Author Archive | James Campbell

City scores exclude special ed students

From Politico


12/19/13 5:12 AM EST

When the Baltimore City school district learned of its scores on the district version of the National Assessment of Educational Progress this week, the city hailed its success in reading as a positive sign: There was a 7-point jump in eighth-grade reading scores. Fourth-grade reading scores ticked up slightly, too.

Some 14 percent of fourth-graders scored at or above proficient in reading, also an indication of progress.

But the scores are tainted by one key omission: Seventy-four percent of eighth-graders enrolled in special education didn’t take the reading test. And since special ed students tend to score poorly, Baltimore’s scores on the Trial Urban District Assessment were inflated significantly, testing experts say. Continue Reading →


Professor responds to criticisms of teacher prep programs

From the Washington Post:

By Donald E. Heller,

Last week, two of my colleagues from the College of Education at Michigan State University and I wrote a commentary for Education Week about the National Council on Teacher Quality. The organization, a think tank in Washington, evaluates teacher education programs around the country and publishes ratings of those programs in conjunction with U.S. News & World Report.

The council’s first ratings were published last June based on data it had collected over the prior two years. While many colleges of education had refused to cooperate with NCTQ because of concerns that the organization had a particular political agenda – that of closing down education schools in favor of alternative teacher training programs – our college willingly cooperated and sent the organization the information it had requested. Continue Reading →


SOE’s Success for All in Post story

From the Washington Post:

A program called Success for All, born in Baltimore 26 years ago to improve elementary schools, has set a record for most glowing reports from tough researchers.

But the latest study showing how well it works also hints at why it has not become more popular: It uses ability grouping and scripted lessons, both disliked by many teachers For more information, click here




Everyone Graduates Center dropout study shows improvment in NYC

Mentors, wake-up calls to students, incentives and weekly “student success” meetings led by principals helped New York City significantly cut chronic absenteeism in schools, according to a new report by the Everyone Graduates Center at The Johns Hopkins University School of Education.

The report, “Meeting the Challenge of Combating Chronic Absenteeism,” examines the impact of New York City Mayor Michael Bloomberg’s task force on truancy, chronic absenteeism and school engagement, a program that spanned 2010 to 2013 and reached more than 60,000 student. Click here for report.