Tuesday, October 30, 2012
School choice has been very very good for State Rep. Christiana
Daily postings from the Keystone State Education Coalition now reach more than 1700 Pennsylvania education policymakers – school directors, administrators, legislators, legislative and congressional staffers, PTO/PTA officers, teacher leaders, members of the press and a broad array of P-16 education advocacy organizations via emails, website, Facebook and Twitter.
These daily emails are archived at http://keystonestateeducationcoalition.org
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EITC expansion sponsor State Rep. Jim Christiana (R-15 Beaver) who reportedly received $170K from pro school choice PACS earlier this year, was rewarded with another $100K during the past month. State Senator Anthony Williams, who received over $6 million from the pro voucher PACS during his unsuccessful run for Governor, got another $50K this past month.
While you are cleaning up from Hurricane
Sandy, take a look at what
“Tropical Storm Betsy” has dumped into
political campaigns recently Pennsylvania
Betsy DeVos’ American Federation for Children dropped $400K onto PA’s Student first
Students First PAC then reported that they spent $534K from Sept 18th through Oct. 22nd
“Missing entirely from this quantification is a sense of what really matters in education: real student learning (not just learning how to take standardized tests). Well rounded knowledge outside basic reading and math skills. (Where is art, music, science, history?) Character development. Citizenship. The building score misses the point of education. Yet the state intends to make these scores public and then evaluate teachers on them.
Which begs the question, why does the Department of Education plan to exempt charter schools from this teacher evaluation plan? Charters are quite fond of claiming they are public schools, so why shouldn’t building scores apply to them?”
Yinzercation Blog — OCTOBER 29, 2012
If only they spent this much time worrying about adequately funding our schools. The state Department of Education just released a complicated new formula for evaluating teachers that will take effect next fall. One of the new components is a “building score” that will account for 15% of each teacher’s evaluation. That score includes a variety of measures, including students’ PSSA scores, graduation rates, attendance, and whether or not the school offers Advanced Placement courses. Half of every teacher’s score will be based on direct observation, 20% will come from locally developed factors (approved by the state), and 15% from “correlation data based on teacher level measures.” [Post-Gazette, 10-29-12] Whatever that means.
Measuring the worth of a teacher?
L.A. Unified School District's Academic Growth Over Time measurement system, based on students' progress on standardized tests, spurs debate over fairness, accuracy.
By Teresa Watanabe,
Times Los Angeles October 28, 2012, 6:28
How to measure the worth of
math teacher Kyle Hunsberger? Los Angeles
The teacher at Johnnie Cochran Jr. Middle School works 60-hour weeks, constantly searches for new teaching ideas and makes every minute count in class. During a fast-paced review of square roots and perfect numbers, he punctuated explanations with jokes, questioned his students to check their understanding and engaged them in group work.
His principal, Scott Schmerelson, praises him as a leader who heads the math department and started a campus program to give struggling students extra help.
Some of his students say he's the best math teacher they've ever had — a caring, funny mentor who explains well, pushes on homework and most of all believes in them.
"He always tells us nothing will stop us from learning and nothing will stop him from teaching us," said Edwin Perez, a gregarious 12-year-old, as three of his classmates nodded.
Yet, according to a key measure of teacher effectiveness used by the Los Angeles Unified School District, Hunsberger is average.
Post-Gazette By Kathryn Juric
October 30, 2012
Kathryn Juric is vice president of The College Board's SAT Program ().When it comes to education policy in the
today, one thing is
becoming increasingly clear: The structure of course work matters. United States
As states move to implement the Common Core State Standards, the positive impact that core course work and advanced study can have on college readiness is already evident in the SAT performance of recent high school graduates throughout
and the nation. Pennsylvania
According to The College Board's 2012 SAT Report on College and Career Readiness, which was released this month, students who completed a core curriculum in high school did significantly better on the SAT than those who did not. A core curriculum is defined as four or more years of English and at least three or more years of math, science and social science or history.
Education Week By Ian Quillen Published Online:
October 15, 2012
Perhaps no segment of educators is more enthusiastic about the transition to the Common Core State Standards than those who work in virtual schools or in blended learning environments that mix face-to-face and online instruction.
With the standards’ emphasis on deeper learning, collaboration, and applied knowledge, some proponents of online education suggest their adoption could lead to the passage of policies that are more friendly to effective online learning. Meanwhile, many online programs are already practicing the other changes inherent in common-standards adoption, such as the use of computer-based online assessments.
For years, nothing seemed capable of turning around
’s dismal performance—not firing bad
teachers, not flashy education technology, not after-school programs. So, faced
with closure, the school’s principal went all-in on a very specific curriculum
reform, placing an overwhelming focus on teaching the basics of analytic
writing, every day, in virtually every class. What followed was an
extraordinary blossoming of student potential, across nearly every subject—one
that has made New Dorp a model for educational reform. New
Diane Ravitch’s Blog
October 29, 2012 //
Vahan Gureghian runs a successful charter school called the
The school is nonprofit, but Mr. Gureghian supplies its good and services
through his for-profit company and collects millions of dollars as a management
fee. Meanwhile the local –whose funds pay for the
students in the charter school–is in bankruptcy and under the control of a
Governor-appointed “chief recovery officer.” Poor Chester Upland has been
controlled by the state for most of the past decade, yet gets blamed for
the fiscal insolvency that the state has deepened and may now use as an excuse
to eliminate its public schools. Chester Community