Jon, when it comes to public school effectiveness, I think we also need to look at how the performance of schools and teachers is measured. At one point we had an Education Secretary who did not understand the difference in measuring via proficiency vs. growth. My concern is measurement by proficency. Hypothetically, let's imagine a teacher with a class of 30 fifth graders focusing on reading at grade level. 10 are reading at 6th - 7th grade level; 10 are at 4th - 5th grade level; 10 are at 2nd - 3rd grade level. Where is this teacher likely to focus his efforts? Those in the 6th - 7th group aren't likely to dip below, so they won't get much attention. Those in 2nd - 3rd group are not likely to reach grade level, so they also will not be a focus. Those in the 4th - 5th group will see most of the teacher's efforts, so that he probably will be able to report two-thirds of the class reading at grade level. But, if measured by growth, perhaps all of the students will get the attention and resources they need in order to grow and improve their performance. Just my thoughts.
Hi Ronald...that's a great point. There's so much focus now on "equality" in public education that the "growth" model you reference could never be implemented. Child Left Behind legislation in early 2000's shifted education more towards proficiency focus. Those students reading at higher level than peers likely have to seek outside support in form of tutors, private coaching, but what if don't have the resources to do so? No easy solutions. Great to hear from you and feel free to comment anytime.
Thanks Katherine for sharing! "Choice" can take on different forms. Vouchers not perfect solution but any idea that allows for options other than public schooling, I'm in favor of.
Jon, when it comes to public school effectiveness, I think we also need to look at how the performance of schools and teachers is measured. At one point we had an Education Secretary who did not understand the difference in measuring via proficiency vs. growth. My concern is measurement by proficency. Hypothetically, let's imagine a teacher with a class of 30 fifth graders focusing on reading at grade level. 10 are reading at 6th - 7th grade level; 10 are at 4th - 5th grade level; 10 are at 2nd - 3rd grade level. Where is this teacher likely to focus his efforts? Those in the 6th - 7th group aren't likely to dip below, so they won't get much attention. Those in 2nd - 3rd group are not likely to reach grade level, so they also will not be a focus. Those in the 4th - 5th group will see most of the teacher's efforts, so that he probably will be able to report two-thirds of the class reading at grade level. But, if measured by growth, perhaps all of the students will get the attention and resources they need in order to grow and improve their performance. Just my thoughts.
Hi Ronald...that's a great point. There's so much focus now on "equality" in public education that the "growth" model you reference could never be implemented. Child Left Behind legislation in early 2000's shifted education more towards proficiency focus. Those students reading at higher level than peers likely have to seek outside support in form of tutors, private coaching, but what if don't have the resources to do so? No easy solutions. Great to hear from you and feel free to comment anytime.
Hi Jon! I used to think that I was a proponent of vouchers, etc.... until I read an article on the topic. Now I don't know anymore. Here's the link.
https://thenewamerican.com/print/vouchers-school-choice-trap/
It's a tough one to solve, I'll give you that. And the declines continue. :/
Thanks for the reading material!! Have a great week!
Thanks Katherine for sharing! "Choice" can take on different forms. Vouchers not perfect solution but any idea that allows for options other than public schooling, I'm in favor of.