Philippine Basic Education

A blog that tackles issues on basic education (in the Philippines and the United
States) including early childhood education, the teaching profession, math and
science education, medium of instruction, poverty, and the role of research and
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If Students Do Not Do Well, We Must Have Bad Teachers

December 18, 2014

The 2014 evaluation of teachers in the state of New York has been recently made public.
More than 90 percent of teachers in the state are considered either effective or highly

effective educators. This percentage runs in stark contrast with the percentage of students
in New York reaching proLcient levels in standardized exams. Only 35 percent of students
in New York are considered proLcient in math and only 30 percent in English Language
Arts. Indeed there is a sea of difference between 90 and 30. It is not surprising then to read
serious doubts against how teachers are evaluated as illustrated in the image below (taken
from the New York Post):
The disbelief comes mainly from the assumption that there is an exclusive, that is, one-on-
one cause and effect relationship between teacher quality and learning outcomes. If
someone believes that the only factor that affects how students perform in exams is the

teacher then the above ratings of teachers in New York compared against how the students
perform truly become incomprehensible. This is unfortunate since the news that most
teachers in New York are seen as effective should be actually good. It ought to be
welcomed with a sigh of relief and not disbelief. Sadly, there are loud voices out there that
tend to blame the lackluster performance of students in standardized exams to ineffective
teachers. And to these voices, the results of the recent evaluation only mean one thing - the
evaluation is wrong.

There are other factors (oftentimes, these are much more important than teacher quality)
that inZuence learning. One simply has to glance, for example, at an article written by
Willingham in 2012 o realize this truth:
Willingham's answer to the above question is shown below:

The New York evaluation of teachers only addresses the teacher's side. The evaluation
does not say that ninety percent of teachers in New York can magically make the effects of
poverty on education disappear....
 Commentaries Data and Statistics Evidence-Based Research Teaching

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"Bear in mind that the wonderful

things you learn in your schools are
the work of many generations,
produced by enthusiastic effort and
inLnite labor in every country of the
world. All this is put into your hands
as your inheritance in order that you
may receive it, honor it, add to it, and
one day faithfully hand it to your
children. Thus do we mortals achieve
immortality in the permanent things
which we create in common." - Albert
Einstein

Angel C. de Dios, Ph.D., is currently an

associate professor of chemistry at
Georgetown University. At Georgetown, he
has been teaching General Chemistry since
1995 in addition to graduate courses in
molecular spectroscopy and quantum
chemistry. His research interests include
nuclear magnetic resonance spectroscopy,
protein structure determination, anti-
malarial drugs, and math and science
education. He was a recipient of a CAREER
Award from the National Science
Foundation and the Georgetown College
Dean’s Award for Excellence in Teaching. A
member of PAASE (Philippine American
Academy of Science and Engineering), he
helped the residents of Paete, Laguna
incorporate computers and the Internet into
their public schools.

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