Reform of education--my solution:... Here's my solution towards increasing quality of public education: *After each grade from 8-12, students will take a state exam on English, math, history...well, whatever basic subjects the state wants covered by those grades *(For teachers) A teacher's income will depend on how closely do the grades they assign match their students' performance on the exam. -For example, an algebra teacher assigns a student an "F", but that students scores an "A" on the state exam's algebra section (for his/her particular grade, of course). That teacher's income is lowered, similarly if they assigned an "A" to a student who failed the exam's algebra section. -However, this is nothing serious . Just one or two misgraded student(s)?--Will not impact the teacher's income. Nothing to worry about. But...()..if the teacher misgrades proportions upon large proportions of students, then his/her salary will be impacted indeed. -Yes, a statistical approach evaluating every student's teacher<->exam grades will be used. Not just mere "samples". Every student...quantitatively considered. (thanks to computers ) --------------------------------- More conditions: *If a teacher assigns an "A" to a student, but the student fails the particular section of the exam, they will not be admitted to the next level course. -An example: An algebra teacher assigns a "B" to a student who fails the exam's algrebra section, but passes well in English and history. The student will be held back a semester/year in math...but will nevertheless move on towards the next level English & history courses. *Of course, the whatever "credit/course" requirements for that high school...will probably have to met anyway for graduation --------------------------- In effect: -Teachers will actually have to grade more directly on students' competence, skills, understanding, and ability. -You won't have students in trigonometry class, for example, who cannot multiply fractions. -Poorly performing teachers will receive a smaller income, opening up the income "pool" for more outstanding or competent teachers. -Teachers who teach fewer students will be encouraged to concentrate and pay more attention to each of those indiivduals students...because grades for ten/twenty students will matter more than for a teacher who teaches many more students! ---------------------------- *Problems addressed: 1) What if a teacher doesn't teach well and just gives every one a 'D' or 'F' ? -There are already quotas for the distribution of A/B's & C/D's and F's a teacher can assign without risking a loss in income...or an "investigation" for that matter . My "teacher<->exam grade" method will not interfere with those quotas...unless it has to (?). I will expand on this, of course. 2) What if a teacher receives many students who are ill-prepared/have problems/incompetent/etc...? -That is currently a problem faced today! (i.e., without my method). However, my method does help alleviate some major tension----e.g., you don't pass the algebra section, you don't move on to trigonomentry class. That teacher will not have to put up with you. Same with other subjects when passing into the next level. -Also, the ineptitude/incompetence of students has NO effect on the teacher's income from my method. The teacher is merely required to "fairly evaluate" students, even if it thus means giving an "F". Remember, the income here depends not on the "actual grade assigned" but rather on how closely whatever "grade gets assigned" matches the grade received on the state exam.....be it an A,B,C,D or F or whatever. Remember (however) to reread Question #1 after reading this part . -A trigonometry teacher is not responsible...or at least "supposed to be" ....for a student who cannot multiply fractions. But the teacher will have to put up with him/her anyway if they passed their last semester's/year's algebra course! In a way, the algebra teacher deserves some blame. But any-way, if the student fails the algebra section, then they will not advance into school courses beyond algebra regardless of what their teacher may have assigned to them. -Similarly, if an algebra teacher assigns an "F" to a student who well passes the algebra section, then...well, screw the teacher. The student will advance to next level math! -You see, those exams are somewhat of a "filter"...if you wish to call it thus. 3) What if a student cuts class and doesn't take the teacher's tests/assignments? How can the teacher assess them without risking loss of income? Simple. Write a note to the district explaining (with good reason) why that particular individual(s) cannot be fairly assessed. That's all (and the student's exam score will not be held for or against the teacher). 4) Well...what if the test is too easy/hard? What if the teacher wants to do more than just prepare students for a "test" ? -Excuse me? "Wishful thinking" is not a question. Public education has extremely low standards and does not perform to even an "adequate" level. Across many neighborhoods, public education severely underperforms. How can we talk about "academic edification beyond standards" when we HAVE NOT EVEN MET THEM??? Discuss this here, at a General Discussion thread called, "To Americans: Opinions on our schools " (Poll included). -Sure, once we have achieved and perform to good standards...we can scrap this whole "teacher<->exam" grade idea and move on!! But not when our public education is the way it is now (and has been for more than two decades). This deserves more of a "" expression... 5) Your examples talk about A's & F's. But what about B/C/D's ?? -There are shades of gray indeed. Surely a teacher<->exam grade disparity of "A" to "F" will definitely affect the teacher's income more than would a "B"<->"C" disparity or an "C"<->"A" disparity. -Again, I will re-emphasize that one/two mis-graded individuals will NOT impact a teacher's salary. Only proportions upon large proportions will severely impact a teacher's salary. This may or may not depend on the quantity of students a teacher teaches . Anyhow, a single/double "A"<->"C" disparity will not affect much. Nor might more than few "A"<->"B" disparities affect anything (those might be rather minor). On the other hand, several "A"<->"D"/"A"<->"C" or "B"<->"D/F" disparities WILL (without doubt) affect salary. And several "A"<->"F" disparities? Not good at all. *In other words, the effect on income depends what proportions (or raw quantity, if some might prefer) of that teacher's students are affected by what sizes of disparities. -And yes...every student (thanks to computers!), NOT just mere "samples" from the teacher will be quantitatively considered. 6) Ok..let's say the teacher expects an average "B" grade for the class. What prevents the teacher from randomly assigning "B-C-B-C-A-C-B-B-A-C..etc" to his/her students regardless of their performance? The teacher's salary will. You see, a non-lazy teacher will aim for "no disparity AT ALL!" (approach) rather than randomly minimizing it and assign grades randomly about the expected mean performance. The teacher who takes the time to carefully evaluate each student (as they're supposed to) will without doubt earn much more than a teacher who randomly dishes out grades. (**Unless a teacher can just "LOOK" at a student and immediately give out the accurate grade ...but no one is really that "psychic" ) Needless to say, especially holds true if the class is expected to have a large standard deviation between students' competence, abilities, and performance. But you understand my point here nonetheless. -For further contentions against Question #6, remember that students can usually bring parents and argue their grades with teachers, based on what the teacher "told" them regarding how the students "will be graded". -Also remember that no serious checks for "random assignment of grades" exist today. Feel free to start another thread on this particular but ridiculously minor issue...which I have needlessly expanded on in my pedantic-ism (not that I am pedantic, but I would like to be). And finally...question #7: 7) Do you realize that you might become the archenemy of the teachers' union for proposing this? (Yes. Indeed I do . But I don't really care here ) -/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/-/- *Anyhow, seriously.... What are your thoughts? Ideas? Insight? What do you guys think about my teacher<->exam this approach/method/idea ??