tomdee.bsky.social
Barnett Family Professor, Stanford University 🌲
Senior Fellow, @siepr.bsky.social & @hooverinstitution.bsky.social
Research Associate, @nberpubs.bsky.social
https://dee.stanford.edu/
#GoBirds 🦅
98 posts
1,594 followers
1,005 following
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What an embarrassing moment for the Packers franchise and cheeseheads everywhere! What would Lombardi say?
Also, I refuse to call it anything other than the Brotherly Shove.
#GoBirds🦅
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I was really glad to see the helmets and harnesses. I guess DOGE hasn't gotten to OSHA yet?
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Relatedly, I wonder if parents use heuristics anchored to highly local peers (who also lost ground) and to course grades that are increasingly inflated.
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Really useful! I'd like to add "Vanished Classmates" study, this op-ed, & references within (both ungated):
tom-dee.github.io/files/AERJ%2...
tom-dee.github.io/files/LAT_De...
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Really glad this is finally out.
I find it curious that, even as San Francisco has walked back this math-pathways policy, it appears to be infused in the recently adopted California Math Framework (CMF).
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I'm not finding its psychometric report but believe it is explicitly designed for trend comparisons (i.e., the "T" in TIMSS).
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Interesting! I'm inclined to see "peer effects" as a placeholder for all the high-salience aspects of classroom interactions that are understudied in the econ of ed. For example, "culturally relevant" initiatives may raise engagement & motivation through promoting community among classroom peers.
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Our typical caveats about replication & scaling tacitly view every potential innovation as something *added* to the status quo.
I think it's important to recognize that evidence-based innovations could instead crowd-out unproven aspects of all the pre- & in-service training teachers do.
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I was looking for a standard deviation so I could interpret the scale-score changes (aside: why is that simple interpretative issue so difficult to resolve in federal data releases?) and came across 👇. Apparently, they used desktops & paper before but tablets only in 2023.
bsky.app/profile/did:...
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Weirdly, it even invites those comparisons:
"Significantly different (p < .05) from 2023"
This is exactly what the 2024 voters want Linda McMahon to fix. <insert wrestling gif>.
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🤣 Erm, I meant to say it suggests the cognitive impact of COVID exposure on the broader population.
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Before the misPIACCery (?) goes too far, I wanted to note:
"Comparisons of 2023 results with 2012/14 and 2017 PIAAC assessments need to be made with caution due to differences in the assessments and scoring methodology."
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Always happy to chat! In the California context, I see it as lower standards because of how the substance of data science is sometimes defined and the effort to have it crowd out not only calculus but also Algebra 2.
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IMHO, it also obscures a deeper debate we should have about the college-prep focus of most American high schools & how to balance that sensibly and equitably with promising new #CTE models.
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Not quite. There's been chopping and changing about whether a course called introductory data science could supplant Algebra 2. This involves differences in defining exactly what data science is (not just its relevance). That is, does data science need Algebra 2 (and calculus?)?
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I'm thinking specifically of the evolving California debate (isn't it always California?) over data science (as defined) & its place in UC guidance for college students.
edsource.org/2024/high-sc...
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Access to my writing on this and other topics at dee.stanford.edu.
theconversation.com/public-schoo...
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Increased enrollment in home & private schools, continued demographic decline, possible increases in skipping kindergarten...
Dee, T. (2023). Where the Kids Went: Nonpublic Schooling and Demographic Change during the Pandemic Exodus from Public Schools, Teachers College Record 125(6), 119-129.
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Measurement matters but I also think the lessons of the last 15 years of teacher-assessment reforms are popularly misunderstood to mean "didn't work" rather than "politically & logistically hard to implement but effective when that's done."
www.the74million.org/article/40-y...
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I share your concerns re "balanced" literacy. FWIW, our study of a CA initiative showed promise in supporting evidence-based early-literacy practices at some scale. It did so through a unique admixture of guidance, oversight, & site flexibility. 👇
www.nytimes.com/2023/12/04/u...
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I can only point to the totality of this approach (i.e., a PLC to support instructional differentiation through multiple classroom practices + release time).
How to replicate/scale innovation is a big question! My vote is for continuous improvement in NICs.
www.hoover.org/research/und...
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Strong agree on the importance of teacher quality, less on how to realize that? Also, even before the pandemic exodus, the number of teachers per student was growing. The old site had a framing discussion: getting the right teachers in the right subjects & schools → staffing challenges not shortages