This report examines mathematics test data from the first year of implementation (2012-13) of the Teach to One: Math (TtO) approach in seven urban middle schools in Chicago, New York City, and Washington D.C. Researchers addressed the question: How did Tto students' growth on the Measures of Academic Progress (MAP) mathematics assessment compare with national norms?
To answer this question, the researchers analyzed student performance on the MAP test, an established instrument developed by the Northwest Evaluation Association (NWEA). The researchers then compared these results to the national norms published by NWEA (2011). Please note that these analyses cannot attribute Tto student results to the TtO model: the data available did not permit the use of an experimental design, which would be necessary to establish a link between the implementation of the program and the student test results. While the TtO results are promising, its performance beyond one year should be analyzed using an experimental design, in order to remove unmeasured differences between TtO students and schools with an appropriate comparison sample.
August 1970
Geographic Focus: North America / United States (Midwestern) / Illinois / Cook County / Chicago;North America / United States (Southern) / District of Columbia / Washington;North America / United States (Northeastern) / New York / New York County / New York City
The Local Government Association (LGA) commissioned NFER to undertake statistical analysis of school level GCSE data provided by the Department of Education and accessible from their website. The purpose of the analysis was to determine whether there was any differential progress between Key Stage 2 and Key Stage 4 that can be associated with schools status. This report highlights analysis undertaken on the 2011 and 2012 GCSE results with future analysis on the 2013 and 2014 results also planned. Additional analyses looking at changes over time were also carried out.
Analysis at the school level used average attainment at Key Stage 2 as measure of prior attainment and as a way to control for schools having different pupil intakes. Pupil progress was measured between KS2 and average GCSE points score. Two measures of GCSE attainment were used, average total point score (capped) and the proportion of pupil achievbing 5+ A* to C grades. Other school level factors that may have been associated with a variation in pupil progress were also included within the models. These included the proportion of pupils on free school meals and the proportion of pupils with special educational needs, as well as geographical location.
Key Findings:
- In 2011 and 2012 schools with academy status made, on average, more progress between KS2 and GCSE than non academy status schools.
- Peformance, and interpretation, altered when excluding equivalent qualifications.
- There was no long term change in performance associated with academy status.
August 1970
Geographic Focus: Europe (Western)-United Kingdom
Education and Literacy, Employment and Labor
The National Council on Teacher Quality (NCTQ) has long advocated that any meaningful understanding of "effective" teaching must be rooted in results for kids. Whatever else they accomplish in the classroom, effective teachers improve student achievement. It seems like commonsense. Yet, until recently, it has been an exceptional way of thinking about teacher quality, totally out of step with teacher policy across the states.
As part of the annual State Teacher Policy Yearbook, NCTQ has systematically collected and analyzed state policies on teacher preparation, training, retention, compensation and other personnel policies. In this paper we provide:
1. A detailed and up-to-date lay of the land on teacher evaluation policies across the 50 states and the District of Columbia Public Schools;
2. An in-depth look at policy in states promising ambitious teacher evaluation systems (states requiring student growth and achievement to be a significant or the most significant factor in teacher ratings), including states' efforts to "connect the dots" and use teacher evaluation results in meaningful ways to inform policy and practice;
3. A compilation of some of the important lessons learned, pitfalls and successes states have experienced on the road to improving teacher evaluation systems.
August 1970
Geographic Focus: North America-United States
The Common Core State Standards (CCSS), which aim to assure competency in English/language arts and mathematics through the K-12 curriculum, define necessary but not sufficient preparedness for success in college. The Degree Qualifications Profile (DQP), which describes what a college degree should signify, regardless of major, offers useful but not sufficient guidance to high school students preparing for college study. A coordinated strategy to prepare students to succeed in college would align these two undertakings and thus bridge an unfortunate and harmful cultural chasm between the K-12 world and that of higher education. Chasms call for bridges, and the bridge proposed by this white paper could create a vital thoroughfare.
The white paper begins with a description of the CCSS and an assessment of their significance. A following analysis then explains why the CCSS, while necessary, are not sufficient as a platform for college success. A corresponding explanation of the DQP clarifies the prompts that led to its development, describes its structure, and offers some guidance for interpreting the outcomes that it defines. Again, a following analysis considers the potential of the DQP and the limitations that must be addressed if that potential is to be more fully realized.
The heart of the white paper lies in sections 5 and 6, which provide a crosswalk between the CCSS and the DQP. These sections show how alignments and differences between the two may point to a comprehensive preparedness strategy. They also offer a proposal for a multifaceted strategy to realize the potential synergy of the CCSS and the DQP for the benefit of high school and college educators and their students -- and the nation.
August 1970
Geographic Focus: North America / United States
Education and Literacy;Nonprofits and Philanthropy
The role of leadership in rapidly developing African countries is fundamentally important and the need for leadership development across the African continent is critical for social and economic progress. Since 1953, the Africa-America Institute (AAI) has advocated for educational and human capacity building on the African continent by offering a wide range of scholarship, training and exchange programs that have benefited over 23,000 people from 54 African countries.
In 2007, AAI launched its Transformational Leadership Program (TLP) with a grant from The Coca-Cola Africa Foundation (TCCAF) to offer business training and broader leadership development for managers of African NGOs and small to medium-sized enterprises (SMEs). The program has reached 351 participants from 14 countries through certificate and degree programs at United States International University (USIU) in Nairobi, Kenya; Pan-African University (EDC) in Lagos, Nigeria; and University of Stellenbosch (USB) in Cape Town, South Africa.
In 2013, an evaluation of the TLP was conducted using surveys, questionnaires, individual interviews and focus groups with strategically selected stakeholder groups, site visits, participant reflective writing, Town Hall meetings, and a comprehensive review of program and university documents.
August 1970
Geographic Focus: Africa (Eastern) / Kenya / Nairobi;Africa (Southern) / South Africa / Cape Town;Africa (Western) / Nigeria / Lagos
Education and Literacy;Nonprofits and Philanthropy
The role of leadership in rapidly developing African countries is fundamentally important and the need for leadership development across the African continent is critical for social and economic progress. Since 1953, the Africa-America Institute (AAI) has advocated for educational and human capacity building on the African continent by offering a wide range of scholarship, training and exchange programs that have benefited over 23,000 people from 54 African countries.
In 2007, AAI launched its Transformational Leadership Program (TLP) with a grant from The Coca-Cola Africa Foundation (TCCAF) to offer business training and broader leadership development for managers of African NGOs and small to medium-sized enterprises (SMEs). The program has reached 351 participants from 14 countries through certificate and degree programs at United States International University (USIU) in Nairobi, Kenya; Pan-African University (EDC) in Lagos, Nigeria; and University of Stellenbosch (USB) in Cape Town, South Africa.
In 2013, an evaluation of the TLP was conducted using surveys, questionnaires, individual interviews and focus groups with strategically selected stakeholder groups, site visits, participant reflective writing, Town Hall meetings, and a comprehensive review of program and university documents.
August 1970
Geographic Focus: Africa (Eastern) / Kenya / Nairobi;Africa (Southern) / South Africa / Cape Town;Africa (Western) / Nigeria / Lagos
Education and Literacy;Nonprofits and Philanthropy
The role of leadership in rapidly developing African countries is fundamentally important and the need for leadership development across the African continent is critical for social and economic progress. Since 1953, the Africa-America Institute (AAI) has advocated for educational and human capacity building on the African continent by offering a wide range of scholarship, training and exchange programs that have benefited over 23,000 people from 54 African countries.
In 2007, AAI launched its Transformational Leadership Program (TLP) with a grant from The Coca-Cola Africa Foundation (TCCAF) to offer business training and broader leadership development for managers of African NGOs and small to medium-sized enterprises (SMEs). The program has reached 351 participants from 14 countries through certificate and degree programs at United States International University (USIU) in Nairobi, Kenya; Pan-African University (EDC) in Lagos, Nigeria; and University of Stellenbosch (USB) in Cape Town, South Africa.
In 2013, an evaluation of the TLP was conducted using surveys, questionnaires, individual interviews and focus groups with strategically selected stakeholder groups, site visits, participant reflective writing, Town Hall meetings, and a comprehensive review of program and university documents.
August 1970
Geographic Focus: Africa (Eastern) / Kenya / Nairobi;Africa (Southern) / South Africa / Cape Town;Africa (Western) / Nigeria / Lagos
Children and Youth;Education and Literacy
In June 2013, the New York State Education Department (NYSED) announced a new teacher evaluation system for New York City, which is being enacted citywide in the 2013-14 school year. The implementation of a new system for evaluating the 75,000 teachers who work in New York City's public schools is a massive undertaking -- one that will change how principals use their time, how teachers direct their efforts in the classroom, and, ultimately, how students experience school. State Education Commissioner John King has said, "These evaluation plans will help principals and teachers improve their practice, and that in turn will help students graduate from high school ready for college and careers. That's our goal in everything we do."
As the intended beneficiaries of this major reform effort, students and their families have an enormous stake in its success. This paper makes the case that the New York City Department of Education (DOE) must include them in the policy implementation process.
Students and parents should have the opportunity to actively contribute to the policy changes that affect their lives; reforms are more likely to be successful, sustainable, and responsive to local needs when students and families are engaged as partners and supportive of such efforts. As theNational Parent Teacher Association (PTA) notes, "Because parents, teachers, students, and the general public are affected by school policy, it is appropriate that they participate in its determination. We believe that such sharing of responsibility will result in greater responsiveness to student and societal needs and therefore improve the quality of educational opportunity."
The voices of actual New York City public school parents and students echo this desire for participation with respect to teacher evaluation policy. One New York City high school student told us, "Since the students are the ones subjected to changes in the system (as well as the teachers) they should be allowed to have a say in what they think will benefit/hurt them. They should be able to say what they think makes their teachers effective/ineffective, and what can be done to fix any problems with the new policy."
Similarly, Diana M., the parent of an eleventh grader in Queens, affirmed, "We have a voice, we have many concerns and as parents should be included in these new policies that are taking place....Students as well parents have ideas and we can change the school system for the better [for] students, the DOE and the parents alike....The change starts with all three parties, parent, student and educator!"
With this paper, we are calling on the DOE to include students and parents when putting the new evaluation system into practice by establishing a stakeholder advisory group to provide feedback throughout the implementation process and ensure open discussion and sharing of responsibility take place. We begin by setting forth the arguments for including parents and students in the implementation of the new policies and conclude by providing examples of structures established for this purpose in other cities and states.
August 1970
Geographic Focus: North America / United States (New York Metropolitan Area)
