By Jamie Gumbrecht, CNN
(CNN) – Every couple of years, the National Assessment of Educational Progress releases a short-term snapshot of how students fare in science, civics or other subjects.
But it doesn't quite answer the big question: How are students really doing?
That's the job of a report released Thursday, "The Nation's Report Card: Trends in Academic Progress 2012." It's an assessment released every four years that tracks U.S. students' performance in reading and math since the 1970s. The 2012 assessment included more than 50,000 students from public and private schools. It tracks them at ages 9, 13 and 17, regardless of grade level, and compares their performance using tests - mostly multiple-choice questions - that take about an hour to complete.
Here are five things to know about academic progress since the 1970s, according to the 2012 report.
9-year-olds and 13-year-olds outscore 1970s counterparts
Indeed, those kids scored higher in reading and math. In reading, 9-year-olds and 13-year-olds improved at every level, so even the lowest-performing kids now are ahead of the lowest-performing kids then. In fact, kids in the low and middle range showed the greatest gains.
17-year-olds? Not so much
Seventeen-year-old students aren't scoring better in reading and math, but their scores aren't falling, either. In reading, the lowest-performing 17-year-olds made gains since the 1970s, as did lower- and middle-performing 17-year-olds in math. But scores overall are about the same as in the early 1970s – and that might not be all bad. In a conference call with reporters, Peggy Carr, associate commissioner of the National Center for Education Statistics' assessment division, pointed out that there are far fewer dropouts than in the 1970s; even with more kids in school, performance has remained steady.
By Heather Kelly, CNN
(CNN) - Forget tiny iPads – the classrooms of the future might turn entire tables into interactive touchscreens.
Given that many children can sit rapturously before a glowing touchscreen for hours, such gadgets seem like a natural for the classroom. But as with any new teaching technology, it's important to make sure it actually helps students learn and teachers teach before getting caught up in its "cool" factor.
A recent study by researchers at Newcastle University in the UK took touchscreen tables into the classroom for some hands-on tests and found the technology (and training) still have to improve before they are fully effective. The researchers say theirs is one of the first studies of this type of technology in actual classrooms, instead of lab situations.
The tables were used in real classrooms over the course of six weeks for lessons in geography, English and history. The five teachers involved in the study prepared the projects based on what the kids were currently learning in class. Each table was used by two to four students at a time, though the table's creators say it can hold up to six students. On the screen were a collaborative writing program and an app called Digital Mysteries, which were designed specifically for large tabletop PCs.
By Aadina Balti, Special to CNN
Editor's note: Aadina Balti is a veteran teacher and math coach in Boston's public school system. Balti is certified in moderate disabilities and elementary education. She is also a Teach Plus Teaching Policy Fellow.
(CNN) – I've been in the classroom for 11 years - that makes me a minority in the teaching profession, as more than half of all teachers have taught for a decade or less. But I'm still striving to be a better teacher.
A recent report from national nonprofit Teach Plus shows that veteran teachers like me tend to be less receptive to the growing emphasis on teacher performance than our less-experienced colleagues.
The report, "Great Expectations: Teachers' Views on Elevating the Teaching Profession," highlights data from Teach Plus' recent national survey of teachers, showing that 42% of earlier-career teachers (called the "new majority" in the report) support more performance-based tenure and compensation systems, compared to just 15% of my fellow veterans.
As a teacher who has just crossed the line from new majority to veteran status, I understand how experienced teachers feel about the protections afforded them by the tenure system.
I understand because I’ve put in the time and effort necessary to establish myself in the school system. I understand because I, too, value my job security. Sometimes I even understand that it's easy to get comfortable and fall into doing the same old thing.
But the current lack of accountability is bringing our profession down.
While I value the tenure I've been granted, I would be willing to give up that protection to move our profession toward one that emphasizes performance.
I got into this profession because I want to have a positive impact on society and because I feel confident that all children can learn. As an educator, it's my job to make that happen. I ask my students to push themselves for excellence every day. If I’m not pushing myself for excellence, too, then I’m not just failing myself, I’m failing my students.
By Jamie Gumbrecht, CNN
(CNN) - Math and science educators across the country spend their summers learning how to make calculus more engaging and biology more relevant, but there's a problem: What if high schoolers never even signed up for those classes?
What if a tough ninth grade algebra class meant they hopped off the high-tech train, and couldn't find a way back on later? What if nobody answered when kids asked, "But I'm not going to be a chemist - why do I need this?"
For all the reasons teens find to stop taking math, science and technology classes, a study published online in the journal "Psychological Science" found a relatively simple way to make them continue: Convince their parents first.
The study, “Helping Parents to Motivate Adolescents in Mathematics and Science: An Experimental Test of a Utility-Value Intervention,” showed a simple intervention with parents led students to take, on average, one additional semester of math and science in their last two years of high school.
"These are the critical years in which mathematics and science courses are elective, and our results indicate that parents can become more influential in their children’s academic choices if given the proper support," the study says.
How simple was that support? Just a couple of brochures, a web site and a little guidance about how to use the information.
Researchers from the University of Wisconsin-Madison and James Madison University mailed parents of 10th graders a glossy, 16-page, photo-filled booklet touting math and science education. The brochures offered up talking points to parents about how to discuss science and math classes with their kids, and examples of how those subjects might be relevant to their lives now or when they're considering careers. If parents were convinced of the value of science and math for their kids, researchers thought moms and dads could convey that utility value to teens.