It is impossible to open up a magazine, click on a website, or listen to talk radio without hearing about the issue of education reform. As citizens, it frightens us to hear that out the Chinese are overtaking our place as top test takers, or that the state of public schools is so dismal that only a superhero can save it.
How much of this talk is accurate? How much is just a faulty interpretation of facts which then get repeated ad nauseum?
One of the major stories we are hearing here in California (and across the nation) is the issue of teacher quality, and how some say it is the number one determinant in student academic outcomes. On this issue hinges key decisions that will be decided this year such as seniority-based layoffs vs. performance-based layoffs, merit pay, and teacher evaluation based on test scores (also known as value-added measure). It is an important issue, and some of the leading figures in education reform today will tell you the entire future of America's education system rests on making a fundamental change in how we define teacher quality.
Does the viability of our public school system truly rest on the shoulders of America's classroom teachers?
I got to thinking about schools labeled as failing, as mine was a few months ago, and how the label contains the implicit belief that were it not for such low teacher quality, my school would not be failing. But all public schools in California are under the umbrella of the teachers' union, and no teacher is (yet) assigned to teach at a public school based on value added scores. "Bad" teachers then, should appear on the radar all over the state. They must exist in wealthy public schools too because forced teaching assignments are not the norm in this state. If bad teachers are everywhere, then failing schools must be everywhere too. Thus I began my search for affluent, failing schools with the information available on the world wide web.
more . . .
http://www.huffingtonpost.com/martha-infante/failing-public-school-education-reform_b_803368.html