While the public's attention was riveted on the Casey Anthony trial and legislators fighting about the debt ceiling, bloggers following education reform lit up with breaking news all day.
The two year investigation of test cheating concluded pointing culpability directly at Atlanta school district teachers, administrators, and senior officials.
The 55,000-student Atlanta public school system rose in national prominence during the 2000s, as test scores steadily rose and the district received notice and funding from the Broad Foundation and the Gates Foundation. But behind that rise, the state found, were teachers and principals in 44 schools erasing and changing test answers. [bold added]
One of the most troubling aspects of the Atlanta cheating scandal, says the report, is that the district repeatedly refused to properly investigate or take responsibility for the cheating. Moreover, the central office told some principals not to cooperate with investigators. In one case, an administrator instructed employees to tell investigators to "go to hell." When teachers tried to alert authorities, they were labeled "disgruntled." One principal opened an ethics investigation against a whistle-blower.
Atlanta Journal Constitution columnist Maureen Downey points to proving that "the faith of the Broad and Gates Foundations and the Chamber of Commerce in the district was not misplaced and that APS could rewrite the script of urban education in America and provide a happy, or at least a happier, ending for its students."
"And that’s what ought to alarm us," adds Ms. Downey, "that these professionals ultimately felt their students could not even pass basic competency tests, despite targeted school improvement plans, proven reforms, and state-of-the-art teacher training."
Will these findings open an honest, fact-based debate on the way costly high-stakes assessment under NCLB and under Race to the Top proposals, have neither achieved accountability, nor affected student achievement? Who benefits from these misguided initiatives?
Read the full Christian Science Monitor article here.
Showing posts with label Eli and Edythe Broad Foundation. Show all posts
Showing posts with label Eli and Edythe Broad Foundation. Show all posts
Tuesday, July 5, 2011
Saturday, February 12, 2011
Education Reform: If the roof leaks, call 911
Posted for
Sandra in Brevard
For at least the last 12 years, we have heard again and again that schools, students, and teachers are failing. For at least the last 12 years, national and state initiatives have centered on fixing that problem through accountability and testing initiatives. No Child Left Behind (NCLB) poured billions into the effort while schools struggled to meet the implementation requirements. Race to the Top is more of the same. For the same period of time, Florida poured millions into the FCAT, grading schools, and now it is on its way out to be replaced by another generation of tests.
What business would survive if after more than a decade, there was no return on investment? What business would pour money year after year in fixing something with the same tools and year after year see no progress? What business would fail to go back and examine the problem they were trying to solve?
Maybe the conventional wisdom "if ain't broke, don't fix it" should be reconsidered in educational reform.
University of Florida researchers ‘’borrowed ‘lifestyle segmentation' profiling methods used by direct marketers and political strategists to classify every student into one of several lifestyle groups (four in Bay County, three in Alachua), each based on a common set of values, income level, spending patterns, education level, ethnic diversity of neighborhood and other shared traits." The researchers used this data to examine the relationship between each group’s lifestyle profile and their math and reading scores on the Florida Comprehensive Assessment Test, the state’s standardized exam used to evaluate student and school performance. Researcher. The results indicated that "the most affluent lifestyle group registered the highest FCAT scores, the second richest group ranked second in test scores, and so on. On the math tests, the gap between the highest and lowest scoring lifestyle groups was more than two grade levels." The lead investigator, UF Professor Harry Daniels, said: “The testing patterns in both counties virtually mirrored each other. Every lifestyle group improved in FCAT scores from year to year until the 10th grade exam (which students must pass to graduate high school), when improvement leveled off. But they all improved at the same rate, so the achievement gap persisted year to year.”
Instead of continuing a path of more of the same, perhaps real reform comes in the form of a different set of educational programs. Perhaps it would be a better idea to spend money on vocational programs. Looking back historically, good jobs get poor families out of poverty and often are in trades. Even in this economy, we still need electricians, auto mechanics, and a variety of positions in the health care field that require A.A. or A.A.S. degrees. These jobs require solid math and literacy skills that high school vocational programs can develop. This doesn't restrict any socio-economic group from pursuing a university directed education. However, since the FCAT is on its last legs for high school graduation to be replaced by end-of-course exams, data results might change if students had different choices.
The Eli and Edythe Broad Foundation published a report on the “crisis” in US education and convened 30 individuals to make recommendations on how to fix the problem. This “crisis” is based upon the performance of US students on the Programme of International Student Assessment (PISA). A cross section of students at public and private schools, between the ages of 15 years 3 months old and 16 years 2 months, are selected from schools that voluntarily participate. A minimum of 4,500 per country are required to participate in the test. Shanghai placed #1 on test results, but Shanghai is not a country. Approximately 35% of Chinese students do not make it to high school. Singapore is in #2 position. With a population of 4,424,133, the central government controls and manages the country’s school system, which based on what I can locate, includes technical and vocational training schools for high school students. The language of instruction in Singapore is English. The United States has a population of 308,400,408 and individual states control educational standards and testing initiatives. The FCAT is an example of a state-centric exam.
Conclusion
Today, I have no idea what the true condition of US education is. I do not believe we are in a “crisis.” There is no data to support that. Performance on an international test is insufficient to make such a claim. We do know that US students drop out at unacceptable levels. We do know that income levels have something to do with student achievement on tests. The solutions to gather data and produce more tests are a continuation of more of the same “solutions”. The Florida legislature has done an incomplete analysis of the problem and that is where the failure is.
More information on the UF study can be found here:
http://news.ufl.edu/2010/03/22/school-success/
More information on PISA can be found here:
http://www.pisa.oecd.org/pages/0,3417,en_32252351_32235731_1_1_1_1_1,00.html
© SandraInBrevard, All Rights Reserved
To see comments on this article visit
http://grumpyelder-todayimgrumpyabout.blogspot.com/2011/01/education-reform-if-roof-leaks-call-911.html
For at least the last 12 years, we have heard again and again that schools, students, and teachers are failing. For at least the last 12 years, national and state initiatives have centered on fixing that problem through accountability and testing initiatives. No Child Left Behind (NCLB) poured billions into the effort while schools struggled to meet the implementation requirements. Race to the Top is more of the same. For the same period of time, Florida poured millions into the FCAT, grading schools, and now it is on its way out to be replaced by another generation of tests.
What business would survive if after more than a decade, there was no return on investment? What business would pour money year after year in fixing something with the same tools and year after year see no progress? What business would fail to go back and examine the problem they were trying to solve?
Maybe the conventional wisdom "if ain't broke, don't fix it" should be reconsidered in educational reform.
University of Florida researchers ‘’borrowed ‘lifestyle segmentation' profiling methods used by direct marketers and political strategists to classify every student into one of several lifestyle groups (four in Bay County, three in Alachua), each based on a common set of values, income level, spending patterns, education level, ethnic diversity of neighborhood and other shared traits." The researchers used this data to examine the relationship between each group’s lifestyle profile and their math and reading scores on the Florida Comprehensive Assessment Test, the state’s standardized exam used to evaluate student and school performance. Researcher. The results indicated that "the most affluent lifestyle group registered the highest FCAT scores, the second richest group ranked second in test scores, and so on. On the math tests, the gap between the highest and lowest scoring lifestyle groups was more than two grade levels." The lead investigator, UF Professor Harry Daniels, said: “The testing patterns in both counties virtually mirrored each other. Every lifestyle group improved in FCAT scores from year to year until the 10th grade exam (which students must pass to graduate high school), when improvement leveled off. But they all improved at the same rate, so the achievement gap persisted year to year.”
Instead of continuing a path of more of the same, perhaps real reform comes in the form of a different set of educational programs. Perhaps it would be a better idea to spend money on vocational programs. Looking back historically, good jobs get poor families out of poverty and often are in trades. Even in this economy, we still need electricians, auto mechanics, and a variety of positions in the health care field that require A.A. or A.A.S. degrees. These jobs require solid math and literacy skills that high school vocational programs can develop. This doesn't restrict any socio-economic group from pursuing a university directed education. However, since the FCAT is on its last legs for high school graduation to be replaced by end-of-course exams, data results might change if students had different choices.
The Eli and Edythe Broad Foundation published a report on the “crisis” in US education and convened 30 individuals to make recommendations on how to fix the problem. This “crisis” is based upon the performance of US students on the Programme of International Student Assessment (PISA). A cross section of students at public and private schools, between the ages of 15 years 3 months old and 16 years 2 months, are selected from schools that voluntarily participate. A minimum of 4,500 per country are required to participate in the test. Shanghai placed #1 on test results, but Shanghai is not a country. Approximately 35% of Chinese students do not make it to high school. Singapore is in #2 position. With a population of 4,424,133, the central government controls and manages the country’s school system, which based on what I can locate, includes technical and vocational training schools for high school students. The language of instruction in Singapore is English. The United States has a population of 308,400,408 and individual states control educational standards and testing initiatives. The FCAT is an example of a state-centric exam.
Conclusion
Today, I have no idea what the true condition of US education is. I do not believe we are in a “crisis.” There is no data to support that. Performance on an international test is insufficient to make such a claim. We do know that US students drop out at unacceptable levels. We do know that income levels have something to do with student achievement on tests. The solutions to gather data and produce more tests are a continuation of more of the same “solutions”. The Florida legislature has done an incomplete analysis of the problem and that is where the failure is.
More information on the UF study can be found here:
http://news.ufl.edu/2010/03/22/school-success/
More information on PISA can be found here:
http://www.pisa.oecd.org/pages/0,3417,en_32252351_32235731_1_1_1_1_1,00.html
© SandraInBrevard, All Rights Reserved
To see comments on this article visit
http://grumpyelder-todayimgrumpyabout.blogspot.com/2011/01/education-reform-if-roof-leaks-call-911.html
Follow Up to Data Mining
Posted for
Sandra in Brevard
The United Way is hosting community conversations to promote civil discourse on education reform across Florida, North Carolina, and Tennessee this month. This “listening tour” on teacher effectiveness is funded by the Bill and Melinda Gates Foundation. If the scheduled ones are inconvenient, the United Way offers a way to form a convenient one, call them and they will explain how. Looks to me as though a civil conversation on educational reform is happening right here at Grumpyelder's place where there is no need to leave any personal information or details that could be mined later by an algorithm.
http://wiki.tothevillagesquare.org/display/EET/About+the+grant
Here’s some additional information:
Hillsborough County has a grant from the Bill and Melinda Gates Foundation.
According to the Broad Foundation, Data Quality Control (DQC) begia assisting states in 2005 to build educational longitudinal data bases. The DQC website, The Bill and Melinda Gates Foundation is listed as its founder.
The Eli and Edythe Broad Foundation is a national venture philanthropy established by philanthropist Eli Broad to advance entrepreneurship for the public good in education, science and the arts. The Foundation funds the Broad Residency, which searches for individuals with MBA's and in industry for candidates to take rapid training to take on positions as superintendents and other managerial positions in our nation's school districts. The Broad Foundation subsidizes salaries once hired on. The Broad Center announced it's placed "the largest class of 42 early career executives into 28 public education systems, expanding for the first tie into state departments of education." One Broad Resident now works for Hillsborough County Public Schools.
The Broad Foundation received a $3.6 million grant from the Bill and Melinda Gates Foundation to recruit and train as many as 18 Broad Residents over the next four years to provide management support to school districts and charter management organizations addressing the issue of teacher effectiveness. "Broad Residents will help school systems dramatically improve the recruitment, selection, training, placement and evaluation of teachers". The Gates Foundation grant is the first multi-million-dollar grant The Broad Residency has received from a funder other than The Eli and Edythe Broad Foundation.
"http://www.broadeducation.org/asset/0-100908tbrnewclassgates.pdf
All Broad Residents have M.B.A.s or other advanced degrees. Seventy-four percent of this year’s class, selected from a candidate pool of more than 2,500 applicants, come from leading business and law schools such as Harvard University, Duke University or the University of Michigan. Participants have an average of 10 years of experience, typically from a Fortune 500 or other major company. Fifty-two percent are people of color. The Broad Residency continues to be far more selective—at 2 percent—than the highest-rated M.B.A. programs. The Broad Residency (www.broadresidency.org) pays 50 percent of each Resident’s salary the first year, and 25 percent the second year, with the partner organization paying the balance, except where a Resident is already employed by that organization.
http://www.broadeducation.org/asset/0-100908tbrnewclassgates.pdf
© SandraInBrevard, All Rights Reserved
To see comments on this article,visit
http://grumpyelder-todayimgrumpyabout.blogspot.com/2011/01/follow-up-to-data-mining.html
The United Way is hosting community conversations to promote civil discourse on education reform across Florida, North Carolina, and Tennessee this month. This “listening tour” on teacher effectiveness is funded by the Bill and Melinda Gates Foundation. If the scheduled ones are inconvenient, the United Way offers a way to form a convenient one, call them and they will explain how. Looks to me as though a civil conversation on educational reform is happening right here at Grumpyelder's place where there is no need to leave any personal information or details that could be mined later by an algorithm.
http://wiki.tothevillagesquare.org/display/EET/About+the+grant
Here’s some additional information:
Hillsborough County has a grant from the Bill and Melinda Gates Foundation.
According to the Broad Foundation, Data Quality Control (DQC) begia assisting states in 2005 to build educational longitudinal data bases. The DQC website, The Bill and Melinda Gates Foundation is listed as its founder.
The Eli and Edythe Broad Foundation is a national venture philanthropy established by philanthropist Eli Broad to advance entrepreneurship for the public good in education, science and the arts. The Foundation funds the Broad Residency, which searches for individuals with MBA's and in industry for candidates to take rapid training to take on positions as superintendents and other managerial positions in our nation's school districts. The Broad Foundation subsidizes salaries once hired on. The Broad Center announced it's placed "the largest class of 42 early career executives into 28 public education systems, expanding for the first tie into state departments of education." One Broad Resident now works for Hillsborough County Public Schools.
The Broad Foundation received a $3.6 million grant from the Bill and Melinda Gates Foundation to recruit and train as many as 18 Broad Residents over the next four years to provide management support to school districts and charter management organizations addressing the issue of teacher effectiveness. "Broad Residents will help school systems dramatically improve the recruitment, selection, training, placement and evaluation of teachers". The Gates Foundation grant is the first multi-million-dollar grant The Broad Residency has received from a funder other than The Eli and Edythe Broad Foundation.
"http://www.broadeducation.org/asset/0-100908tbrnewclassgates.pdf
All Broad Residents have M.B.A.s or other advanced degrees. Seventy-four percent of this year’s class, selected from a candidate pool of more than 2,500 applicants, come from leading business and law schools such as Harvard University, Duke University or the University of Michigan. Participants have an average of 10 years of experience, typically from a Fortune 500 or other major company. Fifty-two percent are people of color. The Broad Residency continues to be far more selective—at 2 percent—than the highest-rated M.B.A. programs. The Broad Residency (www.broadresidency.org) pays 50 percent of each Resident’s salary the first year, and 25 percent the second year, with the partner organization paying the balance, except where a Resident is already employed by that organization.
http://www.broadeducation.org/asset/0-100908tbrnewclassgates.pdf
© SandraInBrevard, All Rights Reserved
To see comments on this article,visit
http://grumpyelder-todayimgrumpyabout.blogspot.com/2011/01/follow-up-to-data-mining.html
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