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Bill Gates not a fan of Ohio's PE evaluations
Under Ohio state law, public schools will be required to have a teacher evaluation system in place by July 2014. Half of the teacher evaluation formula is to be based on student learning growth on exams. For some subjects, this puts schools in awkward situation of having to evaluate for example, gym or art teachers—subjects that don’t have established exams and tests.
The Ohio Department of Education (ODE) has published manuals for evaluating teachers of these hard-to-measure subjects. But, as Terry Ryan recently reported—some of these guidelines border on the absurd.
Even the august champion of teacher evaluations, Bill Gates, worried about “hastily contrived” teacher evaluations. He writes in the Washington Post:
Efforts are being made to define effective teaching and give teachers the support they need to be as effective as possible. But as states and districts rush to implement new teacher development and evaluation systems, there is a risk they’ll use hastily contrived, unproven measures. One glaring example is the rush to develop new assessments in grades and subjects not currently covered by state tests. Some states and districts are talking about developing tests for all subjects, including choir and gym, just so they have something to measure.
Mr. Gates reiterated his point by citing Ohio’s recent gym teacher evaluation manual as an example. Gates’ commentary provoked responses, from Anthony Cody in Education Week and Valerie Strauss in the Washington Post.
Gates is
Bill Gates not a fan of Ohio's PE evaluations
A small yet nice honor for high-achieving students in one Ohio district
Dublin City Schools does a small yet nice honor for its high-flying students. In the midst of balance sheets and income statements, Dublin City’s 2012 financial report includes a page with the pictures of five students who achieved a perfect 36 out of 36 on their ACT exams. At the bottom of the page, underneath their pictures, was the short but sublime statement: “Less than five-tenth of one percent of the students taking the ACT nationwide will be able to accomplish what these Dublin Students have done.”
Though it’s a small honor—and yes, it’s buried on page 117 of a document that few people will lay eyes upon—Dublin City properly celebrates the hard work and smarts of these students. And, perhaps other schools could follow the lead of Dublin, and find ways to recognize the accomplishments of their high-achievers, even in official reports. For, it’s a powerful reminder to readers, amidst the tedium of governmental reporting, of the purpose of education in the first place—to give kids the opportunity to reach their full potential.
A small yet nice honor for high-achieving students in one Ohio district
The arduous journey of data in the compliance universe
Data – no, not the character from the hit television series Star Trek -- travels an amazing and mainly unknown journey through galaxies of complex IT systems that only perhaps Stephen Hawking can fully articulate.
As the newest member of the Thomas B. Fordham Foundation’s sponsorship team in Dayton, Ohio, I have been inundated recently with compliance issues and database systems. The database systems are intended to support timely and voluminous data-gathering and reporting between schools and the Ohio Department of Education (ODE), and to make that data accessible to the public and researchers. My most recent assimilation did not involve the Borg, but instead involved ODE’s Education Management Information System, or EMIS.
EMIS, established in 1989, is expansive to say the least. It is ODE’s main data collection source for primary and secondary education, including demographic, attendance, course information, financial data, and test results. EMIS’ collected data falls into four general categories: district level, student, staff, and financial data. A community school must timely enter and maintain all of this data into their computer, in goal of sharing it with ODE. In practice, however, this is not as simple as a school merely downloading its data directly into an ODE portal each month and calling it a victory.
All states have similar data systems nowadays, but Ohio’s is deficient among its peers in some regards. First, as Auditor Yost has highlighted, Ohio law prevents the state from having personally identifiable student data.
The arduous journey of data in the compliance universe
Child Progress Slow But Promising Post-Recession
Almost anyone in the field of education can tell you improving the quality of life for children is a multi-faceted endeavor. The Annie E. Casey Foundation’s annual KIDS COUNT Data Book is testament to that fact. It explores four dimensions of child well-being at the national and state level: economic, education, health, and family and community. This year’s data book methodology expands last year’s, and divides it into the four dimensions to allow a closer look at education and family and community factors.
In the aftermath of “the worst economic catastrophe since the Great Depression,” the authors provide some interesting discoveries about our nation’s children. Overall national trends suggest that despite the impact of difficult economic times on children in the United States, things are slowly improving. Both child health and education have seen overall improvement. For child health, the number of children without health insurance has decreased by 20%. In education, areas such as 4th and 8th grade proficiency and on-time high school graduation have improved in recent years at the national level.
Expectedly, economic well-being decreased for children after the recession, but initiatives like Race to the Top’s (RTTT) Early Learning Challenge and local programs that support children are attempting to curb the damage in my opinion. Specifically, Ohio’s $70 million RTTT initiative focuses primarily on kindergarten readiness and high quality, accountable programming. The Data Book ranked Ohio 18 of 50 states in its education factors; an encouraging point
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