"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

Monday, August 06, 2012

The Wrong Obsession

Sent to the Pittsburgh Post-Gazette, August 6

Educators are always interested in improving teacher evaluation, and Anne Faigen’s comments (“Evaluating teachers is not so easy,” August 5) are helpful. Her essay also, unfortunately, contributes to the impression that there is a crisis in teacher quality in the United States. Our international test scores are low, we are told, and the problem is bad teaching. Hence, we need better methods of evaluating teachers.

Our international test scores are unspectacular, but the reasons are not related to teacher quality (or parents or unions or schools of education): Middle class American students who attend well-funded schools rank at the top of the world on international tests. The problem is poverty: Our average test scores are mediocre because the US has such a high level of child poverty, the second highest among economically advanced countries (23%). Study after study shows that poverty has a devastating effect on school performance.

The current obsession with teacher quality and evaluation of teachers should be replaced with an obsession to protect children from the impact of poverty: Make sure all children are well-fed, have proper health care, and have access to reading material.

Stephen Krashen

Original study: http://www.post-gazette.com/stories/opinion/perspectives/evaluating-teachers-is-not-so-easy-647685/

No comments:

Post a Comment

Post a Comment