July 18, 2010
Education Schools Are Scrutinized for Graduates' Success as Teachers
Huge state databases could transform the assessment of teacher training, but some say the systems have bugs
Ken Lopez for The Chronicle
Some education-school deans, like Sandra L. Robinson, of the U. of Central Florida, say poorly designed performance analyses might do more harm than good. "There are so many more impacts that a teacher has in the classroom that aren't captured by standardized tests," she says.
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Ken Lopez for The Chronicle
Some education-school deans, like Sandra L. Robinson, of the U. of Central Florida, say poorly designed performance analyses might do more harm than good. "There are so many more impacts that a teacher has in the classroom that aren't captured by standardized tests," she says.
Gerald B. Carlson has been dean of the College of Education at the University of Louisiana at Lafayette since 2001. The state's public schools are famously troubled, and Mr. Carlson spends many hours worrying about the quality of his programs. When novice teachers walk out the door at Lafayette, are they actually prepared to teach?
Until two years ago, the dean had only indirect evidence—and the news seemed to be good. His graduates almost invariably pass the state's licensure
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