Education Week - April 16, 2014 - (Page 1)

Education Week VOL. 33, NO. 28 * APRIL 16, 2014 edweek.org: AM E R ICAN E DUCATION'S N EWS PAPE R OF R ECOR D * © 2014 Editorial Projects in Education * $4  BREAKING NEWS DAILY Principals' Credential May Get Ax Steve Hebert for Education Week By Lesli A. Maxwell TESTING THE TESTS: Special education teacher Greta Smith works with a student during class at Buhler Grade School in Buhler, Kan. Students at the school are among those field-testing assessments aligned with the Common Core State Standards and designed for those with cognitive disabilities. Page 6 Union Contracts Probed for Links To Quality Gaps By Stephen Sawchuk Despite being widely known and universally condemned, the stark gap in teacher quality between schools serving large concentrations of minority students and those educating mainly white students has proved frustratingly difficult to address. As researchers seek to identify the causes of this common predicament, they are increasingly turning their attention to one of the often-cited culprits: teacher contracts. They are scouring collective bargaining agreements, parsing language governing seniority, and attempting to determine whether stronger protections-provisions requiring transfers to be determined solely by seniority, for instance­-­­bear a relationship to where experienced teachers work. As a batch of recent studies on the topic indicate, though, scholars aren't likely to reach any simple answers. So far, the existing research provides some limited evidence that, for high-minority elementary schools in large districts, seniority language may play a role in teacherquality gaps. But beyond that, the situation is murky. What's more, the researchers don't all agree on PAGE 18> Poll: Majority of Students 'Engaged' A years-long endeavor to create national certification for principals is in peril of being scrapped, a move that could leave in the lurch more than 100 school leaders who invested 18 months of time and effort to take part in the program's rigorous pilot. The National Board for Professional Teaching Standards-which more than four years ago dove headlong into creating advanced certification for principals that would mirror its 25-year-old program for teachers-was slated last week to decide whether it should shut down its work on a national-certification designation for school leaders. The board of directors for the nbpts was due to take up the issue at its April 11-12 meeting, spokeswoman Aparna Kumar said. In the meantime, dozens of principals from around the country who agreed to be guinea pigs for the fledgling program have been in a state of limbo for months, waiting for reviews of their work that have never come. More than PAGE 15> But Gallup Analysts Say That's Not the Case for More Than Half of Teachers By Evie Blad Students who strongly agree that they have at least one teacher who makes them "feel excited about the future" and that their school is "committed to building the strengths of each student" are 30 times more likely than students who strongly disagree with those statements to show other signs of engagement in the classroom-a key predictor of academic success, according to a report released last week by Gallup Education. School leaders should not neglect the social and emotional factors that help students thrive, and they should empower teachers so that they are more engaged and effective in the classroom, says the "State of America's Schools" report, a synthesis of polling data and research from the international Gallup organization. Many States Spurn Testing Leeway In NCLB Waivers By Michele McNeil Amid a nationwide backlash against testing, states were expected to jump at the chance to design accountability systems that judge schools on measures other than test scores alone-from specific offerings such as Advanced Placement courses to systemic fac- "The right leadership and the engagement of teachers and students are all one very important ecosystem," said Brandon H. Busteed, the executive director of Gallup Education, based in Washington. "Any link broken in that chain, and you're undermining the importance of an entire school." The report comes as America's schools are working to ratchet up educational expectations to better compete internationally, an emphasis of many state and federal education initiatives. It also follows a ramping-up of student-engagement initiatives at the state and local levels through programs like service learning and new expectations for staff and students, said Jonathan Cohen, the president of the New York City-based National School Climate Center. "Many, many, many teachers, principals and su- tors such as school climate. But while 42 states plus the District of Columbia have these waivers under the No Child Left Behind Act, only 18 took advantage of the opportunity to use multiple measures that went beyond the nclb-era factors of test scores, participation in the assessments, and graduation rates in high school. The vast majority of states' new accountability systems just slice and dice test scores to rate their schools, according to research and analysis by a team of researchers, led by University of Southern PAGE 14> California assistant professor Morgan Polikoff and provided to Education Week. And of the 18 states that use other measures, many simply rely on results from different tests, such as the sat and act college-admission exams, to help judge schools. "For all the griping about testing, the data show that a lot [of states] still say math and reading scores are all that matter," said Mr. Polikoff, whose waiver analysis provided the basis for a critique of state accountability systems published in the January PAGE 31> INDUSTRY & INNOVATION Ed-Tech Vendors' Privacy Policies Under Scrutiny By Benjamin Herold Growing public concern about student-data privacy is prompting fresh scrutiny of the ways technology vendors handle children's educational information-and opening the gates for a flood of new questions and worries from advocates and school officials. Take prominent ed-tech players Edmodo, Khan Academy, and Pearson. Each already has access to the information of tens of millions of U.S. schoolchildren. But a review of each group's privacy policies by two leading experts, conducted at the request of Education Week, yielded concerns about the use of tracking and surveillance technologies that allow third parties to gather information on students; questions about the collection, use, and sharing of massive amounts of student "metadata"; and criticism of the growing burden on PAGE 16> TAKING AIM: State lawmakers grapple with how to protect student data. PAGE 19 http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - April 16, 2014

Table of Contents

Education Week - April 16, 2014

http://ew.edweek.org/nxtbooks/epe/ew_12042019
http://ew.edweek.org/nxtbooks/epe/ew_11272019
http://ew.edweek.org/nxtbooks/epe/ew_11132019
http://ew.edweek.org/nxtbooks/epe/ew_11062019
http://ew.edweek.org/nxtbooks/epe/ew_10302019
http://ew.edweek.org/nxtbooks/epe/ew_10232019
http://ew.edweek.org/nxtbooks/epe/ew_10162019
http://ew.edweek.org/nxtbooks/epe/ew_10092019
http://ew.edweek.org/nxtbooks/epe/ew_10022019
http://ew.edweek.org/nxtbooks/epe/ew_09252019
http://ew.edweek.org/nxtbooks/epe/ew_09182019
http://ew.edweek.org/nxtbooks/epe/ew_09112019
http://ew.edweek.org/nxtbooks/epe/ew_09042019
http://ew.edweek.org/nxtbooks/epe/ew_08282019
http://ew.edweek.org/nxtbooks/epe/ew_08212019
http://ew.edweek.org/nxtbooks/epe/ew_07172019
http://ew.edweek.org/nxtbooks/epe/ew_06192019
http://ew.edweek.org/nxtbooks/epe/ew_06122019
http://ew.edweek.org/nxtbooks/epe/ew_06032019
http://ew.edweek.org/nxtbooks/epe/ew_05152019
http://ew.edweek.org/nxtbooks/epe/ew_05082019
http://ew.edweek.org/nxtbooks/epe/ew_05012019
http://ew.edweek.org/nxtbooks/epe/ew_04242019
http://ew.edweek.org/nxtbooks/epe/ew_04172019
http://ew.edweek.org/nxtbooks/epe/ew_04102019
http://ew.edweek.org/nxtbooks/epe/ew_04032019
http://ew.edweek.org/nxtbooks/epe/ew_03202019
http://ew.edweek.org/nxtbooks/epe/ew_03132019
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http://ew.edweek.org/nxtbooks/epe/ew_12122018
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http://ew.edweek.org/nxtbooks/epe/ew_10242018
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http://ew.edweek.org/nxtbooks/epe/ew_01252017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_01182017
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http://ew.edweek.org/nxtbooks/epe/ew_12142016
http://ew.edweek.org/nxtbooks/epe/ew_12142016v2
http://ew.edweek.org/nxtbooks/epe/ew_11302016
http://ew.edweek.org/nxtbooks/epe/ew_11162016
http://ew.edweek.org/nxtbooks/epe/ew_11092016
http://ew.edweek.org/nxtbooks/epe/ew_11022016
http://ew.edweek.org/nxtbooks/epe/ew_10262016
http://ew.edweek.org/nxtbooks/epe/ew_10192016
http://ew.edweek.org/nxtbooks/epe/ew_10122016
http://ew.edweek.org/nxtbooks/epe/ew_10052016
http://ew.edweek.org/nxtbooks/epe/ew_09282016
http://ew.edweek.org/nxtbooks/epe/ew_09212016
http://ew.edweek.org/nxtbooks/epe/ew_09142016
http://ew.edweek.org/nxtbooks/epe/ew_09072016
http://ew.edweek.org/nxtbooks/epe/ew_08312016
http://ew.edweek.org/nxtbooks/epe/ew_08242016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_07202016
http://ew.edweek.org/nxtbooks/epe/ew_01112017
http://ew.edweek.org/nxtbooks/epe/ew_06082016
http://ew.edweek.org/nxtbooks/epe/tc_06092016
http://ew.edweek.org/nxtbooks/epe/dc_06022016
http://ew.edweek.org/nxtbooks/epe/ew_06012016
http://ew.edweek.org/nxtbooks/epe/ew_05182016
http://ew.edweek.org/nxtbooks/epe/ew_sr_05112016
http://ew.edweek.org/nxtbooks/epe/ew_05112016
http://ew.edweek.org/nxtbooks/epe/ew_04272016
http://ew.edweek.org/nxtbooks/epe/ew_04202016
http://ew.edweek.org/nxtbooks/epe/ew_04132016
http://ew.edweek.org/nxtbooks/epe/ew_03302016
http://ew.edweek.org/nxtbooks/epe/ew_sr_03302016
http://ew.edweek.org/nxtbooks/epe/ew_03232016
http://ew.edweek.org/nxtbooks/epe/ew_03162016
http://ew.edweek.org/nxtbooks/epe/ew_03092016
http://ew.edweek.org/nxtbooks/epe/ew_02242016
http://ew.edweek.org/nxtbooks/epe/ew_sr_02242016
http://ew.edweek.org/nxtbooks/epe/ew_02172016
http://ew.edweek.org/nxtbooks/epe/ew_02102016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01272016
http://ew.edweek.org/nxtbooks/epe/ew_01272016
http://ew.edweek.org/nxtbooks/epe/ew_01202016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01132016
http://ew.edweek.org/nxtbooks/epe/ew_01132016
http://ew.edweek.org/nxtbooks/epe/qc_01072016
http://ew.edweek.org/nxtbooks/epe/ew_01062016
http://ew.edweek.org/nxtbooks/epe/ew_12092015
http://ew.edweek.org/nxtbooks/epe/ew_12022015
http://ew.edweek.org/nxtbooks/epe/ew_sr_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11042015
http://ew.edweek.org/nxtbooks/epe/ew_10282015
http://ew.edweek.org/nxtbooks/epe/ew_10212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_10212015
http://ew.edweek.org/nxtbooks/epe/ew_10142015
http://ew.edweek.org/nxtbooks/epe/ew_10072015
http://ew.edweek.org/nxtbooks/epe/ew_09302015
http://ew.edweek.org/nxtbooks/epe/ew_sr_09302015
http://ew.edweek.org/nxtbooks/epe/ew_09232015
http://ew.edweek.org/nxtbooks/epe/ew_09162015
http://ew.edweek.org/nxtbooks/epe/ew_09092015
http://ew.edweek.org/nxtbooks/epe/ew_08262015
http://ew.edweek.org/nxtbooks/epe/ew_08192015
http://ew.edweek.org/nxtbooks/epe/ew_08052015
http://ew.edweek.org/nxtbooks/epe/ew_07082015
http://ew.edweek.org/nxtbooks/epe/ew_06102015
http://ew.edweek.org/nxtbooks/epe/tc_06112015
http://ew.edweek.org/nxtbooks/epe/dc_06042015
http://ew.edweek.org/nxtbooks/epe/ew_06032015
http://ew.edweek.org/nxtbooks/epe/ew_05202015
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http://ew.edweek.org/nxtbooks/epe/ew_05132015
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http://ew.edweek.org/nxtbooks/epe/ew_12102014
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http://ew.edweek.org/nxtbooks/epe/ew_01302013
http://ew.edweek.org/nxtbooks/epe/ew_01232013
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http://ew.edweek.org/nxtbooks/epe/ew_08292012
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http://ew.edweek.org/nxtbooks/epe/ew_08222012
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http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
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http://ew.edweek.org/nxtbooks/epe/ew_test
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http://www.nxtbookMEDIA.com