efficiency chapter 14 in guthrie
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Efficiency Chapter 14 in Guthrie. Dr. Len Elovitz. “Where we spend our educational dollars does make a difference in accomplishing our educational goals.” Owings and Kaplan. ISLLC Standard 3. - PowerPoint PPT PresentationTRANSCRIPT
EfficiencyChapter 14 in Guthrie
Dr. Len Elovitz
• “Where we spend our educational dollars does make a difference in accomplishing our educational goals.”
• Owings and Kaplan
ISLLC Standard 3
• A school administrator is an educational leader who promotes the success of all students by ensuring the management of the organization, operations and resources for a safe, efficient, and effective learning environment
Coleman Study - 1966
• Authorized by Civil Rights Act of 1964• How much student learning and achievement
(outputs) would result from a given number of resources (inputs).
• Inputs mattered little when compared to SES of parents
Other Studies
• Some found positive correlations between school spending and student outcomes
• Verstegan found a very strong relationship between school spending and adult earnings
E.A. Hanushek
• Meta-analysis of existing studies• Found that the relationship between school
spending and student achievement was not strong or consistent
William Bennett
• Secretary of Education 1985-1988• School spending was unrelated to student
achievement based on SAT scores• Found highest scores in low spending states –
i.e. IA, ND, SD, UT• Midwestern States use the ACT only students
applying to very competitive Eastern Colleges take the SAT
Hedges et. al.
• Reevaluated Hanushek’s data and concluded that “… money does matter after all.”
• Other studies using different controls found a positive relationship
• VaTech study found significant increases in student achievement with increased instructional expenditures
• Verstegan found that overall school spending was responsible for about 1/3 the variance in achievement scores
• Greatest achievement growth found when increased spending went directly to the delivery of quality instruction
Teacher Quality
• Current research indicates that the quality of Teachers and teaching are the greatest determinants of student success
Darling-Hammond
• Formal Teacher preparation accounts for 40-60% of the variance in student achievement when controlling for demographics
• She identified the following quality factors related to increased achievement:
Quality factors
• Verbal ability• Content Knowledge• Education methods coursework related to
their discipline• Licensing exam scores of basic skills and
teaching knowledge• Skillful teacher behaviors
• Ongoing Professional development• Enthusiasm for learning• Flexibility, creativity and adaptability• Teaching experience (only 3 yrs)• Higher order questioning
Texas Study
• Students with effective teachers for 3 years reading scores went from 59th to 76th percentile
• Students with ineffective teachers for 3 yrs. Dropped from the 60th to 42nd percentile
Tenn. Value Added Study
• Groups started out the same in 4th grade Math• Group with effective teachers for 3 yrs - 83rd
percentile• Group with ineffective teachers for 3 yrs – 29th
percentile
NAEP Studies
• Effective teachers make a difference in minority student achievement
• Students of teachers who majored or minored in what they taught outperformed their peers by approximately 40% in math and science
Implications for finance
• Recruit and hire the most effective teachers (have qualities listed above)
• Retain the best teachers• Improve the marginal teachers• Get rid of poor teachers
Professional Development
• NAEP studies – PD in the following leads to increased achievement in Math:– Cultural diversity– Teaching techniques for LEL students– Teaching techniques for special education
students
Other Benefits
• Develop constructs around a common language – ITIP experience and the academy
• Teachers gain confidence about their teaching skills
• Reflect on their own practice• Seek out collegial and professional advice
• Teachers are more apt to adopt new instructional practices if PD is sustained over time and related to the district curriculum - IPS experience – Science in Roxbury
• Motivational Speakers• Pigeons• Smorgasbord
Evaluating PD
• Kirkpatrick – the 5 levels
• Does it result increased student achievement
Reduced class size
• All else being equal, smaller class size allows teachers to give more individual attention
• California legislature appropriated $1 billon in 1996-97 to lower K-3 class size in K-3 from 30-20 (increased teacher need 38% and resulted in a decline in quality)
• New York did the same• In 1999, President Clinton’s budget included $12
billion to decrease K-3 class size
Does the cost of reducing class size produce enough achievement to justify the cost or are there other more cost-effective methods?
• Tenn. Student-Teacher Achievement Ratio (STAR)– Over 12,000 primary grade students – Homogeneous
population– Over 4 years – Highly controlled– Attending smaller K-3 classes for 3 yrs. Resulted in
significant gains in all subjects through grade 8– Greatest effect was on Minority and urban students
Other studies
• A synthesis of over 100 studies suggests that the most positive results for lower class size appear in K-3.
• Several studies show diminished gains in the later years
• Reduced class size has less of an effect than other less expensive interventions.
• Of 27 alterable variable, class size ranked 25 as a means of increasing student achievement
• Overall reducing class size without increasing teacher quality appears to be both expensive and ineffective
• What should your class size policy be?• Roxbury – K-3 = 19, 4-6 = 22, 7-12 = 24 all
were +or – 4• Oucchi TSL
School Size
• Smaller schools have shown favorable results• Can be very expensive• Smaller groupings of students– Teaming– School within a school– Smaller Learning Communities
• Barker & Gump - a school should be of a size where all students are necessary for its enterprises
Teacher Salaries
• It makes sense that increasing teachers salaries will improve the quality of the teacher pool, but can the districts choose the best from the pool?
• No relationship has been found between teacher salaries and student achievement.
• Merit Pay - “… never dies and never works.”
School Facilities
• Good facilities appear to have a positive effect on teacher effectiveness and student achievement.
• Earthman found a 5 to 15 percentile point difference in standardized test scores for students in well maintained buildings with comfortable room temperatures, good lighting, low noise levels, sufficient space and good roofs.
• Student achievement in newer buildings appears to be better than older.
Conclusion
• Hire and keep high quality teachers• Provide meaningful professional development• Decrease the teacher-student ratio in the
primary grades• Reduce the TLC• Maintain comfortable and safe buildings