Evaluating teachers’ ed

Louisiana may rate teacher training programs based on graduates’ classroom performance. George H. Noell, a Louisiana State psychology professor, “studied how student achievement related to teachers while also accounting for issues like race, poverty, prior achievement and classroom conditions,” reports the Baton Rouge Advocate.

In one case, Noell said, students with experienced teachers scored 10 or 15 points higher on the English portion of the Louisiana Education Assessment Program than those taught by new teachers from two universities. But in another case, he said, students taught by new teachers from a third university scored five points higher than the veteran teacher on the math part of LEAP, which officials said is highly significant.

Pinpointing teacher preparation methods in that third school could pave the way for similar success stories elsewhere, officials said.

Also from the Teacher Quality Bulletin, there’s more on the debate over relative to other careers. U.S. News profiles graduate schools of education in Ultimate Guide to Becoming a Teacher.

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  1. I suspect the international evaluation of teachers will play a larger role in the direction of education in the US. Money is a control. It motivates people to move to other countries or judge some forms of employment as inferior. There isn’t always a correlation with acheiving measurements and broader goal.

    In Japan teachers students are less likely to like math and science. It is mostly learned by independent study, lots of homework and individual exercise. They claim they don’t want to work in those fields as adults either. While US kids may have a more positive attitude about science a math, they don’t have the scores.


    Regarding student behavior principals in Japan appear to be more generally authoritarian in broader ranges of misbehavior. Canada achieves high scores in spite of being out of control and Russia has low scores but no problems with behavior.

  2. sorry, I posted this on the wrong report

  3. Andy Freeman says:

    > So let’s get this straight — it will be the scores of K-12 students that will determine the college ranking.

    Every other college is rated by what its graduates do and the real-world effect of the research done by its professors.

    Why should teacher colleges be any different?

  4. TexasTeacher wrote:

    I bet we’ll see colleges just lining up to encourage their students to go to work in low income/high minority districts and schools.

    I wonder how they’ll go about selling that policy? Or how they’ll be at all effective discouraging their students from applying to the tough schools? And how they’ll explain that kind of a policy?

    What rationale will fly when what they’re trying to do is convince they’re students to avoid the kinds of schools that’ll drag down the Ed schools average? Do you think it might be difficult to portray a policy like that as anything other then self-serving?

    I hope you’re right TexasTeacher because I think there’ll be a great deal of entertainment value to be had in the media coverage of the first Ed school to have they’re policy found out.

  5. I think the real cause for low minority test scores is that teachers with light skin pigmentation have failed to “deconstructed their whiteness.” Deconstructing one’s whiteness was the dominant theme in the required cultural diversity course I had to take at Cal Poly Pomona. I must confess I’m still struggling to “deconstruct,” so I guess I’m still a bad teacher and probably a bad person, too.

  6. Deconstructing one’s whiteness was the dominant theme in the required cultural diversity course I had to take at Cal Poly Pomona.

    You have my sincere condolences.

    Out of idle curiosity, what does “deconstructed their whiteness” mean?