• A Moral Panic Over Real Accountability?

    The late conservative British Prime Minister Margaret Thatcher was famous for declaring “there is no alternative” as she executed her laissez-faire economic policies of austerity and privatization, redistributing wealth and helping to concentrate power into the hands of that nation’s rich and powerful. The notion that current ideas and policies are inescapable, that there can be no feasible or desirable alternatives, became a staple of apologies for the status quo long before Thatcher’s declaration. Unfortunately, it has also become a common trope in discussions of U.S. education policy in the wake of No Child Left Behind and Race to the Top.

    A few weeks ago, noted education scholar Linda Darling-Hammond and AFT President Randi Weingarten[i] appeared in the pages of the Huffington Post with an essay declaring that the current accountability regime in American education was badly broken, and that there was indeed an alternative, a system of real accountability, that should be adopted in its stead. What is needed, they reasoned, is nothing less than a paradigm shift from the current fixation on “test and punish” to a “support and improve” model.

    Darling-Hammond and Weingarten argued that, after more than a decade of proliferating standardized exams, our curricula had narrowed and too many of our schools had been transformed into ‘test prep’ factories. The linking of these tests to high-stakes decisions about the future of students, educators and schools has created a culture of fear and anxiety that saps student and teacher morale, drains the joy out of teaching and learning and diminishes the quality of education. The mass closure of schools has negatively impacted communities that can least afford to lose their very few public institutions, without meaningfully improving the education of students living in poverty, students of color and immigrant students.

  • Tiananmen Anniversary Reflections

    Our guest author today is Andrew J. Nathan, Class of 1919 Professor of Political Science at Columbia University

    On the 25th anniversary of the June 4, 1989 crackdown on pro-democracy demonstrators in Beijing’s Tiananmen Square, it is worth reflecting on the effect that tragic event had on labor conditions in China.

    Tiananmen is generally thought of as a student movement, but there was also a great deal of worker participation. A group called the Beijing Workers Autonomous Federation took shape during the movement under the leadership of Han Dongfang, then a young railway worker. Today he leads an important worker rights organization, China Labour Bulletin, that works on Chinese labor rights issues from its office in Hong Kong.  Outside of Beijing, demonstrations occurred in more than 300 other cities, also with worker participation. Some of the harshest penalties after the crackdown were imposed on workers, rather than students.

    But workers, students, and other participants had the same goals in the spring of 1989. They all wanted the ruling Chinese Communist Party to open itself up to dialogue with society over issues of corruption, reform, rule of law, and citizens’ rights. One faction in the leadership, headed by Party General Secretary Zhao Ziyang, advocated that the Party accept this demand. He said that the demonstrators were patriotic and shared the Party’s goals for the nation, and that the Party could work with them. The other faction, headed by Premier Li Peng, argued that if the Party gave in to demands for dialogue, it would lose its monopoly of power and risk being overthrown. In the end, senior Party leaders headed by Deng Xiaoping sided with Li and used military force to end the demonstrations. In doing so, they reaffirmed the basic principle of authoritarian rule: the people have no right to interfere in politics.

  • The Proportionality Principle In Teacher Evaluations

    Our guest author today is Cory Koedel, Assistant Professor of Economics at the University of Missouri.

    In a 2012 post on this blog, Dr. Di Carlo reviewed an article that I coauthored with colleagues Mark Ehlert, Eric Parsons and Michael Podgursky. The initial article (full version here, or for a shorter, less-technical version, see here) argues for the policy value of growth models that are designed to force comparisons to be between schools and teachers in observationally-similar circumstances.

    The discussion is couched within the context of achieving three key policy objectives that we associate with the adoption of more-rigorous educational evaluation systems: (1) improving system-wide instruction by providing useful performance signals to schools and teachers; (2) eliciting optimal effort from school personnel; and (3) ensuring that current labor-market inequities between advantaged and disadvantaged schools are not exacerbated by the introduction of the new systems.

    We argue that a model that forces comparisons to be between equally-circumstanced schools and teachers – which we describe as a “proportional” model – is best-suited to achieve these policy objectives. The conceptual appeal of the proportional approach is that it fully levels the playing field between high- and low-poverty schools. In contrast, some other growth models have been shown to produce estimates that are consistently associated with the characteristics of students being served (e.g., Student Growth Percentiles).

  • Expectations For Student Performance Under NCLB Waivers

    A recent story in the Chicago Tribune notes that Illinois’ NCLB waiver plan sets lower targets for certain student subgroups, including minority and low-income students. This, according to the article, means that “Illinois students of different backgrounds no longer will be held to the same standards," and goes on to quote advocates who are concerned that this amounts to lower expectations for traditionally lower-scoring groups of children.

    The argument that expectations should not vary by student characteristics is, of course, valid and important. Nevertheless, as Chad Aldeman notes, the policy of setting different targets for different groups of students has been legally required since the enactment of NCLB, under which states must “give credit to lower-performing groups that demonstrate progress." This was supposed to ensure, albeit with exceedingly crude measures, that schools weren't punished due to the students they serve, and how far behind were those students upon entry into the schools.

    I would take that a step further by adding two additional points. The first is quite obvious, and is mentioned briefly in the Tribune article, but too often is obscured in these kinds of conversations: Neither NCLB nor the waivers actually hold students to different standards. The cut scores above which students are deemed “proficient," somewhat arbitrary though they may be, do not vary by student subgroup, or by any other factor within a given state. All students are held to the same exact standard.

  • Performance Measurement In Healthcare And Education

    A recent story in the New York Times reports that, according to an Obama Administration-commissioned panel, the measures being used to evaluate the performance of healthcare providers are unfairly penalizing those that serve larger proportions of disadvantaged patients (thanks to Mike Petrilli for sending me the article). For example, if you’re grading hospitals based on simple, unadjusted re-admittance rates, it might appear as if hospitals serving high poverty populations are doing worse -- even if the quality of their service is excellent -- since readmissions are more likely for patients who can’t afford medication, or aren’t able to take off from work, or don’t have home support systems.

    The panel recommended adjusting the performance measures, which, for instance, are used for Medicare reimbursement, using variables such as patient income and education, as this would provide a more fair accountability system – one that does not penalize healthcare institutions and their personnel for factors that are out of their control.

    There are of course very strong, very obvious parallels here to education accountability policy, in which schools are judged in part based on raw proficiency rates that make no attempt to account for differences in the populations of students in different schools. The comparison also reveals an important feature of formal accountability systems in other policy fields.

  • Can Early Language Development Promote Children's Psychological Wellbeing?

    We know oral language is young children's door into the world of knowledge and ideas, the foundation for reading, and the bedrock of all academic learning. But, can language also protect young kids against behavioral problems?

    A number of studies have identified a co-occurrence of language delays and behavioral maladjustment, an association that remains after controlling for socio-demographic characteristics and academic achievement (here and here). However, most research on the issue has been cross-sectional and correlational making it hard to establish whether behavioral issues cause language delays, language delays cause behavioral issues, or another factor is responsible for both.

    A recent paper by Marc Bornstein, Chun-Shin Hahn, and Joan Suwalsky (2013) was able to shed some light on these questions concluding that "language competencies in early childhood keep behavioral adjustment problems at bay." This is important given the fact that minority children raised in poverty tend to have smaller than average vocabularies and are also overrepresented in pre-K expulsions and suspensions.

  • Invisible Labor Redux

    Recently, I learned that the Connecticut legislature is considering a bill that would mandate coverage of labor history in high school curricula. I was surprised. And interested. At a time when there are immense pressures to align curriculum --  ever more narrowly --  to standardized tests, these Connecticut politicians were advocating for material that is unlikely ever to appear on a high-stakes test.

    What makes it even more interesting is that the legislation is urging the study of labor history. Let’s face it, unions are in drastic decline in this country and the political climate is as hostile to labor as it has ever been -- so much so that the U.S. is cited by international democracy and human rights organizations as a country where basic worker rights are routinely violated, in law and in practice.

    There has been little public outcry over the years as unions have weakened, although some commentators (here, here) have recently noted that the decline of unions has tracked the decline of real wages and the rise of wealth inequality.  In this context, the economic benefits that unions bring to individual workers (through good wages and benefits) have long been recognized by the World Bank and others, see here, and here for example.   In cross-national studies, the Bank has also noted the ‘negative correlation’ between high rates of union density and collective bargaining coverage, and wage inequality and variance.

  • An Education Hearing I'd Like To See

    At the end of February, the District of Columbia Council’s Education Committee held its annual hearing on the performance of the District’s Public Schools (DCPS). The hearing (full video is available here) lasted over four hours, and included discussion on a variety of topics, but there was, inevitably, a block of time devoted to the discussion of DCPS testing results (and these questions were the focus of the news coverage).

    These exchanges between Council members and DCPS Chancellor Kaya Henderson focused particularly on the low-stakes Trial Urban District Assessment (TUDA).* Though it was all very constructive and not even remotely hostile, it’s fair to say that Ms. Henderson was grilled quite a bit (as is often the case at these kinds of hearings). Unfortunately, the arguments from both sides of the dais were fraught with the typical misinterpretations of TUDA, and I could not get past how tragic it is to see legislators question the superintendent of a large urban school district based on a misinterpretation of what the data mean - and to hear that superintendent respond based on the same flawed premises.

    But what I really kept thinking -- as I have before in similar contexts -- was how effective Chancellor Henderson could have been in answering the Council’s questions had she chosen to interpret the data properly (and I still hold out hope that this will become the norm some day). So, let’s take a quick look at a few major arguments that were raised during the hearing, and how they might have been answered.

  • We Can't Just Raise Expectations

    * Reprinted here in the Washington Post

    What exactly is "a culture of high expectations" and how is it created? In fact, what are expectations? I ask these questions because I hear this catchphrase a lot, but it doesn't seem like the real barriers to developing such a culture are well understood. If we are serious about raising expectations for all learners, we need to think seriously about what expectations are, how they work and what it might take to create environments that equalize high expectations for what students can achieve.

    In this post I explain why I think the idea of "raising expectations" -- when used carelessly and as a slogan -- is meaningless. Expectations are not test-scores. They are related to standards but are not the same thing. Expectations are a complex and unobservable construct -- succinctly, they are unconscious anticipations of performance. Changing expectations for competence is not easy, but it is possible -- I get at some of that later.

    Certain conditions, however, need to be in place -- e.g., a broad conceptualization of ability, a cooperative environment etc. It is unclear that these conditions are present in many of our schools. In fact, many are worried that the opposite is happening. The research and theory I examine here suggest that extreme standardization and competition are incompatible with equalizing expectations in the classroom. They suggest, rather, that current reforms might be making it more difficult to develop and sustain high expectations for all students, and to create classrooms where all students experience similar opportunities to learn.

  • "Show Me What Democracy Looks Like"

    Our guest author today is John McCrann, a Math teacher and experiential educator at Harvest Collegiate High School in New York City. John is a member of the America Achieves Fellowship, Youth Opportunities Program, and Teacher Leader Study Group. He tweets at @JohnTroutMcCran.

    New York City’s third through eighth graders are in the middle of state tests, and many of our city’s citizens have taken strong positions on the value (or lack thereof) of these assessments.  The protests, arguments and activism surrounding these tests remind me of a day when I was a substitute civics teacher during summer school.  “I need help," Charlotte said as she approached my desk, “what is democracy?"

    On that day, my mind flashed to a scene I witnessed outside the White House in the spring of 2003.  On one side of the fence, protestors shouted: “Show me what democracy looks like! This is what democracy looks like!”  On the other side worked an administration who had invaded another country in an effort to “expand democracy." Passionate, bright people on both sides of that fence believed in the idea that Charlotte was asking about, but came to very different conclusions about how to enact the concept.