Schooling Isn’t Learning, the Rewards to Better Schools Are Enormous, and Other Observations from Eric Hanushek
An interview about accountability, attainment, and more
Some folks are claiming that news that House Speaker John Boehner will step down at the end of October makes an ESEA reauthorization more likely this fall. That’s just crazy talk.
Teachers suffer from low salaries while they work in exchange for the promise of better retirement savings when they leave, but for most teachers, that promise never becomes a reality.
SchoolGrades uses the results of state tests to create a comparable, A-F grading system for all public elementary and middle schools in the U.S.
In the midst of Wisconsin Governor Scott Walker’s controversial 2011 budget bill, many warned that the state’s public employees, including teachers, would retire in droves.
Teachers are much more likely to move within a state than to cross state lines.
The data simply don’t support the notion that teachers are leaving schools in droves in response to recent education reforms.
A new study finds that when recessions hit, both men and women are less likely to want to become teachers and instead turn to fields like accounting and engineering.
Graduation rates don’t tell us very much about whether students are prepared for life after graduation.
American adults in the 1940s had about the same odds of being a high school graduate as today’s Americans have of being a college graduate.
And how do we kickstart achievement for high school students?
Something amazing is going on with high school graduation rates.
North Carolina has a new “Educator Quality Dashboard” with some fascinating data on teacher preparation in the state.
Data suggest that some states should be investing much more heavily in teacher recruitment and retention efforts.
Big trends in the economy like unemployment rates and wages have at least as big an impact on teacher mobility as specific education policy changes.
If you read this list and think it doesn’t quite square with why you went into teaching, your pension plan may not be working in your best interests (or the best interest of schools and students).
The achievement scores of black, Hispanic, and low-income students have increased dramatically.
As evidence mounts showing how poorly structured pension plans fail to meet the needs of today’s workforce, let’s hope more politicians make it a trend.
Although 11 educators were convicted of cheating on state tests, the city made remarkable improvements on low-stakes measures of educational progress such as NAEP.
A move away from annual testing would leave many subgroups and more than 1 million students functionally “invisible” to state accountability systems.
Since the Obama Administration has quietly transitioned to a normative accountability system, where schools are compared to each other rather than to some pre-determined “proficiency” benchmark, it doesn’t matter if all students appear to perform worse this year.
Rather than having regular check-ups on student progress, with relatively low stakes on those results, we’d have much higher stakes attached to a smaller number of test scores.
As the edu-intelligentsia anxiously anticipates another attempt at updating the law, it’s worth revisiting how we got our last reauthorization.
In the fantasy world that the National Institute on Retirement Security has created, state pension plans do a bang-up job of delivering benefits to workers. That’s just not the reality of the world we live in.
A court ruling is potentially very problematic for new teachers and those who aren’t yet teaching.
Teachers might prefer a different arrangement than current state pension plans, but they don’t really have a voice in those decisions.
If teachers are the most-important in-school factor for student growth, we certainly don’t act like it.
Teachers are forced to forego their own retirement savings in order to pay down a debt accrued over many years. It harms their future retirement security and, by forcing districts into painful budget decisions, it harms the quality of education delivered to Colorado’s students.
A common perception about how we pay public sector workers is fundamentally flawed.
Pension plans have not made much of a dent in their long-term unfunded debt. How could this be?
Charter schools and their teachers pay the same high employer and employee contribution rates as all other schools, but higher turnover rates mean their teachers will get much less in return.
No one is seriously advocating for reducing the pensions of any individual teachers or retirees.
When the public is led to believe financial issues are the only problems with today’s pension plans, financial issues will be the only problems legislators seek to address.
Despite state policy changes, many districts still don’t factor student growth into teacher evaluation ratings in a meaningful way.
Over the years, legislators increased pension benefits significantly, but they have not distributed those increases evenly to all teachers.
As states revamp their teacher evaluation systems, they continue to search for that magic number: the percentage of a teacher evaluation rating that should be based on student academic performance.
Elizabeth Green’s story for Sunday’s New York Times Magazine, “Why Do Americans Stink at Math?” is a must-read. But for all the time Green spends documenting the ways Americans stink at math, she never mentions that we’ve gotten much better.
Rachel Aviv’s article about a cheating scandal involving teachers at one middle school in Atlanta is very well-written, but the sources of the pressure on Atlanta teachers and principals to improve and the threat behind it are more complex than NCLB alone.
Are state pension plans a recruitment or retention incentive for teachers? It’s complicated, but many of the claims about the value of pensions don’t stand up to scrutiny.
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