New York

Another round in the fight over charter school research methods

Thanks to commenter Tim, who alerted us to the latest entry in the ongoing conversation on how researchers should properly measure the performance of charter schools.

Researchers from Stanford’s Center for Research on Education Outcomes (CREDO) are responding to their colleague Caroline Hoxby’s criticism of the methodology they used in their national study of charter school performance. That study found that the majority of charter school students in 15 states and the District of Columbia performed as well as or worse than their peers in traditional public schools.

Hoxby, a fellow Stanford researcher, last month released a study of New York City’s charter school students that concluded that charter school students were significantly outperforming students in the city’s district schools. Along with that study, she released a memo arguing that the CREDO study’s more mixed conclusions about the performance of charters were based on a “serious statistical mistake.”

The CREDO researchers, led by director Margaret E. Raymond, responded earlier this week with a long technical analysis refuting Hoxby’s claim. They argue that her criticism is irrelevant to their overall conclusions on charter school performance.

What struck me about the CREDO response, though, was the researchers’ note explaining that the conclusions of the two studies are not necessarily in competition with one another. The two studies have been frequently characterized as presenting conflicting outcomes, but the CREDO researchers write that this might not be the case:

It should be noted that this peer‐reviewed CREDO study found that charter school performance
varied considerably.  Some communities and states have gotten the policy right and are able to
demonstrate positive charter school results.  The recent results for New York City (NYC) indicate that it,
too, has a focused and effective charter policy.  Along with states like Arkansas, Louisiana and Missouri,
these results offer a glimpse into the realm of what is possible when the barriers to entry are removed,
the authorizers are high functioning and poor quality schools are removed from the field.

On the other hand, the CREDO study shows that nationally there are more poorly performing
charter schools than good ones, leading to obvious and important questions about why some charters in
some communities do better than schools in other environments.

Education Next’s Eric Hanushek has an interesting blog post on what this means for how we interpret the results of the Hoxby study:

[T]he NYC study can be thought of as proof that the best charter schools, as judged by parents, can dramatically outperform the alternative traditional school.  That is important information, but it is impossible to know how to generalize it to other environments with different state laws, different union contracts, different district governance, different financing arrangements, and the like.   Just on the surface, nobody would think that it was possible to generalize from NYC (one million students) to LA (700,000 students), let alone to Kansas City (20,000 students).

Of course, both of these comments accept that the results of the Hoxby study are conclusive, a subject that has been vigorously debated in New York.

One other interesting item of note: neither the CREDO nor the Hoxby study has been published in a peer-reviewed journal, though both have had elements of peer review. The CREDO study was reviewed by four outside experts, Education Week reported. The Hoxby study is currently posted as a working paper by the National Bureau for Economic Research, which opens the research up for review by other scholars, though it’s unclear if any feedback was incorporated into the study before it was widely released. Hoxby also told Education Week that the paper is under consideration for publication by two journals.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.