Rush to Judgment: Teacher Evaluation in Public Education

The troubled state of teacher evaluation is a glaring and largely neglected problem in public education. Co-director Thomas Toch and Robert Rothman of the Annenberg Institute for School Reform examine the causes and consequences of the crisis in teacher evaluation, as well as its implications for the current debate about performance pay

Margins of Error: The Testing Industry in the No Child Left Behind Era

This groundbreaking report examines the impact of No Child Left Behind's ambitious testing requirements on the states, the testing industry, and on America's students

The Carnegie Unit: A Century-Old Standard in a Changing Education Landscape

The result of a two-year study, the report examines the history of the influential, century-old Carnegie Unit and its impact on education reform in K-12 and higher education. The study finds that the Carnegie Unit remains the central organizing feature of the vast American education system, from elementary school to graduate school, and provides students with an important opportunity-to-learn standard. But at best, the Carnegie Unit is a crude proxy for student learning. The U.S. education system needs more informative measures of student performance. Achieving this goal would require the development of rigorous standards, assessments, and accountability systems -- difficult work, especially in the field of higher education, where educational aims are highly varied and faculty autonomy is deeply engrained

Singing the same tune? International continuities and discontinuities in how police talk about using force

This article focuses on a research project conducted in six jurisdictions: England, The Netherlands, Germany, Australia, Venezuela, and Brazil. These societies are very different ethnically, socially, politically, economically, historically and have wildly different levels of crime. Their policing arrangements also differ significantly: how they are organised; how their officers are equipped and trained; what routine operating procedures they employ; whether they are armed; and much else besides. Most relevant for this research, they represent policing systems with wildly different levels of police shootings, Police in the two Latin American countries represented here have a justified reputation for the frequency with which they shoot people, whereas at the other extreme the police in England do not routinely carry firearms and rarely shoot anyone. To probe whether these differences are reflected in the way that officers talk about the use of force, police officers in these different jurisdictions were invited to discuss in focus groups a scenario in which police are thwarted in their attempt to arrest two youths (one of whom is a known local criminal) by the youths driving off with the police in pursuit, and concludes with the youths crashing their car and escaping in apparent possession of a gun, It might be expected that focus groups would prove starkly different, and indeed they were, but not in the way that might be expected. There was little difference in affirmation of normative and legal standards regarding the use of force. It was in how officers in different jurisdictions envisaged the circumstances in which the scenario took place that led Latin American officers to anticipate that they would shoot the suspects, whereas officers in the other jurisdictions had little expectation that they would open fire in the conditions as they imagined them to be