The CTU never explains why decades of increased compensation have failed to increase the educational outcomes for CPS students. They fail to offer a proposal that fundamentally changes the education system in Chicago for the betterment of both students and teachers. They fail to propose a transparent method of teacher evaluations to see if students are getting access to good educators.
OK. Raise your hand if you believe wholeheartedly that public school teachers are employed by taxpayers to educate students in the academic subjects required for high school graduation — and not to feed students their personal political or social-issue opinions and encourage protests. The problem is that it can be tough to spot a difference between a teacher who appropriately supports student efforts to exercise citizenship responsibilities taught in civics classes from one who serves as the impetus for an act of advocacy.
Getting good teachers to inner-city schools
In An Effective Teacher in Every Classroom on Education Next, Ed Trust’s Kati Haycock and Hoover economist Eric Hanushek discuss teacher quality. Do inner-city schools get the worst teachers? What can be done to get good teachers to work in low-performing schools?
Poor and minority students are much more likely to be taught by less-qualified and less-effective teachers — including first-year teachers — Haycock says.
When the Tennessee Department of Education analyzed the state’s Value-Added Assessment System—which measures the impact of individual teachers on their students’ tested academic growth—it found that “low-income and minority children have the least access to the state’s most effective teachers and more access to the state’s least effective teachers.” Recently, researchers at the University of Virginia studying teaching practices and learning climate in more than 800 1st-grade classrooms were dismayed to find that lower-income and nonwhite students are much more likely than their counterparts to be placed in “lower overall quality classrooms.”
. . . An analysis of data from Los Angeles found that . . . providing top-quartile teachers rather than bottom-quartile teachers for four years in a row would be enough to completely close the achievement gap between white and African American students.
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