[dropcap color="666666"]N[/dropcap]ot sure if you’ve heard, but, against their own wishes -ahem-, the NYC Department of Education is releasing their infamous Teacher Data Reports, a set of papers ostensibly compiling a teacher’s student scores on English and Math scores from 3rd to 8th grade to determine their effectiveness, normalizing scores for effects like poverty and growth. For anyone that finds this as absurd as I do, you’ll know that not only is there a huge margin of error on using such a report to determine teacher effectiveness, it’s so narrow and limited that parents probably won’t get much information about the teacher they seek. If anything, it might obfuscate the debates that happen in principal offices and households when kids vouch for their teacher, but adults with no understanding of pedagogy point to the scales and rebuke opponents.
Almost every outlet has salivated at the chance to put these reports out (except for Gotham Schools). At first, I thought we would just see the yellow rags like the New York Post and Daily News post these, as they proliferate the bad teacher framework. I’m sure the other media outlets like the Village Voice or Manhattan Times has some intention to do something with these reports, but by the time they do, the bomb will have already dropped on our industry.
However, the one rag that considers itself the vanguard for objective journalism is the New York Times. While I’ve shared my disappointment with one of their events in the past, I still understood their role in pushing forth the news of the day and the voices they’ve highlighted from Bob Herbert and Charles Blow to the inimitable ones, Stephen Lazar and Arthur Goldstein. I still read the Times a fair amount, and even when I disagree, I also get that they often set the table for certain discussions.
Thus, believe me when I say how disappointed I am in the fact that they’re asking teachers to justify their reports to them. From their website:
With SchoolBook’s partners at WNYC, The Times has developed a sophisticated tool to display the ratings in their proper context, a hallmark of our journalism.
But we want to take that a step further, by inviting any teacher who was rated to provide her or his response or explanation. We are seeking those responses now, so they can be published at the same time as the data reports.
If there were special circumstances that compromise the credibility of the numbers in particular cases, we want to know.
We plan to include those responses alongside the ratings themselves, so readers can consider them together.
No. I don’t want to justify or get validation for whatever the reports say about me. With this huge body of evidence and the growing backlash against such reports, why would any respectable publication diminish their own journalistic credibility by publishing them and systematizing them in their website? I have serious doubts about the validity of doing this insofar as asking teachers to contribute to the further deprofessionalization of teaching.
The logic is simple: if we give in to telling the New York Times about our data reports, then we’re actually responding, and by responding in the manner they’ve chosen, they’re actually telling us to defend ourselves in the court of public opinion.
I get that it’s the New York Times. I also get that the UFT chapter leader Michael Mulgrew encouraged us to give in to the process, probably as a form of protest. I respect that this is an opportunity to talk to the establishments that need our assistance in this matter. However, I just don’t think this is the right way to go about it.
All these intangibles I can’t quite calculate, and all these numbers I’d rather not validate.
Jose, who just won’t accept it …