I applaud the SBE for pushing back on PEAC’s recommendation and drawing a real line in the sand.
Connecticut’s teacher evaluation model, which has never been fully implemented to date, calls for using measures of student growth as one of many components of a teacher’s evaluation. However, during the past two years, the use of state data on student learning has been “de-coupled” or excluded from evaluations.
It is highly unfortunate that Connecticut’s poor students do not have the resources to hire their own lobbyists to rebut the CEA’s proposals. Instead, these students are expected just to accept Connecticut’s education system as is —a system in which 44 percent of Connecticut graduates find themselves in need of remediation when they go to college. That seems like a raw deal to me.
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