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Re: [Mpls] MPS teacher study
Date:     9/5/2002 11:37:11 PM Central Daylight Time
From:     Socialist2001@cs.com
Sender:     mpls-admin@mnforum.org
To:     mpls@mnforum.org

In a message dated 9/5/2002 3:34:32 PM Central Daylight Time,
Dennis Schapiro writes:

> I raised the issue of the "study" with David Heistad,
>  director of research or the district. He said no such study
>  has been done, although the existence of such a study might
>  have been inferred from a fuzzy quote in a newspaper some
>  time ago. I also raised with Dr. Heistad questions about
>  long-term studies that indicate about 90 percent of
>  longer-term achievement outcomes can be predicted by family
>  and neighborhood variables.
>  
Maybe "study" is the wrong term. How about an "analysis" of data
using regression techniques?  I attended the school board meeting
where the Strib's education beat writer got that "fuzzy quote," and I
taped the meeting later that evening.  Audrey Johnson was there.  
Dennis Schapiro was not there. I would like to get a clarification from
Mr. Heistad himself about that "study" which Dennis Schapiro says
David Heistad says doesn't exist.

And I would like to know something about those long-term studies
to which Dennis Schapiro refers, like the title, who did the research
and where they got the money for their research.  Or are we dealing
with a set of nonexistent studies?  

Last Fall, in a message dated 11/10/2001 2:36:36 PM Central Standard Time,
Audrey Johnson wrote:

> Mr. Atherton is right, current research shows that student achievement can
>  be accurately measured as follows:  49% attributed to parent involvement,
>  about 42% teacher quality, and about 8% to class size.  A top priority of
>  the district is currently to provide staff development in a way that is
>  shown to raise teacher quality.

In the extract from "What Matters Most" cited above [see footnote],
Linda Darling-Hammond says, "In an analysis of 900 Texas school
districts, Ronald Ferguson found that teachers’ expertise—as
measured by scores on a licensing examination, master’s degrees,
and experience—accounted for about 40% of the measured variance
in students’ reading and mathematics achievement at grades 1 through 11,
more than any other single factor. He also found that every additional dollar
spent on more highly qualified teachers netted greater increases in student
achievement than did less instructionally focused uses of school resources
(see figure 4 in full report).

"The effects were so strong, and the variations in teacher expertise so great
that, after controlling for socioeconomic status, the large disparities in
achievement between black and white students were almost entirely
accounted for by differences in the qualifications of their teachers.
An additional contribution to student achievement was made by lower
pupil-teacher ratios in the elementary grades. In combination, differences
in teacher expertise and class sizes accounted for as much of the
measured variance in achievement as did student and family background
factors."

Footnote: "Doing What matters Most: Investing in Quality Teaching,"
Prepared for the National Commission on Teaching and America’s
Future, by Linda Darling-Hammond, Nov. 1997
<http://www.tc.columbia.edu/nctaf/publications/doing.html>

See:
School Board Policy & Education Research
http://members.tripod.com/educationright/id100.htm

School Board Policy & Education Research #2
http://members.tripod.com/educationright/id102.htm

-Doug Mann, King Field, the new 8th ward
Mann for School Board web site
http://educationright.tripod.com