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I find the page on Linda Darling-Hammond to be totally laudatory, and therefore very troubling. Many of us in social justice-focused teacher education are thoroughly distressed about her continuing allegiance to EdTPA, which she launched, probably with non-cynical intentions. But the effects of that initiative have been devastating to all of us; we are not only beleaguered by another layer of mostly mindless accreditation hoops costing inordinate amounts of time and money (and discouraging young people of limited means with new costly tests) competing with our precious curriculum-development time with our student teachers, (forget about the legal problems of our students having to get parental permission to send films of children in public school classrooms to a corporation; I certainly would not give permission for my own children to be filmed under such circumstances) but find ourselves reporting sensitive data to a multinational corporation that has totally disempowered the democratic processes by which educational missions and standards have been negotiated, however problematic those democratic processes have been. Is Darling-Hammond unaware of the funding alliances between/among the Walton family, the Bill and Melinda Gates Foundation, and even Rupert Murdoch's empire, and their hopes of eliminating current University-based programs in teacher education in favor of their own private certification ventures, beholden to no public? I do not use the term "fascism" lightly, but the implementation of EdTPA without sufficient public comment or teacher input, and its replacement of elected governmental bodies at least in (democratic) theory, responsive to the public by a corporation really does smack of it. Shame on you, Linda Darling Hammond, for being deaf to your own primary constituency. The Wikepeda page on Darling-Hammond is extremely biased and badly needs editing! I have never edited a Wikepedia page before, but will work with a group of colleagues to do this shortly. Sincerely, Barbara Regenspan Bregenspan ( talk) 15:36, 7 April 2013 (UTC)
I represent Dr. Darling-Hammond and have posted a comprehensive bio on this page today. When this page was originally created, it was done by someone who posted entirely on and clearly cares strongly for Teach for America (TFA). I respect that passion, but Dr. Darling-Hammond'spage is not the appropriate place to wage a debate on TFA. Out of dozens of books, hundreds of research publications and uncountable articles, this is *one* report, conducted more than three years ago. Dr. Darling-Hammond's work — which encompasses not just teacher education, but school redesign, district redesign, principal preparation, leadership education, and assessment -- was not accurately represented by the previous post. While there is no objection on anyone's part to a debate on research, this debate belongs on the TFA page, not Dr. Darling-Hammond's page. That research publication is only one of hundreds of projects Dr. Darling-Hammond has published on and devoting her biographical page to it is not appropriate. --Barbara McKenna; June 6, 2008
Subject-approved bios are great, but they are not justification for deleting relevant information that is backed up by sources. I encourage people to harvest important sentences from older versions of the article. --RedHouse18 16:14, 10 October 2007 (UTC)
Approved Copying from her website The person who copied it claims it was approved by Darling-Hammond. Does this make it ok? --RedHouse18 16:21, 10 October 2007 (UTC)
1) Well it's certainly ok that it's approved by Darling-Hammond but it isn't, strictly speaking, relevant. 2) It's very odd to insist on the removal of the TFA paragraph. The paragraph is not argumentative and is very relevant to her work. In fact, anyone outside of education policy is only familiar with Darling-Hammond though her TFA work so it should be addressed. Flyte35 ( talk) 18:55, 10 June 2008 (UTC)
I've removed some information from the career section. None of the information that I've removed is controversial, however, and I wouldn't get into an edit war if someone put it back in. I think that the length and tone of the section, however, is part of the reason the article has the "like a resume tag." All of the information in the original paragraph comes from the source I added also, btw, so there's no need to find a new source. Flyte35 ( talk) 23:42, 24 October 2008 (UTC)
This section has been removed several times, most recently using the justification that it's inaccurate and not biographical. In checking the sources, the section appears to be entirely accurate. As it pertains to the academic work of a professor, it seems like relevant biographical information to me. Flyte35 ( talk) 02:00, 7 July 2008 (UTC)
Al Tally talk 17:09, 7 July 2008 (UTC)
Next person that reverts any OTRS personnel in this article is going to be blocked. How about that? - Pilotguy contact tower 17:46, 7 July 2008 (UTC)
I think that the above paragraph proposed by JDoorjam seems neural and appropriate. Flyte35 ( talk) 18:09, 16 July 2008 (UTC)
I've made two critical changes to the TFA section to remove misleading and inaccuate statements:
1) Adding the cap words “…concluded that ALL TEACHERS, INCLUDING Teach for America teachers in Houston who had not completed certification programs were less effective than traditionally credentialed teachers.” The fact is that the study concluded that *all* non-certified teachers, including Teach for America teachers were less effective than credentialed teachers.
2) “Her study was criticized by several academics for lacking rigor and using questionable sample sizes.” This is a misleading statement. Firstly, as its source it cites an article (the USA Today article by Greg Toppo) that is not accurate -- and in fact is the only critical article on the study. Contrary to the story's claim, the study was peer-reviewed and ultimately published in a peer reviewed journal; it is rigorous, and it has a *very* large sample size. (The study's sample sizes ranged from 37,396 students in 1996-97, when the study began, to 38, 928 in 2001-02, when the study concluded).
Finally, the fact that the study was criticized by someone is not news and not appropriate to cite (even if the story was accurate, which it isn't) as there isn't an important study in existence that isn't criticized by someone when it comes out. Scan any paper on any given day and you will find a study in science, medicine, education, or another field and a criticism on it by someone else. Barbaramckenna ( talk) 17:57, 13 October 2008 (UTC)
Following up on my previous statement, above, the statement "Her study was criticized by several academics for lacking rigor and using questionable sample sizes" is inaccurate and inappropriate. The sample sizes of the study were very large (see above) and the second source you use to back this statement up — Abigail Smith — is the Vice President of Research and Public Policy for Teach for America, not an objective academic. There is far more attention on this single study than you see on the page of any other academic in Wikipedia and if you are going to keep it in, at least keep away from false statements and biased counter-arguments. Barbaramckenna ( talk) 02:26, 3 November 2008 (UTC)
A contributor chose an inflammatory and very biased opinion piece from the New York Times as a citation for speculation on Darling-Hammond's possible appointment as Secretary of Education. I replaced it with a more balanced piece that also ran in the New York Times a few days earlier. The earlier piece is written by the Times' actual education reporter, Sam Dillon, rather than David Brooks, who is anything but objective. The earlier pieces is not a puff piece and does level some criticisms, so anyone looking for honest balance should be satisfied. Barbaramckenna ( talk) 00:07, 6 December 2008 (UTC)
I've just pared down the TFA section to the version agreed on by hard-wrought consensus some months ago. The section was expanded once recently and again with a very lengthy quote from a recent article. Here is why I pared it back down:
:: http://en.wikipedia.org/wiki/Wikipedia:Biographies_of_living_persons
Barbaramckenna ( talk) 00:32, 8 December 2008 (UTC)
My apologies for stepping into controversial territory. The quote from PDK seemed appropriate given the amount of press attention Dr. Darling-Hammond is receiving as the new cabinet forms, and also seemed appropriate given that it was directly from her, not someone's interpretation of her views. I chose it as it was the concluding paragraph of Dr. Darling Hammond's article and therefore, I assumed, a summation of her viewpoint. However, the quote from Ed. Policy Analysis is much more recent, and would be a good one to replace it with. I certainly see the point of presenting a balanced view of the research, and quotes directly from Dr. Darling Hammond make the most sense of all. I just wanted to make sure that her views, with direct sourcing - not through a media filter - were represented on this page. On another note, the Wikipedia bio guidelines are referring to the balanced use of secondary sources, with which I firmly agree. However, I see no such guideline for using the quotes of the actual subject - the quote that I included was written by the subject, not about her. It seems odd that we would want to remove, or somehow water-down, the written record of a firmly held position of this biography subject. H0n0r ( talk) 23:43, 8 December 2008 (UTC)
Two more claims were added to this page that I have removed for these reasons.
1. The statement: "Darling-Hammond is a critic of No Child Left Behind. She has suggested that federal spending on education is inadequate." Is an inaccurate and generalized claim and is based on an indirect source -- an article written in The New Republic that is an opinion piece and never cites the source of their claim. If you do your research you'll see that, like just about every one else in America, Darling-Hammond has pointed to the flaws in NCLB and his given testimony to Congress on ways to amend *and reauthorize* the bill. If you're willing to read the 36-page transcript of her testimony before Congress on Sept. 10, 2007, you'll see that she is making deeply considered recommendations to *add* to the bill. You can find the transcript here: http://www.srnleads.org/data/pdfs/nclb_testimony.pdf
2. The statement " Though Darling-Hammond has acknowledged that Teach for America has brought new talent into the teaching profession, she has frequently been a critic of the program." Is not saying anything that isn't already being said in this section except it is getting in the loaded word "critic." She has been both critical and supportive of the impact of TFA and to say "critic" erases the positive and disregards the fact that her opinion is formed by substantive, peer-reviewed, multiple-partner research, not ideology. Barbaramckenna ( talk) 23:00, 13 December 2008 (UTC)
Removed claim that Darling-Hammond is against pay for performance for teachers, which is incorrect and cites a debated *opinion* piece from the LA Times as its source. Darling-Hammond supports pay for performance. What she does not support is measuring teacher effectiveness by relying exclusively on the results of multiple-choice tests, which focus the curriculum on low-level skills. She is an advocate of high standards for teachers, and the need for teachers to be evaluated but says it should be based on how they deliver a curriculum focused on critical thinking and problem solving skills, not simple multiple-choice tests.
Barbaramckenna (
talk)
06:23, 17 December 2008 (UTC)
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I think it is very important that this article document Linda Darling-Hammond's views on a number of issues in education reform. For example: (please suggest other issues)
1. Public school choice
2. School vouchers
3. Standardized testing
4. No Child Left Behind
5. Teacher merit-pay
6. Alternative teacher certification programs
7. Teach For America
8. Charter schools
9. The proper role of the federal, state, and local governments in education
10. Extended day and/or extended year schools
11. Early childhood education
12. Teachers unions
I'm sure her views are complex and the article should attempt to reflect that complexity. I call on all parties to contribute to this article as much and as soon as possible. We are responsible for informing the public about someone who is very important. As always, use a a NPOV and provide citations.
--RedHouse18 21:58, 11 December 2008 (UTC) —Preceding unsigned comment added by RedHouse18 ( talk • contribs)
This tag was added back in June 2008, apparently by User:Pilotguy. There have been significant edits to the piece since then, many of which bring in additional, encyclopedic information. I believe that with the removal of the Awards section (which doesn't really seem terribly informative) it would be appropriate to remove the tag. Thoughts? Flyte35 ( talk) 04:10, 23 January 2010 (UTC)
I've removed a section someone posted on "Stanford New School" (which is actually Stanford New Schools) because it was completely inaccurate and while there is relevancy to Linda Darling-Hammond in the topic, it has been blown entirely out of proportion. Here are the facts:
Linda Darling-Hammond didn't found Stanford New Schools and had nothing to so the the *elementary school* charter, that recently had its charter revoked. Stanford New Schools did not exist in 2001 when the East Palo Alto Academy High School was formed. SNS was formed in 2006 to launch an elementary school, and at that time the high school, founded in 2001 by a group of people that included Darling-Hammond, and newly launched elementary school were merged into one charter, administered by SNS. It would be accurate to say Linda Darling-Hammond was one of the founders (she was the faculty advisor many other people were involved) of the *high school* in 2001. And the high school is still in operation and not closing and doing very well by its students.
The high school, East Palo Alto Academy High School (EPAAHS), charter continuation was approved April 14, 2010, by the Ravenswood City School District and the high school continues to operate, serving student population that is 20 percent African American, 70 percent Latino, 10 percent Pacific Islander, and more than half English language learners. The school stats include a graduation rate of 86 percent—well above the state average of 80 percent overall and approximately 65 percent statewide for African American and Latino students; a college admission rate of 96 percent of graduates, with 53 percent admitted to four-year colleges in 2009-2010 (latest year I have stats for)--more than twice the rate for California students as a whole; an Early College program in which 125 of the school’s students earned more than 550 college credits last year while they were still in high school, with more than 40 percent earning an “A” and many graduating with a full year of college already completed. It's also had achievement gains of 180 points on the Academic Performance Index (API), the state’s measure of academic achievement, over the last seven years.
If you'd like to create a section about EPAAHS, those are the facts above, easily verified by any intelligent Google search or by contacting Ravenswood School District. And a section about Stanford New Schools on this page is entirely inappropriate. —Preceding unsigned comment added by Barbaramckenna ( talk • contribs) 19:46, 29 October 2010 (UTC)
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