Saturday, November 16, 2013

Technology can help close the achievement gap


Minding the gap 

Education technology helps minorities do better at university 

Nov 16th 2013 | CHICAGO |From the print edition

 Only 40% of black college students graduate within six years; 62% of whites do. No one knows why. One academic has suggested teaching “grit” and “determination” in the face of obstacles. But what minority students often need is good advice. Higher education is a maze of different courses and programmes, which students who are the first in their family to attend college struggle to navigate. Some choose their courses simply because they begin late in the morning, or because their friends are doing them. As a result, they often fail. Some institutions, such as Georgia State University, have improved results by getting faculty, advisers and older students to work more closely with minority students. But this takes time and money. Technology can help. [More...]

Saturday, November 09, 2013

Testing teachers in America


On your marks

States are starting to test teachers 

Nov 9th 2013 | CHICAGO |From the print edition

IN THE film “Bad Teacher”, Cameron Diaz’s character says she entered the profession “for all the right reasons: shorter hours, summers off, no accountability”. No one is threatening to take away the first two agreeable perks, but several states are eyeing the third.

 In the past, teachers were judged solely on their level of education and the number of years they had spent in the classroom—neither of which tells you whether their pupils are learning anything. But this is changing. A new report from the National Council on Teacher Quality (NCTQ), a research group, finds that most states now demand that student achievement should be a significant factor in teacher evaluations (see chart). Only Alabama, California, Idaho, Iowa, Montana, Nebraska, New Hampshire, North Dakota, Texas and Vermont have no formal policy.

The expansion of teacher evaluation is broadly good news. Work published in 2011, from Columbia and Harvard, showed that pupils assigned to better teachers are more likely to go to college and earn decent salaries, and less likely to be teenage mothers. If teachers in grades 4 to 8 are ranked according to their ability to add value (ie, teach) and those in the bottom 5% are replaced with ones of average quality, a class’s cumulative lifetime income is raised by $250,000. Bill Gates once said that if every child had mathematics teachers as good as those in the top quartile, the achievement gap between America and Asia would vanish in two years. (His lecture has been watched 1.5m times online.) [More...]