MR. SMITH: "One of the things I've learned from all of the various anti-trust and intellectual property negotiations I've handled over the years is this, sometimes when a small problem proves intractable you have to make it bigger. You have to make the problem big enough so that the solution is exciting enough to galvanize people's attention..."
That actually makes my point. The summary states that they fabricated a crisis, but what you just posted shows that they thought it was a smaller problem that just needed to be made bigger to find a solution.
This means that people who use Google to search on their smartphone may not find many of their favorite sites at the top of the rankings. Sites that haven't updated could find themselves ranked way lower, which in turn could mean a huge loss of business.
If it looks for passive movement data, why not create a bunch of accounts and put some old cell phones to good use broadcasting traffic data? Hook them up to wireless, use a VPN if needed to mask the IP, and show "cars" stopped. You could add in accident reports to make it more realistic. Maybe even some VMs running an iPhone simulator to increase the number of spoofed cars. Remember, technology is your friend if used correctly; just don't get any on you...
The problem is there would be more cars moving through the area than the "stopped" cars. Waze ignores obviously false reports as it states in the article.
Also, most states only have one of these evaluative tests a year, so you're not comparing students to their own scores, you're comparing them to the scores of the previous year's class.
If that's how the test is being interpreted, the administrators are idiots. You have test results for each class from last year, look at the difference between those results and the results from this year. That gives you the change in test results as affected by the teacher under scrutiny.
This isn't quantum loop gravity, if your only argument against holding teachers to a standard is that the administration is too stupid to apply one correctly, then it's time to nuke the whole district and start over.
It's harder than it seems. First of all, it's the states who administer these exams, not the schools. The public schools have no choice as to how or when these exams are administered. Students are held to different standards during each school year so comparing them to their scores from the previous year doesn't make sense since the material isn't the same. Also, how do you evaluate teachers who teach non-core subjects such as music, PE, or computer science? The whole data driven movement in schools is fine, but not everything in education can be quantified. Teaching is more of an art than it is a science.
"First off, getting stuck with a class of crappy students can cost you your job . .
No, that's not how the evaluations would work. The improvement of individual students could be tracked and evaluated against the standard.
"Once they receive tenure, they should no longer be subject to evaluation . .
That should not be true of anyone.
Is it really fair to judge a teacher on a test that doesn't mean anything to the students? Also, most states only have one of these evaluative tests a year, so you're not comparing students to their own scores, you're comparing them to the scores of the previous year's class. So the class of crappy students certainly could cost a teacher their job if their previous class was much better.
2 when they hit K5 1 separate the boys from the girls (outside of Dance Class and Recess)
This has been tried before and it's been found to not work. It's one of the few things in education that has been pretty much proven not to work. I just read an article the other day about seperating by gender, and it just serves to reinforce sterotypes when the genders are not together. Boys are allowed more freedom to move around since "boys will be boys" when there are girls who could use freedom of movement as well. If you were going to break up classes, break them up by the way they learn.