Op-Ed Columnist
Gold Stars and Dunce Caps
In this presidential campaign, we need somebody who wants to address the question President Bush once raised: “Is our children learning?”
he goes on to say...International testing shows that U.S. schools do a lousy job teaching math and science, in particular. And far too many American students aren’t going to college or even completing high school, undermining our competitiveness for decades to come.
Moreover, the U.S. education system reinforces the gulfs of poverty and race. Well-off white kids tend to go to good schools that propel them ahead, while many poor black and Hispanic kids attend bad schools that hold them back.
Yet teachers still vary tremendously in their effectiveness, as the Hamilton Project study found when it examined results in Los Angeles schools. It looked at the 25 percent of teachers who raised their students’ test scores the most, and the 25 percent who raised students’ scores the least. A student assigned to a class with a teacher in the top 25 percent could expect — after just one year — to be 10 percentile points higher than a similar student with a bottom-tier teacher.
“Moving up (or down) 10 percentile points in one year is a massive impact,” the authors wrote. “For some perspective, the black-white achievement gap nationally is roughly 34 percentile points. Therefore, if the effects were to accumulate, having a top-quartile teacher rather than a bottom-quartile teacher four years in a row would be enough to close the black-white test score gap.”
The Hamilton Project study recommends that the weakest 25 percent of new teachers should be denied tenure and eliminated after two or three years on the job (teachers improve a lot in the first two years, but not much after that). That approach, it estimates, would raise students’ average test scores by 14 percentile points by the time they graduated.
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