Should teachers go to school?
(photo by dcJohn)
Ladue teachers are going back to school.
❝Ladue, one of the top-performing districts in the state, has recently told its teachers with bachelor's degrees that a master's degree "will be the new standard expected" within four years.❞ (St. Louis Post-Dispatch)
The Post article basically says that the teachers aren’t going back to improve their teaching, as “study after study” shows that further education isn’t worth much. Then why would Ladue encourage their teachers to spend their time in class?
❝To the Ladue School District, it's worth their reputation, and the support of voters who may approve or deny tax increases.❞
That seems harsh. Maybe pragmatic?
I had noticed the Ladue outlier in a post on teacher salaries last spring.
I would like to drill deeper into the research on graduate studies since it seems so counter-intuitive to me as both a former teacher and as someone who has looked at a lot of numbers. I have a lot of questions.
Would the research differ if we factored in the type of degree and/or the challenge level?
❝I still see a lot of generalist master's programs that are pretty easy and painless for teachers to get through," Hausfather [dean of education at Maryville University] said. "It's still hard to push programs that push people. They just want to get a degree and a pay raise.❞ (St. Louis Post-Dispatch)
❝They [Goldhaber and Brewer (1996) also found that, although advanced degrees in general were not associated with higher student achievement, an advanced degree that was specific to the subject area that a teacher taught was associated with higher achievement.❞ (Center for Public Education)
Would the research differ if we isolated certain age levels or certain subject areas?
❝Goldhaber and Brewer (1996) found that the presence of teachers with at least a major in their subject area was the most reliable predictor of student achievement scores in math and science.❞ (Center for Public Education)
What long-term effects does being perceived as more professional have on the teaching profession?
This seems to be the affect Ladue is going for. I’m not sure how it can be measured. Have they done surveys?
MAP scores highlight U.S. inequality
I am intrigued by the newly released Mo. MAP scores in a similar way to my fascination with political polling, complete with a need to understand the caveats and to dig deeper.
Fareed Zakaria, in The Post-American World, explains the U.S. math score mediocrity.
❝But even if the U.S. scores in math and science fall well below leaders like Singapore and Hong Kong, the aggregate scores hide deep regional, racial, and socioeconomic variation. [...] The difference between average science scores in poor and wealthy school districts within the United States, for instance, is four to five times greater than the difference between the U.S. and Singaporean national averages. In other words, America is a large and diverse country with a real inequality problem.❞
This inquality is highlighted in the St. Louis County MAP scores. The 10th grade math scores ranged from 81.4 percent of a school scoring proficient or advanced at Clayton to 0 at Wellston.
OK, that is pretty extreme. The top five scoring districts averaged 71.6 prof/adv.; while the bottom five districts (excluding Wellston) averaged 15.6. I excluded Wellston because it has had its accreditation stripped and students may go elsewhere. In fact several go to Clayton.
The elementary math numbers aren’t any better. I chose 5th grade because I felt that gave students several years to get used to testing. The top five districts averaged 75.02 prof/adv; whereas, the bottom five averaged 18.76.
Yikes, the teachers aren't certified
I have a friend who insists that research shows that teacher certification means nothing. He's not the only one.
I thought I would throw out there the correlation numbers for St. Louis County school districts between the certification rate and the median math score on the Terra Nova for third graders: .72 (excluding Special School district).
Occasionally districts will hire someone who will finish certification within a specified time frame because they believe that teacher is an excellent choice. This may especially be true in some of the more specialized areas. My theory is that the difference between 100 percent certification and 99.4 isn't much. When I sorted by certification percentage and only checked the correlation of districts below 99 percent, the number decreased slightly to .70. However, by using only the districts below 98 percent, it increased to .76. It stayed the same for under 97 percent
The highest correlation numbers I found were when sorting for median score and then only using the lower numbers.
So schools with a lower median Terra Nova math score in third grade highly correlated with certification rates. Maybe some time I'll run more numbers to see if this holds up both with other grades and other content areas.
Correlation numbers are far from conclusive but do show an area in which to do more precise research. Does this only work in an area with competing districts? Within a larger district? Over an entire state? What areas are the non "highly qualified" teachers teaching in? Enquiring minds want to know.
(Numbers from DESE)
Physics for freshmen
Dr. Leon Lederman, 1988 winner of Nobel Prize in Physics discusses teaching physics first
The St. Louis Post-Dispatch ran an article about the Missouri Physics First program, which encourages and trains high school science teachers to teach an introductory, hands-on physics course for freshmen.
❝Physics drives chemistry and biology," said Sara Torres, director of a program at the University of Missouri in Columbia that trains future ninth-grade physics teachers. "To understand chemistry, you need physics, and to understand biology, you need chemistry. So it makes sense to teach physics to ninth-graders.❞
The counter-arguement is that students need to use higher-level math to understand physics.
❝Those students don't have a sound enough basis in math skills," said Gwen Thomas, the secondary science curriculum coordinator for St. Louis Public Schools.❞
Since the intro course wouldn't replace a higher-level math-based physics course that many to most (depending on the district) students wouldn't take anyway, I love the idea of an introductory physics course for all students. This would help them see a need for that algebra they're learning, expose them to an area of science they might not see otherwise and help them better understand other branches of science.
Rock and roll the Mother Nature way
I wonder what all the kids will be talking about at school today? (Hint: 5.2) Enterprising teachers across the Midwest will be bringing up the 1906 San Francisco earthquake anniversary, the Missouri quakes of 1811-12 and some good earth science lessons. Some might even tackle how a 5.4 is 10 times greater than a 5.2
Here's a well done YouTube (albeit long) on the New Madrid quakes of 1812 and predictions: