In response to our recent podcast called “Why Is ‘I Don’t Know’ So Hard to Say?,” a reader named Timothy McCollough writes in with a most interesting story. He teaches at a private international school in Santo Domingo, Dominican Republic. His courses include two sections of AP microeconomics, sociology, and “regular economics.” Because it’s a private school, he adds, “we have freer reign to set up classroom incentives and engage students as we see fit.” For instance:
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In my classroom, students lose 1/4 point for wrong answers on quizzes. But for writing “I don’t know,” they get 1/4 point. (A correct answer is 1 point). The rationale is that if someone is in a medical emergency, and someone asks me what should be done, the answer “I don’t know” is much preferable to a guess. “I don’t know” leads the questioner to ask someone who hopefully is knowledgeable.
The term “merit pay” has gained a prominent place in the debate over education reform. First it was former D.C. schools chancellor Michelle Rhee trumpeting it as a key to fixing D.C.’s ailing public schools. Then a handful of other districts gave it a go, including Denver, New York City, and Nashville. Merit pay is a big plank in Education Secretary Arne Duncan‘s platform; and Chicago mayor Rahm Emanuel has just launched his own version of merit pay that focuses incentives toward principals.
There’s just one problem: educators almost universally hate merit pay, and have been adamantly opposed to it from day one. Simply, teachers say merit pay won’t work.
In the last year, there’s been some pretty damning evidence proving them right; research showing that merit pay, in a variety of shapes and sizes, fails to raise student performance. In the worst of cases, such as the scandal in Atlanta, it’s contributed to flat-out cheating on the part of teachers and administrators. So, are we surprised that educators don’t respond to monetary incentives? What makes teachers different?
There’s an argument going around right now that forgiving the country’s student loan debt would have a stimulative effect on the economy. This online petition by Signon.org, an offshoot of Moveon.org, has nearly 300,000 signatures. Its basic argument is this:
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Forgiving the student loan debt of all Americans will have an immediate stimulative effect on our economy. With the stroke of the President’s pen, millions of Americans would suddenly have hundreds, or in some cases, thousands of extra dollars in their pockets each and every month with which to spend on ailing sectors of the economy. As consumer spending increases, businesses will begin to hire, jobs will be created and a new era of innovation, entrepreneurship and prosperity will be ushered in for all.
The school uniform debate isn’t exactly raging these days, but there’s still data to be gathered and examined as to how slacks and blazers affect school kids. According to a new study by researchers at the University of Houston, school uniforms seem to be decently effective at improving student attendance and teacher retention, but have no real impact on improving student achievement. For their data, researchers looked at the effects school uniforms had on a large urban school district in the Southwest United States.
Here’s the abstract: Read More »