Transcript Elementary and Secondary Education Act (ESEA), No Child

The Real “World-Class”
A Review of Independent Research
Douglas County Federation
Rob Weil
Director of Field Programs, Educational Issues
September 15, 2014
It is important to note that all of the research used in
this presentation (except one slide, clearly marked)
has been conducted and summarized by independent
third parties. None of the data collection, analysis or
conclusions have been influenced by the DCF or the
American Federation of Teachers. Any conclusions are
solely those of the researchers, and you.
If anyone would like to confirm these findings,
enter your password into your computer, open
your web browser and type in G-O-O-G-L-E.
All the research used in this presentation is free
and open access.
2
• What is PISA?
• The Recent PISA Results
• Some Other International Findings
• The Power of Educational Equity
• Teachers, Time and Evaluation
• New 2014 TALIS Findings
• The “Summits”
• Collaboration, Autonomy, Choice and Resources
• A Little American Research
• A Shift in Our Country
• A Shift in Colorado and Douglas County
• Answering Questions & Solving Mysteries
• Bonus Slide (or two or more)!
• Q&A
As I present, please think about these issues in the
context of Douglas County. At the end, ask yourself if
Douglas County Schools are truly “world-class?”
3
• International organization of 34
member countries
• Dedicated to global economic
development
• Develops recommendations for
economic problems
“and then governments
implement
recommendations.”
Organization for Economic Cooperation and Development (OECD)
4
The Program for International Student Assessment
(PISA) is a worldwide study by the Organization for
Economic Cooperation and Development (OECD) in
member and non-member nations of 15-year-old
school pupils' scholastic performance on mathematics,
science and reading.
PISA is a test, but it is so much more. Beyond the
ranking of countries, the OECD also studies what
are the characteristics of a high-performing school
system.
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Note: The results of the 2012 study are released in 2013-2014
Math Score
Math Ranking
Reading Score
Reading Ranking
Science Score
Science Ranking
Total Countries
2000
493
18
504
15
499
14
34
2003
483
24
495
18
491
22
41
2006
474
25
NA
NA
489
21
57
2009
487
31
500
17
502
23
74
2012
481
36
498
23
497
28
65
Approximate of
all participants’
average 2012
Reading
Not all
participants
in PISA are
entire
countries!
The rankings
compare the U.S.
to all PISA
countries;
not just OECD
countries.
Science
Math
NCLB
2000
RTTT
2003
2006
2009
6
Data from PISA 2009; current data being compiled
Remember this Slide
From:
PISA: It’s Poverty Not Stupid
Mel Riddile - NASSP
7
Note: The child poverty rate
is the share of children living
in households with income
below half of household-sizeadjusted median income.
Source: “Measuring Child
Poverty: New League Tables
of Child Poverty in the
World’s Rich Countries,”
Adamson (2012, Figure 1b)
2009 Data
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Mean Math Score
Allocation of Educational Resources and Math Performance
How many
times do we
need to see
the same
result?
USA
61st out of 65 countries,
only ahead of Brazil, Mexico, Costa Rica and Peru
Less Equity
More Equity
- PISA 2012 Results in Focus, page 28
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Education at a Glance 2013
OECD
Higher
Ed
10
Education at a Glance 2013
OECD
11
As international
investment in education
increased on average
during the global
financial crisis,
U.S. investment fell.
12
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McKinsey and Company
“These countries
recruit 100 percent of
their teacher corps
from the top third of
the academic cohort.”
OECD
“The frequently cited claim
that the best performing
education systems all
recruit their teachers from
the top third of graduates
– however defined – is not
supported by evidence.”
These two reports were written within
8 months of each other—who is right?
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McKinsey and Company
“…we reviewed the
experiences of the
world’s top-performing
systems, in Finland,
Singapore, and South
Korea.”
OECD
“Improvements must come
partly through the
transformation of the
present teaching force,
with teachers expected to
be able to adapt to new
knowledge and demands
during their careers…”
McKinsey based their conclusion on only three
countries, the OECD more than 70—a fact that is
lost on most who cite this research.
15
Math scores of adults in Finland
Finland
The Finnish
Teacher Myth
Finnish Teachers
Math scores of adults in United States
United States
Overlap
Note: Bars have
been aligned for
clarity
American Teachers
Source: OECD PIAAC Study, October 2013
16
USA
USA
Created by
oBizMedia.com
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“…school begins at 8:35 a.m. and runs to 4:30 p.m., during which he typically teaches three 35-minute
lessons (a day)...The rest of his day is spent on lesson planning, training online or with his team, having other
teachers watch his class and tell him how to improve and observing the classrooms of master teachers
This is a lesson high-performing
systems learned years ago.
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Turnover
Compensation
Experience
Singapore
Finland
Turnover is around
3% - both
retention and
holistic
performance
bonuses are
common
Surveys show
teaching in Finland
is a top career, #1
for women, #3 for
men – turnover is
2%
South
Korea
Teaching is a very
prestigious career,
turnover rate is
1%
Shanghai
USA
Many opportunities
for career
advancement and
not leave
classroom
Teacher turnover is
13% for all
schools, about
20% for highneeds schools
“Take pay off the
table” – focus on a
professional
working
environment
Teacher pay in
Finland is better
than the U.S., but
not outstanding
Combination of
salary (highest in
world), job
security, vacations
and social
acceptance
Teachers can leave
school when they
are not teaching to
do other jobs—
most common is
private tutoring.
OECD says teacher
compensation in
the U.S. is a major
hurdle for
recruitment and
retention—it must
improve if we hope
to improve
internationally
“The experience of
a teacher is a very
valuable asset to
retain” –
tremendous
respect for
teachers
Hard to describe
the level of
autonomy in
Finland, teachers
have guidelines but
make all their own
choices
“the right to teach”
– teachers are
virtually
guaranteed a
teaching position
for life
Moving up the
career ladder
brings more
prestige,
responsibility and,
in some cases,
more pay
The attacks on
experience and job
security seem out
of step with the
international
research
•McKinsey & Co. - Closing the Talent Gap: Attracting and Retaining Top Third Graduates to Careers in Teaching (2010)
•OECD
- Education at a Glance (2009)
- Building a High-Quality Teaching Profession (2011)
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NCES Follow-up Survey (TFS) (2013)
▪Alliance for Excellent Education - On the Path to Equity: Improving the Effectiveness of Beginning Teachers (2014)
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Recently released (June 2014)
The Teaching and Learning International Survey
(TALIS) is a worldwide study by the Organization for
Economic Cooperation and Development (OECD) in
member and non-member nations of middle school
principals and teachers around the world. Thirty-four
countries participated in TALIS this year. For the first
time, the United States elected to participate.
Although the U.S. did not have a response rate
high enough to be included in the overall averages,
the results are still considered valid and reliable.
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Teachers
Satisfied with
Teaching
Teaching
Hours per
Week in
Hours
USA
TALIS World Average
TALIS World Average
Teachers
Who Believe
Teaching is
Valued
As we saw in the
PISA data, American
teachers have larger
classes and provide
40% more classroom
instruction per year
than their
international peers.
USA
20%
USA
Why the
Big
Difference
USA
40%
TALIS World Average
60%
TALIS World Average
80%
Class Size
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Evaluation
Leads to
Dismissal
Work in
High
Needs
Schools
USA
USA
USA
Teachers
with
Tenure
TALIS World Average
20%
TALIS World Average
USA
40%
TALIS World Average
60%
TALIS World Average
Let’s blow up a few
more of those
common myths
about American
teachers
80%
Experienced
Teachers in
High-needs
Schools
Amsterdam
• The Summit had three main sessions:
1. How is teacher quality defined;
what standards are set and by whom?
2. How is teacher quality evaluated?
3. How do evaluations contribute to school
improvement and teacher self-efficacy?
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Simplified
1. It must be done with teachers and not to them.
2. You must use multiple measures that represent
the breadth and depth of what we want
students to know.
3. Most countries struggle to make the connection
between evaluation and professional growth—
they tend to focus on the latter.
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There are three essential components
of successful teacher quality systems:
1. COLLABORATION
components were again
2. TRUST These
highlighted at the 2014 Summit
in New Zealand on School Equity
3. TIME
The Asia Society publishes reports on all the Summits
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• In April 2013, OECD released a study
on evaluation and assessment.
• The report examined policies and
practices in 28 countries (U.S.
declined to participate).
• OECD makes recommendations for
school and teacher evaluation.
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For Teacher Evaluation








Take a “holistic” approach
Align evaluation with educational goals
Focus the system on improving instruction
Avoid distortions (too much emphasis on
standardized tests, etc.)
Put students at the center (broad measure of both
quantitative and qualitative data)
Build system capacity
Allow local adjustments, flexibility
Build consensus
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“While performance data in the United
States are often used for purely
accountability purposes, other
countries tend to give greater weight to
using them to guide intervention, reveal
best practices and identify shared
problems.”
- Lessons from PISA 2012 for the United States, OECD 2013
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From “PISA 2009 Results: What Makes a School Successful?” - OECD 2010 (Volume IV; pg. 41)
What improves student
performance:
“There is a clear
relationship
between the
degree of
curricular
autonomy a
school system
offers its schools
and the system’s
performance.”
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What fails to improve
student performance:
“This relationship is less
clear when autonomy is
analyzed through
measures such as:
selecting teachers for
hire, dismissing
teachers, establishing
teachers’ starting
salaries, …”
So why in the United States is autonomy many
times defined as control of personnel decisions?
From “PISA 2009 Results: What Makes a School Successful?” – OECD 2010 (Volume IV; pgs. 42-43)
“The degree of competition among schools is one way to measure school choice.
Competition among schools is intended to provide incentives for schools to
innovate and create more effective learning environments. However, crosscountry correlations of PISA do not show a relationship between the
degree of competition and student performance.”
“All this said, even though there may be no performance advantage for
private schools after accounting for socio-economic background, private
schools may still be an attractive alternative for parents who want to capitalize on
the socio-economic advantages that these schools offer…”
“The relationship between school choice
and student performance is weak.”
PISA in Focus #42, OECD (August, 2014)
Here
There
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Contrary to what many say, using “market-based”
reforms for educational change is not new. In the
industrialized world two countries stand out: Chile
and Sweden.
• Chile has used a voucher-based school system for almost 30 years.
Developed under Pinochet by the market-based guru, Milton
Friedman from the University of Chicago, the Chilean public school
system is based on the free-market, competition and choice.
• Sweden implemented a market-based school system in the 1990’s.
Since that time, most aspects of Swedish schools have changed to
reflect this new philosophy. This includes: school choice, individual
teacher contracts and many other basic educational services.
Let’s see the results…
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A Voucher-based System
PISA
2000
Reading
PISA
2003
Reading
PISA
2006
Reading
PISA
2009
Reading
PISA
2012
Reading
(OECD 2013)
Chile
410
N/A
442
449
441
17%
Rank
36/41
N/A
38/56
43/74
47/65
USA
504
477
N/A
500
498
Rank
16/41
18/40
N/A
17/74
24/65
Poverty
Rate
16%
OECD: Chile’s public school system is the most economically
segregated in the world. When asked about Chile’s academic
performance, Andreas Schleicher defined it as “chronically
underperforming.”
After years of students and parents protesting inequity in the schools,
this spring Chile’s parliament began a system of reforms to create more
equity and to move away from a market-based school system.
32
A Market-based System
PISA
2000
Reading
PISA
2003
Reading
PISA
2006
Reading
PISA
2009
Reading
PISA
2012
Reading
(OECD 2013)
516
514
507
497
483
9%
Rank
10/41
8/40
10/56
19/74
36/65
USA
504
495
N/A
500
498
Rank
16/41
18/40
N/A
17/74
24/65
Sweden
Poverty
Rate
16%
OECD: Sweden’s academic performance has significantly and
continually dropped since 2000. When asked about Sweden’s
academic struggles, some blame the market-based reforms, others
do not.
Regardless of these results, market-based education and
the inequity it brings is on the rise in Sweden.
33
Measures of
Effective
Teaching
(MET)project
14
34
Source: Southern Education Foundation.
The Washington Post. Published on October 16, 2013.
35
Source: Southern Education Foundation.
The Washington Post. Published on October 16, 2013.
36
2012
2000
Poverty Rate
37
Educational inequity can explain many of the disparities in public
schools. In fact, the OECD says: “Socio-economically
advantaged students and schools tend to outscore their
disadvantaged peers by larger margins than between any
other two groups of students.”
-”Pisa 2012 Results: Excellence through Equity. Giving Every Student the Chance to Succeed.” Vol. II; Pg. 34.
However, we’ve seen many other factors matter as
well. Thus, changes in other factors can still have
a strong influence on performance—be it positive
or negative.
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CDE Data
Free and
Reduced
Lunch
Percentage
2010 State
Performance
Framework
2013 State
Performance
Framework
Point
Change
Percentage
Change
Adams 12
36.9
56.7
55.0
-1.7
-3.0%
Arapahoe
67.8
45.8
47.1
1.3
2.8%
Boulder
18.9
76.9
79.2
2.3
3.0%
Cherry Creek
25.0
71.0
74.4
3.4
4.8%
Denver
71.6
48.3
52.9
4.6
9.5%
Englewood
56.8
42.9
45.1
2.2
5.1%
Jeff. County
33.7
70.4
68.9
-1.5
-2.1%
9.4
85.8
86.0
0.2
0.2%
Littleton
21.0
81.9
80.6
-1.3
-1.6%
Average
Douglas
County
37.9
64.4
65.5
1.1
2.1%
11.5
78.2
72.4
-5.8
-7.4%
Lewis Palmer
39
Source: CDE (2013 data)
Free and
Reduced
Lunch
Percentage
2010 State
Performance
Framework
2013 State
Performance
Framework
Point
Change
Percentage
Change
Akron
45.3
69.2
72.2
3.0
4.3%
Ault-Highland
47.0
56.6
72.3
15.7
27.7%
Hayden
38.4
64.7
72.2
7.5
11.6%
Holly
72.3
72.6
72.4
-0.2
-0.3%
Manitou
25.3
74.7
72.6
-2.1
-2.8%
Springfield
59.6
68.0
72.8
4.8
7.1%
Windsor
19.6
70.0
72.7
2.7
3.9%
Average
Douglas
County
43.9
68.0
72.5
4.5
7.4%
11.5
78.2
72.4
-5.8
-7.4%
40
Source: CDE (2013 data)
Free and
Reduced
Lunch
Percentage
2010 State
Performance
Framework
2013 State
Performance
Framework
Point
Change
Percentage
Change
12.4
83.6
84.7
1.1
1.3%
6.8
90.3
87.5
-2.8
-3.1%
Boulder
18.9
76.9
79.2
2.3
3.0%
Cheyenne Mtn.
14.9
87.8
87.2
-0.6
-0.7%
9.4
85.8
86.0
0.2
0.2%
Steamboat
16.9
83.8
85.7
1.9
2.3%
Average
13.2
84.7
85.1
0.7
0.4%
Douglas County
11.5
78.2
72.4
-5.8
-7.4%
Academy
Aspen
Lewis Palmer
You should look at this and other performance
data and draw your own conclusions.
41
“While some turnover is to be expected, high attrition is problematic. It can produce a range
of organizational problems at schools, such as discontinuity in professional development,
shortages in key subjects and loss of teacher leadership.”
–
“The Schools Teachers Leave. Teacher Mobility in Chicago Public Schools,” Consortium on Chicago School Research (2009)
“The results indicate that students in grade-levels with higher (teacher) turnover score lower in both ELA
(English) and math…Moreover, the results suggest that there is a disruptive effect of turnover beyond
changing the composition in teacher quality.
–
“How Teacher Turnover Harms Student Achievement,” Ronfeldt, Lankford, Loeb and Wyckoff (2011)
“About 13 percent of the American workforce of 3.4 million public school teachers (urban, rural, and
suburban) either moves or leaves the profession each year…The high annual turnover rates seriously
compromise the nation’s capacity to ensure that all students have access to skilled teaching.”
–
“On the Path to Equity: Improving the Effectiveness of Beginning Teachers,” Alliance for Excellent Education (2014)
42
CDE (2013-2014 data)
Teacher Turnover
2013-2014
Boulder
10.3%
Cherry Creek
11.7%
Jeff. County
10.0%
Littleton
9.5%
Average
Douglas
County
10.4%
17.3%
This difference of 6.9% may
seem small to some, but it
means approximately 222
more teachers left Douglas
County Schools last year
than left other suburban
school districts.
In real school terms, this
means an additional 5
full elementary schools*
of teachers left Douglas
County last year.
*This assumes an elementary of 44 teachers
43
“However,
using an
unrestricted
experience model I
find that for
mathematics
achievement there
are high returns to
later career
teaching
experience, about
twice as much
dispersion in initial
teacher quality as
previously
estimated.”
The Dynamics of Teacher Quality (2013)
Matthew Wiswall
Arizona State University, W.P. Carey School of Business, Department of Economics, United States
44
This is the only slide with AFT data
Question: What is the effect of teacher unions
on student achievement?
Answer:
There is a correlation between teacher unions and
the higher student achievement (NAEP)
2013 NAEP Math 4th 2013 NAEP Math 8th 2013 NAEP Reading 2013 NAEP Reading
Percent Proficient
Percent Proficient
4th Percent Proficient 8th Percent Proficient
Fordham's Power
Fordham's Resources
EPI CB Percentage
SASS Union %
Average =
0.26
0.39
0.42
0.33
0.35
0.34
0.42
0.47
0.38
0.40
0.25
0.39
0.42
0.38
0.36
0.38
0.44
0.50
0.43
0.44
An average correlation coefficient of 0.39
45
“Critics of American education are sometimes disapproving of
the teachers’ unions and of how they perceive these unions
as interfering with promising school reform programs by
giving higher priority to the unions’ “bread and butter” issues
than to what the evidence suggests students need to
succeed. But the fact is that many of the countries with the
strongest student performance also have the strongest
teachers’ unions, beginning with Japan and Finland….Indeed,
the higher a country is on the world’s education league
tables, the more likely that country is working
constructively with its unions and treating its teachers
as trusted professional partners.”
I wonder where this is from? A union publication?
46
It’s on page 240 of this
publication. The first printed
copy was handed to Arne
Duncan in December 2010.
“Hidden” in chapter 11 titled,
“Lessons for the United
States”
47
- A generation ago, we led the world in education.
- U.S. Education Secretary Arne Duncan
- 11/21/13
Misinformation like this is not
helpful; it simply delays what we
need to do to improve our schools.
April, 1983
48
Just wanted you to know…
Some people say the United States should get back to
leading the world in education.
Or what I like to call the “the older we get, the better
we were” philosophy.
The United States ranks 11th out of 12 countries on an
international study of mathematics achievement.
1964
50 years
ago
“…students from the United States have fared quite
poorly on these assessments.”
Assessment of the National Center for Education Statistics
on all the international comparisons from 1966 - 1988
49
We are not saying American
schools are good enough—they
are not. What we are saying is
that we need to be honest about
the real the drivers of performance
if we are ever going to make the
right choices for our students.
50
Factors in student achievement
It’s true that
teachers are
the most
important
“in-school”
factor, but
this must be
put into
context
*Estimations from Linda Darling-Hammond
51
Dr. Dan Goldhaber –
Education Economics;
Dec 1999 and again in
Education Next,
Spring 2002
“The Mystery of Good
Teaching”
This is why a teacher who moves her VA from
the 25th percentile to the 75th percentile (passing
half the teachers) only raises an average student
only about 6 percentile points
– Jesse Rothstein, University of California,
Berkeley
52
Two questions…
1. Are Douglas County Schools “worldclass” now?
2. Are Douglas County Schools moving
towards “world-class” status?
53
TCAP results continue to outpace state
Today, the Colorado Department of Education (CDE) released TCAP scores for all Colorado
school districts. DCSD scores once again rank among the highest in the state and outpaced the
state average in all grades and all content areas. DCSD scored more than 11 percentage
points above the state average.
Highlands Ranch and Ponderosa high schools recently participated in the PISA assessment, an
international test that assesses not only what students know, but also how well they are able
to reflect on and apply their knowledge to real-life situations. The test specifically focuses on
math literacy, science literacy and reading literacy. When compared to the 34 participating
countries, DCSD students performed extremely well, with average scores higher than
most other countries.
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More Information
aft.org/promise/pisa
Rob Weil
Director of Field Programs
Educational Issues
[email protected]
55