February 11, 2009
Education Week, Vol. 28, Issue 21
Student Well-Being & Movement
Opinion
How I Learned to Teach
“Some argue that great teachers have innate qualities they cannot learn from others. My experience suggests otherwise,” writes Eva Ostrum.
Recruitment & Retention
Opinion
For Better Teachers, Build Better Personnel Practices
“Many school systems are plagued with dysfunctional human-resources-management systems that can’t keep track of where employees work or pay them on time,” write Tim Pawlenty and James B. Hunt Jr.
School & District Management
Opinion
Building 'Institutional Infrastructure'
"President Barack Obama is striking two chords that, if played together in his education strategy, would produce a tune different not only from his predecessor’s, but also from that of many in his own party," writes Suzanne Donovan.
Teacher Preparation
Scores Found Unaffected by Teacher-Training Route
Students with teachers from alternative programs perform no worse than those with teachers from traditional programs, a study finds.
School Choice & Charters
Letter to the Editor
Lack of Clarity Seen in Study of Boston Charters
To the Editor:
The Boston Foundation’s recently released study on the performance of Boston’s charter and “pilot” schools had a substantial limitation that was not made clear by its researchers ("Study Evaluates Boston’s Charter Schools," Jan. 21, 2009.) The conclusions of the lottery analysis, which compared students who were accepted to the charter and pilot schools with those who applied but were not accepted, were based on 26 percent of the charter sample (zero of five elementary, four of 13 middle, and three of nine high schools)—those that had good records and waiting lists. In contrast, almost all the pilot schools were included at the elementary and middle school levels. It stands to reason that highly sought-after charter schools are high performers. Charters without waiting lists or records, including two since closed and one slated for closure because of underperformance, were left off the study. The small sample of the highest-performing charters was reported as if the positive results reflected all charters.
The Boston Foundation’s recently released study on the performance of Boston’s charter and “pilot” schools had a substantial limitation that was not made clear by its researchers ("Study Evaluates Boston’s Charter Schools," Jan. 21, 2009.) The conclusions of the lottery analysis, which compared students who were accepted to the charter and pilot schools with those who applied but were not accepted, were based on 26 percent of the charter sample (zero of five elementary, four of 13 middle, and three of nine high schools)—those that had good records and waiting lists. In contrast, almost all the pilot schools were included at the elementary and middle school levels. It stands to reason that highly sought-after charter schools are high performers. Charters without waiting lists or records, including two since closed and one slated for closure because of underperformance, were left off the study. The small sample of the highest-performing charters was reported as if the positive results reflected all charters.
Education
Letter to the Editor
Another State Whose Standards Help It Vie With Top Nations
To the Editor:
Education Week readers should know that Massachusetts’ stellar scores in science and math in both grade 4 and grade 8 on the 2007 Trends in International Mathematics and Science Study are due to more than strong academic standards and content-oriented professional development ("Standards Help Minn. Vie With Top Nations," Jan. 21, 2009.) As in Minnesota, the only other U.S. state to participate in TIMSS in both 1995 and 2007, many factors have contributed to impressive gains, an indication of the latest “Massachusetts Miracle.”
Education Week readers should know that Massachusetts’ stellar scores in science and math in both grade 4 and grade 8 on the 2007 Trends in International Mathematics and Science Study are due to more than strong academic standards and content-oriented professional development ("Standards Help Minn. Vie With Top Nations," Jan. 21, 2009.) As in Minnesota, the only other U.S. state to participate in TIMSS in both 1995 and 2007, many factors have contributed to impressive gains, an indication of the latest “Massachusetts Miracle.”
Curriculum
Letter to the Editor
'Reading First' Reviews: Once More Into the Fray
To the Editor:
In response to the Jan. 7, 2009, letters to the editor from Stephen Krashen, Rhonda Stone, and Joanne Yatvin concerning the final report of the Reading First Impact Study:
In response to the Jan. 7, 2009, letters to the editor from Stephen Krashen, Rhonda Stone, and Joanne Yatvin concerning the final report of the Reading First Impact Study:
Federal
Stimulus Debate Raises Issues Involving K-12 Funds
Clashes in Congress over the size and shape of the plan are leading to questions over how the money for education would be used.
Special Education
Spec. Ed. Advocates Making To-Do List for Duncan
Regulations for young children and the use of restraints are top concerns.
Federal
Stimulus Plan May Boost Governors' Clout
Their authority over federal education aid could grow short-term, shifting a historic pattern.
Federal
Scholars See Comics as No Laughing Matter
Interest is growing among teachers and researchers in using “graphica” as a means of promoting literacy and other academic skills.
Federal
Stimulus Scale Seen as Issue
Clashes in Congress over the size and shape of the plan are leading to questions over how the money for education would be used.
Federal
Public Weighs In on NAEP Testing of Special Populations
A hearing was hosted by the National Assessment Governing Board on recommendations it plans to make for including English-language learners and students with disabilities.
Federal
Opinion
A Stirring Speech, Lost Upon Too Many Students
“If our children do not know the events and phrases to which Obama referred, they cannot fully appreciate the significance of this moment or even what this president is asking of them," says Robert Pondiscio.
Student Well-Being & Movement
Opinion
'Expanded Learning Opportunities': Re-Branding 'After School' for the 21st Century
"It is time to propose a more comprehensive term of art to replace ‘after school’ as the accepted name for this rapidly expanding field, particularly as new concepts emerge about how time and learning can be re-engineered to better support children," write Robert Stonehill & Fritz Edelstein.
Federal
More Low-Income Students Taking AP Classes
But a report from the College Board finds that passing scores on the tests are still low for many minority groups.
Federal
Teachers' Staff Training Deemed Fragmented
The time American teachers spend in professional development largely continues to take place in isolation, rather than in school-based settings.