My Photo
Blog powered by Typepad
Member since 04/2004

« What CLE is most important? | Main | Mirror neurons and positive psychology »

Comments

Dave Shearon

Eric, I think it comports quite well, assuming a good set of underlying tests reading, writing, math, science, and social studies. The quantity of on-leve reading for a student is important to the acquisition of reading skills, vocabulary, grammar, etc. All of these will show up on good achievement tests and thus be reflected in value-added gains. Plus the knowledge picked up in such reading will show up in science and social studies, and reading and writing - knowledge matters in those areas, too. I was once PTSO President at a school with a heavily constructive, group work, project-oriented approach to 8th grade. This was a school for ordinary students, many from families with significantly below average inccomes. Value-added scores wered impressive everywhere but math, and that was because they were trying to use a 6th grade set of materials from Vanderbilt that fit their pedagogy and up-grade it to the level of the students. That didn't work, and the value-added scores helped estabilsh that fact so they could move on to other approaches to the same goal.

Also, when I started studying value-added, I talked with Bill Sanders about this very point. I said that if high value-added schools were not places I would want my own children to go, then I might not be very supportive. (Too bad more federal legislators and local business leaders don't take the same approach!) He pointed to the highest scoring middle school in the state in the early years of value-added (and still so today, I think) -- Maryville Middle School. Sixth - eighth grade, no entrance requirements, at that time a 3-1 student to computer ratio, lots of projects, student presentation were regularly attended by community members, and their was a get-up-to-speed program for those who came in below reading level so they could do the work expected.

Yes, I think a great education will produce great value-added scores for high, average, and low-achieving students.

Eric

Any thoughts on how value-added comports with quality liberal education? For example, might exposure to Junior Great Books be reflected favorably in value-added scores?

The comments to this entry are closed.

Dave's Schedule:

  • August 19 "The Many Connections Between Well-Being and Professionalism in the Practice of Law: Implications for Teaching", Association of American Law Schools, New York, NY

    January 21 "Resilience for Law Students, George Washington University School of Law, Washington, DC

    February 13-15 American Association of School Administrators National Conference, Nashville, TN