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August 14, 2018
How one Chicago principal is leaning on data to help black boys
Test scores were rising at Fuller Elementary School when Marilyn McCottrell took over in 2016. Yet troubling trends loomed behind the numbers.
August 13, 2018
Three out of four Illinois kids aren’t ready for kindergarten. Why that’s a problem.
Only 16 percent of low-income students demonstrated kindergarten readiness in Illinois. The three core benchmarks are social emotional learning, literacy, and math.
you got data
December 11, 2017
Can Colorado do a better job of sharing school report cards with parents? Data advocates say yes.
The Colorado education department posts the school quality ratings online, as do schools. But the reports are not sent directly to parents.
making it clear
June 22, 2016
Striking new graphics show which kids go to specialized high schools — and which don’t
Only two-tenths of a percent of seventh-graders, or nine students, who went on to specialized schools came from the city’s lowest-performing 124 schools.
June 21, 2016
New ‘dashboard’ promises easier access to school data
But schools serving some of the city's highest-needs populations will be left out for now.
November 11, 2015
How New York City is using Google Drive to revamp its struggling schools
The city is hoping that an easy-to-use tool built with Google Drive will enable struggling schools to make new use of student data.
April 20, 2015
Ranks of testing bills culled as session’s days dwindle
Four testing bills were killed by the House Education Committee Monday, including measures that would have repealed the Common Core Standards and PARCC tests.
February 23, 2015
How Chalkbeat analyzed district and charter-school suspensions
Here’s what we considered in our analysis of charter school suspension data.
December 17, 2014
Success Academy seeks in-house ethnographer to study its schools
The Success Academy charter school network is looking to hire an in-house researcher to conduct “ethnographic fieldwork” across its 32 schools and its network offices.
December 8, 2014
Data disagreements muddy takeover debate
In the wake of the ASD's announcement that it will take over one of two middle schools in a Nashville community, district officials and their opponents have continually cited data points that seem contradictory. In fact, representatives from both sides of the school takeover debate were using different yardsticks to measure the same things:
October 15, 2014
Special-ed students in some neighborhoods face longer odds when looking for help
Ten percent of services are going unprovided for students who live in four Bronx ZIP codes with an average median household income of $22,000. That figure drops to 1.5 percent in the city’s five wealthiest enclaves, which have an average median income of $162,000.
July 1, 2014
Haslam and Huffman: TCAP gains show Tennessee is on the right track
After a year in which lawmakers and educators heatedly debated which standardized tests should be given in Tennessee schools and how their results should be used, Gov. Bill Haslam and…
March 14, 2013
City releases limited data about impact of special ed changes
Three years after launching an effort to integrate more students with special needs in mainstream classrooms, the Department of Education has some news about the initiative's effects. The department today released data showing that students with special needs in schools that participated in the first phase of the initiative saw their test scores improve more than students with disabilities at similar schools that were not in the program. Their attendance rates rose and suspension rates fell more than the students with disabilities at similar schools, too. And as the initiative expanded citywide this year, students frequently moved to less restrictive classroom settings in sixth and ninth grade, the years where the department required schools to serve all eligible students, regardless of their disability. The information partially satisfied special education advocates, who are on board with the goals of the city's reforms but have been clamoring for more data about the reforms' impact for more than a year. "From what I am seeing here it looks like there are positive trends — but I'm not seeing everything here that I want to," said Maggie Moroff, who heads the ARISE Coalition of advocates.
October 24, 2012
Even with no model middle school, city expands literacy push
Greg Linton, an 8th grade humanities teacher at M.S. 266, takes notes on his school's literacy data. Nearly a year after beginning their search for an exceptional middle school to lead a push to boost literacy in struggling schools, city officials have concluded that no school is good enough. After the city launched its Middle School Quality Initiative last year, it selected two dozen underperforming schools to receive special training and thousands of dollars in program funding. Then it picked more successful schools to be "anchors" that would teach them. Washington Heights Expeditionary Learning School became a model for teacher collaboration, and schools were sent to M.S. 244 to learn about using data to detect signs that students are at-risk. The city also wanted to push the 23 schools on literacy, where their students especially lagged. But officials said they could find no middle school strong enough to use as the emblem of the literacy initiative. "There isn't an anchor we could turn to to say, 'Show us the magic of how it's all done together,'" said Nancy Gannon, the department official overseeing MSQI. Nonetheless, as MSQI expanded from 24 schools at first (six with only partial funding) to 49 this year, the department also expanded the initiative’s literacy program. The schools are getting extra funds and monthly trainings focused exclusively on literacy, in a program that officials consider it the most significant part of the citywide initiative.
July 23, 2012
Annual survey reflects sanguine views of school performance
A slide from the Department of Education's presentation of this year's Learning Environment Survey results shows teachers' responses to questions about their evaluations. Results of the city's annual survey of what parents, students and teachers think about their schools paints a much rosier picture than data on school performance indicate. It also offers a rosier picture of teachers' views of their evaluation system than both city and union officials have painted in the past. This year, 94 percent of parents said they were "satisfied" with their children's education, and 95 percent of students said they have to "work hard to get good grades" — figures city officials touted as a sign that the schools are becoming more rigorous. Answering a new question, 94 percent of teachers said their school "does a good job supporting students who aspire to go to 2- or 4-year colleges." Those responses suggest that city parents, students, and teachers remain sanguine about their schools even as the city and state have mounted a concerted effort to raise expectations. The Learning Environment Survey results, which the city published today, come on the heels of annual state test scores that showed for the second straight year that fewer than half of the city's third through eighth graders are reading at grade level. And while the city's "college-readiness" rate inched up since it was first announced last year, only about a quarter of students meet the city's and state's standards. The survey results do signal that some schools are beginning to ask more of their students. Since 2009, the proportion of high school students who say they are receiving "helpful" college and career counseling has risen from 74 to 82 percent. And while the number of students reporting sophisticated research or essay assignments barely budged, the number who said they had been asked to "complete an essay or project where [they] had to use evidence to defend [their] own opinion or ideas" three or more times increased sharply, from 62 percent in 2011 to 67 percent this year.
June 29, 2012
In nick of time, city drops data on students who didn't graduate
Minutes after the close of business hours today — a summer Friday already packed with education news — the city released the first set of required reports about students who left middle school and high school last year without graduating. Some students leave their schools for good reasons, such as when their families leave the city. But others are dropping out. In 2011, an audit by the state comptroller found evidence that the city might have underreported its dropout rate by classifying many dropouts as “discharges,” the term for students who have provided good reasons for leaving school and evidence to support their explanations. The audit followed a 2009 report by a researcher and an advocate that suggested that the city was increasingly exploiting the reporting loophole to inflate the graduation rate. Alarmed by the reports, the City Council took up the cause and a year ago passed a local law requiring the Department of Education to report annually on how many students leave school and why. The first reports were due today.
June 28, 2012
Into crowded field of school data comes a user-friendly report
Insideschools introduced its new school data tool, "Inside Stats" at a panel discussion on school assessment. When Jacqueline Wayans helped her second daughter pick a high school, they were confident about their choice. After all, Wayans is a savvy parent who had worked for years visiting and reviewing schools for Insideschools, the online guide to city schools. Her older daughter had attended a city school with an arts theme and gotten a good education, and her younger daughter's top pick, Manhattan's High School for Fashion Industries, had gotten an "A" from the Department of Education. It wasn't until after her daughter enrolled that Wayans learned Fashion Industries only offered three years of math classes. And when the school added a fourth math class, she didn't find out until it was too late that her daughter's scores were too low for her to qualify. Now, when Wayans's daughter starts college this fall, she'll need to take remedial math. "I just assumed that there was a four-year sequence," Wayans said today during a panel discussion about metrics for assessing high schools that Insideschools hosted. "My older daughter had it at her high school and I just thought it was there." Wayans isn't alone in trusting a small sliver of information to make the potentially life-changing decision about where to attend high school. Some parents and students choose schools by their names, their sports teams, or their neighborhoods, without digging deep to understand what kind of education the schools offer. Now entering its second decade, Insideschools (where I also worked from 2005 to 2008) is preparing to launch a tool to help parents like Wayans — and those far less savvy than she is — make better choices. The tool, called "Inside Stats," is a consumer-oriented presentation of public data about high schools that is meant to complement, or perhaps even rival, the information the city distributes.
March 16, 2012
Charter sector report delayed weeks while schools verify data
Last week, I reported that the city's charter school sector was on the verge of releasing a trove of data about its schools. I began my reporting after I learned about the plan in February, and a week ago, I learned that the organization in charge of the report had big plans for the report's release. The organization, the New York City Charter School Center, sent an advisory a week ago announcing Monday as the big day and inviting reporters to an 11 a.m. press conference to learn about the report, which would compile data about the schools' performance and their students. But those plans were scrapped over the weekend. On Sunday afternoon a spokeswoman for the charter school center emailed to say that the "State of the Sector" report was being delayed because all of the data had not been verified. Now, four days after the promised release, the report is still not out. The spokeswoman, Kerri Lyon, said the report would now come "within a few weeks" and that the center would release the overview report at the same time as it publishes individual school-level data online. The delay is a surprise because a 12-person committee made up of charter school operators led by the center's policy director, Michael Regnier, was already charged with verifying the data in the report. Lyon said Thursday that charter schools were now validating some of the data about their own schools before the report's release.
March 9, 2012
Charter sector set to release pool of data about its schools
The city's charter schools are preparing to release reams of data about themselves — some of which could make them uncomfortable. The data, prepared for release on Monday by the New York City Charter School Center, will include measures that are often used to promote the schools, such as student test scores, as well as data points often used to criticize them, such as student demographic information and student and teacher attrition rates. The new report, a 40-page document called "State of the Sector," will be followed by individual dashboards for all 136 city charter schools published on the center's website. The project was modeled after an effort by the national KIPP charter school network to hold schools accountable for more than the most-often-used metric, how their students perform on tests, by tracking other measures deemed important for what the network calls "healthy schools." These include the percentage of students and teachers who stay in the schools year after year. In advance of Monday's release, KIPP C.E.O. Richard Barth was invited to the charter center to brief a room full of charter school leaders and share his insights from KIPP's initiative.
September 23, 2011
DOE priorities seen in fresh tweaks to progress report formula
In an education department that's driven by data, what gets measured is a clear expression of values. So this year's elementary and middle school progress reports signal that the city is serious about integrating disabled students into regular classes, helping minority boys, and quickly getting immigrant students learning in English. The broad contours of what we'll see later today when the Department of Education releases the newest progress reports, based on the last school year, have been clear for months. Back in the spring, the DOE told principals that it would not insulate schools against steep score drops as it did last year, so we know that more schools will get failing grades that put them at risk of closure. In fact, the department set a fixed distribution of scores: 25 percent of schools will get As, 35 percent Bs, 30 percent Cs, 7 percent Ds, and 3 percent Fs. Last year, just 5 percent of schools were awarded D or F grades. We also know each school's state test scores, announced last month. While high or low average scores don't always equate to high or low progress report grades, because the reports are based mostly on the test scores, they often do. (The department is also guaranteeing that schools with test scores in the top third citywide get no lower than a C; last year, only schools in the top quarter got that promise.) Also, because fewer schools registered large test score gains or losses this year, progress report grades are likely to be relatively stable. That means that the biggest changes could come as the result of the department's annual tinkering with the reports' formula.
September 14, 2011
A treasure trove of information on schools courtesy of the IBO
Two years after becoming the Department of Education's official data monitor, the city's Independent Budget Office has finished crunching a mountain of numbers. The results, which include revelations about space-sharing arrangements, budget allocations, principal and teacher demographics, and student performance, are compiled in a comprehensive report released today. The IBO received the data dump after state legislators designated the office as a DOE watchdog scrutinizing student achievement and financial information in the 2009 law reauthorizing mayoral control. Since then, the IBO's education unit has grown to eight people from "basically one," according to communications director Doug Turetsky. Raymond Damonico, the IBO's director of education research, supervised the report's creation. The IBO also today launched a website that allows users to pull up the data for any city school. (Charter schools are not included in the analysis.) Among the many highlights: Poor students at relatively affluent schools outperformed relatively affluent students at schools with many poor students. As of 2009-2010, school buildings housing co-locations were less crowded overall than buildings housing a single school.
August 29, 2011
Future of state's data system in jeopardy after contract rejection
An essential piece of the state's Race to the Top plans is in limbo after State Comptroller Thomas DiNapoli shot down a controversial contract. On Friday, DiNapoli rejected a $27 million contract with Wireless Generation to build a statewide "Education Data Portal" that would have allowed schools and teachers to track and use student performance data. State teachers unions and advocates had protested the contract because it was offered without competitive bidding and because Wireless Generation's parent company, News Corporation, is embroiled in controversy over illegal wiretapping conducted by some of its publications. DiNapoli cited both concerns in his letter to the State Education Department turning down the contract. The rejection marks yet another setback in the state's school reform plans. Last week, a judge ruled that the state should not be allowed to use student test scores to count for 40 percent of teachers' evaluations, bringing to a standstill a centerpiece of New York's Race to the Top plans. Now the data clearinghouse that would make the evaluations possible is also at risk.
August 10, 2011
A stab at a cleaner, more user-friendly look at city test score data
Click on the image to go straight to the new data below. When the state and city education officials released the 2010-2011 ELA and Math test data on Monday, they didn't make it easy for interested New Yorkers to make sense of the scores. One spreadsheet, released by the city Department of Education, left off school names and corresponded results only by school code. It also excluded public charter schools entirely. The state's spreadsheet included names, but listed every other public school in New York State as well. There was also no easy way to compare schools to one another. The city included a comparison against previous years' scores, but the file didn't allow users to compare change over time among schools. The state's data didn't include any previous scores at all. Not surprisingly, many of our readers emailed us to express their frustration over the scattered and unwieldy data. When I asked a DOE spokesman Matthew Mittenthal about it, he told me that grouping the data into school-by-school comparisons wasn't a priority when publishing the information. "We would never use test scores alone for accountability purposes, so we don’t actively encourage people to compare one school to another on that basis," Mittenthal wrote in an email. We spent the past couple of days playing with the spreadsheets so that it's easier and more intuitive. First, we corresponded codes used by the DOE to actual school names (for example, 15K447 = The Math & Science Exploratory School). Then, we stripped non-essential data and added last year's test results as a column header. Finally, we filtered the schools by performance so the best-scoring are at the top.
November 23, 2009
State needs four more “essential elements” for good data tracking, report says
New York State's student data tracking system lacks several key elements needed to make it effective, according to a report released today. The elements New York lacks, according to the report by the Data Quality Campaign: transcript-level information on what courses students take and how they fare; information about which students take tests like the SAT and AP exams, and their scores; a way to follow K-12 students into college to track how they perform after graduating; and a way to match teachers to students by classroom and by subject.
August 20, 2009
Principals are optimistic about ARIS, but kinks continue
Nearly two thirds of principals say the Department of Education's $81 million online data warehouse could help improve teaching and learning at their schools. The finding is among the results of a survey conducted by Public Advocate Betsy Gotbaum's office, which released a statement today emphasizing that more than a third of principals did not think the system was helping their schools. In its coverage of Gotbaum's report, the New York Times billed the system as being "supported by most principals," And the city has said that its internal survey results show that most principals see benefits to the system. ARIS's solid approval rating doesn't mean all of its kinks have been worked out. The Manhattan School for Children's parent coordinator sent the following e-mail to parents last week: ARIS and Classroom Assignments It has come to my attention that the classroom teacher assignments have been posted on ARIS and I have been trying to unravel the mystery as to how these assignments came to be posted. I have also discovered that there are many mistakes. The official letters from MSC will be sent at the end of August. I am also out of town and cannot access the ID numbers that many parents are now requesting. Please double check the letters that you received from your classroom teacher. Both numbers were given out at the same time. Again, you will be notified about your official class by mail. Please do not rely on the ARIS site for this information. The parent who forwarded me the e-mail said the incorrect information has been removed from the system but new information hasn't yet been uploaded. (The system opened to parents in May.)
April 29, 2009
In KIPP annual report, school performance data is laid bare
Test results from Harlem's KIPP STAR College Prep Charter School, where students on average outperformed their district but not always the state. Graph from 2008…
April 8, 2009
DOE releases SSO performance data; let the crunching begin
One thing that went under the radar during the nonstop news cycle of the last few weeks is a sizable data dump from the Department of Education, which for the first time released statistical reports about the 11 organizations that support the city's schools. The reports went online last week to inaugurate the period when schools can choose which organization they want to affiliate with. The organizations, called School Support Organizations, or SSOs, have provided support services to individual schools for the last two years in place of the traditional school-district bureaucracy. This is the first time that the DOE has allowed schools to change the affiliation they originally selected back in 2007. The new reports include a chart (above) comparing the SSOs according to their schools' progress report scores, quality review evaluations, and principal satisfaction survey results. The result is the public evaluation that Eric Nadelstern, the DOE's chief schools officer who formerly ran the Empowerment organization, said back in January was being cooked up the department's accountability office. The comparison, which takes into account school data from the 2007-2008 school year, shows that the SSO run by the City University of New York did the best, followed closely by the Empowerment organization. The reports are available on the DOE's Web site only in PDF format, and there is a different one for each organization. A DOE spokeswoman told me that the department had not made available a database compiling the data, so I went ahead and made one, available here or after the jump. I also went one step further and added some calculations of my own, based on the DOE's data: The percent change in progress report and quality review scores from 2007 to 2008. Among my first impressions: Schools either improved their internal operations significantly between 2007 and 2008, or else they figured out how to look like they had improved, because the percentage of schools receiving top ratings on their Quality Reviews jumped in every organization. If you have more statistics knowhow than I do and some extra time on your hands (like during this school vacation), take a look and note what you see. Leave your observations in the comments.
February 17, 2009
Updated data show class sizes are up, especially in early grades
Class sizes and student-to-teacher ratios went up this year, especially in the elementary school grades, according to data the Department of Education released today.
December 18, 2008
A complaint from Bed Stuy: Not enough access to test system
The online testing system's logo. Here's an unusual complaint from a Bedford Stuyvesant elementary school, about the city's online testing system called Acuity. Acuity gives tests to students throughout the year and lets teachers and parents monitor how they do — what subjects the children are doing well in and which they aren't. Usually, critics complain that Acuity, which the Department of Education has purchased from the CTB McGraw Hill company, is a waste of money that encourages children to be over-tested. But the complaint in Bed-Stuy, from Lisa North, a literacy coach at P.S. 3, is that Acuity isn't available enough. North's argument is that since the statewide English exam is scheduled for next month, the holiday break should be a natural time for parents to help students prepare for the test, which can determine whether a child is promoted to the next grade. But North says family prep time will be hampered because Acuity is scheduled to shut down over the holidays, from December 28th to January 4th.
December 16, 2008
Data entry deja vu for teachers at one school
Via Edwize, second grade reading teacher Miss Brave explains why she has to record her students’ assessment data all over again: This morning…
December 11, 2008
What's the alternative to building a citywide data system?
In my last post I raised the possibility that, if ARIS data is flawed, the city records that ARIS is built on could also…
December 11, 2008
New Visions tells principals it "overstated" problems with ARIS
The ARIS logo. The support organization New Visions for Public Schools is backing away from warnings it made last week about a new Department of Education data warehouse. The group had told principals not to rely on the accuracy of the data in the system, which is called ARIS. But in an e-mail sent to principals today, New Visions said that it had "overstated" those concerns: We previously sent out our weekly eblast with language which overstated issues of data accuracy in the ARIS system. We continue to support school's use of this powerful resource for using data to analyze and improve student achievement. Our discussions with the ARIS team have confirmed that all of the system issues of which we were aware have been addressed. The reversal shifts the picture about what exactly is going on with ARIS, an ambitious project that aims to collect databases on students that had been dispersed and hard to access into a single accessible online location.
December 2, 2008
A wealth of student data — if you can log in
Middle school English teacher Ms. Malarkey shares her real-life experience with the city’s data management tools: I’ve been a good little soldier and have…
November 10, 2008
Setting goals, but for whom?
Bureaucratizing a good idea can defeat the purpose, says the teacher who blogs at Have a Gneiss Day: We are being absolutely killed with…
October 21, 2008
EdWeek: Many schools “data-rich but information-poor”
Illustration by Bob Dahm for EdWeek. Miss G. is blogging again with brief dispatches from long, long days in her new school. As hard…
September 18, 2008
Where to look for "good measures for good schools"
In the wake of this week's release of school progress reports, many parents, educators, and policymakers around New York City are asking how to meaningfully assess schools. How much should a parents take a school's grade into account when deciding where to send their children? What does it mean if a school's grade rose dramatically or dropped precipitously from last year to this? Do the progress reports provide a complete picture of the work of a school? In a well-timed coincidence, the National School Board Association's (NSBA) BoardBuzz points us to two additional resources for figuring out how schools are doing.
August 12, 2008
Students with disabilities receiving impotent diploma at too-high rate
The graduation rate of students with disabilities continues to be a dark spot on the school completion picture in New York State. Statewide, only 5 percent of students with disabilities earn a Regents diploma in four years, and in New York City, only 20 percent of students with disabilities graduate in four years with a Regents or local diploma, according to the data the state released yesterday. Also alarming is the proportion of students with disabilities statewide who are included in the 4-year cohort data as receiving an IEP diploma: 12 percent.
August 11, 2008
City's 4-year graduation rate tops 50 percent, but problems persist
Graduation rates statewide are improving — they now average nearly 69 percent in four years — and in New York City, the 4-year graduation rate has exceeded 50 percent for the first time, for students entering 9th grade in 2003, according to data released this morning by the State Education Department. The state calculated both June and August graduation rates for the first time this year, finding that an additional 3.5 percent of New York City students graduated after completing summer school in 2007. And a fifth year of high school added 10 percentage points to the city's graduation rate for students who were in 9th grade in 2002, education officials noted.
August 8, 2008
A tour of schools data around the country – Baltimore, DC, and Chicago
Yesterday, LA, Denver, and Houston. Today, Baltimore, DC, Chicago. The tour continues... First stop, Baltimore. Maryland School Assessment test results - proficiency levels only - are available in a giant PDF report. But the state DOE saves the day with a data navigator that lets you check off groups you're interested in and view graphs of proficiency data based on your choices. Two screenshots should give you a sense of the range of data available here. Screenshot of the Maryland Report Card data tool. Screenshot of county-level demographic data.
August 7, 2008
A tour of schools data around the country – California (LA), Denver, Houston
In reflecting on transparency in government, I thought I'd take a look around the country at a few other urban school districts to see how they make data available to the public. Are there school districts out there that are models for all in terms of making data accessible? Today, LA, Denver, and Houston. Tomorrow, DC, Chicago, and Baltimore. If there are other cities you think I should look at, leave a comment. Next week, we'll see what users in each of these cities have to say about the availability of data - if you're from one of the featured cities and can provide perspective, please email me. Also, what tools would be most helpful to you as someone interested in education? In exploring each site, I looked to see what information is available, in what format, how quickly I found it, and whether special tools were available to help me navigate the data and answer my own questions. Please keep in mind that since I'm not from these other cities, I'm a "naive user" of these sites, perhaps similar to a parent or community member interested in but not expert at finding what's out there. If I've missed anything on any of the sites I visited, let me know so I can update this. Screenshot of California's STAR system Starting out west, I spent a few minutes at the LA Unified School District homepage, which relatively quickly led me to the California Department of Education's Standardized Testing and Reporting (STAR) system, a tool that allows you to search at different levels (county, district, school), by subgroup, and view or download tables of information. Both mean scale scores and the percentage of students at each proficiency level are reported. What's problematic is that to compare subgroups or years, you have to create separate reports for each category you want to compare (e.g., first request 2006 data, then request 2007 data, then compare on your own); the tool would be immensely more powerful if it allowed you to select two or more subgroups or years for comparison. Summary tables comparing different subgroups and different years are available with the 2007 press release, but only for some kinds of data (proficiency statistics are compared but not scale scores, for example).
August 6, 2008
Wayback Wednesday: Decades of graduation inflation
Introducing a regular feature in which we take a look at the history of New York City's schools. The Gothamschools Time Machine The chancellor makes a self-congratulatory announcement about a reduced dropout rate. But analysis by a watchdog organization, often critical of the chancellor's leadership, says the real rate is much lower. On-the-ground reports from principals confirm the less impressive numbers. Statisticians express skepticism about double-digit improvements. And no one can seem to determine the best way to calculate graduation rates. This story isn't ripped from today's headlines, although if you have read Nat Hentoff's latest installment in the Village Voice, in part about the persistent unreliability of the city's graduation data, you can be forgiven for thinking it might be. It's actually from the New York Times of March 4, 1987: In a self-congratulatory mood, the New York City Board of Education three weeks ago announced what it hailed as a major improvement in the dropout rate in the city's schools, down to 30.7 percent. But the fanfare subsided when a respected educational group contended last week that a truer figure for the dropout rate in the last school year was 50.4 percent.
August 4, 2008
Coming soon: school-by-school teacher turnover data
Revolving door by ##http://flickr.com/people/70267096@N00/##thomasbrandt## Teacher-blogger JD2718 jetted off to New Orleans yesterday for a stint organizing teachers there, but before he left he…
July 30, 2008
Scale score data released for NYC ELA and Math tests
After some back and forth between bloggers and the DOE press office, NYC has released scale scores and standard deviations broken down…
July 24, 2008
Reading between the lines on test score reporting
test books by menlophoto From the Washington Post, a glaring example of why it’s so important for educators, parents, and concerned citizens to turn…
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