Preliminary results from a “$45 million study of teacher effectiveness” finds that “growth in annual student test scores is a reliable sign of a good teacher”.
The central finding indicates that teachers with “value-added” ratings are able to replicate that feat in multiple classrooms and in multiple years.
Other findings suggest that teachers with high “value-added” ratings are able to help students understand math concepts or demonstrate reading comprehension through writing.
The final report isn’t due for about a year but this small glimpse offers two major reasons to seriously question the research.
One, is that the study was paid for by the Gates Foundation, “a prominent advocate of data-driven analysis”.
And two, the study rests on a foundation of state standardized tests that produce an extremely narrow view of student learning.
Which would be fine if we want kids who read at a minimal level and are adept at performing basic arithmetic algorithms.