Originally posted by Unregistered
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https://www.npr.org/sections/ed/2015...acher-turnover
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Many teachers wouldn't last a year regardless of where their degrees come from. Teaching has a horrible failure rate - poor pay, buying your own supplies, horrible parents, too much administrative work and not enough teaching time, too much focus "teaching to the test". It's estimated teacher turnover (either quitting altogether or moving to another district) costs US school districts over $2B a year.
https://www.npr.org/sections/ed/2015...acher-turnover -
Boston: The base salary for Public School Teacher ranges from $56,266 to $74,405 with the average base salary of $64,446.Originally posted by Unregistered View Post
It only goes up from there based on years of experience and additional education levels.
Boston's average teacher salary for the nearly 4,000 teachers it employed was $99,358, good for seventh highest in the state.
Five Massachusetts school districts paid their teachers an average of $100,000 or more, led by Burlington at $101,854. Brookline was a close second at $101,413
The state education department said Massachusetts teachers average $78,591.
It is the small towns in Western Mass that pay their teachers at the low end of the scale, but you do a comparison of MCAS results and see if there is any correlation between what teachers are paid and the results of those tests.
http://profiles.doe.mass.edu/statereport/mcas.aspxComment
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It would be interesting to see what schools in Mass have the highest turnover compared to salaries.Originally posted by Unregistered View PostComment
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Quit with the strawman argument. You know damn well that there is nothing in my posts suggesting we "submit to Chinese culture". The point made is culture very much matters in education results. You continue to compare apples and oranges for that very reason.Originally posted by Unregistered View PostComment
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If you are going to make comparisons, asking about Canada's educational system might be the better question.Regardless of your excuses the bottom line is that if our best students are two grade years behind Shanghai students your grandchildren may be flipping burgers for and giving rub and tugs to the wealthy Chinese, the new one percenters in America .
Your recommendation is to submit to Chinese culture so we can keep up? Sorry. Prouder of my heritage than that . Plus given my field and level , I’m used to those folks working for MEvnot the other way around .Comment
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Then please explain why the the US scores well below many other countries from around the world, not just Asian countries.Originally posted by Unregistered View Post
Science/Math/Reading
Top score 556/564/535
US Score 496/470/497
US Rank 24th/38th/24th
https://www.pewresearch.org/fact-tan...-math-science/Comment
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And you have no idea who you are responding to either, do you, TMan? But of course, in keeping with your character, you certainly believe you do. "Believe" being the key word here.Originally posted by Unregistered View PostComment
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From the Pew link in post above, Canada ranks 7th in science, 9th in math and 3rd in reading. We are 24th, 38th and 24th on the same measures. UK, Australia and NZ score above us as well.Originally posted by Unregistered View Post
english speaking cultural BOOM.Comment
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Because we open our borders to all and many of them do not test well? Because poor areas have poor schools and their test results bring the average down?Originally posted by Unregistered View PostComment
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I don't send my kids to NC or FL schools: http://www.doe.mass.edu/news/news.aspx?id=24050Originally posted by Unregistered View PostComment
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It all depends on how you rate the educational systems of a country. Here the US is #26, China #20 Canada #31Originally posted by Unregistered View Post
https://worldtop20.org/education-dat...QaAmizEALw_wcB
A growing body of research suggests test scores don’t truly measure school quality which is what all these rating systems are based. But this is coming from Harvard. What do they know?
http://www.hup.harvard.edu/catalog.p...=9780674976399
As I keep telling you culture matters. How are you going to change the culture to support better education? Discrepancies in test scores indicate more about families and neighborhoods than they do about the work being done in schools. One notable study, for instance, found that the influence of family and neighborhood factors accounts for roughly 60 percent of the variance in student test scores; teachers, by contrast, account for only about 10 percent.
https://www.tandfonline.com/doi/abs/...45299900000018
Here's a fact of life according to Jack Schneider of UMass Lowell. Are you going to look down your nose at him because her doesn't teach at Harvard?
"Roughly two-thirds of suburban kids are white, and the vast majority do not live in poverty. They are also more likely than their urban counterparts to have parents with college degrees. Given this confluence of variables, suburban students tend to enter school with the early literacy and numeracy skills necessary to learn the prescribed curriculum. Equally important, it means that suburban students are likely to have absorbed school-ready behaviors and attitudes from role models at home and in the community. Children in these environments, in short, don’t need to be explicitly taught the value of school. They hear positive school messages all the time and quickly develop the sense that doing well in school matters. When it comes time to take tests, such students tend to score quite well, and their schools tend to get the credit.
City schools, by contrast, serve a very different mix of young people. Roughly two-thirds of urban students are nonwhite, and in the 20 largest school districts, that figure is 80 percent on average. As research indicates, these students are more likely to absorb negative stereotypes about their own abilities—something that is particularly true when they are in segregated schools. Urban schools also serve an increasing majority of young people from persistently disadvantaged households. Such students are likely to be surrounded by adults with low levels of educational attainment and limited professional prospects—a social context that can have a powerful impact on how students approach school and envision their futures. Additionally, research reveals that compared to their more-affluent peers, poor children are read to less frequently and exposed to less complex language at home, inhibiting the early development of their cognitive skills. Not surprisingly, their scores tend to be lower."
After reading that can you seriously say whether a teacher graduated from Harvard or Framingham State is going to have a significant influence on learning?Comment
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Job satisfaction is at a 25-year low, and almost a third of teachers say they are likely to leave the profession within the next five years.Originally posted by Unregistered View Post
https://nces.ed.gov/datapoints/2018116.aspComment
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Achievement scores have gaps across racial, ethnic, and income groups. Critics are right that the U.S. finishes well behind exam-oriented countries like Taiwan and Korea on international tests. But scores are roughly on par with countries like Norway, again dependent on what ranking system you view. Whatever the doom-and-gloom about schools failing to address workforce needs, it’s worth remembering that the U.S has the strongest economy in the world—by an enormous margin.Comment
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The failing-schools narrative has been quite effective in generating political will for federal involvement in education, but the public has not always been careful to distinguish between inequity and ineptitude. Those who turn to test scores for information are likely to end up with a picture that is both incomplete and inaccurate.
"Current data systems, which consist primarily of standardized-test scores, misrepresent school quality. They say more about family income than they do about schools. And they say very little about the many things that good schools do. They indicate nothing, for instance, about how safe students feel, how strong their relationships with teachers are, or how they are developing socially and emotionally. They indicate nothing about what teaching looks like, how varied the curriculum is, or the extent to which parents and community members are involved. It’s impossible to know the quality of a school without knowing these things." - Jack Schneider, UMass Lowell
http://mciea.org/index.php/about-mciea/principlesComment
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