When I Went To School, We Were To Interpret The Data, Not Manipulate It

I am glad that Jason gets my sarcasm.

I keep hearing about "the business model" and how this model does not fit public education. There is so much about the business influences on public education that I do not understand it all, but I keep trying to examine each piece of the puzzle when I see a new one.

This article I found linked from "The Gradebook" is an example of how I see "education" being influenced by "business decisions". The article provides e-mails between the Pinellas Superintendent and the company that he (Superintendent) eventually goes to work for after he quit Pinellas county.

How does one know if a teacher is "productive". I mock those who blame students and parents when students fail, yet claim to be responsible for students who succeed. At least merit pay for teachers based on student performance, in my humble opinion, makes a little more sense than someone completely out of the classroom claiming or refusing responsibility for student performance. Bonus pay for administrators that is based on student performance seems like as far a stretch from cause and effect as one can get in the scheme of things. Maybe school boards should develop a policy that limits bonus rewards to "one standard deviation of direct contact".

When student grades can be manipulated at will either by any given teacher, any given site or any given system, this practice contaminates any sense of statistical integrity to base any legitimate decisions on. Did not this just happen recently in Hillsborough County?

A cavalier approach to the scientific model of "grades" or "true academic measurement" may well be one of the faulty building blocks of our public education. I have written about "image is more important than substance". Grading curves and manipulation of statistics to meet administrative benchmarks may not be conducive to what is good for a student or teacher. It is my opininon that parents catch on after a while that the only reason teachers want the kids to do well on the high-stakes tests is for the teachers or the school system, not for the student. How many teachers and principals and guidance counselors make sure that little Jerome and little Tamika get a good night's rest and a good breakfast for that all important day - so the school can get their money when the scores come out?

I would assume we can all agree that what makes a good teacher depends on the student. Each of us as teachers have our strong points, and we connect well with a certain kind of student. Each of us as teachers have our weak points, and we don't connect well with a certain kind of student. Does anyone disagree with that premise?

I would assume that we can all agree that it would not be fair to the student or the teacher to place non English speaking students with an English speaking only teacher. How is that problem addressed? After that question is answered, then go through the list of different types of students, and answer the same question.

And then of course, we have the "experts" ( I see this as the "culture" of an educational system, not necessarily an individual, although it could be if that is what they claim) in education" who know how to teach each and every student, and if teaching doesn't happen, then it is because of something out of their control. Reread this article and pay attention to what leads up to this part (apply this same concept to regular education):

"Finally, I asked how many reports concluded that child factors were primarily responsible for the referred problem. The answer was 100%. These 5,000 positive findings uncovered the true weak link in the educational process in these districts: the children themselves.

If only these districts had better functioning children with a few more supportive parents, there would be no educational difficulties. (Page 149)"