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Tag Archives: Accountability

September 27, 2011

September 14, 2011

August 4, 2011

August 3, 2011

July 25, 2011

Opinion: Has reform cart outpaced data horse?

Several high-profile education reforms passed by the Colorado legislature in the last few years rely on massive collections of data to work as planned. For example, the 2009 accountability bill requires administrators at struggling schools to use school-level data to drive the improvement planning process.

Senate Bill 191’s teacher evaluation provisions require more, however. Administrators must be able to drill down to the individual level, accurately linking teachers with students to evaluate teachers based on how well their students progress over the year. And Senate Bill 10-036 tills the soil for teacher prep programs to monitor the achievement of their graduates’ students in order to improve teacher prep programs.

All are ambitious laws — and I sometimes fear that Colorado’s reform cart has raced ahead of the data horse. The Colorado Department of Education, school districts and the Department of Higher Education are still working out the details on the kinds of data needed. That’s not a criticism. Collecting data that links every student, teacher, school and public university in the state is incredibly slow and painstaking when done right – and you definitely want it done right. I just worry that the public enthusiasm for the reforms will fade before they even get a chance.

Collecting data that links every student, teacher, school and public university in the state is incredibly slow and painstaking when done right – and you definitely want it done right.

That would be a shame because Colorado is headed toward building one of the most sophisticated data systems in the country, one that can be used to help improve our schools in many ways. Administrators and teachers can use data to identify their schools’ weaknesses and work together to set targets and monitor improvement. Principals can provide useful feedback to individual teachers, helping the weakest improve or find a new profession. Researchers can measure which programs and reforms are most successful over time and examine why.

July 20, 2011

“Using the indefensible to defend the status quo”

Interesting thoughts from Dropout Nation’s RiShawn Biddle on how some standardized testing critics are using the Atlanta scandal to overstate their case. Here’s a highlight:

Plenty has already been said about the cheating scandal at the Atlanta school district. And, as one would expect, education traditionalists such as American Federation of Teachers President Randi Weingarten and Diane Ravitch proclaimed that the mess proved that standardized testing leads to perverse incentives that force teachers to behave unethically, provide low-quality instruction, and ultimately, poorly serve the children in their care…

June 6, 2011

DPS’ response to the credit recovery controversy

Editor’s note: This post was submitted to Education News Colorado by Antwan Wilson, Denver Public Schools’ assistant superintendent, office of post-secondary readiness. It offers the district’s response to this blog post from EdNews Publisher Alan Gottlieb, and this article from Westword.

I wanted to take this opportunity to address the concerns raised in recent media reports about the credit recovery at North High School.

The issues raised in the report are very serious ones, and we are actively investigating the claims and reviewing our overall credit-recovery procedures.  Should we find violations of our guidelines or ethical standards or the need to implement clearer or stronger policies, we will take action to ensure the integrity and rigor of that program and all of our programs.  We certainly recognize that for our diplomas to have value, our programs must be – and be seen as – rigorous.

In addressing the concerns about rigor, it’s important to take a minute to discuss the purpose of credit recovery and where it fits in our overall high school programs.

To date, that investigation has determined at a minimum that there were serious deficiencies in following procedures and keeping records during the 2009-10 school year.

First, a word on rigor.  Over the past several years, the Denver Public Schools has significantly strengthened the rigor of its high school programs. The district has increased the number of credits required for graduation from 220 to 240 (the highest in the state to our knowledge) by adding a fourth year of math and additional lab-science requirement, among other changes.

We have nearly doubled the number of students taking and receiving college credit from Advanced Placement courses over the past five years, and we have also nearly tripled the number of students concurrently enrolled in college-level courses.

The percent of concurrently enrolled students receiving As, Bs, or Cs in these college level courses (and therefore college credit) is over 80 percent. And these increases cross all racial and socioeconomic groups. Our district also has posted double-digit gains in math and reading proficiency on state assessments over the past five years.

Our mission at DPS is to ensure that all of our students graduate high school and successfully pursue postsecondary opportunities and become successful world citizens.  This is an important mission in that it sets a high bar that requires that we implement a system district-wide that meets the needs of all of our students regardless of who they are, where they come from, or what their previous academic performance may have been.

Aligning mission to Denver Plan

This mission aligns with the 2010 Denver Plan goal of being the best urban school district in the country.  It says that we recognize and appreciate the diversity within our student population and the many unique needs of our students and we are making it our responsibility to construct a system that prepares all students for success in the college and career opportunities they seek.
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May 19, 2011

May 9, 2011

April 4, 2011

March 15, 2011

March 14, 2011

February 28, 2011

February 24, 2011

February 10, 2011