Last week, New Yorkers scratched their heads and tried to make sense of the Progress Report results. What does it mean, for example, when 77% of schools that received an F last year jump to an A or a B? Michael Bloomberg has a resolute answer to this question, “Not a single school failed again....The fact of the matter is it’s working.”Last week, skoolboy and I took to our computers with the newly released data. Of particular concern is the progress measure, which makes up 60% of a school’s grade. Both skoolboy and Dan Koretz have ...

This week's COWAbunga Award goes to DoubleDown, who provided his take on NYC's Progress Reports. Readers outside of New York, listen closely - this system could very well become a model for the nation. Here's an excerpt: You have to feel sorry for the brain trust working on [the Progress Reports]. Up until this week, if you told the American public that you had hired a group of really smart economists to develop some complicated statistical models that explain the entire universe, many people would have been very impressed. But that was before those really smart economists crashed the entire ...

Philissa Cramer totally geeks out over at GothamSchools, and posts a great figure showing that smaller schools were more likely to experience wild swings in their school grades. Head over and check it out....

Some days, skoolboy feels bad for the hard-working folks in the New York City Department of Education. They’re caught between a political rock and a statistical hard place. The political rock is the New York State accountability system, which complies with No Child Left Behind’s requirements to test students annually in grades 3-8 in Mathematics and English Language Arts, and to classify students, based on their test scores, as either Not Meeting Learning Standards (Level I), Partially Meeting Learning Standards (Level II), Meeting Learning Standards (Level III), or Meeting Learning Standards with Distinction (Level IV), and then aggregate ...

Daniel Koretz is a professor who teaches educational measurement at the Harvard Graduate School of Education. He is the author of Measuring Up: What Educational Testing Really Tells Us. Below, he weighs in on the NYC Progress Reports that were released yesterday. eduwonkette: One of the key points of your book is that test scores alone are insufficient to evaluate a teacher, a school, or an educational program. Yesterday, the New York City Department of Education released its Progress Reports, which grade each school on an A-F scale. 60 percent of the grade is based on year-to-year growth and 25 ...

A week ago, skoolboy encouraged readers to predict schools' upward and downward grade mobility. Here's how that shook out. When 26% of elementary and middle schools that received Fs last year - 9 schools - climb from a F to an A, it does make you wonder what exactly it is that we are measuring. Likewise, 26 schools cascaded from As or Bs to Ds or Fs. Readers, stare into the table and tell me what you see......

Some of you have asked what fraction of NYC schools receiving each Progress Report grade are in good standing with NCLB. As a refresher, NCLB labels schools in need of improvement based on overall proficiency. NYC's system is based 60% on year-to-year growth, 25% on proficiency, 5% on attendance, and 10% on surveys. Given these differences, perhaps you won't be surprised to find that a higher fraction of F schools are in good NCLB standing than are A schools: * 74% of A schools are in good standing with NCLB * 67% of B schools are in good standing with NCLB * 69% ...

The new NYC Progress Reports are out, and I'm busy analyzing the data now. Have ideas about what I should look at? Leave a comment below....

My heart went out to Charlie Gibson last week, as he stared into those doe eyes that will not blink and realized that he could not wrangle a single straight answer out of Miss Wasilla.So I can only imagine how the NYC Department of Education analysts’ felt when they sat down to analyze the data from student, parent, and teacher surveys this year. It turns out that you get as much valid and reliable information out of these surveys as Gibson managed to pull out of Sarah Palin.The problem is a very simple – and very predictable – one. Survey ...

Suppose that your fourth-grader takes a state test that shows that she understands the associative property of multiplication, can multiply two-digit numbers by two-digit numbers, and can find the perimeter of a polygon by adding up the length of the sides. A year later, as a fifth-grader, she takes a test that shows that she can compare fractions and decimals using or =; identify the factors of a given number; simplify fractions to their lowest terms; and knows that the sum of the interior angles of a quadrilateral is 360 degrees—but she cannot yet create algebraic or geometric patterns using ...


Recent Comments

  • Christopher Wong: As the filmmaker responsible for "Whatever It Takes", I also read more
  • britney: im still paying off my loan for my education, it read more
  • ed: i love reading your blog whenever i can, i dont read more
  • Johnny Acejo: Now teens are being whores and sluts. read more
  • max: Great post.People do not realize that education is the best read more




Technorati search

» Blogs that link here


8th grade retention
Fordham Foundation
The New Teacher Project
Tim Daly
absent teacher reserve
absent teacher reserve

accountability in Texas
accountability systems in education
achievement gap
achievement gap in New York City
acting white
AERA annual meetings
AERA conference
Alexander Russo
Algebra II
American Association of University Women
American Education Research Associatio
American Education Research Association
American Educational Research Journal
American Federation of Teachers
Andrew Ho
Art Siebens
Baltimore City Public Schools
Barack Obama
Bill Ayers
black-white achievement gap
books on educational research
boy crisis
brain-based education
Brian Jacob
bubble kids
Building on the Basics
Cambridge Education
carnival of education
Caroline Hoxby
Caroline Hoxby charter schools
cell phone plan
charter schools
Checker Finn
Chicago shooting
Chicago violence
Chris Cerf
class size
Coby Loup
college access
cool people you should know
credit recovery
curriculum narrowing
Dan Willingham
data driven
data-driven decision making
data-driven decision-making
David Cantor
Dean Millot
demographics of schoolchildren
Department of Assessment and Accountability
Department of Education budget
Diplomas Count
disadvantages of elite education
do schools matter
Doug Ready
Doug Staiger
dropout factories
dropout rate
education books
education policy
education policy thinktanks
educational equity
educational research
educational triage
effects of neighborhoods on education
effects of No Child Left Behind
effects of schools
effects of Teach for America
elite education
Everyday Antiracism
excessed teachers
exit exams
experienced teachers
Fordham and Ogbu
Fordham Foundation
Frederick Douglass High School
Gates Foundation
gender and education
gender and math
gender and science and mathematics
gifted and talented
gifted and talented admissions
gifted and talented program
gifted and talented programs in New York City
girls and math
good schools
graduate student union
graduation rate
graduation rates
guns in Chicago
health benefits for teachers
High Achievers
high school
high school dropouts
high school exit exams
high school graduates
high school graduation rate
high-stakes testing
high-stakes tests and science
higher ed
higher education
highly effective teachers
Houston Independent School District
how to choose a school
incentives in education
Institute for Education Sciences
is teaching a profession?
is the No Child Left Behind Act working
Jay Greene
Jim Liebman
Joel Klein
John Merrow
Jonah Rockoff
Kevin Carey
KIPP and boys
KIPP and gender
Lake Woebegon
Lars Lefgren
leaving teaching
Leonard Sax
Liam Julian

Marcus Winters
math achievement for girls
meaning of high school diploma
Mica Pollock
Michael Bloomberg
Michelle Rhee
Michelle Rhee teacher contract
Mike Bloomberg
Mike Klonsky
Mike Petrilli
narrowing the curriculum
National Center for Education Statistics Condition of Education
new teachers
New York City
New York City bonuses for principals
New York City budget
New York City budget cuts
New York City Budget cuts
New York City Department of Education
New York City Department of Education Truth Squad
New York City ELA and Math Results 2008
New York City gifted and talented
New York City Progress Report
New York City Quality Review
New York City school budget cuts
New York City school closing
New York City schools
New York City small schools
New York City social promotion
New York City teacher experiment
New York City teacher salaries
New York City teacher tenure
New York City Test scores 2008
New York City value-added
New York State ELA and Math 2008
New York State ELA and Math Results 2008
New York State ELA and Math Scores 2008
New York State ELA Exam
New York state ELA test
New York State Test scores
No Child Left Behind
No Child Left Behind Act
passing rates
picking a school
press office
principal bonuses
proficiency scores
push outs
qualitative educational research
qualitative research in education
quitting teaching
race and education
racial segregation in schools
Randall Reback
Randi Weingarten
Randy Reback
recovering credits in high school
Rick Hess
Robert Balfanz
Robert Pondiscio
Roland Fryer
Russ Whitehurst
Sarah Reckhow
school budget cuts in New York City
school choice
school effects
school integration
single sex education
small schools
small schools in New York City
social justice teaching
Sol Stern
Stefanie DeLuca
stereotype threat
talented and gifted
talking about race
talking about race in schools
Teach for America
teacher effectiveness
teacher effects
teacher quailty
teacher quality
teacher tenure
teachers and obesity
Teachers College
teachers versus doctors
teaching as career
teaching for social justice
teaching profession
test score inflation
test scores
test scores in New York City
testing and accountability
Texas accountability
The No Child Left Behind Act
The Persistence of Teacher-Induced Learning Gains
thinktanks in educational research
Thomas B. Fordham Foundation
Tom Kane
University of Iowa
Urban Institute study of Teach for America
Urban Institute Teach for America
value-added assessment
Wendy Kopp
women and graduate school science and engineering
women and science
women in math and science
Woodrow Wilson High School