Who We Are We are trained, experienced, and independent educators. We use data and analysis to help parents and taxpayers identify good schools and navigate the others. What We Do We turn school performance data into graphics and explain what they mean about school quality. Why We Do It? Our mission is to improve education by showing those who use and pay for schools how to recognize good ones, find better ones, and get the most from the … Read More
National Council on Teacher Quality There may be caveats but the grim findings can’t be dismissed. Also reported by Real Clear Education.
The ACT is a college readiness exam that measures the likelihood of a high school graduate’s success in college. The test covers reading, math, science and English and uses multiple choice questions to predict a graduate’s chance of earning a B or C grade in four critical college courses. An individual’s score in each of the four subject matter areas are compared to College Readiness Benchmarks that ACT established from its studies of successful and unsuccessful students. The … Read More
Tennessee Education Schools Need Accountability, Not a New Report Card J. E. Stone, Ed.D. December 8, 2016 Tennessee has had a Teacher Preparation Report Card since 2007 and it has had no impact on the effectiveness of Tennessee’s newly trained teachers. The reason is that the sanctions promised by Tennessee’s $500 million Race to the Top grant were never implemented. As of 2015—the last year for which the number of “highly ineffective” teachers are reported–the state’s teacher training … Read More
Ginsberg, R. & Kingston, N. (2014). Caught in a vise: the challenges facing teacher preparation in an era of accountability. Teachers College Record 116(1). Online: http://www.tcrecord.org/Content.asp?ContentID=17295 Reflecting the view of most teacher educators, “Caught in a Vice” says that teacher educators hear all of the criticisms and are working diligently to address them. They are faced, however, with insurmountable technical problems in assessing teacher and training effectiveness. In other words, they are doing everything that the state of … Read More
American Association of School Administrators Harrington-Lueker, D. (2000). The uneasy coexistence of high stakes and developmental practice. Online: http://www.aasa.org/SchoolAdministratorArticle.aspx?id=14474 Written in 2000, the following well illustrates how schools and educators are affected by the propagation of faddish teaching practices. In the eighties, states dropped traditional teacher-led instruction in order to adopt developmentally appropriate practice in grades K-2. When school outcomes declined and test-based accountability was imposed to stop the slide, school leaders bemoaned the retreat from what they … Read More
Education Week: Commentary Stevens, K. B. (2015). Early-education teachers need better training. Education Week. Online: https://www.aei.org/articles/early-education-teachers-need-better-training/ “Conventional teacher training comes with a lot of baggage, and relying on it to prepare early educators would be a mistake.” “A 2011 Thomas B. Fordham Institute study by Steve Farkas and Ann Duffett found that half of all education professors themselves think that “‘teacher education programs often fail to prepare teachers for the challenges of teaching in the real world.” That … Read More