This week, the expanding protest of teachers at Seattle’s Garfield High School has become a topic of national debate. It is difficult to parse out the issues because the tactics of the teachers at Garfield are relatively narrow but resonate with all sorts of larger issues around assessment.
One of my resolutions this year is to engage in a long-term effort to upgrade my quantitative skills, as I’m a mid-career historian with some quantitative skills, of the type that inherently grow stale (along with my patience with SAS). I thought I’d share my thoughts about a few books, two of which I’m in [...]
As the Times, the Orlando Sentinel and other papers are reporting, the high school graduation rate for Florida’s public schools climbed by about 4% in 2011-12 from the (federally-defined) graduation rate reported for 2010, from 71% to 75% (rounding up in each case). More importantly, this is a substantial leap from the (federally-defined) graduation rate in 2006-07 [...]
In a feature story for Nature at the beginning of the month, Laura Spinney writes about the latest generation of academics hoping to quantify historical patterns and make universal claims about “cliodynamics,” as U Conn’s Peter Turchin hopes to call his work. We’ve seen this movie before as quantitative social science history in the 1960s, cliometrics in the [...]
For the Comparative and International Education Society meeting in Puerto Rico this month: Source: Minnesota Population Center, International Public Use Microdata Sample. The variable of interest is educational attainment (for those aged 25-29 at the time of an individual country’s census). In a few cases, I recalculated attainment based on my disagreement with the [...]
ISSN 1936-6701, "Sherman Dorn: Work to understand how schools have been social institutions" by Sherman Dorn, is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. A work at www.shermandorn.com.
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