May 2011 Archives

@eduleadership One of the most widely cited studies on closing the achievement gap is Doug Reeves' "90/90/90 Schools" research, which asserted more than a decade ago (as reported in his book Accountability in Action) that schools can and routinely do get all or nearly all students to meet standard, despite extremely high poverty rates. Given the growing consensus that poverty plays an undeniable role in the achievement gap—meaning the gap can be closed, but not without addressing poverty a la HCZ—I've been wondering what to make of the 90/90/90 schools. So I decided ...

@eduleadership In a timely essay on Valerie Strauss' WaPo Answer Sheet blog, Bellevue (WA) teacher Charles Duerr wonders what good it will do to include student achievement in his evaluation: By year's end I will have entered 8,892 data points into my district's data collection systems—Gradebook and Reading 3D. This data is from homework, assessments, and report cards. Which of these 8,892 data points are the important ones? I mean, which of these data points will count towards my evaluation? And what problem are you trying to address by including student assessments into teacher evaluations? He points...

Guest post from Amy Baeder, who is a teacher educator and doctoral candidate at the University of Washington After giving birth to my daughter, who is now 6 months old, I decided that it was time to start working on shedding my remaining 10 pregnancy pounds. My first step? Start keeping track of the calories I take in using a smart phone application. After laboriously logging each and every morsel and drop that entered my mouth, I had a day's worth of data. I couldn't help but think about all the data we collect as educators and how that data ...


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