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Dec
14
The Plain Dealer’s Scott Stephens posted this blog entry last night (here’s today’s lengthier print piece)
Some children begin school with large vocabularies. Other children begin school with little command over words and numbers.
But what value does the school itself add to a student’s learning experience?
The “value-added” model attempts to answer that question.
The new data analysis, unveiled by state officials today, measures the effectiveness of schools based on the amount of academic progress students make from year to year.
The PD online provides this tool for searching for the info you’d most like to find.
I’m not loving how my school district looks on this, but I know very well what goes in shuffling descriptions of kids etc. I’ll look forward to hearing what administrators and others say about the results since what we can see through the tool is only a red or green for overall student populations. There are subcategories involved and I’d like to know what’s going on with those groups and results.
Measurements, always more measurements.
Feh.
Sphere: Related ContentBy Jill Miller Zimon at 8:37 am December 14th, 2007 in Ohio, Education, Parenting
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Well, my problem with VA, frankly, is that is puts just more emphasis on standardized testing as a means to judge how schools are doing. It’s a new way of looking at the test results, but it’s still all about testing.
Ok, I have more than one problem. Another is that there is absolutely no transparency to it. The statistical model is so complex, no one can explain to you where it comes from or what it means. So the public has to put an awful lot of faith in statisticians to know what they are doing and to create fair models.
For those who are, like me, interested in what ohdave has to say on this subject, please read his thoughts here.
Yeah - it’s problematic. Intentions are good but needs more use/adjustment.