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Grading Teacher Prep

Ohanian Comment: Teacher Ed programs will counsel their students to teach in the suburbs, to avoid inner city schools.

Admittedly, I don't waste a lot of breath coming to the defense of teacher ed programs, but I levitated at the Feds citing a study, along with the claim that the researchers found that "the impact on student learning gains in mathematics from teacher preparation was considerably greater than poverty. [emphasis is in federal document]. So once again the Feds are claiming that teachers can overcome the effects of their students being raised in poverty. Once again, the Feds will spend money on accountants, and ignore poverty.

Here's the study: The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student by Goldhaber, Dan; Liddle, Stephanie; Theobald, Roddy, Economics of Education Review, v34 p29-44 Jun 2013

Using a novel methodology that allows teacher training effects to decay, we find that training institution indicators explain a statistically significant portion of the variation in student achievement in reading, but not in math. Moreover, there is evidence that graduates from some specific training programs are differentially effective at teaching reading than the average teacher trained out-of-state and that these differences are large enough to be educationally meaningful.

Reader Comment: Why are we continuing the failed punitive NCLB policies from the George W. Bush Administration? Get low high-stakes test scores, get your school shut down. How is this any different?

Reader Comment: think how many jobs this is going to create! On the outside, software engineers, data analysts, director of teacher programs oversight at the DOE with all his/her attendants, liaison officers, etc. On the inside more assessment personnel, more strategic planning, more administrators to interact with DOE (especially if things are tanking).

By Michael Stratford

WASHINGTON -- The Obama administration on Wednesday unveiled its controversial regulation that would link some federal funding for teacher preparation programs, in part, to the rate at which their graduates get jobs and how well they perform at the schools where they are hired.

The proposal is aimed at bolstering the quality of American teacher education programs by prodding states to hold the programs more accountable for how well their graduates teach. It also calls for states to collect and publish more robust information about teacher preparation programs with an emphasis on outcomes.

"Teachers too often arrive unprepared to for the realities of the classroom," Education Secretary Arne Duncan told reporters Tuesday.

"States haven't taken this responsibility as seriously as they need to," Duncan said. He noted that over the past 12 years, 34 states had never identified a teacher preparation program as being low-performing.

The regulations would eventually overhaul the way the Education Department doles out roughly $100 million each year in TEACH Grants to aspiring educators who agree to teach at high-need schools after graduation. In the 2014 fiscal year, nearly 34,000 students participated in the program, which provides a maximum grant of $4,000 each year.

Under the proposal, states would be required to evaluate teacher preparation programs based on a combination of factors, including job placement rates and alumni satisfaction surveys. The states would also have to judge programs based on how well graduates perform in their first three years of teaching as measured by "student learning outcomes," which may include their scores on standardized tests.

Based on those state ratings, the Education Department would award TEACH Grants only to students attending programs deemed "effective" or higher for at least two of the previous three years.

Although states would have to start collecting and publishing some of the new metrics over the next few years, the earliest that low-performing programs would lose access to TEACH Grants is 2020, according to Undersecretary of Education Ted Mitchell. The timeline is aimed at allowing time for states to change their standards, he said.

The Obama administration announced earlier this year that it planned to move ahead with the controversial regulation after negotiations over the rule broke down in 2012. A major sticking point of the negotiations was the extent to which teacher evaluations based, in part on student test scores, would be used in judging teacher preparation programs.

Randi Weingarten, president of the American Federation of Teachers, on Tuesday criticized the proposal's use of "high-stakes testing" and said it would cut off resources to under-served school districts.

"Teacher preparation programs that send graduates to teach in high-need schools, where research shows the test scores are likely to be lower and the teacher turnover higher, will receive lower ratings and could lose funding," she said in a statement.

Deborah Koolbeck, director of government relations at the American Association of Colleges for Teacher Education, said the group remained concerned that the proposal would be a significant burden on institutions and states, which would need to change the way they collect data on teacher preparation programs, including tracking students across state lines.

"his is federal overreach," she said.

The group also objects to using employment retention rates as a measure of program quality, she said, noting that a teacher's desire to leave a school may reflect on problems at the school or other life decisions completely unrelated to his or her preparation.

Proponents of the plan, meanwhile, have said that the regulation is needed both to improve the quality of teacher education and to hold institutions more accountable.

Governor Bill Haslam, Republican of Tennessee, who joined Duncan on a press call announcing the regulations, said he backed the proposal, describing it as a natural evolution from the type of performance-based funding of higher education that he has championed.

"It's a very logical step to begin doing the same thing with our teacher preparation programs," he said. "The effort to link effectiveness and particularly to measure things based on outcomes, I think, is 100 percent the right approach."

The Education Trust, a nonprofit organization that advocates for low-income students, said in a statement that it was pleased that the proposal would cut off federal funding for "the worst of the worst" programs.

"Right now, even the lowest performing programs are able to award TEACH Grants, federal dollars for teacher candidates who commit to teaching in high-need schools," the group said. "The proposed rules would end this harmful practice."

The Education Department will over the next two months solicit public comments on its draft proposal, which it plans to finalize by next September.

— Michael Stratford
Inside Higher Ed





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