GreatSchools.org ranks and rates the nation’s public, charter and private schools. It aims to be a consumer’s guide for parents who are shopping for a school.
I know some of those involved, and I know they mean well. But this sort of rating service, based on data and reviews, not only raises a basic question—how can you judge an establishment you have never visited or seen with your own eyes–but contributes to the marketplace mentality that is now dissolving any sense of community or support for public schools.
The rating system reinforces the data-driven perspective that keeps everyone obsessed with testing and ranking and rating. And in doing so, it promotes consumerism as parents search desperately for better rated alternatives, not knowing that the alternatives may be no better. The end result is destruction of community and loss of the commons.
This may not be the intention of those involved in the organization. But in life, intentions matter less than outcomes.
This letter came from a teacher in Texas:
Dear Dr. Ravitch:
I am not sure if you have dealt with these morons before, but I am infuriated and am writing to you to see if you can use this in your blog to educate parents nationwide.
I recently learned from my parents, that an editorial came out in our local newspaper, the Laredo Morning Times, where our local school districts both received rankings of 3 and 4 respectively, from an “Independent Organization” called “Great Schools” on a 10 point scale. Basically, the editorial cited that both districts have the worst state test results in decades as of the recent administration of the now called STARR test, previously TAKS, previously TAAS, etc, etc, ad nauseoum.
From a cursory browsing of the Great Schools Web Site, if you look at the list of supporters and funders, you see the all too familiar names of the Bill and Melinda Gates Foundation, the Walton Group, etc. And their officers and board members? All of them seem to be a parade for private school alumni and hedge fund managers.
I am taking advantage of our Thanksgiving holiday week, to send a letter exposing these jerks, and defending our public education system, at least at the local level, to our town newspaper. These jokers have just smeared the faculty members of mine and many other campuses by saying our districts are failing our students. On the website, you can see many ads for charter schools, K12, and many other pictures that scream privatization and school choice.
Their misleading slogan of “Involved Parents, Succesful Kids” leads site visitors to believe that they are all pro-students, when in reality, they are advertising a painful truth in our districts( Poverty and Family Violence, among many other issues that create null parent involvement) and using it as a way to convince the uneducated parents that privatization, school choice and online charters are better.
If you can offer any insight on how to draft my letter to the newspaper, your wisdom would be immensely appreciated. I am not going to let this attack on the profession I love so much go unanswered.
Yours in Education,

For decades, families have looked for information about various colleges and universities. The quality of information varies, but it helps families make informed decisions. The same is true of k-12 schools. For decades wealthy families have made decisions about public, private and parochial schools. Some Suburban districts and some private schools have shared info with news media, real estate agents and others about why their school(s) are good places.
Now there is an effort to help other families make more informed decisions. Without endorsing all the information that Great Schools shares, I think it is wise to provide families with a variety of information to help them decide which schools are best for their children.
Some families seek Montessori, some seek language immersion, some seek arts schools, some seek project based, etc etc etc. One thing I’ve learned in 42 years of working with and in public schools is that there is no single form of school that is best for all youngsters (or educators).
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Joe, there is simply no way to gain an accurate perspective about the quality of teaching and education of a school from the school’s website. Could you identify any useful information that would indicate with certainty that a school is better or worse?
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Thanks for posting this Diane. One view that remains consistent across educational issues is that we should start valuing the experience, expertise, and backgrounds of professional educators in terms of making decisions about what is good and not. I don’t believe that parents have the ability, as lay persons, to make accurate decisions regarding the quality of an educational environment, so I agree with you about the limitations of sites such as Great Schools. I do appreciate the information they provide for some of my own research purposes, and I think it’s laid out well, but with the ultimate goal being the lay appraisal of schools based on extremely limited data sets, I think it misses its mark and does damage.
As a side note, I do disagree with your characterization of “data-driven culture” – I think being data-driven is a much broader approach to education than simply using state tests to evaluate schools and teachers. For example, if a teacher uses an error analysis from a curriculum-based reading assessment to identify a child’s skills and deficits, that is as much (or more) of a data-driven approach than evaluation via state test. The reason this is a big deal to me is that I believe you are influential, and that a broad characterization of data as the devil would really hurt teachers in the classroom.
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I disagree with your assertion that an error analysis on a reading assessment is as much a data-driven approach to education as standardized tests. The key is in the connotation of the term, which has become decidedly negative. Data informed instruction is a much more accurate description of the formative assessment that you are describing. Of course, if your assessment is tied to a scripted curriculum that tells you how to respond to assessment (in mind-numbing detail) then you are correct. I would assert, as I suspect you might as well, that this use of data is as damaging to children as endless mandated testing.
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2old2tch, I’m not sure where you are getting your connotations, except from this blog. In my experience as an educator, “data-driven” has never referred to using state tests to evaluate schools or educators. The “data-driven” phrase, from my experience, has come about exactly from formative assessment and Response to Intervention (RtI) procedures that have proliferated since Reading First.
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Now I understand. Yes, my response is colored by what has gone on with the proliferation of tests that is driven by policy decisions. I like Diane’s explanation for the two ways of using data. When data is used diagnostically, I prefer the term data-informed instruction rather than data-driven instruction. “Data-driven” reminds me of when I was required to give my resource students timed reading passages and record the number of words they read on a weekly basis. Somehow, this process was supposed to increase the number of words they read. There was no particular instructional practice that was tied to this exercise. “Data-informed” observations from this exercise along with my professional training allowed me to pinpoint a possible vision problem for one of my students that turned out to account for her extremely slow reading rate.
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What do we call the data used to assign final grades in high school? It is not diagnostic as it communicates little to the next semester teacher. It is high stakes, at last in my state where GPA is one way to guarantee admission to the relatively inexpensive state universities.
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That is one reason why the teachers in my home district have fought to maintain a narrative report card in the elementary grades even though it takes them much more time to write them. At a certain point, though, Parents and students seem to want that simple letter grade evaluation “to prepare the students for high school.”
As to grades in high school, as a kid I never thought of grades as “high stakes” although I suppose some people did. In aggregate, a GPA at least gave an average indication of a student’s performance. I know the top state university used to require a minimum GPA; I don’t know what the requirement is now. I remember looking at GPA as providing a snapshot of how you might be expected to perform in college: would a particular institution be a “good fit.” The state university was so big that they used GPA as a quick way to narrow the pool. It didn’t seem particularly fair, but it was understandable. I don’t think there is a perfect way to sort people, whatever the reason.
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told2tch, sounds like we’re largely on the same page. In terms of your comments about oral reading fluency (ORF) (counting number of words read), the idea is that it is a general outcome measure which allows a teacher to evaluate the effectiveness of interventions. If ORF rate is low, teacher may need to modify instruction.
ORF also doubles as a measure of a more specific skill (fluency of reading passages), so you might decide to specifically address low ORF through an intervention liked repeated readings. However, low ORF could also be due to a number of other issues, which is why it is a general outcome measure.
In terms of your preference of “data-informed instruction,” I can see that. I suppose it’s just our different experiences in the educational world that have led us to become more familiar and prefer certain terms over others.
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teachingeconomist and 2old2tch, I agree that grades are largely an ineffective way of communicating educational progress. They simply fold too many variables into one number/letter, and don’t really communicate the various ways a student could demonstrate learning. It’s not that I see grades as completely useless, but they aren’t as descriptive as a number like oral reading fluency (ORF), which is empirically connected to other general outcomes measures of reading and is behaviorally descriptive. I don’t necessarily have a specific proposal for an alternative grading system (2old2tch your narrative report card sounds interesting), but I do agree that grades aren’t a great metric.
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There are different ways of using data.
One is diagnostic, with the intent to glean useful information and take it into consideration.
The other is to use data as the be=all and end-all of education.
That has happened in many districts, most recently Atlanta, but also NYC and DC, among many others.
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Thanks Diane – it sounds like we’re on the same page, but I might consider appending “data-driven” with “inappropriate” or by saying “inappropriate use of data” which clarifies your position that you aren’t against data-driven instruction, but inappropriate data-driven instruction.
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A teacher should be data informed, not data driven.
I am kid driven and I can assess my students without a deluge of standardized testing.
Those who have never taught, or just dabbled for a few years, don’t get it and they never will.
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That makes sense Linda, and I see how that phrasing makes sense. We’ve had this discussion, but I think your language is alienating to folks. Do you really think folks outside of education can’t grasp the concept of being focused on the whole child, not just achievement data?
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Many have already proven they can’t grasp the concept. I read and hear it everyday.
Alienating to you evidently, not all folks. Don’t care either.
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Linda,
Yes, kid-driven is the way it should be!
I collect qualitative observations and data about my students every time I interact with them. I am experienced and knowledgeable enough about my students, my content, my curriculum, and my instruction that I can closely predict the students’ scores on the state test without them ever taking the test. Since I could predict the scores without the students taking the test, why waste their valuable time? They could be using the time to actively learn and create new understandings?
Linda, I think we need to keep believing that ordinary people and the public CAN understand and they WILL eventually understand . We need to keep explaining so more people figure out that the REAL purpose for these tests is not to inform instruction, but to punish and discredit public education. We have to keep trying to educate the public about the misuse of testing, especially those who have just dabbled in teaching or who have never taught. Linda, your words educate well.
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Thank you DNA…my kids and their parents get it and that’s what matters. You get it, too.
Keep teaching…keep learning….subvert testing. Real teachers stick together. 🙂
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“…my kids and their parents get it and that’s what matters.”
That IS the important part. It’s the parents, community members,… who go to the school board and demand evidence that their schools are performing. Either they have this competitive urge to rank the schools or they want to make sure they are getting “bang for their buck.” What evidence do they want? Why standardized test scores, of course! My local school board has finally caved.
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I think we agree that the data from these teacher administered exams like high school finals are not used diagnostically. Does that leave us to classify it with Dr. Ravitch’s alternative use for data?
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What alternative use is that?
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Dr. Ravitch suggested two uses for “data” :
“There are different ways of using data. One is diagnostic, with the intent to glean useful information and take it into consideration. The other is to use data as the be=all and end-all of education.”
Exams like high school final exams don’t seem to fit in her first category, so I was thinking it might have to be put in the second category, or perhaps a third one not mentioned.
Many folks have posted about how stressful state examinations are for students, but in my experience, at least for high school students, it is the exams that count for grades that creates stress.
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State exams have become stressful when they are used to make high stakes decisions. The same can be said of high school exams. I find the exit exams that determine graduation particularly offensive. If you passed four years of courses, it seems like overkill to then make you pass an exam that carries more weight than those four years. I don’t believe there is any research to support the use of such exams.
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I was thinking of final exams for individual courses, not exit exams. These can be very high stakes for the students taking the exams.
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I think I’d agree with both of your sentiments. Most of my experience isn’t at the high school level so I don’t have too much to go off of, but I can’t think of any educationally useful purpose exit exams would fill, particularly if – as 2old2tch mentioned – kids are already have to pass through of number of hoops with passing classes.
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I was not thinking of exit exams, rather the final exams to individual courses. Failure to obtain a C average in core academic high school classes would mean a student is not automatically admitted to the colleges and universities in our state system. Failing a class may delay graduation. These are the high stacks exams that create stress.
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The final exam for a class is teacher created and weighted by the the teacher. The exam could be a project, report, -written or oral, multiple choice test, essay, or some combination of the above that would indicate the material for the course was mastered. Obviously it is not diagnostic. There is some stress involved for the student but the stakes are set by the teacher. There is lots of data we could collect but don’t because life is about more than collecting and using data. For example we don’t compare which kindergarten children are first to lose their baby teeth.
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My children feel more stress from exam that impact their grades than from the state exam that has no impact on their future. It does not really matter who has written the exam.
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TE, my own children used to sit and calculate what score they needed on a final in order to either maintain or raise their final grade. They planned the amount of review they did based on their calculations. The final was not an issue unless they had blown (off) the rest of the course since it only counted for a certain percentage of the course. I just remember studying like a fiend.
My last job as a teacher was in high school special ed. The school mandated that final exams had to count for 20% of the final grade and then called teachers to account if too many students failed. I had to work very hard to design (reading and English) finals that would let my students demonstrate their progress. In some cases, I had to convince them to take the final. They assumed they would do poorly and just not show up.
If a student is struggling to obtain a C average in a core class, then passing the final with a C is not the only thing that should concern them. A community college may be a more appropriate post high school stop than the university system depending on how a state’s higher education is set up. Without a support system, college might be an unfair challenge.
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My point is that scores on state exams are not used to make high stakes decisions about the students future. The real high stakes exams for students are the teacher written exams given in classes. While a final may only count as 20% of a class grade, a students score on a MAP math exam counts for 0%. There is no lower stake than 0%.
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Teachingeconomist I think those are great points you raise. I do believe we should have standards for passing classes, but I suppose I prefer assessment plans that are more comprehensive than not, meaning multiple types and instances of assessment, etc. I could see a final exam counting for a portion of the final grade (used to determine passing), but think it would probably be less effective if based mostly on that one test.
I also really appreciate your comments because I think you’re highlighting that these issues aren’t as cut and dry as we might think. Too often, anti-reformers are quick to demonize state tests for reasons such as stress it causes to students, but you’ve highlighting that many (if not all) of those variables can be found across the educational spectrum – they aren’t just problems with so-called reform strategies.
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Dear Yours in Education,
I feel your anger and frustration. I too must fight to control my emotions when confronting attacks on the profession I have spent over 40 years serving. However, when we allow ourselves to respond emotionally our words are dismissed as defensive and self serving. Calling those behing Great Schools names or refering to your parents as uneducated does not serve your purpose. You must take the high road and educate the readers of your letter just as you would educate children in your care.
Tell the positive story of your service and the service of teachers in your district. The students who have grown, succeeded, and moved on due to the efforts of committed educators like yourself. Explain that the rating is based on anonomous comments and invite community members and representatives of Great Schools to visit your school before they make a decisions and recommendations. Admit the struggles you face each day, but point out your school’s accomplishments. I believe that when parents see and experience what you do, they will weigh the reality over unverified comments.
Good luck,
Ron Collins, Michigan Educator
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Sounds like good advice, Mr. Collins.
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The issue isn’t about “shopping” or a “marketplace mentality,” it’s about the kind of information that exists. There’s been a marketplace mentality for schools as long as I’ve been alive, but the marketplace was very inefficient because the transactions were expensive and time-consuming. My parents moved from the inner city to a young suburb in the late 60s, and they chose the specific suburb based largely on the schools. Families flooded out of NYC so their children could attend Westchester and Connecticut schools in the 1970s and 1980s. (They still do it today — I’m nearly the only one of my old NYC friends who hasn’t left the city.) What’s different is the degree to which choosing a school doesn’t necessarily also involve a decision about where to live. And as Joe says, the information that parents use to choose schools has changed significantly, both in type and quantity.
I totally get the frustration with web sites like Great Schools. It’s one thing to publish things like test scores, graduation rates, suspension rates, etc. It’s another thing to publish anonymous “user reviews” that put a loudspeaker in front of every disgruntled parent, self-interested parties, or even random malicious people, a la la Yelp or Amazon.
I don’t see a solution, unfortunately. More collateral damage of the Information Age. All I know is that 10 years from now, this information market will probably be almost unrecognizable from what it is today, although I’m not sure whether that’s good or bad.
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I noticed people have gotten on there to try to promote a new charter opening up. They try to bad mouth the local school and siphon off students. It’s pretty pathetic.
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Thanks for staying in the city. Our family did too, and our 3 kids received a fine education at their urban (not magnet) high school.
Some schools are putting up a variety of information about themselves. I helped start and worked for 7 years at an innovative k-12 district option that did an annual report for years using about 30 different forms of assessment. Lots of people looked at it. Today it would be up on a website.
Educators can and I think should put up information they think is valid and reliable about their schools. Educators also can (and in some cases are) working with community groups to share info to people who don’t have access to the net.
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I agree that there is no single form of education that is best for everyone. That is one reason why testing makes little sense when evaluating school success, teacher ability, and school choice. I have found that, just as in most of life … the rule “bloom where you are planted” is a really good way to live.
After teaching for 30 years in various types of communities, I found that the #1 objective should be learning. There are other important things to consider, but continuous learning is essential. And, as for children, no two are the same. They need to be able to enjoy learning what interests them in order to reach the goals set out by a common core or standards or curriculum. Differentiated learning speaks to that, but testing in a “one size fits all” format tears the differentiation apart for many students.
There would be more time for differentiated learning if students were allowed to focus on their interests at their paces instead of having the deadlines of tests looming and confronting them year after year.
Teachers would be better able to meet all those needs if they didn’t have the tests looming over their “suitability” to be employed (knowing full well that if a TFA teacher replaces them, they will, at best, be far LESS suitable). Assisting the fast learners/gifted students would be easier for all concerned if they weren’t limited by the testing which makes the focus fall upon the needs of those who may not be able to pass.
People need to realize that teachers often get a mix of students for whom it is almost impossible to provide every need. Yet that is the supposed goal of AYP for each student. Load up a class with needy kids and there is little time to give to the enrichment of the most able learners. It can be exhausting.
Last year I had 6 boys who entered and/or withdrew from our school, most of the activity taking place between December and February. One student withdrew BETWEEN the two OAA tests. The mere adjustment of adding and deleting students from the rosters, working up CSPs on those who needed it, figuring out their needs and dealing with the typical adjustments of helping a student fit in with a new group of students is overwhelming. They miss so much learning that they aren’t really able to “catch up” unless they are good studnets. Those who are in constant transition (often because of custody issues or evictions) are the typical students showing up midyear.
I can’t even imagine dealing with this in districts where there is rampant truancy, indifference, and poverty. There needs to be some kind of recognition that the teachers are not to blame for the problems in education. Teachers want to be the solution. But, until the real problems are addressed, this isn’t going to happen. I hope it isn’t too late by the time these “reformers” are run out of town.
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Would increased tracking help teachers to provide for the needs of individual students in the classroom?
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No. At least, not without some major supports from administration and special education, which no one can afford. If I had tracked classes, they would still be at 30-36 students, and I would spend most of the time dealing with behaviors. In all but the most egregious cases, i.e. a student with significant behavioral or learning needs, I have found that putting students into a class with “normal” peers enhances the learning for BOTH the struggling and non-struggling students. The struggling students see models of appropriate behavior and generally adhere to that. The non-struggling students learn so much more because they do a bit of the teaching as they help others. I have found that students learn much more when they teach someone else. I do not require that students help struggling students, but most do so cheerfully. They do not get behind, which I’m sure you are going to argue, TE. They actually learn more.
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That students learn well in mixed classes is no doubt correct in lower grades, but in mixed high school classes the major lesson high performing students learn seems to be how to hide their abilities from their classmates.
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Ms. Baker, as you note, one of the best ways to learn something is to help teach it to someone else.
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Joe, so maybe you could teach Arne and Obama.
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I too know some of the people engaged in this “service” to families. Frankly once again, check the zip code, real estate sales, and number of bathrooms in each home to determine wealth of community, wealth of school district, and personal wealth of families. This is yet another example of the obvious advantages of wealth!
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Families with the options have always shopped for schools as the path through public school building was bundled together with the choice of housing location. I suppose randomly assigning students to school buildings accross a metropolitan area would eleminate shopping, but that would bring create other issues.
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I think we should strive to provide as much information as possible about schools. Great Schools is far from perfect, but at the very least it provides simple and easy access to test results and basic demographic data. All states, districts, and schools are required to do this, but some do a much better job of it than others.
It’s hard to evaluate the Texas letter writer’s complaint without reading the offending editorial in the Laredo paper.
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” . . . it provides simple. . .”
Simplicity that denies the complexities that are the teaching and learning process, the physical facilities and the staff can only result in flawed analysis.
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The “simple” modified “access” and I don’t think it was meant to mean that the poster was drying the complexity of evaluation.
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Yes, you are correct that simple modifys acces. That simple access means that the information is more likely than not highly truncated thereby turning a complex process into a simplistic data point which more likely than not will be misused.
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Some time ago, I think it was 2008, our building administrators told us hat we had to start thinking of our students and parents as “customers and consumers.” Keep in mind that this was at one of the lowest “performing” schools in our urban district.
I believe now that those who stand the most to gain, whether private managers or public administrators, are doing whatever it takes to either gain or maintain their jobs and salaries. Hence, we will kiss the rears of those who sometimes need a kick instead of a peck. Never mind that the learning of our kids suffer from a lack of a proper school-wide learning environment.
And if that means to throw teachers under the bus, then so be it.
Where do you think all this anti-teacher rhetoric began?
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Many thoughtful educators view families as partners and customers. I don’t think the relationship between schools and families is the same as between a business and a customer.
Schools work with families (and students) to help youngsters learn. That’s a partnership. (Joyce Epstein at Johns Hopkins has done wonderful work about great school/family/community partnerships)
http://www.csos.jhu.edu/p2000/program.htm
In many places, families have options among different schools. Helping families understand what’s happening in the schools seems like a valuable role for the school. More later today.
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One likely consequence of true school choice would be the evaporation of local financial support for schools. Why pay high property taxes to educate my child when I can send them to nearby school while I live in a low tax locale? We will need an entirely different model for school funding once the bond between community and school are dissolved. As much as I don’t like the inevitable inequity brought by local funding, the thought of a successor to this system that has these reformers’ fingers all over it is pretty frightening.
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One option would be state based funding. If memory serves there is at least one state that works that way. Most states are a mix. Another possibility would be that your property tax rates could be based on the school your children attend rather than the district in which your property is located. More cumbersome perhaps, but doable.
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Of course, our children could end up scattered in several different districts depending on their individual needs, and state funding would have to take into consideration the variations in the cost of delivery of services.
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I think it’s my state, Utah, that you’re thinking of. We have an equalization that distributes money from wealthier districts to more struggling districts. Since there’s very little money to go around in Utah, I guess you could say it sort of works. Everyone gets the same tiny pittance.
“Backpack” funding, as it is called when per-pupil expenditures follow a student, has a lot of issues. And what about those who do not have children in schools? The entire society benefits from a well-educated populace, and most people are fine with paying into their schools, even if they don’t directly benefit. But what do you do if you are charging everyone a different rate? And let’s not even get into the huge bureaucracy you’ll create by that scheme. Where is the money going to come from to pay all of the employees figuring out who pays what? From already financially-strapped schools.
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I was thinking Vermont which I believe has no local funding at all. Most states have a mix like Utah, trying to balance out differences in local resources. It can never really do that, however, as densely populated urban areas will always have more resources available to students than sparsely populated rural areas.
The original poster was concerned that we would need a completely different way of financing education. I was pointing out that for some states there might have to be some changes, but they would be incremental.
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Unless they have changed in the last couple of years, Vermont does have local and state funding. They try to equalize it by saying wealthy districts have to pay an equal amount to the state if they raise more than the state per pupil standard. Wealthier districts have countered by developing foundations to fund “extras.” They resent districts that they see as keeping their taxes artificially low in order to receive more state money.
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I was not recommending backpack funding, though I think it could work. It seems no worse than our current model for childless households. In the current model they can simply move to low tax districts and free ride on the educated populations created by high tax districts.
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What a thought provoking comment!
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The sad thing about greatschools or even letter grades is that the ratings can be deceiving. Mainly, they are just saying, “Hey, higher concentrations of low income and lesser educated parents are in this district.” What they don’t reveal is that students routinely graduate from those districts and go on to college to be doctors, lawyers, accountants,dentists, teachers, etc. You’d think if a High.School was ranked a 4 then everyone is a failure. It is just not true and completely unfair.
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I just spent 5 minutes on this site Greatschools . . . okay what did I learn? MIght as well look up the schools I know– the ones in my town, Athens GA. Well I saw some ads for a homeschool company (who knew . . .?!) and that the rankings were sponsored by K-12, Inc. Okay. And that my daughter’s high school Clarke Central scores a “3” for testing . . . but it doesn’t seem to mention that it has the Georgia Principal of the Year, Robbie Hooker, and that it recently won a national Breakthrough Award for closing the achievement gap, rates consistently highly in other rankings, has more AP than any other HS in our area. A new IB program. On this site, of course the private schools in our town have no “ranking” based on test scores, so the graphic used is a little blue diamond and if you click over to check them out you see the high percentage of White students who go there . . . okay. I knew this internet thing would turn out to be a waste of time. What useful information– yikes! Clarke Central, like many other schools everywhere, is a high-achieving, high-poverty school, whatever this Greatschools number rating says . . . and the students and educators there prove it every day. Next year Georgia moves to a numbers rating system for all the schools in the state so I guess we all have more of this to look forward to. By then they will probably just outsource it to Greatschools. God help us.
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The review data at GreatSchools is pretty iffy. That would be fine except that it appears to be part of the rating assigned to the school. A school in our neighborhood has three reviews, all of them 5-6 years old. One of them disses the principal of the school; whether or not the criticism is accurate, no where can you tell that it is referring to someone who no longer works at the school.
They do a decent job of displaying test and demographic data, but for example they don’t even have links to school websites typically.
It’s not an easy problem to gather all this data, but given how long they’ve been at it, I hoped they’d be better at it by now.
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GreatSchools ratings are determined solely by test scores. The reviews are separate.
I agree that outdated, sock-puppet, malicious,and outlier reviews are a potential problem, but they are usually aren’t difficult to spot. A well-written, fair, and honest review, positive or negative, can be tremendously valuable for families.
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On the general matters of this blog site, Diane needs to keep her own observation in mind that: “But in life, intentions matter less than outcomes.” You are all well intentioned, but you are less successful in recognizing the effects, morally as well as materially, of your wishes and desires.
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“You are all well intentioned, but you are less successful in recognizing the effects, morally as well as materially, of your wishes and desires.
As PeeWee says in “Pewee’s Big Adventure”: “I know you are but what am I?”
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John Merrow, PBS Education Correspondent sent this out – the show discusses how a district tried to promote project based learning and what challenges came up with state testing.:
Tonight: Deeper Learning in Danville, KY
About four years ago, parents and educators in Danville, KY decided they wanted more from their schools. Impressed by classrooms that were using “project based learning,” the community outlined a new vision for the district. Today, Danville seems to be on its way to making lasting change. They say there’s one thing holding them back: the state test. But that may be changing too.
Watch this school district’s radical transformation tonight on PBS NewsHour.
CHECK LOCAL LISTINGS
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Here’s a link to a column re district school teachers, principals and supts who are working with University faculty to expand options for families, and to help save them thousands of dollars:
http://www.educationnews.org/higher-education/joe-nathan-early-college-collaborations-save-families-thousands/
Mindi Askelson of Riverland Community College calls it a “win-win-win” collaboration. Scott Gengler of Irondale High School in Mounds View District reports it’s “very rewarding.” John McDonald of Kingsland School District believes it’s “a better way of meeting student and family needs.”
“It” is the encouraging, growing collaboration between high schools and colleges providing greater challenge for students, while saving them and their families thousands, sometimes tens of thousands, of dollars. Before graduating from high school, students earn free college credits, even a one-year career/technical certificate or two -year Associate Arts degree.
Bob Wedl, former Minnesota commissioner of education, recently recommended in a newspaper commentary that we should: “Abandon the 20th-century goal that high school graduates must be ready for postsecondary. The 21st-century goal must be that students will be well on their way to what they intend to do next with their lives when they exit high school. A redesigned system will have many students already completing a year of postsecondary learning or even an associate degree. Others will have completed their one-year career certifications.”
Last year I described a collaboration between Central Lakes College in Brainerd and the Long Prairie/Grey Eagle School District. Students can earn enough credits in the high school to receive an A.A. degree before graduation. Principal Paul Weinzierl explained: “This not only helps us retain the funds, but also the leadership that some students take with them if they participate in Post-Secondary Enrollment Options.”
That 1985 law allows Minnesota 11th and 12th graders to take courses on college campuses, or “online” courses, full or part time, with state funds paying their tuition, books and lab fees. Last year, PSEO was expanded. Tenth graders now may take a career/technical course on a college campus. Sophomores earning a “C” or higher, may take additional career/technical courses during their second semester.
Last year U.S. Secretary of Education Arne Duncan visited and praised Irondale High School, which built on Long Prairie/Grey Eagle/Central Lakes collaboration. Scott Gengler, Irondale principal, told me “the biggest takeaway so far is that we have far more kids capable of college level rigor than have participated (in dual high school/college credit courses) in the past.”
This means, for example, that some Irondale ninth graders take Advanced Placement courses. Others start in the 10th, 11th or 12th grade. Some also take “Dual enrollment courses” developed in collaboration with Anoka-Ramsey Community College. The school also has students taking “foundational classes” that help prepare them to take college level academic and or career technical classes.
Doing well means earning college credits. Taking challenging courses also decreases changes students will have to take remedial courses on entering a post-secondary institution. This is a huge, costly problem. A report completed several years ago showed that at that time, more than half of the students entering the Minnesota’s two year public colleges had to take at least one remedial course in reading, writing or math.
Richard Rosivac, in his 15th year of teaching, helps coordinate Irondale’s program. For him, “this is not just about access, it’s about results.” He reported that approximately 53 percent of the school’s 1,631 students are enrolled in one or more Dual Credit courses. “We expect that percentage to grow,” he said.
Meanwhile, at Kingsland High School, Superintendent John McDonald says about half of the high school’s 102 juniors and seniors are in one or more Dual Credit courses. Starting fall, 2013, juniors can take enough courses to earn an A.A. Degree before high school graduation. Students are taking both “Project Lead the Way” (applied “STEM”) courses, and courses from Riverland Community COllege.
Mindi Askelson, Riverland’s director of placement and K-12 relations, explained the partnership with Kingsland, and a growing number of other high schools. Riverland faculty members are training and mentoring high school teachers to offer the college level courses. Riverland faculty also offers college level courses “on-line” and via television. She explained, “Providing a seamless transition between high school and college is one of the strategic values of the MnSCU system.”
For most students, this will mean taking college level courses while staying in their high school. However, as Askelson notes, ” for those academically and socially ready, we host Post-Secondary Options students on campus.”
Minnesota’s Department of Education, the Minnesota Office of Higher Education, and the Minnesota State Colleges and Universities system are actively promoting these collaborations. So is the University of Minnesota system.
Askelson is right. These are win-win-win collaborations.
Joe Nathan, formerly a public school teacher and administrator, directs the Center for School Change. Reactions are welcome, and he can be reached at joe@centerforschoolchange.org.
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John Merrow, PBS Education Correspondent sent this out – Tonight’s “News Hour” show discusses how a district tried to promote project based learning and what challenges came up with state testing.:
Tonight: Deeper Learning in Danville, KY
About four years ago, parents and educators in Danville, KY decided they wanted more from their schools. Impressed by classrooms that were using “project based learning,” the community outlined a new vision for the district. Today, Danville seems to be on its way to making lasting change. They say there’s one thing holding them back: the state test. But that may be changing too.
Watch this school district’s radical transformation tonight on PBS NewsHour.
CHECK LOCAL LISTINGS
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Speaking of shopping, looks like the insurance offered by the Indiana State Teachers Union was not such a good deal. Any comments about the $24 million law suit in Indiana that has been filed against the state teachers union?
Here’s a March 27, 2012 article from the Indianapolis Star:
http://www.indystar.com/article/20130327/BUSINESS/303270085/Judge-rejects-Indiana-teachers-union-request-dismiss-case
Among other things, Indy Star reports that
* NEA had to bail out the state union’s retirement association for about $50 million
* NEA has taken over the state association and is running it
* State Securities Commission is seeking damages of $24 million
* The ISTA insurance program was closed in 2009
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