A regular commenter on the blog, Laura H. Chapman, shares her research on data mining:
Policies on data mining? “The future, like everything else, is no longer quite what it used to be.” Paul Valéry, poet.
It is no surprise that the Gates funded Teacher-Student Data Link
Project started in 2005 is going full steam ahead. By 2011 his project
said the link between teacher and student data would serve eight
purposes:
1. Determine which teachers help students become college-ready and successful,
2. Determine characteristics of effective educators,
3. Identify programs that prepare highly qualified and effective teachers,
4. Assess the value of non-traditional teacher preparation programs,
5. Evaluate professional development programs,
6. Determine variables that help or hinder student learning,
7. Plan effective assistance for teachers early in their career, and
8. Inform policy makers of best value practices, including compensation.
The system is intended to ensure all courses are based on
standards, and all responsibilities for learning are assigned to one or
more “teachers of record” in charge of a student or class so that a
record is generated whenever a “teacher of record” has a specific
proportion of responsibility for a student’s learning activities.
These activities must be defined by performance measures for a particular standard, by subject, and grade level.
The TSDL system requires period-by-period tracking of teachers
and students every day; including “tests, quizzes, projects, homework,
classroom participation, or other forms of day-to-day assessments and
progress measures.” Ultimately, the system will keep current and
longitudinal data on the performance of teachers and individual
students, as well schools, districts, states, and educators ranging from
principals to higher education faculty.
This data will then be used to determine the “best value”
investments in education, taking into account as many demographic
factors as possible, including….health records for preschoolers. but the
cradle is next, and it is part of USDE’s technology plan.
Since 2006, the USDE has also invested over $700 million in the
Statewide Longitudinal Data Systems (SLDS) to help states “efficiently
and accurately manage, analyze, and use education data, including
individual student records”…and make “data-driven decisions to improve
student learning, as well as facilitate research to increase student
achievement and close achievement gaps.” The newest upgrade of the
concpt is for these state-wide systems to become multi-state…and a
national system. This goes WAY, WAy beyond (and may pre-empt) routine
data-gathering by the National Bureau of Education Statistics.
It is not widely known that in 2009, USDE modified the Family
Educational Rights and Privacy Act so that student data—test scores,
health records, learning issues, disciplinary reports—can be
used for education studies without parental consent (The Family
Educational Rights and Privacy Act, 20 U.S.C. §1232g). Moreover, a 2012
issue brief from USDE outlined a program of data mining and learning
analytics in partnership with commercial companies.
The envisioned data- mining program includes an automated,
instant access, user-friendly “recommendation system” for teachers that
links students’ test scores and their learning profiles to preferred
instructional actions and resources. Enhancing teaching and learning
through educational data mining and learning analytics: An issue brief.
Retrieved from http://www.ed.gov/edblogs/technology/files/2012/03/edm-la-brief.pdf p. 29).
USDE is also pressing forward a “radical and rapid”
transformation of public education. The new system is marketed and
funded as “personalized, competency-based learning” 24/365 from multiple
sources. It is intended to dismantle place-based schools, seat time,
grade levels, subject-specific curricula, traditional concepts about
“teachers” and diplomas. Multiple certifications with flower along with
an abundace of badges earne for completing learning paths and play-lists
of learning options, awarded by profit and non-profit “learning
agents.” The role of “teacher” is envioned as a relic, along with the
institution of public schools. See USDE, Office of Educational
Technology, Transforming American Education: Learning Powered by
Technology, Washington, D.C., 2010. http://tech.ed.gov/wp-content/uploads/2013/10/netp2010.pdf/////////!
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