When the cost of collecting information on virtually every interaction falls to zero, the insights that we gain from our activity, in the context of the activity of others, will fundamentally change the way we relate to one another, to institutions, and with the future itself. We will become far more knowledgeable about the consequences of our actions; we will edit our behavior more quickly and intelligently.
A Key to College Success: Involved Dads
This brief essay focuses on one particular dimension of these parental investments: paternal involvement during adolescence. I find that young adults who as teens had involved fathers are significantly more likely to graduate from college, and that young adults from more privileged backgrounds are especially likely to have had an involved father in their lives as teens.
The Student and the Stopwatch
The debate over whether there is too much or too little testing occupies a prominent place in the policy discourse and in the media. However, the debate is largely ideological and devoid, ironically, of data on the amount of time students spend on testing. This report aims to shed light on the subject by answering the following questions:
- How much time do students spend on state- and district-mandated tests in English language arts (ELA) and math at three key grade levels (kindergarten, third grade, and seventh grade)?
- How does test time vary across 12 major urban districts in America?
- How does test time vary between urban districts and the suburban communities that surround them?
- What is the gap between teacher reports of test administration time and how district calendars report test administration time (see “Defining Test Time” inset)? And what explains the discrepancy?
The classroom walkthrough and student achievement
Time spent coaching teachers—especially in math—was associated with better student outcomes. So was time spent evaluating teachers and curriculum.
But informal classroom walkthroughs—the most common activity—were negatively associated with student achievement. This was especially true in high schools.
In a follow-up analysis, the researchers evaluated these data in light of what the principals said about how teachers view classroom walkthroughs. The negative association with student achievement was most evident where principals believed that teachers did not view walkthroughs as opportunities for professional development. (Other reasons for walkthroughs might be to ensure that a teacher is following a curriculum, or to be more visible to faculty.)