The Center for Public Education seeks a policy research intern to work closely with CPE’s senior policy analyst in conducting education policy research. CPE is a national resource for accurate, timely, and credible information about public education and its importance to the well-being of our nation. CPE provides up-to-date research, data, and analysis on current education issues and explores ways to improve student achievement and engage public support for public schools.
Primary duties include: Produce a report to be published by the Center as well provide research assistance to the Center’s staff, summarize findings of significant education reports on the Center’s blog, update the Center’s previous reports, and attend briefings/conferences in the Washington, DC area. Previous interns have produced reports on such topics as credit recovery programs, effective professional development and preparing high school graduates to succeed in college.
Job qualifications: A graduate or undergraduate student studying education policy, public policy, statistics, economics, or a related field. The student should also have a strong interest in education policy and research.
The internship begins in Late January and concludes in May and requires a minimum of 10 to 15 hours a week. The internship is unpaid. However, the Center will work with your school to satisfy any requirements for you to receive course credit.
Send a cover letter, resume, and writing sample to: Jim Hull1680 Duke Street, Alexandria, VA 22314 or e-mail to firstname.lastname@example.org with the subject line Policy Research Intern. Please contact Jim Hull at 703-838-6758 or email@example.com with any questions about the internship.
Many teachers, parents, and policymakers have argued that there is too much testing in American public schools, but how much testing is really going on in American public schools? TeachPlus executed a 2014 study on 32 districts in the United States and found that there is a wide variation of time spent on testing across different districts. Seventh graders spend on average 17.1 hours on ELA and math testing per year in urban districts, while suburban districts spend 1.3% less time on testing than the urban schools. The variation between districts is a result of local policies as many of the tests students are required to take are district tests.
Achieve has provided a new tool, Student Assessment Inventory for School Districts, which can help school boards and other education leaders audit the amount of testing that occurs in their schools. Piloted in Connecticut and now available nationwide free of charge, this tool allows education leaders to evaluate current levels of student testing, determine the minimum amount of testing that will meet diagnostic, instructional and accountability purposes, and ensure that every district-mandated test is of high-quality. By evaluating current student assessments, school districts will open a discussion over the amount of testing and become more transparent to parents. The tool provides a way local leaders can respond to the ongoing concerns over testing. – Courtney Spetko
A new app called Newsela may help classrooms read and discuss the same current events stories despite the differing levels of reading ability among the students. The app works by adjusting and creating versions of the same news story in varying difficulty levels. It operates in a discreet way, so students with the easier version of the story will not get embarrassed. Students also have the option of leveling up or leveling down the story themselves to adjust the material if they find it too hard or too easy. Newsela creator Dan-Cogan Drew states that this new technology will facilitate social learning by enabling all students to be able to participate in class discussion.
While it is certainly valuable for students to be able to tackle readings in order to participate, I wonder if these technologies and teacher’s expectations will prevent students from being challenged with their reading. There have been many studies that prove a strong correlation between a teacher’s expectations of a student and the student’s achievement. This NPR blog discusses the first experiment that demonstrated teacher’s expectations of their students affects their daily interactions with them, and students expected to succeed are more likely to succeed. The reverse is also true: students expected to fail are more likely to fail. Relating this research to Newsela, if a teacher has low expectations of students’ reading abilities and assigns easier versions of the article, then students may actually do worse than if they were all assigned the same reading. However, this does not mean that technologies such as Newsela are not valuable in the classroom, but it does mean that teachers should not blindly rely on this technology. Instead teachers should strive to make sure all students are being challenged in their reading.
As readers know, CPE is all about the importance of using data and research to craft effective school policy and practice. We also encourage everyone who has an interest in public schools to look at data when gauging their quality. Unfortunately, getting that data isn’t always as straightforward as it could be. Even when found, it’s often presented in long tables, complicated graphs and confusing formats that obscure rather than shed light on school performance.
The Data Quality Campaign sought to address the all-too-common lack of quality in the way states report school data to the public. DQC recently convened a task force of national education experts and advocates — an effort we were proud to be part of — to identify best practices in state reporting systems. The results of our meetings are contained in the publication, Empowering Parents and Communities through Quality Public Reporting, released today.
The recommendations are intended for state policymakers to inform their design of state data systems. These systems should feature the following characteristics:
- First, the data is trustworthy. There’s obviously little value in data that is wrong or out-of-date so every effort must be made to ensure accuracy. In addition, an essential part of gaining the public’s trust in data systems is protecting student privacy. Indeed, parental concerns about who has access to their child’s data and how it is used have grown a lot over the last year. Both states and districts have a role in putting fail-safe limits on access to individual students’ data. (To learn more about how, NSBA’s general counsel’s office produced this excellent guide on assuring student data privacy and CPE/DQC developed this data privacy fact sheet for school boards.)
- Good systems are also focused on meeting people’s information needs. Many state systems were developed with a view toward compliance with federal and state regulations. If this information was also useful to educators, administrators, policymakers, parents and press, it was merely by happenstance, not design. A good data system, however, is designed with the consumer in mind, going beyond compliance to provide a real service to education stakeholders.
- State reporting is timely and ongoing. The data collection and vetting process can often delay public reporting for as long as two years. This doesn’t help teachers or parents who need to respond to students’ needs in real time, not long after the fact. The same is true for administrators and school boards who need current data to inform their decisions.
- Finally, in a good system, data is easy to find, access and understand. Some state report cards are buried in the department of education website. Many others are hard to navigate or present the data in ways that are difficult to interpret. The DQC report features state-of-the-art data systems from Illinois, Ohio and others that demonstrate the possibilities in presenting data that is easy for non-statisticians to locate, understand and, ultimately, use effectively.
While the Empowering Parents report is intended for state policymakers, the accompanying fact sheets are written specifically for parents, administrators and school boards and they discuss how these different stakeholders can use data and be strong advocates for better data systems. – Patte Barth
We gave you something to watch earlier this week with the release of our newest video, Making Time, now we’re giving you something to read.
Much like our video, Beyond Fiction: The Importance of Reading for Information, is concise but packed with data and analysis on a really concerning trend in the American populace: we’re good at reading for pleasure and entertainment but not so good at reading for information. What exactly do we mean by reading for information?
It’s everything from being able to read and understand a newspaper article (which about 30 million American adults can’t do) to being able to decipher a street map (which some 27 million American adults can’t do). We don’t mean to pick on the adults here, but international surveys conducted by the Organisation for Economic Cooperation and Development, show we get progressively worse at informational literacy the older we get.
Just four countries ranked higher than the US when it came to fourth-graders’ ability to acquire and use information. In contrast, 14 countries ranked higher than our 15-year-olds in terms of their ability to acquire and use information. Not good. But new standards, particularly the ones touted by Common Core, aim to fix this disparity by expanding and restructuring the way literature is taught. So, take a moment to dig into our latest study which, yes, is a form of informational text. Aren’t you smart! – Naomi Dillon