ARTICLE: Does High Teacher Pay = High Achievement? A Study Says No!

January 9, 2012 By Leave a Comment

A new, in-depth report takes a look at how states spend education money and finds that the most cost-effective ways of increasing student achievement are by reducing pupil-teacher ratios, providing more prekindergarten programs, and providing teachers with discretionary classroom resources — not by raising teacher pay.For states that want more bangs for their education buck, a recently released report advises, raising teachers’ salaries generally isn’t the most cost-effective way of raising student achievement. The authors speculate that the traditional compensation system rewards both high- and low-quality teachers.

According to the study, spending money on lowering pupil-teacher ratios in the lower grades, providing widely available prekindergarten programs, and providing teachers with discretionary resources for the classroom are better uses of education dollars, particularly in states with disproportionately high numbers of minority and disadvantaged children. The 271-page study, Improving Student Achievement: What NAEP Test Scores Tell Us, based its findings on U.S. Department of Education’s National Assessment of Education Progress (NAEP) tests given between 1990 and 1996.

                    SMALL CLASSES AND PRE-K IMPORTANT

“When we started our study, there was uncertainty whether education reform was actually working,” said David Grissmer, lead researcher of the study and senior management scientist at RAND. RAND, a nonprofit institution headquartered in Santa Monica, California, conducts research and analysis to help improve public policy. “The main message of the report is that public education is reformable and reform efforts have made a difference. We looked at the education investment: Does teacher salary
and experience make a difference, especially for disadvantaged students?”

U.S. Education Secretary Richard W. Riley said the report highlights the areas the Clinton administration has focused on to improve education. “The factors that this report point out as making a difference in higher achievement scores — smaller class sizes, early childhood education, and improved teaching resources — are the priorities that this administration and the U.S. Department of Education have been emphasizing for the past eight years,” Riley said in a written statement.

                    MORE FEDERAL SUPPORT NEEDED

Grissmer and his colleagues found that it’s not where the kids live in a state that puts them at a disadvantage but which state the children live in. Grissmer, Ann Flanagan, Jennifer Kawata, and Stephanie Williamson examined the test results of 2,500 fourth- and eighth-grade students from 44 states. More federal funding is needed, Grissmer told Education world. “Some states are limited in what they can spend. Certainly our study would support the expansion of Title I spending,” he said. “This is a federal problem.” Title I is a federally funded program that provides additional funds to schools with low-income students.

States with the highest student math scores — North Carolina, Texas, Michigan, Indiana, and Maryland — posted gains nearly twice the national average. High-performing states were compared with low-performing states that were demographically similar. For example, Texas and California are close demographically but had very different test results. Texas outscored California in reading and math by 11 percentage points. The report attributes lower pupil-teacher ratios, more prekindergarten, and better teaching resources as the primary reasons Texas students performed so much better than California students did. The researchers also found that teacher turnover in California probably had a significant effect on student achievement.

State policies involving standards, assessment, and accountability implemented during the late 1980s and early 1990s also made a difference. Students in both Texas and North Carolina showed significant improvement in math, the researchers wrote. The researchers warn policymakers not to take credit for the gains or put blame on current policymakers in states that did not post gains. Achievement results reflect policies and practices from the early 1980s through 1995, they wrote. The researchers also advise that the full effects of reform policies take a long time to be realized and may not be reflected even in these scores. They point out that education researchers and development specialists have not tested policies and practices that could guide policymakers and educators toward more effective practices.

Sandra Feldman, president of the American Federation of Teachers, agrees with the report that Texas is reaping the benefits of investments made many years ago. “We know what works, and we know good schools don’t come on the cheap,” Feldman said in a written statement. “California, which fared poorly in the report, is an example of what happens when you take away investment from public schools,” Feldman added. “California’s public schools once were a source of great pride — before they were starved of resources. Today, the state is finally investing again in sensible, targeted reforms, such as reducing class size in the early grades, and the schools are improving.”

The RAND report advises that policymakers need more research in order to make sound decisions about improving student achievement. “Without a critical mass of high-quality research, policymakers lack the key process required to improve education systematically,” the report stated. “Without good research and development, progress in education or any other area will be slow, uncertain, and inefficient.”

 

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Outcome of House Vote on IDEA cuts

January 9, 2012 By Leave a Comment

The House voted on the Labor, HHS and Education Appropriations bill for FY 1996 and it passed 219 – 208.  There were no amendements from the floor, so all cuts to IDEA in special education research and teacher training remained.  The Senate taks up the issue when it returns from August recess.

To reiterate, this bill does not cut from IDEA funding to States to support special education services, but eliminates all funded research in areas like early childhood and severe and profound disabilities. Many of the leading researchers in this area rely on these funds as their primary source of funding to conduct research and develop programs.   Here are some of the currently funded programs that would be cut: An Analysis of the Effectiveness of Staffing Patterns for Young Children Attending Natural Group Environments for Early Intervention (Dr. Mary Beth Bruder, Univ. of Conn) the project will expand current knowledge and practice in the effects of receiving early childhood intervention in natural group environements.

Efficacy of Early Intervention:  Long Term Effects (Dr. Carl Dunst, Western Carolina Center): project will produce a database on the effectiveness of early intervention. Differential Characteristics and Effects of Family-Oriented Approaches to Early Intervention (Dr. Jackqueline Epstein, Commonwealth of Pennsylvania) Examine the best ways to approach family-oriented early intervention services.

Prenatal Cocaine Exposure and Social Development of Young Children (Dr. Scott McConnel, Univ of Minnesota).  Examine effective strategies for education of children exposed to cocain in utero. Investigations of Early Motor Procedures (Dr. Gerald Mahoney, Kent State).  Investigates the relative effectiveness of two motor intervention approaches (NDT and Peabody Developmental Motor program) fo children with Down Syndrome and children with cerebral palsy. Proactive schooling:  Preventing Dropout in Highest Risk Adolescents (Dr. Katherine Larson).  Examining procedures to prevent dropout among Hispanic students in the LA area.

Transition to adulthood for students with developmental disabilities: The role of Siblings (Dr. Russell Gersten, Eugene Oregon)  examine ways that siblings influence educational outcomes. And, I would be less than forthcoming if I did not confess that one of our very own projects will be cut: Is there a causal relationship between self-determination and positive adult outcomes for youth with mental retardation?  A follow-up study part of the work we are doing in self-determination for youth with mental retardation.

I give you these to provide a sense of the types of research that is impacted.  I don’t think I have to illustrate the difficulty in recruiting and retaining good teachers in special education if the personnel training funding disappears. Nothing is more effective than a family member telling his or her Senator that these cuts are impact their son or daughter.  It puts a face to those budget cuts.  The Senate takes their appropriations bill up in Septemeber.  Contact them at their home office during the recess and let them know that these cuts represent a failure on their part to support the nations responsibility to educate all students.

 

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High Costs and Low Results Incurred by Early Education Programs

January 9, 2012 By Leave a Comment

Expanding the number of children required to attend school increases state education costs and thereby may mean an increase in taxes. Such an instant expansion of the student population requires the hiring of more teachers, more truant officers, and more administrative staff. While the change in some school districts may be negligible, the change to the combined school districts of a state would produce a significant impact on state revenues.

When a lowering of compulsory attendance age was considered in Alabama in 1991, the Alabama Legislative Fiscal Offices estimated the cost of the change to be at least $4.7 million per year.10 In 1998, when Connecticut considered lowering its compulsory attendance age, a state department of education representative testified that one town (Enfield, CT) would require 13 new classrooms while another (Meridian, CT) would need 20 additional classrooms.11

Also consider Head Start, a federal program that began providing services in 1965 with an enrollment of 561,000 children and a budget of just over $96 million. By 2000, the enrollment had only grown to 860,000 children, but the budget had increased dramatically, costing taxpayers over $5 billion dollars. That is a 5,108% growth rate in spending with only a 53% increase in enrollment.

The most important goal of any education program is that children be educated. Studies of Head Start, however, demonstrate that early education produces no apparent academic benefits. In its early years, extensive studies were undertaken to prove Head Start worked. But the opposite turned out to be true. In 1969, the Westinghouse Learning Corporation found no difference in the behavior and educational achievement between Head Start and other underclass children.

Sixteen years later, the CRS Synthesis Project study, commissioned by HHS, came to the same conclusion. Although children showed “immediate gains,” by the second grade “there are no educationally meaningful differences.”12

 

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“But, Studies Show…!”

January 9, 2012 By Leave a Comment

Since the Communism thread has morphed into a home-schooling debate, I thought I’d share some thoughts on that here. The current thread has become almost impossible to follow. There are many reasons why home schooling is becoming such a popular option for parents in the United States, among them the overall failure of the public school systems, a recognition among fly-over folk that children need parents more than they need institutions, and the growing realization that home-schooled kids are outperforming their counterparts. I could relate my own experiences, and will if anyone asks, but that would be anecdotal and so not relevant.

The discussion underway focuses on very young children, so the thing that I wish to refute is this vague, airy dismissal of the concerns voiced over compulsary attendance for small children and the natural rights of human beings as affirmed by the Consitution in the United States. If one is going to use the “studies show” gambit in defense of one’s pre-conceived notions, then one had damned well better be prepared to cite those studies. In this case, “studies show” exactly the opposite of the position held.

Below is the entire text of the HSLDA’s position on the issue of early education, complete with citations. Mandatory Kindergarten Is Unnecessary Compelling children to attend school at an earlier age does not yield consistent results.

Compulsory attendance or mandatory kindergarten at early ages is not the way to improve academic excellence. In fact, it may harm the development of young children to force them into the school system at a young age. The studies below demonstrate that compelling 5 and 6 year olds to attend school is not only unnecessary, but also violates a parent’s fundamental right to direct the education of their children, as guaranteed by the 14th Amendment to the U.S. Constitution. Pierce v. Society of Sisters, 268 U.S.
510 (1925); Wisconsin v. Yoder, 406 U.S. 205 at 233; Troxel v. Granville, 530 U.S. 57 (2000).

 

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Research Requested on Importance of Fathers in Early Childhood

January 9, 2012 By Leave a Comment

“Research on flexibility and children’s well-being has shown that better levels of flexibility exist when there are two parents present. Better flexibility is linked to lower levels of destructive parent-child interaction, the absence of a juvenile offender in the home, lower reports of sexually abusive behavior, decreased levels of psychopathology, and less chemical dependence.”  _Chapter Four: Social Fatherhood and Paternal Involvement: Conceptual, Data, and Policymaking Issues.  In NURTURING
FATHERHOOD: IMPROVING DATA AND RESEARCH ON MALE FERTILITY, FAMILY FORMATION AND FATHERHOOD.   Report of the Working Group on Conceptualizing Male Parenting. Randal D. Day, Ph.D. (Co-chair). V. Jeffery Evans, Ph., D., LLD (Co-chair). Michael Lamb, Ph.D. (Co-chair). June, 1998.

“Extensive research has been conducted on the effects of divorce for children’s well-being (Kelly, 1993; Furstenberg and Cherlin, 1991; Wallerstein, 1991; Chase-Lansdale and Hetherington, 1990; Hetherington, 1981, 1979) and the problems experienced by children growing up in single-parent families (McLanahan and Sandefur, 1994). Such research has found that children are better off financially, psychologically, and emotionally when they are raised by two parents.”  NATIONAL CENTER FOR EDUCATION STATISTICS: Statistical Analysis Report: Fathers’ Involvement in Their Children’s Schools.  October 1997.

“A large body of social science research indicates that any child growing up without a responsible, involved father is more likely to encounter difficulties than a child growing up in a two-parent family. Fatherless children in poverty face even greater risks. During this first year, therefore, the Commission chose to devote most of its attention to the issues of low-income, often unwed, fathers whose families are under the greatest economic pressure and at the highest risk.”  The Massachusett’s Governor’s Advisory Commission on Responsible Fatherhood and Family Support. August 1998.

The Effects of Fatherfullness

According to a Gallup Poll, 90.3 percent of Americans agree that “fathers make a unique contribution to their children’s lives.” –Source: Gallup Poll, 1996. National Center for Fathering. “Father Figures.” Today’s Father 4.1 (1996):8. Source: The National Commission on Children. “Speaking of Kids: A National Survey of Children and Parents.” Washington, DC, 1991. A study on parent-infant attachment found that fathers who were affectionate, spent time with their children, and overall had a positive attitude were more likely to have securely attached infants. –Source: Cox, M.J. et al. “Prediction of Infant-Father and Infant- Mother Attachment.” Developmental Psychology 28 (1992): 474-483.

A study assessing the level of adaptation of one-year olds found that, when left with a stranger, children whose fathers were highly involved were less likely to cry, worry, or disrupt play than other one-year olds whose fathers were less involved. –Source: Kotelchuk, M. “The Infant’s Relationship to His Father: Experimental Evidence.” The Role of the Father in Child Development. by Michael Lamb. 2nd ed. New York: Wiley, 1981. Father-child interaction has been shown to promote a child’s physical well-being, perceptual abilities, and competency for relatedness with others, even at a young age. –Source: Krampe, E.M. and P.D. Fair-weather. “Father Presence and Family Formation: A theoretical Reformulation.” Journal of Family Issues 14.4 (December 1993): 572-591.

A survey of over 20,000 parents found that when fathers are involved in their children’s education including attending school meetings and volunteering at school, children were more likely to get A’s, enjoy school, and participate in extracurricular activities and less likely to have repeated a grade. –Source: Fathers’ Involvement in Their Children’s Schools. National Center for Education Statistics. Washington DC: GPO, 1997. Using nationally representative data on over 2,600 adults born in the inner city, it was found that children who lived with both parents were more likely to have finished high school, be economically self- sufficient, and to have a healthier life style than their peers who grew up in a broken home. –Source: Hardy, Janet B. et al. “Self Sufficiency at Ages 27 to 33 Years: Factors Present between Birth and 18 Years that Predict Educational Attainment Among children Born to Inner-city families.”Pediatrics 99 (1997): 80-87.

In a 26 year longitudinal study on 379 individuals, researchers found that the single most important childhood factor in developing empathy is paternal involvement. Fathers who spent time alone with their kids performing routine childcare at least two times a week, raised children who were the most compassionate adults. –Source: Koestner, Richard, Carol Franz, and Joel Weinberger. “The Family Origins of Empathic Concern: A Twenty-Six Year Longitudinal study.” Journal of Personality and Social Psychology 58 (1990): 709-717.

 

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The Cuban Education System

January 9, 2012 By Leave a Comment

The Cuban education system: lessons and dilemmas  
Document Type: LAC Human & Social Development Group Paper Series

The Cuban educational system has long enjoyed a reputation for high quality. This paper highlights ways in which the Cuban educational system, despite the dismal economic picture of the past decade, adopted features that research has identified as characterizing a high-quality education system. The papers sees what has allowed Cuba ‘ s education system to perform so well is the continuity its education strategies, sustained high levels of investments in education, and a comprehensive and carefully structured system, characterized by: 1) quality basic education and universal access to primary and secondary school; 2) comprehensive early childhood education and student health programs; 3) complementary educational programs for those outside school; 4) mechanisms to foster community participation in school management; 5) great attention to teachers; 6) low-cost instructional materials of high quality; 7) teacher and student initiative in adapting the national curriculum locally; 8) carefully structured competition; 9) explicit strategies to reach rural students; 10) strategies to link school and work; and 11) an emphasis on education for social cohesion and values education.

 

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Outcome of House Vote on IDEA cuts

January 9, 2012 By Leave a Comment

The House voted on the Labor, HHS and Education Appropriations bill for FY 1996 and it passed 219 – 208.  There were no amendements from the floor, so all cuts to IDEA in special education research and teacher training remained.  The Senate taks up the issue when it returns from August recess.

To reiterate, this bill does not cut from IDEA funding to States to support special education services, but eliminates all funded research in areas like early childhood and severe and profound disabilities. Many of the leading researchers in this area rely on these funds as their primary source of funding to conduct research and develop programs.   Here are some of the currently funded programs that would be cut: An Analysis of the Effectiveness of Staffing Patterns for Young Children Attending Natural Group Environments for Early Intervention (Dr. Mary Beth Bruder, Univ. of Conn)…the project will expand current knowledge and practice in the effects of receiving early childhood intervention in natural group environements.

Efficacy of Early Intervention:  Long Term Effects (Dr. Carl Dunst, Western Carolina Center): project will produce a database on the effectiveness of early intervention. Differential Characteristics and Effects of Family-Oriented Approaches to Early Intervention (Dr. Jackqueline Epstein, Commonwealth of Pennsylvania) Examine the best ways to approach family-oriented early intervention services.

Prenatal Cocaine Exposure and Social Development of Young Children (Dr. Scott McConnel, Univ of Minnesota).  Examine effective strategies for education of children exposed to cocain in utero. Investigations of Early Motor Procedures (Dr. Gerald Mahoney, Kent State).  Investigates the relative effectiveness of two motor intervention approaches (NDT and Peabody Developmental Motor program) fo children with Down Syndrome and children with cerebral palsy. Proactive schooling:  Preventing Dropout in Highest Risk Adolescents (Dr. Katherine Larson).  Examining procedures to prevent dropout among Hispanic students in the LA area.

Transition to adulthood for students with developmental disabilities: The role of Siblings (Dr. Russell Gersten, Eugene Oregon)  examine ways that siblings influence educational outcomes. And, I would be less than forthcoming if I did not confess that one of our very own projects will be cut: Is there a causal relationship between self-determination and positive adult outcomes for youth with mental retardation?  A follow-up study…part of the work we are doing in self-determination for youth with mental retardation.

I give you these to provide a sense of the types of research that is impacted.  I don’t think I have to illustrate the difficulty in recruiting and retaining good teachers in special education if the personnel training funding disappears. Nothing is more effective than a family member telling his or her Senator that these cuts are impact their son or daughter.  It puts a face to those budget cuts.  The Senate takes their appropriations bill up in Septemeber.  Contact them at their home office during the recess and let them know that these cuts represent a failure on their part to support the nations responsibility to educate all students.

 

Filed Under: Childhood Education Tagged With: , , , , , , , , ,

Compulsory Attendance starting at 3 years old

January 9, 2012 By Leave a Comment

D.C. Council member Kevin P. Chavous (D-Ward 7) plans to introduce a bill today that would lower from 5 to 3 the age at which schooling is compulsory, part of a push among school and elected officials to expand early childhood learning.

       If the legislation passed, the District would be the first jurisdiction in the country to mandate school attendance or home learning for all children at such a young age, according to the U.S. Department of Education. But although D.C. officials offered support yesterday for the concept behind Chavous’s bill, they said the hurdles in designing and funding a universal program for 3- and 4-year-olds would be significant.

The bill would require a child to be enrolled in a public, private or parochial school or in “private instruction” if the child turned 3 before Dec. 31 in that academic year. Chavous, chairman of the council’s education committee, said that home schooling by parents would qualify as private instruction. But it is unclear in the bill what guidelines stay-at-home parents would be required to follow and how they would document those efforts to the school system.

       Chavous said his proposal is consistent with national efforts to lengthen the school day and the academic year and with  research demonstrating the cognitive benefits of early childhood intervention. “It would force the school system to take charge and responsibility for every 3- and 4-year-old in the city to make sure they are prepared for kindergarten,” he said. The bill envisions a pilot program in fall 2003 and full access to public schooling by 2004. But the source of funding — estimated by the school system at up to $51.6 million in the first year of full access and $32 million a year after that — is unclear.

       Joan Logue-Kinder, communications director for Mayor Anthony A. Williams (D), said the mayor agreed with the need for expanded early learning. But given limited resources, she said, “the primary purpose is to solidify our base and give the students we presently have the best possible education.”  School officials estimated they would need to provide 10,000 slots for 3- and 4-year-olds, compared with the 4,200 slots they currently provide for children of that age enrolled in optional programs. City officials have long been worried about the low enrollment of low-income children in pre-kindergarten classes, Head Start and subsidized child care.

       Superintendent Paul L. Vance said he supported the proposal, citing research pointing to the positive benefits linked to early childhood learning. “The earlier you can get these youngsters to make social and cognitive impressions, the better your chances of having productive learners,” he said. “I’d like to get all of these youngsters in school as early as possible.”

       But D.C. Board of Education President Peggy Cooper Cafritz raised the issue of funding. “Theoretically, it’s fabulous, but to enact such a piece of legislation without an appropriate appropriation is disingenuous and totally bamboozling us,” she said. School officials said that in addition to increased operating costs, they would face higher capital costs associated with more classroom space. The long-range master plan for school facilities also would need to be revised.   They also said they would need to provide transportation to 3- and 4-year-olds if Chavous’s proposal were enacted. The school system currently buses only special education students, and that service is often late and irregular. Education analysts said the proposal also is likely to raise thorny questions of parental choice.

       School officials “would need to do some hard calculations and have to make sure they provide generous options for parents,” including home instruction, said Sharon Lynn Kagan, co-director of the Center for Children and Families at Columbia University’s Teachers College. Barbara Willer, deputy executive director of the National Association for the Education of Young Children, said her group supports expanding early childhood education programs, but she raised the question of whether such programs should be mandatory. She said that compulsory attendance would pose the specter of a “Big Brother-type approach” and could be seen by some families as an intrusion.

 

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Texas Tech Early Childhood Search

January 9, 2012 By Leave a Comment

The Department of Human Development and Family Studies at Texas Tech University is conducting a search for a new faculty member in early childhood development.  One of the main areas of specialization we are looking for is language development.  The text of our ad is shown below. It has also appeared in the November APA Monitor and the December APS Observer.

POSITION ANNOUNCEMENT — TEXAS TECH

ONE POSITION:  Assistant/Associate Professor (Tenure Track), Early Childhood Development

DATE AVAILABLE:  Fall, 1999

RESPONSIBILITIES:  Teach graduate and undergraduate courses in Child Development.  Engage in scholarly activities, research and mentorship. Participate in committee work in the department, college and university.

QUALIFICATIONS:  The position requires a doctoral degree in Human Development, Developmental Psychology, Early Childhood Development, or Early Childhood Education. Candidates should have a primary interest in studying children beyond infancy.  Expertise in multiculturalism, language development, and/or special needs is desirable. Exceptional candidates in other areas of early childhood development will be considered.   Ability to interact positively with students, faculty, and staff.  Commitment to involvement with appropriate professional organizations.  Qualify for Graduate Faculty status at the University.

RANK AND SALARY:  Assistant/Associate Professor.  Salary dependent upon qualifications and experience.

DESCRIPTION:  TTU has an enrollment of roughly 25,000 students of whom approximately 4,000 are graduate students.  The University is located in Lubbock, a city of 200,000 in northwest Texas (South Plains region) with a sunny, low-humidity climate.  Dallas (to the east) and the Rocky Mountains (to the west) are located within several hours’ drive of campus.  The Department offers graduate degrees in Human Development and Family Studies (M.S. and Ph. D.) and Marriage and Family Therapy (M.S. and Ph. D.), and is housed in the College of Human Sciences (enrollment of approximately 2,000 students, includes 500 Early Childhood undergraduate majors).  The Department maintains the Child Development Research Center, Institute for Multidisciplinary Research on Adolescent and Adult Risk-Taking Behavior, Family Therapy Clinic, and the Center for the Study of Addiction.  The University is connected to a large medical center, which has been open to our researchers.  These facilities provide excellent research opportunities for faculty. Texas Tech University is an Affirmative Action/Equal Opportunity Employer with a strong commitment to supporting equality of opportunity and respect for differences.

 

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US-GA-Atlanta: GEORGIA LOTTERY FUNDED PRE-K LEAD TEACHER

January 8, 2012 By Leave a Comment

ARAMARK is a $9 billion world leader in providing managed services — including food, facility and other support services, uniform and career apparel, and childcare and early education.  ARAMARK has leadership positions serving the business, education, healthcare, government, sports and recreation sectors.   In 2002, ARAMARK is rated No. 1 in the outsourcing services category in FORTUNE Magazine’s ‘Most Admired Companies in America’ and is among the Top 50 companies overall.  Headquartered in Philadelphia, ARAMARK has approximately 200,000 employees serving customers in 17 countries.

Children’s World Learning Centers, a division of Aramark Educational Resources, is now hiring Pre-K teachers for Dekalb, Gwinnett, Cobb and Fulton counties. Interested candidates should have previous early childhood education experience and excellent customer service skills. Candidates will need the following education/experience to be considered for a position: -2 year AA Degree in Early Childhood Education (CDA not accepted); OR -4 year BA degree in Early Childhood Education or Elementary Education; OR -Valid Georgia Certified Teacher Credential; OR -Valid Certified Teacher Credential from another state (you will have one year to obtain Georgia certificate). We offer an competitive salary, as well as childcare discount, health/dental/life insurance, 401(k), paid vacation/illness/personal time off. Aramark Educational Resources is an Equal Opportunity Employer.

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