A study released today by Mathematica Policy Research Inc. shows no evidence that the Chicago Teacher Advancement Program improved student math and reading tests when compared with a group of similar schools that did not use the system, Education Week reported.
Chicago’s program is a version of the national Teacher Advancement Program, or TAP, which was first implemented in Chicago in 2007-08, when Duncan led the schools.
The analysis looked at the first two years of a four-year program, which has multiple steps, including increased teacher development, and an incentive payment scheme in which teachers are paid more when their students do better on standardized test scores.
The concept ignores the fact that standardized tests in schools today were not designed as teacher assessment tools and aren’t valid measures, but that isn’t stopping a headlong rush into implementation in school districts across the country.
"A child's learning is the function more of the characteristics of his classmates than those of the teacher." James Coleman, 1972
. . .a pupil attitude factor, which appears to have a stronger relationship to achievement than do all the “school” factors together, is the extent to which an individual feels that he has some control over his own destiny. James Coleman, 1966
Wednesday, June 02, 2010
More Research on Teacher Performance Pay for Duncan to Ignore
One has to wonder what it will take for the corporate edu-idiots to notice that there is no evidence to support any, i. e., ANY of their "reform" proposals. The most recent bad news for the billionaire boys club, reported by Valerie Strauss: