in Dreams from My Father, admits to shoving a little girl. “Stop, no, because there is no comparison,” screams the teacher. Romney is “running for president. Obama is the president.”

The student responds that both are “just men.”

The teacher yells — literally yells — that Obama is “due the respect that every other president is due … Listen,” she continues, “let me tell you something, you will not disrespect the president of the United States in this classroom.” She yells over the student repeatedly, and yells at him that it’s disrespect for him to even debate about Romney and Obama.

The student says that he can say what he wants.

“Not about him, you won’t,” says the teacher.

The teacher then tells the student – wrongly – that it is a criminal offense to say bad things about a president. “Do you realize that people were arrested for saying things bad about Bush? Do you realize you are not supposed to slander the president?”

The student says that it would violate First Amendment rights to jail someone for such sentiments. “You would have to say some pretty f’d up crap about him to be arrested,” says the student. “They cannot take away your right to have your opinion … They can’t take that away unless you threaten the president.”

Clearly, the student should be teaching the class, and the teacher should be reading the Constitution more often.

This is why taxpayers need to support school choice. There are some teachers in public schools, especially in the STEM areas, who are qualified. But there are others who are not. Education degrees are universally regarded as very easy, and very useless. We really should not be forced to fund a public school system that does not work for parents and children. Abolishing the federal Department of Education would be an excellent first step to improving the quality of education in state-run schools. We need to get the politics out of the classroom and focus on basic useful skills and career training.

UPDATE: This post has some more of the transcript, for those who can’t see the video.

News

New study: low family income not a major cause of low student achievement

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From PhysOrg.com.  Please click the “Like” button below and tweet this one on Twitter. This is one to share.

Excerpt:

Family income is associated with student achievement, but careful studies show little causal connection. School factors – teacher quality, school accountability, school choice – have bigger causal impacts than family income per se, according to a new analysis by Harvard’s Program on Education Policy and Governance (PEPG).

The analysis, prepared by PEPG director Paul E. Peterson, calls into question the Broader, Bolder Approach (BBA) to educational reform that has been advanced by a group of education scholars, teacher union leaders, and non-profit groups. The BBA recommends that proposals to enhance teacher quality, school accountability and student choice be dropped in favor of policies that would redistribute income and provide support services to families outside the regular school day.

Peterson focuses on a paper presented by Duke University Professor Helen F. Ladd, a BBA co-chair, which was given as the presidential address before the Association of Public Policy and Management in Washington, D.C. in November of 2011, and is widely regarded as the key scholarly work underpinning BBA. Peterson’s article, “Neither Broad Nor Bold: A narrow-minded approach to school reform,” is available at http://www.educationnext.org and will appear in the Summer, 2012 issue of Education Next.

BBA’s mission statement holds: “Weakening that link [between income and achievement] is the fundamental challenge facing America’s education policy makers.” Peterson agrees that the connection between income and student performance “is no less true in the Age of Obama than it was in the Age of Pericles.” But, he points out, most of the connection is not causal, but due to other factors. He cites a study by Julia Isaacs and Katherine Magnuson (Brookings Institution, 2011), that examines an array of family characteristics – such as race, mother’s and father’s education, single parent or two-parent family, smoking during pregnancy – on school readiness and achievement. The Brookings study finds that the distinctive impact of family income is just 6.4 percent of a standard deviation, generally regarded as a small effect. In addition, Peterson calls attention to earlier research by Susan Mayer, former dean of the Harris School at the University of Chicago, which also found that the direct relationship between  and education success for children varied between negligible and small.

[…]“A better case can be made that any increase in the achievement gap between high- and low-income groups is more the result of changing family structure than of inadequate medical services or preschool education,” Peterson says. In 1969, 85 percent of children under the age of 18 were living with two married parents; by 2010, that percentage had declined to 65 percent. The median income level of a single-parent family is just over $27,000 (using 1992 dollars), compared to more than $61,000 for a two-parent family; and the risk of dropping out of high school increases from 11 percent to 28 percent if a white student comes from a single-parent family instead of a two-parent family. For blacks, the increment is from 17 percent to 30 percent, and for Hispanics, the risk rises from 25 percent to 49 percent.

Peterson notes that most of the proposals to lift  that Ladd and her BBA colleagues offer, such as expanded social services, preschool, and summer programs, ignore the many hours children spend at school and amount to a “potpourri of non-educational services (that) have never been shown to have more than modest effects on student achievement.” He points out that many school reforms – merit pay, school vouchers, and student and school accountability – have been shown to have had equivalent or larger impacts. For example,  accountability initiatives have raised student performance by 8 percent of a standard deviation. Initiatives to improve teacher quality have the potential of raising  performance by 10 to 20 percent of a standard deviation.

Read the rest here, this is important. So long as we keep looking to big government to solve all of our problems. We should instead be looking to our own good decision making, our own families and the free enterprises system.