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Nothing makes sense in education except in light of poverty
Transcript of Nothing makes sense in education except in light of poverty
Flatlining Test Scores
Nothing Makes Sense in Physics Education
Michael Marder, Co-Director of UTeach and Professor of Physics
The University of Texas at Austin
Student Flow Plots
Average Score Change
All better-off students who scored 60%-70% on math TAKS in spring 2005.
A way to display tens of millions of student test scores
So why do we hear that costs are doubling and scores are flatlining?
Scores of well-off and low-income students have risen in almost every state since 2000.
Bronx High School of Science
University of Illinois
Uni High (Urbana)
UC Santa Barbara
Where I'm coming from
Texas' Student Success Initiative raised scores for tens of thousands of low-performing low-income students and scores stayed up for years
Student Success Initiative
Public School Evaluations
NY Post, February 2012
Teachers who got zero ratings
By JEANE MACINTOSH
Last Updated: 11:25 AM, February 25, 2012
Posted: 1:08 AM, February 25, 201
When it comes to teaching math, she’s a zero.
Pascale Mauclair, a tenured, $75,000-a-year sixth-grade teacher in Queens, placed at the bottom of the heap of New York’s schoolteachers, according to rankings released by the Department of Education yesterday.
Mauclair got a cumulative score of zero, with a zero margin of error, for the 2009-10 school year.
Her rating was based on five years of data, indicating that DOE brass were confident she was ranked where she was supposed to be.
The score for the 37-year-old, who teaches at PS 11 Kathryn Phelan in Woodside — an “A”-rated school — was so low for each of the past five years that she got a zero cumulative score.
Value Added Test Scores
Except in the Light of Poverty
Estimating Causal Effects in Experiments and Secondary Analyses of Large-Scale Datasets in Education
[B]y conducting scientifically-based research studies that apply rigorous, systematic, and objective methodology to obtain reliable and valid knowledge, it is possible to identify educational practices and activities that result in improved student learning.
random assignment and quasi-experimental designs [are considered] to be the most rigorous methods to address the question of project effectiveness
Schneider et al, AERA, 2006
Listening passively to a lecture, doing many easy, repetitive tasks, or practicing irrelevant skills produce little learning (Wieman, 2012)
Pollock and Finkelstein (2010)
The consensus is that there is absolutely no consensus on the theory of high Tc superconductivity (Anderson, 1997)
Factors, Orders of Magnitude