If ensuring the quality of teaching in public schools were a perfect science, you’d think that officials would have figured it out by now: since the enactment of the sweeping federal No Child Left Behind law, teachers have been measured, graded and ranked by all kinds of metrics, from demographic trends to standardized test scores. And yet we can’t seem to find that elusive numeric solution to the crisis in public education—possibly because complex social problems can’t be reduced to averages and bell curves.
But the fuzzy math hasn’t stopped New York City from publishing data reports for some 18,000 public school teachers: ratings based on convoluted performance measurements measures for reading and math classes in the fourth through eighth grades.
While officials pit the public’s supposed “right to know” against teachers’ privacy rights (a similar political controversy exploded in 2010 over teacher data for Los Angeles schools), the data hasn’t done much to enhance public understanding of what’s going on in the classroom. Many educators and parents are confused or angered by data that are, according to news reports, riddled with inconsistencies and errors. Though the “value added” ratings are supposed to account for some social disparities, the teachers union and other critics decry the methodology as critically flawed. The figures are further muddled by seemingly arbitrary variance in ratings among schools, as well as massive margins of error (dozens of points in math and reading scores).
Methodological gaps aside, the major problem with the data is an ethical one: the idea of “naming and shaming” teachers as a way to spur school improvement. Karen Fine, a teacher at Manhattan Public School 134, commented on New York Times’ Schoolbook website: Read the rest of this entry →