The release of a teacher ranking based on student test scores by the L.A. Times sparked a national debate on the ethics of evaluating teachers publicly. New York City's decision to follow suit intensifies this trend, raising concerns about the validity of using standardized tests to assess educators. Key questions arise regarding the accuracy of tying student achievement solely to teacher performance, considering the limitations of standardized tests in capturing all learning influences. There is a critical inquiry into whether the emphasis on standardized tests prioritizes scores over a more comprehensive educational approach. Doubts persist about the effectiveness of public rankings in motivating improvement or accurately identifying underperforming teachers. Researchers advocate for more nuanced evaluation methods beyond test scores, seeking a holistic approach that includes various measures of effective teaching without resorting to public exposure. Amidst these discussions, there's a call for thoughtful consideration, urging stakeholders to weigh the impact on teachers and teaching quality before embracing such ranking systems.
For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.
The Plyler v. Doe Supreme Court case in 1982 established that undocumented children have the right to a public education, protecting around 1.5 million children. However, the educational rights of about 65,000 undocumented high school graduates expire annually, posing challenges for their access to higher education. Texas passed HB1403 in 2001, allowing undocumented graduates to pay in-state tuition, citing economic benefits. Following suit, California passed AB540, providing in-state tuition but facing challenges in enrollment. California Senate Bill 1460, the California DREAM Act, aims to grant access to state financial aid for undocumented students who qualify for in-state tuition. Despite state investments in their education, Governor Schwarzenegger has vetoed the California DREAM Act three times. With federal immigration reform expected, there are questions whether California will seize the opportunity to tap into the potential talent pool of educated undocumented students by passing the California DREAM Act in 2010. The article highlights the resilience, academic achievement, and community contributions of undocumented students, urging recognition of their potential as an asset for the state.
The Scarlet Letter as an "F" Not an "A"
The release of a teacher ranking based on student test scores by the L.A. Times sparked a national debate on the ethics of evaluating teachers publicly. New York City's decision to follow suit intensifies this trend, raising concerns about the validity of using standardized tests to assess educators. Key questions arise regarding the accuracy of tying student achievement solely to teacher performance, considering the limitations of standardized tests in capturing all learning influences. There is a critical inquiry into whether the emphasis on standardized tests prioritizes scores over a more comprehensive educational approach. Doubts persist about the effectiveness of public rankings in motivating improvement or accurately identifying underperforming teachers. Researchers advocate for more nuanced evaluation methods beyond test scores, seeking a holistic approach that includes various measures of effective teaching without resorting to public exposure. Amidst these discussions, there's a call for thoughtful consideration, urging stakeholders to weigh the impact on teachers and teaching quality before embracing such ranking systems.
Welcome to Conditions of Education in California
For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.
Capitalizing on California-Nurtured Talent
The Plyler v. Doe Supreme Court case in 1982 established that undocumented children have the right to a public education, protecting around 1.5 million children. However, the educational rights of about 65,000 undocumented high school graduates expire annually, posing challenges for their access to higher education. Texas passed HB1403 in 2001, allowing undocumented graduates to pay in-state tuition, citing economic benefits. Following suit, California passed AB540, providing in-state tuition but facing challenges in enrollment. California Senate Bill 1460, the California DREAM Act, aims to grant access to state financial aid for undocumented students who qualify for in-state tuition. Despite state investments in their education, Governor Schwarzenegger has vetoed the California DREAM Act three times. With federal immigration reform expected, there are questions whether California will seize the opportunity to tap into the potential talent pool of educated undocumented students by passing the California DREAM Act in 2010. The article highlights the resilience, academic achievement, and community contributions of undocumented students, urging recognition of their potential as an asset for the state.