The Uneasy Coexistence of High Stakes and Developmental Practice

posted in: General Information

American Association of School Administrators Harrington-Lueker, D. (2000). The uneasy coexistence of high stakes and developmental practice.  Online: 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

Early-Education Teachers Need Better Training

posted in: General Information

Education Week:  Commentary Stevens, K. B. (2015). Early-education teachers need better training. Education Week. Online: “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

Improving Teacher Quality in OK

Improving Teacher Quality in Oklahoma: A Closer Look by John E. Stone, Ed.D., George K. Cunningham, Ph.D., and Donald B. Crawford, Ph.D. Are teacher training and teacher quality in Oklahoma really improving? The answer depends on whom you ask . education.s providers or education.s consumers. Under the guise of vaguely stated pedagogical reforms, Oklahoma is promoting the adoption of an approach to teaching that is at odds with the educational aims of Oklahoma.s parents and taxpayers. In effect, new … Read More

Misdirected Teaching & Failed Reform

Misdirected Teacher Training has Crippled Education Reform Significant Improvement will Require Teaching that Agrees with State Policy Aims An online controversy about the impact of Common Core on teaching in grades preK-3 revealed an illusion that has crippled education reform for decades. Policymakers may think that educators disagree with them only about the means to education reform. In truth, they also disagree about the ends. Since the 1983 Nation at Risk report, state and national policymakers have set … Read More

Are states reporting the truth about student achievement?

National Assessment of Educational Progress (NAEP) vs State Self Reports Are States Being Honest with Themselves About Student Achievement? The charts below compare the most recent National Assessment of Education Progress (NAEP) reports on reading and math achievement with the state self-reports required by the No Child Left Behind Act. The discrepancies are shocking and they clearly illustrate the need for higher standards, but not necessarily for Common Core. What these discrepancies more directly reveal is a continuing … Read More

Steps you can take

posted in: General Information

Options for Parent and Citizen Action A school’s scores reflect your child’s risk of success or failure. At some schools, 90% or more of students have mastered reading by grade 3 and only 10% have not.  The national average, however, is around 33%.  Schools with a low percentage of proficient third grade readers will have a low percentage of proficient students in other grades and subjects. 1.  If it appears that your child is among those who are … Read More

The 2011 Value-Added Achievement Awards Ceremony

Click on photos for larger image Winners with Governor Haslam, First Lady Crissy Haslam, Dr. J.E. Stone of the Education Consumers Foundation, and Elisa Luna Governor Haslam, First Lady Crissy Haslam, and Dr. J.E. Stone of the Education Consumers Foundation announce the Luna Award with Elisa Luna Dr. J.E. Stone, president of ECF; Sandra Vicars-Williams, Keplar Elementary; Speaker of the House Beth Harwell Dr. J.E. Stone, president of ECF; Lex Suite, West Carroll JHS; Speaker of the House … Read More

States Compared to International Standards

Phillips and AIR correctly argue that weak state standards serve to create a false sense of security about state educational outcomes.  In most states, school outcomes are distressingly weak compared to national and international standards.  In the past, the U. S. led international rankings. In recent decades, however, other countries have moved ahead despite American school reforms. Whether these facts argue for the nationwide adoption of the Common Core, however, is another issue.   The National Assessment of Educational … Read More

2011 VAAA – Holston Valley Middle School

Third Place, East Division, K-8/Middle Schools Jess Lockhart, Principal 1717 Bristol Caverns Highway Bristol, TN 37620 Sullivan County Schools Visit website Recipe For Success: Holston Valley is a 6-8 middle school in rural Sullivan County with 76% of the students economically disadvantaged.  We currently have 201 students at Holston Valley and our objective has always been to prepare our students to meet the challenges of a changing world.  We provide varied instruction tailored to the needs of a diverse … Read More

2011 VAAA – Jacksboro Middle School

Second Place, East Division, K-8/Middle Schools Jamie Wheeler, Principal 150 Eagle Circle Jacksboro, TN 37757 Campbell County Schools Visit website Recipe For Success: The recipe for success at Jacksboro Middle School is “keep it simple!” We incorporate two key ingredients – commitment and culture. By focusing on these equally important components JMS continues to meet and conquer new challenges. Administrators, faculty, staff, students, and parents are all committed to continuing the tradition of success at Jacksboro Middle School. … Read More

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