tag:blogger.com,1999:blog-2586988941850907367.post2188153117876968050..comments2024-03-09T08:29:55.636-05:00Comments on NYC Public School Parents: Who to believe among "experts" on teacher evaluation at Albany Summit on teacher evaluation?Patrick Sullivanhttp://www.blogger.com/profile/10631038958645725010noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-2586988941850907367.post-6868600647415476882015-08-10T06:10:50.649-04:002015-08-10T06:10:50.649-04:00The article has identified two trains of thought o...The article has identified two trains of thought on teacher evaluation:<br />1. There is the test-based group and <br />2. The more skeptical group.<br /><br />From this article and my own searches, I added some additional information on the areas of study of the members of these two groups:<br />1. Group 1 – <br />a. Thomas Kane, economist and Professor of Education <br />b. Catherine Brown, ?<br />c. Sandi Jacobs, MA in sociology of education and a BA in history<br />d. Leslie Guggenheim, ?<br />2. Group 2 – <br />a. Aaron Pallas, Professor of Sociology and Education<br />b. Jesse Rothstein, economist, and currently Associate Professor of Public Policy and Economics <br />c. Stephen Caldas, Ph.D. School of Education, M.Ed., B.S. Social Studies Education, B.A. History<br /><br />I did this additional research to get an idea of the educational background of these people. As we see, they are heavy on education and economics. Thus, we would expect that they would approach the problem from and an economic and an education perspective. And, of course, within each of these disciplines there are varying schools of thought. What is lacking is a science discipline that would add a different perspective to these different views. <br /><br />Teacher evaluations that use the test scores are typically based on the overall performances and the improvements of the students. One of the problems with evaluating teachers by using the performance of the students is that not all students have equal academic potential. It is well known that there are group differences in intelligence. For example, blacks and whites have IQs of 85 and 100, respectively. Additionally, intelligence has a substantial genetic component. It is, therefore, unreasonable to expect that blacks and whites would have the same academic performance. <br /><br />Final Comment:<br />If schools and teachers are going to be evaluated on the performance of the students, the evaluation should be based on the expected performance. And, as we know, different groups have different abilities. <br />Anonymousnoreply@blogger.com