Ten Tips on How to Improve Education in Ohio: A Letter to the Governor
Bibliographic record
Abstract
Two years have passed since I left Ohio, so it may appear presumptuous of me to suggest ways to improve education in Ohio. Being away, however, provides a healthy perspective as an outsider as well as an insider (having lived in Ohio for nearly twenty years). Moreover, much of what I suggest may apply to many other locales throughout the United States. Teacher's salaries Teachers have come a long way, since they had to heat the school building and were not permitted to be pregnant or married. But teachers are still vastly underpaid not only as professionals, but also in comparison to teachers in other countries. Professional opportunities In many other countries teachers have far more time to plan and work with colleagues during the school day. Time for this kind of cooperation should be provided as well as greater opportunities to participate in worthwhile conferences. The end result is increased professional quality. NCLB If politicians set out to destroy public education, they couldn't have come up with a better idea than the unfunded mandates of NCLB. The decks are so stacked that even the best schools can easily fall into the needs improvement category. Focusing on reading and math to the near-exclusion of art, language, music, physical education, science, and social studies is not in the best interests of the state and nation. Standardized testing The millions of dollars spent on testing and re-testing could be better spent on raising teachers' salaries, providing greater professional opportunities, and improving school buildings which, in Ohio, are among the worst in the United States, according to the General Accounting Office. Higher education The reward system of encouraging college professors to publish rather than provide service to schools is a double-edged sword, because the educational delivery system of practitioners in many public schools tends to be ahead of the educational delivery system in higher education. Kudos should go to the relatively small number of extraordinary educational researches who engage with public schools. They are good citizens. Ombudsman This is a wonderful concept that has been implemented in many corporations, governmental bodies, and schools in Canada and other countries. The person or office so designated has the authority to cut through red tape to solve problems and create good will. There is an ombudsman's office at the University of Cincinnati, but few elsewhere in schools or colleges in Ohio. Partnerships The most successful partnerships between schools and colleges are those that respect each other. This can take many forms: teachers and principals trading positions with professors and administrators for a specified time as well as schools and colleges planning educational endeavors together. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".