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July 30, 2015

DQC visualizes Q&A’s of data

CPE has worked with the Data Quality Campaign a number of times to shed light on how and why student data is collected and used.

They’ve answered many of the most common questions in this handy infographic, which you can click to enlarge.

 

studentdata

 

Filed under: CPE,Data — Tags: , , — NDillon @ 8:00 am





July 23, 2015

CPE releases second part of study analyzing how schools prepare non-college goers for success

CPE_HomePage_SliderLast fall, we introduced the first installment of a series that examined the characteristics and outcomes of high school graduates who don’t go on to college.

We called it The Path Least Taken because, much to our surprise, the percentage of students who had not advanced to college by the time they turned 26 was remarkably small.

But more than just identifying which students had and hadn’t gone on to college, we wanted to know which of those non-college going students found “success” in spite of taking the road less traveled. And further, how high school had prepared them to achieve similar if not better outcomes than their college-going peers.

Jim Hull, CPE’s senior policy analyst, sifted through A LOT of data from NCES’ Educational Longitudinal Study of 2002 to answer these questions and more. Read what he discovered in our second installment of The Path Least Taken.

Filed under: 21st century education,college,CPE,Data,Report Summary,research — NDillon @ 7:12 am





March 27, 2015

One in six chance you won’t get funding for child care

In an issue report authored by the Office of the Assistant Secretary for Planning and Evaluation (ASPE), an agency of the Department of Health and Human Services (DHHS), federal child care subsidies were vastly underused in fiscal year 2011. The report found that of the population of children eligible (i.e., 14.3 million in 2011), 83 percent did not receive federal assistance. That translates into just shy of 12 million children (11.8 million) who did not receive financial support to attend child care. In terms of state assistance, the numbers and percentages are only slightly better. Of the 8.4 million children who were eligible to receive child care subsidies under state rules (which can be, and often are, more restrictive than the federal eligibility parameters), only 29% did so (i.e., 71% or 5.96 million children did not receive child care subsidies).

The numbers can continue to be shocking. Here are some other trends reported within the ASPE brief. First, analyses reveal that amongst children from families between 150% and 199% of the federal poverty limit (for 2011), 96% of these families were not served.

Another finding from the 2011 data reveals that the older the child, the less likely they were to receive a subsidy. Moreover, children ages 10 to 12 were more than four times as likely to not receive child care subsidies compared to children ages 0 to 5. This was also true for 6- to 9-year-olds, who were half as likely to have received a child care subsidy compared to those younger (yet still twice as likely as the 10- to 12-year-olds)!

Provided as an appendix to the report, some background information is provided on this sample of children and their families. Included in this table, are the numbers of families with parents employed for 20 or more hours a month and you can compare this across age ranges. Looking at the total sample, 84% of all eligible families fell into the highest category of employment yet, of this same sample of working families, only 1 in 5 of them received child care subsidies.

Although we would not expect that the same 84% of working eligible families is the same group as the families who did not receive any child care assistance, but clearly there is a big disconnect somewhere in the system. One would suspect that the families who are working as much as possible would be those that need child care (let alone financial assistance for it) the most. Moreover, children (and families) living in poverty are already more likely to face enormous obstacles and as positioned for in our “Changing Demographics of the United States and their Schools” article, these children can especially benefit from programs such as preschool and participation can lead to fewer behavior problems and reduce the likelihood of school expulsion later in their academic career. This misalignment of need and services is unsettling and will be something that we should continue to monitor for change. – David Ferrier






March 19, 2015

Leading the Change to higher performance

Leading the Change

Public schools are excelling. Public schools are in the toilet. It seems like the rhetoric around public education in America these days goes from one extreme to the other, divorced from any history or context. The reality, as always, is more nuanced. There are public schools that rival the most prestigious establishments in the world and there are public schools whose performance is, admittedly, abysmal.

That’s actually the first step: admitting there are schools in the system whose performance leaves much to be desired . The second step is to find out why because until you can identify and articulate the problem, you won’t be able to implement the appropriate solution.

This, in essence, is what CPE’s work and mission is all about. This has also been the focus of NSBA’s current president, Anne Byrne, who wanted her tenure to not only highlight the good work occurring in public schools but the work that still remains to move all our schools forward.

Because while public school students are performing higher and graduating in record numbers, we also know that in many districts, one or more schools seem to languish at the bottom despite the efforts of teachers and desires of parents. Understandably, school board members can feel helpless trying to turn them around— though, if it were easy to turnaround chronically low-performing schools, there would be no low-performing schools in the first place. As is often the case, struggling schools are emblematic of deeper issues that extend beyond the campus grounds, issues like poverty, disenfranchised communities and inadequate infrastructure.

Enter Leading the Change, a set of data-driven decision-making tools to help school boards lead the transformation of chronically low-performing schools into high-quality institutions.

Currently housed on our Data First site, the tools build off the Data First decision-making process, which was developed by CPE in partnership with the California School Boards Association, the Illinois Association of School Boards, and the Michigan Association of School Boards.

Informed by research on what works to turnaround schools, as well as real-world experience and insight from a diverse working group of nine school board leaders, the Leading the Change toolkit represents the best thinking on effective local school governance as it relates to tackling underperforming schools.

While designed with school board members in mind, we think this is a valuable resource for anyone interested in getting beyond the rhetoric and blame game that seems to typify school reform debate, and toward meaningful progress for all students and all communities.

Let the change begin!






March 18, 2015

Put teacher data in the hands of those who know how to use It

While every parent wants as much information as possible to do what is best for their child, it doesn’t mean that parents have the right to their child’s teacher’s evaluation data. That information should only be used by administrators to support the continuous improvement of their teachers and make more informed decisions on which teachers are best suited to teach which students. As I argue in Trends in Teacher Evaluations, this is the best way teacher evaluation systems can improve the effectiveness of all teachers. On the other hand, providing individual teacher evaluation data to parents, as one parent in Virginia is going to court over, will likely lead to a pitchfork mentality where parents will demand their child be placed in the highest rated teacher’s class and that low performing teachers be fired without any context on what the evaluation results actually mean.

Such rush to judgments on evaluating talent happens all too often by those only looking at the short-term gains. Sports provides the most vivid examples of this phenomena. One of the best examples is when the Boston Red Sox brought up Dustin Pedroia to play second base in 2007. But Pedroia’s numbers were downright awful the first month of the season and fans wanted him replaced. However, the manager kept playing him despite the bad numbers because his experience showed him that Padroia would someday become a very good player. And the manager was right; Padroia went on to win the Rookie of the Year award in 2007 and the American League’s MVP award the next. This illustrates how data is most effective in the hands of those who not only know how to use the data correctly but will use the data for the best possible outcomes in the long-term.

This isn’t to say that parents shouldn’t have any information about the quality of those teaching their children. They certainly should. The question is what information should be provided to parents. This is a question states and districts are still struggling with. Some states provide aggregate teacher effectiveness data by school while others notify parents that their child is being taught by a teacher rated as ineffective for multiple years in a row. There is no right answer to what information parents should have but it is clear just handing parents a teacher’s evaluation data would do more harm than good.

A far more effective strategy, would be for parents, teachers and policymakers to come together to find the best solution for all involved. Together they can come to an agreement on what not only is best for individual students in the short-term but what will allow for what is best for all students in the long-term.  – Jim Hull

Filed under: Data,Teacher evaluation,teachers — Tags: , — Jim Hull @ 11:29 am





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