{"id":498,"date":"2011-08-24T11:44:06","date_gmt":"2011-08-24T15:44:06","guid":{"rendered":"http:\/\/coreeducationllc.com\/blog2\/?p=498"},"modified":"2012-04-26T16:52:24","modified_gmt":"2012-04-26T20:52:24","slug":"when-everyone-makes-the-grade","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/when-everyone-makes-the-grade\/","title":{"rendered":"When Everyone Makes the Grade"},"content":{"rendered":"

In this month\u2019s Education Outlook,<\/em> Cory Koedel examines the standards by which prospective teachers are evaluated during university training.\u00a0 Koedel looks back at an article published in 1960 that showed evidence of low grading standards in university education departments:\u00a0 undergraduate students taking education classes were twice as likely to receive an A compared to students taking classes in a business or liberal arts departments.\u00a0 According to Koedel\u2019s research, these low grading standards still exist today.<\/p>\n

Data from several universities consistently show that education departments award exceptionally favorable grades to virtually all their students in all their classes.\u00a0 However, these grades \u201ccannot be attributed to student quality or structural factors like smaller classes.\u201d\u00a0 In fact, education majors score considerably lower than their non-education cohorts in college entrance exams.<\/p>\n

This high level and consistency of grade inflation leads to several negative consequences for the future of K-12 education:<\/p>\n

1. We are training teachers who know less.\u00a0 <\/strong>It is a well-researched phenomenon that students in classes where it is easier to get an A do not work as hard.\u00a0 However, we cannot simply just \u2018raise the bar\u2019 to encourage increased academic effort.\u00a0 \u201cFor increased effort to be beneficial, it must be the case that either the content of classes taught in education departments adds direct value in terms of teaching quality, or teachers gain other skills indirectly as a result of a more demanding college experiences (for example, skills in time management or improved worth ethics).\u201d\u00a0 Finally, grades usually play an important role in most academic departments of filtering out students with poor or poorly matched skills for the discipline.\u00a0 They do not appear to play such a role in education departments.<\/p>\n

2. Education departments are contributing to the culture of low standards for educators.<\/strong>\u00a0 The overwhelmingly positive evaluations that teachers receive in K-12 schools look very similar to the grading scheme in their college program.\u00a0 Ratings are highly compressed, with in some cases even the thirtieth percentile teachers receiving an \u20188\u2019 on a 1 \u2013 10 scale.\u00a0 \u201cThese ratings are in stark contrast to one of the most consistent findings in the research literature on teacher quality\u2014teacher effectiveness differs dramatically as measured by student outcomes.\u201d<\/p>\n

So the central question then becomes \u201cWhy can K-12 schools get away with not distinguishing high-quality workers from low-quality workers?\u00a0 What makes education different?<\/p>\n

Koedel argues the difference is that there is not a competitive market forcing schools and districts to be efficient.\u00a0 There is no mechanism to meaningfully penalize schools or its workers for continual mediocrity.\u00a0 In other sectors, a mediocre organization would be put out of business due to competitive market pressures.<\/p>\n

Koedel\u2019s solution?\u00a0 External intervention.\u00a0 Specifically, university administrators could (and should) impose more stringent grading standards on education departments.\u00a0 Though this may seem an extreme measure, some universities (like Princeton) have already undertaken the fight against grade inflation university-wide.<\/p>\n

Additionally, states should produce measures of teacher effectiveness linked to teacher-training programs.\u00a0 Some states have already started this process, and the information gleaned from such intervention would provide private-market-like incentives for education departments similar to those of other university departments.<\/p>\n

To read the full study, please visit http:\/\/www.aei.org\/docLib\/EduO-2011-08-No-7-g.pdf<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

In this month\u2019s Education Outlook, Cory Koedel examines the standards by which prospective teachers are evaluated during university training.\u00a0 Koedel looks back at an article published in 1960 that showed evidence of low grading standards in university education departments:\u00a0 undergraduate students taking education classes were twice as likely to receive an A compared to students Read more about When Everyone Makes the Grade<\/span>[…]<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[7],"tags":[42,31],"class_list":["post-498","post","type-post","status-publish","format-standard","hentry","category-teacher-preparation","tag-teacher-effectiveness","tag-teacher-preparation-2"],"yoast_head":"\nWhen Everyone Makes the Grade - 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