ACET, Inc. Blog

Over the last few weeks, many of our clients have inquired about the availability of their test data from the Minnesota Department of Education (MDE) to meet reporting requirements. Here’s the most recent update from MDE’s Research and Assessment division:

“MDE is still evaluating the specific timelines for the release of the Reading and Mathematics MCA, MCA-Modified, and MTAS results, and we will provide one week’s notice before the results will be released. While we understand that not having a specific date makes it difficult for your planning purposes, we are holding some flexibility in the event we are able to complete our work and release results earlier than late September. Once a final determination is made, we will provide one week’s notice before results are released. We thank you for your patience as we continue work through the challenges created by the government shutdown.”(http://www.education.state.mn.us/MDE/Accountability_Programs/Assessment_and_Testing/index.html)]

We will keep you updated on projected timeline and new information when they become available.

Joseph

Charter schools are a big part of my work here at ACET. I’ve spent many hours both behind the scenes and hands-on with data analysis, reporting, grant writing, and capacity building. I enjoy the challenge of thinking of ways to communicate results in way to maximize usability and improve learning.

Schools, however, don’t function by student test scores alone. They need a number of things to maintain healthy functioning, including an appropriate number of students and available funding. Over time, some schools inevitably end up closing their doors. The reason for closure tends to vary, regardless of type of school (public, private, or charter). The Minnesota Department of Education recently released a list of charter school closures and the reasons for closure. The reasons are spread across four areas: academic, financial, enrollment, and other. From 1996 to 2009, thirty-seven charter schools have been closed. Below are the reasons listed for closures:

• Academic reasons: 2 (5.4%)
• Financial reasons: 25 (67.6%)
• Enrollment reasons: 15 (40.5%)
• Other reasons: 14 (37.8%)

Also, 18 schools were closed for more than one reason. Of those 18 schools, the most common reasons found together were financial and enrollment 7 (38.9%) or financial and other reasons 7 (38.9%).

Joseph

As you may know, organic food has become a craze in our culture. Organic food has gotten a lot of attention in recent years – for good reason. Some studies, such as the 97 studies reviewed by the Nutrition Research Center, have shown that food that has been produced organically often has higher amounts of nutrients. Other studies, such as reported in Science Daily, have found little difference between organic food and non-organic foods. Mayo Clinic states that the answer remains unclear.

Just how does a product become classified as “organic?” Organic products have some strict agricultural requirements that must be met. To meet organic requirements for crops, products be grown in safe soil and have no modifications. Farmers cannot use any synthetic pesticides, bioengineered genes (GMOs), petroleum-based fertilizers, or sewage sludge-based fertilizers to help the crops grow or sustain. For organic livestock, the animals must have access to the outdoors and be fed with organic feed. As with the crops, the animals cannot be given antibiotics, growth hormones, or any animal-by-products. Bear in mind, however, that “organic” means that the product only has to be 95% organic, whereas “100% organic” requires all products to be made by natural means alone.

I’m a budget-conscious shopper, but there are certain items that I prefer to spend the extra money and buy organic. For example, I buy organic milk, which is at least double the price of non-organic milk. I choose to spend more on this because organic milk is one of the foods that has been found to have significant health benefits. In 2008, Newcastle University released a study that found that organic milk had higher amounts of beneficial fatty acids, antioxidants, and vitamins. In fact, one beneficial fatty acid was found to be 60% higher in organic milk than in non-organic milk. I also find that I prefer the taste of organic milk.

Not all products, however, are worth buying organic. You may have heard of the “Dirty Dozen” and the “Clean Fifteen.” According to the Environmental Working Group, there are certain foods that contain higher amounts of pesticides than others. Certainly it is worth taking the time to investigate which foods would be better for you to purchase organically and which foods are not worth the extra effort. Check out the list here: http://www.pbs.org/wnet/need-to-know/health/the-dirty-dozen-and-clean-15-of-produce/616/

What’s your take on organic foods?

Cassie

Our governor, Mark Dayton, has declared March “Reading Month” in Minnesota. The official proclamation lists three specific reasons for the declaration:

“The citizens of Minnesota stand firmly committed to promoting reading as the catalyst for our students’ future academic success, their preparation for America’s jobs of the future and their ability to compete in the global economy”

“Minnesota have provided significant leadership in the area of community involvement in the education of our youth, grounded in the principle that educational investment is key to the community’s well being and long-term quality of life”

“NEA’s ‘Read Across America,’ a national celebration of Dr. Seuss’s 107^th birthday on March 2, 2011, and the acknowledgement of the month of March as ‘National Reading Month’, to promote reading and adult involvement in the education of our community’s students.”

How does one go about building reading skills to students? One way is to engage students not only in the classroom, but also at home with parents. If you are a parent or want to teach parents how to engage their children in learning, Dr. Peter Afflerbach of the University of Maryland’s Literacy Research Center has eight tips for parents to ensure reading success for students:

1. Find ways to create enthusiasm for reading.
2. Encourage children to read different types of texts (books, newspapers, internet content).
3. Ask children questions about what they read.
4. Help children find materials that match their interests and achievement levels.
5. Talk with children about the importance of reading.
6. Try not to communicate any anxiety related to your children’s reading.
7. Ask your child to recommend a book for you.
8. Engage your children in writing.

Here is a link to the full proclamation: http://mn.gov/governor/images/Reading-Month-and-Read-Across-America-Day.pdf

Joseph

The November 2010 issue of the Educational Researcher included an article titled “Attribution Error and the Quest for Teacher Quality.” The author discusses how traditional research has tried to link student achievement with teacher quality, but what may be missing is examination of the impact of teaching quality. For example, studies have focused on labeling teachers based on personal qualities (e.g., engaging, efficient, caring) and linking those qualities with student academic performance on standardized tests. Visually, the traditional map is:

Teacher personal characteristics → Teaching practices → Student learning

The author, Mary Kennedy, points out several things that cast doubt into this strict model. First, studies that have focused on personal qualities of teachers have generally had low correlations with outcomes. In other words, in classrooms with highly engaging, efficient, and caring teachers, there isn’t always an improvement in student academic achievement. Second, the statistical models used to make inferences about personal qualities in teachers and student achievement rates can generally only be attributed to small amounts of student achievement at best. That is, there are a lot of differences in student achievement that aren’t attributable to teacher personal qualities (there is a lot else that is influencing achievement). Lastly, the observed effects of teacher personal characteristics are not stable across years; just because a teacher’s personal qualities may show an effect on student achievement one year does not mean the same effect will be shown in subsequent years. Thus, instead of emphasizing teacher quality, Kennedy suggests we think about teaching quality as it impacts student learning:

Teacher personal characteristics + Situational characteristics → Teaching practices → Student learning

The main difference between this model and the traditional model is the addition of “situational characteristics.” Situational characteristics are external to the teachers (not a personal characteristic) but have an impact on teaching practices, overall teaching quality, and student learning. Examples are broad and would include:

• Availability of time (e.g., for lesson planning, for specific subject areas, to fulfill state requirements)
• Availability of materials for teaching (e.g., materials helpful/necessary for science and math education)
• Differences in work assignments (e.g., other job responsibilities outside of the classroom)
• Student influence (e.g., student cooperation, student motivation, student influence on teacher practices)

The main conclusion of the article is that situational characteristics may actually be more impactful than teacher personal characteristics on student academic achievement.

For the full article see the “Attribution Error and the Quest for Teacher Quality” by Mary M. Kennedy in the Educational Researcher, November 2010, Volume 39, Number 8, pages 591-598.

Joseph