Can Teacher Quality Be Effectively Assessed

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Can Teacher Quality Be Effectively Assessed? (click here for full article) (Click here to download the PDF of this article) By Dan Goldhaber University of Washington Center for Reinventing Public Education Emily Anthony Urban Institute   Briefing Teachers pay $2,300 to be assessed by the National Board for Professional Teaching Standards (NBPTS). They earn pay increases up to $7,500 per year if successful. To date, NBPTS has certified over 30,000 teachers. Despite widespread reports to the contrary, the … Read More

High and Low Performing New Teachers

Number of High and Low Performing New Teachers from Tennessee’s Public Universities and Teach for America   According to the 2011 Report Card on the Effectiveness of Teacher Training Programs published by the Tennessee Higher Education Commission, teachers trained by Teach for America are significantly more effective than are the graduates of Tennessee’s publicly funded universities. The good news is that all programs are turning out some exceptionally effective teachers but the bad news is that far too … Read More

Effective and Ineffective New Teachers

How Effective are Tennessee’s Teacher Preparation Programs? Tennessee’s Value Added Assessment System has been in place since 1995. It enables users to estimate the success of teachers, schools, and districts in lifting student achievement and it does so in a way that permits statistically fair comparisons. Since 2007, the Tennessee Higher Education Commission has published a report card that uses the TVAAS data to estimate success of Tennessee’s teacher preparation programs in graduating “highly effective” new teachers. Highly … Read More

Improved Student Achievement is Not Teaching’s Top Priority

Recent studies have made it clear that significant differences in ability to improve student achievement exist among fully trained and experienced teachers. J. E. Stone’s paper argues that these differences reflect the education community’s view that student achievement is not public education’s highest priority. Rather, achievement is only one valued outcome among many, and it often suffers from inattention. The education community’s priorities are consistent with ideals that have been taught in teacher training programs for decades, but especially since the sixties. They have come … Read More

ECF on Teacher Quality: 2013 and Earlier

Teaching is a highly trained and regulated profession; yet despite all of its rules, standards, enforcement agencies and oversight bodies, the performance of many practicing teachers is so poor as to be detrimental to students.  The reason is that the evaluative process is largely controlled by the profession to suit its own standards—not those of the parents and taxpayers that it serves.  One effect of this self-regulated process is that the public’s priorities are not necessarily those of … Read More

Value-Added Achievement Awards Initiative

The Value-Added Achievement Awards and School Performance Charts   Introduction Every citizen has a stake in school quality, especially parents. The purpose of these awards is to make school quality visible to all and to give those who are responsible for producing it the recognition they deserve. All states collect, analyze, and report mountains of school performance data. However, most of this information is not easily accessed or understood by non-educators. Our aim is to strengthen the public’s … Read More

Sample Opinion 3

Teacher Training and Texas Education Reform: A Study in Contradiction Public Education Reform in Texas, December 7, 2000, The Driskill Hotel, Austin, TX. Abstract Parents, policymakers, and taxpayers want schooling that equips students with the knowledge and skills that are vital to subsequent learning and adult success. Most professors who train teachers do not agree. They believe teachers should employ an ideal form of teaching called learner-centered instruction (LC) -an approach that works best with ideal students. The … Read More

Sample Opinion 2

Value-Added Accountability and Public Confidence in Education J. E. Stone, Ed. D. House of Representatives Testimony to the Select Committee on House Resolution 495 Harrisburg, Pennsylvania Tuesday, September 19, 2000 Introduction Good morning. My name is John Stone. I am a licensed educational psychologist and licensed school psychologist, and I have taught prospective teachers for the past 30 or so years. I am a graduate of the University of Florida and currently a professor in the College of … Read More

Sample Opinion 1

A “Second Opinion” Regarding Implementation of the Nebraska Partnership for Quality Education Project September 9, 1999 George K. Cunningham, Ph.D. College of Education University of Louisville J.E. Stone, Ed.D. College of Education East Tennessee State University Martin Kozloff, Ph.D. Watson School of Education University of North Carolina – Wilmington all of the Education Consumers Consultant Network At the request of Ann Mactier–member of the Nebraska Board of Education–the Nebraska Partnership for Quality Education proposal was examined by the … Read More

Reversing American Decline

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From A Nation at Risk, 1983:  “We report to the American people that while we can take justifiable pride in what our schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.” The SAT scores since since 1967 clearly document the decline and … Read More

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