Dear Concerned Teacher,
Thank you for your very insightful comments. I would have to agree that our cultural diversity does put us in a unique position and perhaps a bit of a disadvantage. However, I wouldn't change it for the world. I'd be interested in hearing more of your findings.
I think you are right. The expedited push for reform is not allowing us the time for research based approach. This may foreshadow some bumpy roads ahead.
In NYS, many aspects of RTTT are unclear. We are using a growth model based on state testing to demonstrate student achievement. However, there are too many independent variables to be able to establish validity: cultural values, family life, illnesses, teaching styles, cohort of students, attendance, student behavior, student motivation, maturation, etc. It is unclear how these tests can prove that a single variable is responsible.
Each NYS teacher must demonstrate growth based on a benchmark, which was based on cohort of students from the 2009-2010 students. Immediately the validity of the data is lost. The data measuring growth should follow that cohort of students and the assessments must be consistent. This year, our state tests were changed. We aren't even comparing apples to apples. It would have been nice to know that they changed our 5-point rubric to a 2-point rubric. The method of measurement changed, too. I think many of us are feeling the frustration of the unknown and unexpected. ~Mary
Sign up today for free teaching ideas, lesson plans, online activities, tips for your classroom, and much more.
Choose your grade range:
See a sample >