What do teachers and the public think about having at least some of teacher pay related to student achievement? According to an EducationNext poll:
Fifty-seven percent of the public supports “basing part of the salaries of teachers on how much their students learn,” while 31% opposes this idea. Among teachers, however, just 21% support merit pay and fully 73% are opposed.
Here is a policy paper from a group of public school teachers (part of the 21% minority) that outlines the incentive problems with step & lane.
The first UCFSD podcast is out! Listen in as I interview Rick Hostetler, Supervisor of Buildings and Grounds.
- What we do to keep our classrooms ‘healthy’
- The UHS gymnasium fire of 2009
- Community use of school facilities
- How much the district spends monthly on electricity
- The techniques used to keep the fields in good playing condition
- How to community organizations can volunteer to spruce up the grounds
You can find the podcast here:
What should we be doing in UCF to attract, retain, and reward Great Teachers? I started this series several months ago, and put it on hold during the recent contract negotiations. I will now be continuing the topic, so a recap is in order. Continue reading
After 12 years in UCFSD, ~95% of UHS graduates will continue their education at a college or university. Selecting the right college is an important decision, and many students seek admission at some of the most competitive institutions in the country.
For many of our parents, admission to the best college is the prize for which sacrifices have been made, by both the student and the family. It can carry tremendous emotional significance. It often feels like the quality of child’s future opportunities depend on that admissions decision. And let’s face it …. Competition for those slots is high. As parents, we want our children to have every possible advantage in that competition.
A year ago, one of our parents observed that one of our policies might actually be creating a disadvantage for our students. The culprit? Our decile ranking policy.
Student achievement is significantly influenced by non-school factors. While demography is not entirely destiny, it is well-known that academic achievement is correlated with factors like the income of parents, family structure, and the level of education achieved by parents. The Coleman Report from 1966 is credited with this discovery.
So let’s take this insight and see how it can help us understand student achievement and school performance.
Let’s compare two area schools, Pocopson Elementary and Greenwood Elementary. Pocopson is the largest elementary school in UCFSD; Greenwood is just across Route 1 from Longwood Gardens, and is in the Kennett Consolidated School District. On a map, the catchment area for Greenwood runs up against UCFSD boundaries.
Take a look below at the academic achievement stats for both schools in 20 13-14. Question: which school is doing a better job educating its students? Continue reading
Ever since the Coleman Report was published 50 years ago, it has been well-known that student achievement is impacted mostly by many factors outside the classroom.
If you want to predict student performance, non-school factors will explain a majority of the variability in observed outcomes. (The ‘outcomes’ include how much a student knows, whether they will be admitted to a competitive college, how much additional education they will pursue, and how much they will earn in their future career.)
Which non-school factors have the most explanatory power? Researchers have found that these factors go a long way in explaining much of the performance differences between students: Continue reading
In the past few weeks, I have examined whether the PSSA deserves to be call a high-stakes test. My conclusions have been:
- The PSSA does not impact student grades, promotion, placement, or college admission. (see post)
- For our teachers, student test scores do not have a detectable influence on the outcome of the teacher evaluation system, nor on teacher pay, employment, or individual reputation. (see post)
- And for school districts, the PSSA impacts neither finances nor the level of state involvement in local school governance. (see post)
The PSSA does impact the reputation of a school community, through the School Performance Profile. But school districts have always had reputations, and parents have always sought out good school districts in which to raise their kids.
If the evidence demonstrates that the PSSAs are low stakes tests, why does the “high stakes” label continue to be used? (Examples here and here and here.) What is going on?
It was a busy year on the blog:
- Published 95 posts
- Reached ~2,400 readers in 71 countries
- Doubled email subscribers
Here are the most popular posts of 2015. Perhaps you missed one?
- How Well Do We Pay UCFSD Teachers?
- How Does Teacher Pay Work?
- How Much Do UCFSD Teachers Earn?
- Update on Contract Negotiations [note: not current]
- My Comments on Class Size and Hillendale 3rd Grade
- The Value of Teacher Benefits – Part 1
- The Value of Teacher Benefits – Part 2
- My Vision for our School District
- Are Board Certified Teachers Highly Effective?
- PSERS – An Emerging Problem
Thank you for reading and taking an interest in our schools!
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Enjoy the holiday break, and I’ll see you back here at the blog in 2016!
In my previous posts on the stakes of PSSA testing, I argued that the stakes were low for students. (see part 2) Last week, I made the case that there is also little at risk for teachers. (see part 3) So where are the “high stakes” on PSSAs?
Perhaps there are high stakes for schools and/or school districts. Let’s look at the four main ways a school district could be impacted by the PSSAs: levels of state funding, amount of state oversight and regulation, consequences to administrator employment, and impact on local property values.