{"title":"Comments","authors":"E. Hirsch, B. Beatty","doi":"10.1353/pep.2004.0003","DOIUrl":"https://doi.org/10.1353/pep.2004.0003","url":null,"abstract":"Progressivism became the natural ideology of education professors in the twentieth century—shaping their language and the language of American education, even though it had little impact on the practice of teacher educators and researchers or on the practice of teachers in schools. And although this ideology represents an approach to issues of teaching and learning in the public schools that is well suited to the needs of education professors, it is antithetical to the aims of the current standards-based reform movement. The struggle for control of American education in the early twentieth century was between two factions of the movement for progressive education. The administrative progressives won, and they reconstructed the organization and curriculum of American schools in a form that has lasted to the present day. Meanwhile, the pedagogical progressives failed miserably in shaping what is done in schools, but they succeeded in shaping how to talk about schools. Professors in schools of education were caught in the middle of this dispute, and they ended up in an awkwardly compromised position. Their hands were busy, preparing teachers to work within the confines of the educational system established by the administrative progressives and carrying out research to make this system work more effi-","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":"61 1","pages":"112 - 125"},"PeriodicalIF":0.0,"publicationDate":"2004-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83896627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Elephant in the Living Room","authors":"Kati Haycock","doi":"10.1353/PEP.2004.0002","DOIUrl":"https://doi.org/10.1353/PEP.2004.0002","url":null,"abstract":"poor,\" \"their parents don't care,\" \"they come to school without an adequate breakfast,\" and \"they live in difficult neighborhoods.\" As a profession, edu cation has gotten so good at pointing the finger of blame that, instead of hearing these claims as the excuses they are, much of the public has come to accept them as fact. Poor kids, in other words, perform at lower levels because they are poor. Likewise, black or Latino kids perform at lower lev els because they are black or Latino (and because they are also dispropor tionately poor). No wonder folks around the country are shaking their heads in disbelief at the new federal mandate to close gaps between groups over time. They simply do not believe it is possible. And education leaders are shockingly outspoken on the subject. \"They may as well have decreed that pigs can fly,\" said the president of one state's teachers association.1 \"I have difficulty with the standards because they're so unattainable for so many of our students_We just don't have the same kids they have on Long Island or Orchard Park,\" said a New York district superintendent.2 Research undoubtedly fed this view. Large-scale studies such as the Cole man Report issued in 1966 told the nation that schools contributed little to students' academic achievement as compared with families.3 More recent research, however, has turned these understandings upside down. Some things that schools do matter greatly in whether students learn, or whether they do not. And the thing that matters most is good teaching. 229","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":"27 1","pages":"229 - 247"},"PeriodicalIF":0.0,"publicationDate":"2004-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74654652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Why Some Schools Have More Underqualified Teachers Than Others","authors":"R. Ingersoll","doi":"10.1353/PEP.2004.0005","DOIUrl":"https://doi.org/10.1353/PEP.2004.0005","url":null,"abstract":"The failure to ensure that the nation's classrooms are all staffed with qualified schoolteachers is one of the most important problems in contemporary American education. Over the past two decades, dozens of reports and national commissions have focused attention on this problem, and, in turn, numerous reforms have been initiated to upgrade the quality and quantity of the teaching force. Comments Reprinted from Brookings Papers on Education Policy, 2004, edited by Diane Ravitch (Washington: Brookings Institution Press, 2004), pages 45-88. The author, Dr. Richard M. Ingersoll, asserts his right to include this material in ScholarlyCommons@Penn. This journal article is available at ScholarlyCommons: https://repository.upenn.edu/gse_pubs/144 EDUCATIoN POLICY 2°°4 Diane Ravitch Editor Sponsored by the Brown Center on Education Policy BROOKINGS INSTITUTION PRESS Washington. D.C. EDUCATIoN POLICY 2°°4","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":"58 1","pages":"45 - 71"},"PeriodicalIF":0.0,"publicationDate":"2004-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84132854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Can a State Department of Education Increase Teacher Quality? Lessons Learned in Massachusetts","authors":"Sandra L. Stotsky, Lisa A. Haverty","doi":"10.1353/PEP.2004.0014","DOIUrl":"https://doi.org/10.1353/PEP.2004.0014","url":null,"abstract":"Teacher quality, however defined, is usually seen as the responsibility of schools of education. Rarely is it viewed as the responsibility of academic departments in the arts and sciences—that part of the college or university where prospective teachers study the academic content they will draw on as teachers. Only recently has teacher quality come to be seen as a major responsibility of a state department of education—and to be linked to student learning, traditionally the responsibility of the local school district. This essay sets forth the many ways in which a state department of education can enhance teacher quality and the supply of academically able teachers. I draw on my own experience in directing revisions of the major documents produced by the Massachusetts Department of Education from 1999 to 2003 and on several other major initiatives undertaken by the department to implement the education reform measures enacted and funded by the Massachusetts legislature in the 1990s. The chief documents that were the focus for my own work consisted of the preK–12 curriculum frameworks in all basic subjects, the regulations for licensing teachers and teacher-training programs, and the teacher tests required for licensure.1","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":"40 1","pages":"131 - 180"},"PeriodicalIF":0.0,"publicationDate":"2004-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87540799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How to Improve the Supply of High-Quality Teachers","authors":"E. Hanushek, Steven G. Rivkin","doi":"10.1353/PEP.2004.0001","DOIUrl":"https://doi.org/10.1353/PEP.2004.0001","url":null,"abstract":"Virtually everybody interested in improving the performance of schools concentrates on the importance of teacher quality. Yet policy recommendations related to teacher quality frequently do not incorporate existing evidence about performance. This paper reviews the various strands of research related to teacher quality including: the role of aggregate salaries, the supply of teachers with different characteristics, the relationship between teacher characteristics and student achievement, and direct estimates of the value-added of teachers. This evidence is then related to current policy initiatives as generally bounded by recommendations to tighten up on teacher qualifications and recommendations to loosen up on entry with stronger subsequent incentives. ∗ Stanford University, National Bureau of Economic Research, and University of Texas at Dallas; Amherst College, National Bureau of Economic Research, and University of Texas at Dallas, respectively. This research has been supported by a grant from the Packard Humanities Institute. How to Improve the Supply of High Quality Teachers By Eric A. Hanushek and Steven G. Rivkin When considering schools, one cannot help but pay attention to teachers. After all, teachers are the largest single budget item of schools, and, more importantly, many believe that they are the most important determinant of school quality. Yet research does not find a systematic link between teacher characteristics and student outcomes, leading to doubts about many current policy thrusts that are keyed to measurable attributes of teachers and their background. The relevant research follows four distinct lines that relate in varying ways to teacher quality. At the most aggregate level and possibly the most influential, a variety of studies have traced changes over time in the salaries of teachers relative to those in other occupations. Going beyond that, a second level of studies relates pay and other characteristics of teaching jobs to the characteristics of teachers in different schools and districts and teacher turnover. A third line of research, following naturally from these, relates teacher characteristics to student performance. It is the failure to find a strong relationship between the contributions of teachers to student achievement and other outcomes on the one hand and teacher education, experience and salaries on the other that is so inconsistent with the popular view of teachers as a key determinant of the quality of education. Finally, the fourth line of research appears to have solved this conundrum by demonstrating both the large impact of teachers on student learning and the lack of explanatory power of traditional quality measures. The central focus of this paper is to relate these various bodies of research to a set of teacher quality policy initiatives. These proposals can be divided into three broad areas that are not mutually exclusive. First, because salaries of teachers have fallen relative to other jobs,","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":"86 1","pages":"25 - 7"},"PeriodicalIF":0.0,"publicationDate":"2004-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81310884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How Within-District Spending Inequities Help Some Schools to Fail","authors":"M. Roza, P. Hill","doi":"10.1353/PEP.2004.0012","DOIUrl":"https://doi.org/10.1353/PEP.2004.0012","url":null,"abstract":"School district budgets are in the news. In the past year, super intendents in Seattle, Rochester, and Baltimore have all left their jobs under pressure because of unexpected deficits, and as of summer 2003 Oakland's superintendent was in similar trouble because of a $50 mil lion deficit for the year. The bad economy is partly responsible. These and thousands of other dis tricts have suffered simultaneous declines in local, state, and federal rev enue. But in these cases, district actions made the worst of a tough situation. Instead of adjusting expenditures as revenues declined, these districts con tinued spending, with some plugging their budgets (that is, inventing rev enues to make the books look balanced) in the hope that things would work out in the end.1 Such plugging is neither new nor limited to Seattle, Rochester, Baltimore, and Oakland. As a former superintendent involved in an earlier financial meltdown elsewhere explained to one of us, \"You can always find money if you are committed to doing something. You just spend it now and cover it next year when the budget goes up.\" Another justification for budget plugging is uncertainty. Few districts know precisely how much money they have, and surprise surpluses are also possible. Even in these recent recessionary times, the Philadelphia public schools found $8 million it did not know it had?enough, according to the Philadelphia Inquirer, to employ 180 teachers.2","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":"40 3","pages":"201 - 218"},"PeriodicalIF":0.0,"publicationDate":"2004-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91482030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Ed School's Romance with Progressivism","authors":"David Labaree","doi":"10.1353/PEP.2004.0006","DOIUrl":"https://doi.org/10.1353/PEP.2004.0006","url":null,"abstract":"Progressivism became the natural ideology of education professors in the twentieth century—shaping their language and the language of American education, even though it had little impact on the practice of teacher educators and researchers or on the practice of teachers in schools. And although this ideology represents an approach to issues of teaching and learning in the public schools that is well suited to the needs of education professors, it is antithetical to the aims of the current standards-based reform movement. The struggle for control of American education in the early twentieth century was between two factions of the movement for progressive education. The administrative progressives won, and they reconstructed the organization and curriculum of American schools in a form that has lasted to the present day. Meanwhile, the pedagogical progressives failed miserably in shaping what is done in schools, but they succeeded in shaping how to talk about schools. Professors in schools of education were caught in the middle of this dispute, and they ended up in an awkwardly compromised position. Their hands were busy, preparing teachers to work within the confines of the educational system established by the administrative progressives and carrying out research to make this system work more effi-","PeriodicalId":9272,"journal":{"name":"Brookings Papers on Education Policy","volume":"16 1","pages":"112 - 89"},"PeriodicalIF":0.0,"publicationDate":"2004-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91343568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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