Free and open to the public.Pizza lunch provided at 11:25am to the first 100 guests.Sponsored by: The Center for Local, State, and Urban Policy (CLOSUP)Co-sponsored by: The Education Policy Initiative (EPI) and the University of Michigan School of EducationFor more information visit www.closup.umich.edu or call 734-647-4091. Follow on Twitter @closup
CLOSUP Lecture Series,
Policy Talks @ the Ford School
Free and open to the public. Join the conversation: #fordschoolspellings Lecture by the Honorable Margaret Spellings, Former U.S. Secretary of Education (2005-2009) Abstract: The seminal education law known as No Child Left Behind put critical pressure on our schools to dramatically improve education in America. Through accountability, testing, and consequences for failure, a more targeted focus on our neediest students has translated into measurable success for them.
Gerald R. Ford School of Public Policy
Paul and Nancy O'Neill Classroom
Sponsored by the Education Policy Initiative (EPI) at the Center for Local, State, and Urban Policy (CLOSUP). EPI is a program of coordinated activities designed to bring the latest academic knowledge to issues of education policy. Generous support provided by Charles H.
Gerald R. Ford School of Public Policy
Paul and Nancy O'Neill Classroom
Abstract We examine the theoretical and practical implications of ranking teachers according to a one dimensional value-added metric when teacher effectiveness is multi-dimensional. In particular, we consider the cases in which teachers teach multiple subjects or multiple student types. We outline the assumptions under which a standard value-added estimator correctly ranks teachers according to their social value. We demonstrate that these assumptions fail to hold empirically.
Free and open to the public. Abstract In 2006, with the goal of increasing student achievement, the Charlotte Mecklenburg Schools (CMS) Board of Education passed policies related to effective teachers and school administrators. The leadership of the District put the Board's work in action and made increasing staff effectiveness the focus of their work.
Gerald R. Ford School of Public Policy
Paul and Nancy O'Neill Classroom
Free and open to the public. Sandwiches and soda provided. Sponsored by the Education Policy Initiative (EPI) at the Center for Local, State, and Urban Policy (CLOSUP). EPI is a program of coordinated activities designed to bring the latest academic knowledge to issues of education policy. Generous support provided by Charles H. and Susan Gessner. About the speaker Stephanie Jones is an assistant professor of education at the Harvard Graduate School of Education.
Gerald R. Ford School of Public Policy
Betty Ford Classroom
Free and open to the public. Sponsored by the Education Policy Initiative (EPI) at the Center for Local, State, and Urban Policy (CLOSUP). EPI is a program of coordinated activities designed to bring the latest academic knowledge to issues of education policy. Generous support provided by Charles H. and Susan Gessner. Abstract School accountability systems are intended to lead schools to educate children more efficiently and raise student performance.
Gerald R. Ford School of Public Policy
Betty Ford Classroom
Free and open to the public. Abstract: The term 'undermatch' describes the problem of students failing to apply to the most selective colleges they qualify for. There is evidence that students who undermatch significantly reduce their chances of graduating. Because undermatching is substantially more prevalent among lower-income, minority, and first generation students, it raises immediate questions of fairness as well of resource waste.
Gerald R. Ford School of Public Policy
Betty Ford Classroom
Free and open to the public. Abstract: The U.S. high school graduation rate rose markedly during the first 70 years of the 20th century. This contributed to the human capital development that fueled economic growth and increases in standards of living. Since 1970, the U.S. high school graduation rate has stagnated, while those of other industrialized nations have risen. Do the patterns differ by gender, race, or ethnicity? Why should we care about these trends and patterns? Why did they occur?
Gerald R. Ford School of Public Policy
Betty Ford Classroom
Abstract Over the past two decades, many urban school districts have restructured large, traditional high schools into smaller learning communities. The idea behind this movement is that small schools provide a more personalized learning environment that allows teachers to more effectively address the multi-faceted needs of disadvantaged students. Despite mixed evidence on the efficacy of such reforms in practice, Detroit and other high-poverty districts have pressed forward with the creation of smaller high schools.
For-profit colleges are under fire. Critics point to students' low earnings and high debt loads as evidence that these schools do not provide a quality education. Defenders of the sector note that the schools serve a population of low-skilled, low-income students that traditional colleges ignore. Congress is now considering legislation that would bar from the federal aid programs any schools whose graduates' earnings fall below a minimum threshold.
PANELISTS: Susan Dynarski Associate Professor of Education, School of Education; Associate Professor of Public Policy, Gerald R. Ford School of Public Policy | Michael Flanagan Superintendent of Public Instruction, Michigan Department of Education | Brian Rowan Burke A. Hinsdale Collegiate Professor, School of Education; Research Professor, Institute for Social Research | Tyrone Winfrey Director, U-M Office of Undergraduate Admissions - Detroit Admissions Office and Vice-President, Detroit Board of Education | Deborah Loewenberg Ball Dean of the School of Education, will be moderating the panel discussion
Gerald R. Ford School of Public Policy
Annenberg Auditorium
Matthew Springer, Assistant Professor of Public Policy and Education, Director of the National Center on Performance Incentives Vanderbilt University. The Project on Incentives in Teaching (POINT) experiment was a three-year experimental study of middle school math teachers and their students and schools. The signature activity of the POINT experiment was the study of the effects on student outcomes of paying teachers bonuses of up to $15,000 per year on the basis of student test-score gains.
Michael S. McPherson, President of the Spencer Foundation, talks about students who are "undermatched" and raises questions of fairness as well of resource waste. November, 2011.
Matthew Springer discusses the impact of the POINT intervention on student achievement as well as teacher behavior and organizational dynamics. September, 2010.
Harvard education economist Roland Fryer describes the positive impact of the Harlem Children's Zone (HCZ) on school achievement. Fryer also discusses whether schools alone can eliminate the achievement gap. January, 2010.
Robert Pianta discusses how to improve school and classroom experiences through teachers' professional development in his talk titled "Improving Impacts of Classrooms: Professional Development and Classroom Observation." November, 2008.
