The results of New York’s hard-fought, revamped, and supposedly tougher teacher-evaluation system are in: 91.5 percent of teachers were rated either highly effective or effective, 4.4 percent were rated “developing,” and just 1 percent were rated “ineffective.” This appears to be a continuation of a trend: After a huge push for rigorous teacher evaluations tied to achievement, the results are mostly the same. These outcomes are especially interesting when juxtaposed with those from the recently lauded D.C. IMPACT system [link to SR]. Mike Petrilli, unsurprised, notes that the natural local response to top-down mandates is to resist.
A thoughtful article in National Review Online profiled the battle against “progressive education” over the last half century and, in particular, the contributions of E.D. Hirsch Jr. to the cause. It is a must-read for anyone those who wish to understand more clearly the philosophical underpinnings of the education-reform movement.
New York Times op-ed columnist Bill Keller highlighted the move to reform teacher preparation, noting in particular the calls for greater selectivity in admissions (a key point in Amanda Ripley’s The Smartest Kids in the World), better training in content knowledge (as quoted in the article, researcher William Schmidt reckoned that about 60 percent of America’s future middle school math teachers were being trained at “Botswana-level teacher programs”), and the introduction of “sustained, intense classroom experience” into prep programs.
Seven states—Connecticut, Georgia, Idaho, Kentucky, Louisiana, Massachusetts, and Washington—will participate in a...