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Ted Hershberg, Professor, Public Policy & History and Director, Operation Public Education, University of Pennsylvania

Related Link: http://www.operationpubliced.org

Biography provided by participant

Theodore Hershberg is Professor of Public Policy and History and Director of the Center for Greater Philadelphia at the University of Pennsylvania, where he has taught since 1967. He served as Assistant to the Mayor for Strategic Planning and Policy Development (1984-85) and was Acting Dean of Penn's School of Public and Urban Policy. He holds M.A. and Ph.D. degrees in American history from Stanford University. He has written extensively and lectured widely in three fields over his career: public school reform, city-suburban cooperation, and urban-industrial development. His most recent publication is Theodore Hershberg and Claire Robertson-Kraft, eds., A Grand Bargain for Education Reform: New Rewards and Supports for New Accountability (Harvard Education Press: August, 2009).

Recent Responses

November 2, 2009 02:17 PM

RE: Are Turnarounds A Losing Strategy?

Richard Rothstein is correct. For starters the feds should change the means by which “persistently low-performing” schools are identified. Growth measures should be used to distinguish “high growth” from “low growth” schools among those not meeting proficiency targets under current law. Those in the latter group deserve the label. Though evidence is limited, some charter networks, such as Mastery Charter Schools in Philadelphia, demonstrate that these schools can in fact be turned around. There is no secret to their success: students learn when they have high-quality instruction. Turn-around plans should be judged by how well they address this central issue.…  Read more

October 19, 2009 09:57 AM

RE: How Should Teacher Effectiveness Be Assessed?

Any new system must recognize the complexity of teaching, use a balanced approach to gauge teacher effectiveness, and promote professional growth by offering all educators meaningful feedback and opportunities to advance in their careers. There must be an empirical component in both teacher (and administrator) evaluation. This would emerge from the results of standardized tests using robust value-added models to identify the most effective and least effective performers. Research makes clear that value added models are accurate in identifying the “tails” of distribution. These student-learning results would be accompanied by a peer-review process that uses rigorous evaluation protocols to…  Read more

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This Education Blog is funded by support provided, in part, by the Bill & Melinda Gates Foundation for the purpose of creating an educational forum for sharing research, ideas and opinions regarding issues related to college readiness and college completion. The Blog may not be used to post partisan political statements supporting or opposing candidates for public office. All statements and materials posted on the Blog, including any statements regarding specific legislation, reflect the views of the individual contributors and do not reflect the views of National Journal or the Bill& Melinda Gates Foundation. National Journal and the Bill & Melinda Gates Foundation take no positions regarding any legislation discussed in the Blog. National Journal reserves the right to monitor material placed on this site and to remove any posting they may deem inappropriate.

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Troublesome Directions

Latest response: Robert GreensteinNovember 20, 2009 3:38 pm