College presidents say their institutions should be reporting their graduates’ debt levels and job placement rates, but don’t want the federal government collecting and publishing data on student outcomes. They really don’t like Obama’s proposed ratings system.
The rise of MOOCS lead Ed Central’s Top Ten Higher Ed Stories of 2013. Also on the list: Southern New Hampshire University’s College for America, “the first school to award federal aid based on direct assessment of students’ learning,” instead of credit hours; President Obama’s plan to rank colleges by “value” and “merit aid madness.”
Syracuse has no highly effective elementary or middle school teachers under the district’s new rating system, notes Aaron Pallas on the Hechinger Report.
Just two percent of Syracuse teachers were rated highly effective, and an additional 58 percent were deemed effective. Seven percent were classified as ineffective, and 33 percent as developing, categories that suggest low levels of teaching performance, the need for teacher improvement plans, and the threat of eventual dismissal.
On average, Syracuse teachers were rated effective on the state’s metric for student growth. They were rated effective or highly effective by the principals and peers who observed their teaching. But the school-wide measures of student achievement used by the district lowered scores significantly.
That’s because teachers had to raise test scores from 2012 to 2013 to be rated effective. But the 2013 tests, aligned with Common Core standards, was much harder. Scores went down in Syracuse — and everywhere else in the state. That was inevitable.
I wonder how State Commissioner John King, Jr. would like it if his performance evaluation were based on the same criteria applied to teachers in Syracuse. The percentage-point increase in students statewide scoring at level 3 and 4 in ELA from 2012 to 2013? Well, that actually fell from 55 percent to 31 percent. The Commissioner gets a zero. The percentage-point increase in students scoring at level 3 and 4 in math? That fell from 65 percent to 31 percent. The Commissioner gets a zero. The percentage-point decrease in students statewide scoring at level 1 in ELA from 2012 to 2013? That actually increased from 10 percent to 32 percent. The Commissioner gets a zero. And the percentage-point decrease in students scoring at level 1 in math? That rose from eight percent to 33 percent. The Commissioner gets a zero.
Commissioner King is ineffective — by unfair criteria — concludes Pallas.
President Obama’s plan to rate colleges is “yet another mistaken attempt . . . to alleviate some of the symptoms of a problem without actually addressing the underlying disease,” writes Erika Johnsen. The other part of the plan — promoting income-based repayment — will make the disease worse.
The “easy, cheap and indiscriminate availability of student loans ” juices demand and helps universities raise their prices, writes Johnsen. The Obama administration keeps sending out “signals about how ‘easy’ it will be to repay these huge loans after you graduate with a little help from Your Friend, The Federal Government.”
The apparent suicide of a Los Angeles teacher may be linked to the Los Angeles Times’ value-added ratings. Rigoberto Ruelas, 39, a fifth-grade teacher at Miramonte Elementary School, was rated “less effective than average” with average value-added scores in English and below-average scores in math.
A teacher for 14 years, Ruelas was stressed by work and upset by his scores, relatives told KABC-TV.