Part 1 described a Gates Foundation initiative aimed at identifying
effective teachers as measured in part by their students’ test scores,
rewarding such stellar teachers with cash, and giving poor and minority
children access to their classrooms. Called Institute Program for
Effective Teaching, the Foundation had mobilized sufficient political
support for the huge grant to find and fund three school districts and
four charter school networks across the nation. IPET launched in 2009
and closed it doors (and funding) in 2016.
A
brief look at the largest partner in the project, Florida’s
Hillsborough County district, over the span of the grant gives a peek at
how early exhilaration over the project morphed into opposition over
rising program costs that had to be absorbed by the district’s regular
budget, and then key district and school staff’s growing disillusion
over the project’s direction and disappointing results for students.
Consider what the Tampa Bay Times, a local paper, found in 2015 after a lengthy investigation into the grant. [i]
- The Gates-funded program — which required Hillsborough to raise its own $100 million — ballooned beyond the district’s ability to afford it, creating a new bureaucracy of mentors and “peer evaluators”
- CONTINUE READING: Donors Reform Schooling: Evaluating Teachers (Part 2) | Larry Cuban on School Reform and Classroom Practice
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