Comprehensive Teacher Induction Study Reveals No Impact on Teacher Retention, Mixed Findings on Student Achievement

Domino Theory.jpeg
(Mensaje se repite en Español) At the beginning of the Vietnam War Era I was going to school at UCLA where I had a professor named H. Arthur Steiner. He pointed out one day that although the United States had the greatest authorities on Southeast Asia, they were completely ignored in this country's formulation of policy and ultimately war in Southeast Asia. Because he had been a major in the Marine Corp with extensive experience in Asia, those in Washington thought he would tell them what they wanted to hear about the war they were getting into in Vietnam. When he explained that the Domino Theory as espoused by then Secretary of State Henry Kissinger and others was completely false, because it did not take into consideration the historic animosity between the Chinese and the Vietnamese, he was never called again.

The same form of intransigent militant ignorance is true with those who have power in public education reform in the United States. At perdaily, we have often quoted Diane Ravitch, Charles Kerschner, Lois Weiner, and others who have a clear understanding and historical perspective as to what it would take to truly turn around public education, but those in control of policy continue to ignore their rational approach to fixing our public education system with the same militant ignorance of those in power during the Vietnam Era.

One site that publishes truly exquisite data that constantly illuminates what is wrong in public education that would be of inestimable help if a truly pragmatic model of two-way accountability public education reform was ever adopted is surprisingly the IES - The Institute of Educational Sciences that is itself a part of the U.S. Department of Education.

All the material is top caliber, but remains mostly ignored by Secretary of Education Arne Duncan and other wonks with the power to set public education reform policy. Back in June IES sent me data on: 

"The Impacts of Comprehensive Teacher Induction on beginning teachers compares retention, achievement, and classroom practices of teachers who were offered comprehensive induction services to teachers who were offered the support normally offered by the school."

The teachers were followed for three years. Key findings include:

    * There were no impacts on teacher retention rates after each of the three years of follow-up.

    * There were no impacts on teachers' classroom practices, which were measured during teachers' first year in the classroom.

    * For teachers offered one year of comprehensive induction, there were no impacts on student achievement in any of the teachers' first three years in the classroom.

    * For teachers offered two years of comprehensive induction, there were no impacts on student achievement in either of the first two years. However, in the third year, there were positive impacts on student achievement, based on the sample of teachers whose students had both pre-test and post-test scores. These impacts were equivalent to moving the average student from the 50th percentile to the 54th percentile in reading and the 58th percentile in math.


What logical conclusion should be derived from a meticulous study that shows no impact of comprehensive teacher induction programs on teacher retention, classroom practices, or student achievement?

Could it possibly be that no teacher induction program no matter how well executed could retain teachers in an untenable administratively discipline free school environment?

Are there any classroom practices in these circumstances that can address the needs of students who have been promoted years beyond their ability to understand what the teacher is talking about?

Can students achieve when the very act of learning with impossibly diminished skills is a humiliation?

Whether it is the Vietnam War or public education reform policies, both are doomed to failure when dishonest rhetoric takes the place of well thought out plans supported by relevant data and those that are not afraid to be subjected to the scrutiny of others who have to implement such plans.

Intimidation of those who disagree for substantive reasons that goes unanswered or the use of media to manipulate what should be a dialogue on public education reform into a monologue that refuses to be held accountable is a tragedy of incalculable dimensions that those in power steadfastly refuse to take cognizance of.

On a daily basis, more people around this country are contacting us with a willingness to work for an alternative vision of real and accountable public education reform for all. Interested?


Al comienzo de la era de la Guerra de Vietnam que iba a la escuela en UCLA donde había un profesor llamado Arthur H. Steiner. Señaló un día que si bien los Estados Unidos las mayores autoridades en el sudeste de Asia, que fueron ignorados por completo en la formulación de este país de la política y en última instancia, la guerra en el sudeste asiático. Debido a que había sido una de las principales en el Cuerpo de Marines con una amplia experiencia en Asia, los de Washington pensaba que les decía lo que querían oír hablar de la guerra que se estaban metiendo en Vietnam. Cuando explicó que el Teoría del dominó como el que defiende por el entonces Secretario de Estado Henry Kissinger y otros era completamente falso, porque no tuvo en cuenta la animosidad histórica entre los chinos y los vietnamitas, que nunca fue llamado de nuevo.

La misma forma de la ignorancia militante intransigente es verdad con los que tienen poder en la reforma de la educación pública en los Estados Unidos. En perdaily, hemos citado a menudo Diane Ravitch, Kerschner Charles, Lois Weiner, y otros que tienen una comprensión clara y una perspectiva histórica en cuanto a lo que se necesitaría para convertir realmente en torno a la educación pública, pero quienes tienen el control de la política de seguir ignorando sus racional aproximación a arreglar nuestro sistema de educación pública con la misma ignorancia militante de aquellos en el poder durante la era de Vietnam.

Un sitio que publica datos verdaderamente exquisito que ilumina constantemente lo que está mal en la educación pública que sería de inestimable ayuda si un verdadero modelo pragmático de la reforma de dos vías responsabilidad en la educación pública fue adoptada cada vez es sorprendente que la IES - El Instituto de Ciencias de la Educación que se es parte del Departamento de Educación de EE.UU..

Todo el material es de calibre superior, pero sigue siendo ignorado por el secretario de Educación Arne Duncan y otros 'expertos' con el poder de fijar la política de reforma de la educación. En junio IES me envió datos sobre:

"Los efectos de la inducción Maestro Integral de los profesores principiantes se compara la retención, el rendimiento y las prácticas de aula de los profesores que se ofrecieron servicios integrales de inducción a los maestros que se les ofreció el apoyo general que ofrece la escuela. "

Los profesores fueron seguidos durante tres años. Las principales conclusiones son:

    * No hubo efectos sobre las tasas de retención de los maestros después de cada uno de los tres años de seguimiento.

* No hubo efectos sobre "las prácticas de aula, que se midieron durante los profesores docentes primer año en el aula.

* Para los profesores ofrecen un año de la inducción completa, no hubo impacto en el rendimiento estudiantil en cualquiera de los profesores tres primeros años en el aula.

* Para los profesores ofreció dos años de la inducción completa, no hubo impacto en el rendimiento estudiantil en cualquiera de los dos primeros años. Sin embargo, en el tercer año, hubo un impacto positivo en el rendimiento estudiantil, basados en la muestra de los maestros cuyos estudiantes tenían tanto pre-test y los resultados post-test. Estos efectos fueron equivalentes a mover el estudiante promedio del percentil 50 al percentil 54 en lectura y el percentil 58 en matemáticas.


¿Qué lógica conclusión debe ser derivado de un estudio minucioso que no muestra el impacto de los programas integrales de inducción docente en la retención de maestros, prácticas en el aula, o rendimiento de los estudiantes?

¿Podría ser posible que ningún programa de inducción a la docencia no importa cuán bien ejecutado puede retener a los profesores en un ambiente insostenible administrativamente la disciplina escolar gratis?

¿Existen prácticas en el aula en estas circunstancias que pueden atender las necesidades de los estudiantes que han sido promovidos años más allá de su capacidad de comprender lo que el maestro está hablando?

¿Los estudiantes pueden lograr cuando el acto mismo de aprendizaje con habilidades imposibles disminuido es una humillación?

Ya se trate de la guerra de Vietnam o de las políticas públicas de reforma de la educación, ambos están condenados al fracaso cuando la retórica deshonesta toma el lugar de planes bien pensados con el apoyo de los datos relevantes y los que no tienen miedo de ser sometido al escrutinio de los demás que tienen que aplicar dichos planes.

La intimidación de los que no están de acuerdo por razones de fondo que quedan sin respuesta o la utilización de los medios de comunicación para manipular lo que debe ser un diálogo sobre la reforma de la educación pública en un monólogo que se niega a rendir cuentas es una tragedia de dimensiones incalculables que están en el poder se niegan firmemente a tomar conocimiento de.

Sobre una base diaria, más personas en todo el país están en contacto con nosotros con la voluntad de trabajar para una visión alternativa de la reforma educativa real y responsables públicos para todos. ¿Interesado?



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