Teachers to the Top
Posted: under Current Affairs, Personal Notes.
Tags: education policy, Jason Felch, L.A. Times, Los Angeles public schools, my fifth grade teacher, my high school physics teacher, No Child Left Behind, Rate to the Top, standardized tests, student performance, teacher database, teacher excellence, teacher performance, value-added analysis
Current education policy has moved away from No Child Left Behind, President Bush’s program, which emphasized standardized tests, to Race to the Top, President Obama’s initiative, which continues the testing but adds a focus on individual teachers and students.
Like most Americans concerned about the future of our nation and the upcoming generation of students, I’ve been troubled by our problems with education. But now I feel encouraged. I think the policymakers have finally got it right.
Last January, the president spoke about the new policy at an elementary school in Virginia. He said, “We urged states to use cutting-edge data systems to track a child’s progress throughout their academic career, and to link that child’s progress to their teachers so we know what’s working and what’s not working in the classroom.”
Perhaps in that spirit, this week the L.A. Times announced the upcoming publication of a new database tracking the performance of public school teachers in that city. The news organization analyzed seven years of students’ math and English test scores, obtained from the L.A. school system, to estimate the effectiveness of teachers. According to the article, the statistical method, called “value-added analysis,”
rates teachers based on their students’ progress on standardized tests from year to year. Each student’s performance is compared with his or her own in past years, which largely controls for outside influences often blamed for academic failure: poverty, prior learning and other factors.
Jason Felch, the reporter on the investigation, interviewed on NPR’s “All Things Considered” last evening, explained the reasons for tracking teachers and publishing the database:
Well, the big takeaway from our series and after, you know, spending a lot of time analyzing this data is that individual teachers really matter. The difference between teachers can be enormous, and which teacher a child gets is often left up to chance. So it would be difficult to have the information about which teachers are effective and which teachers are less effective and not make that public.
I remember my fifth grade teacher. It took me years to realize that for personal reasons of her own, she actively sought to undermine my education. One day during an assembly of the students, I competed against other students answering questions on science. She arranged for my correct answer to be announced false to eliminate me from the competition and teach me a lesson.
In contrast: My high school physics teacher, who was motivated by the subject and his passion to teach. Physics and math were beautiful things to him. He wrote the equations on the blackboard in an elegant hand that expressed his love for the subjects. His enthusiasm and his conceptual clarity transferred themselves to my classmates and me.
Although, I’m not an expert in education, I’ve had some degree of educational success, graduating from an Ivy League college and a top tier medical school. I think standardized learning—measured by tests—and the learning of fundamental concepts—imparted by excellent teachers—are both important for educational success. But teachers tip the balance.
At last, the country is moving ahead on education. The first leg was the standardized learning and the tests to measure it, under President Bush’s program. Under President Obama, the second leg is the excellence of performance by teachers. The nation is stepping forward, perhaps soon to walk, eventually to run.
Comments (0)
Aug 19 2010