http://educationtrends99.blogspot.com/SANTA MONICA, Calif., Nov. 6 (AScribe Newswire) -- As the nation of Qatar reformed its education system from 2005 to 2007, teachers at new independent schools worked together to develop curricular contents that addressed new international curriculum standards in key subjects (Arabic language, English language, science, and mathematics), applied significantly more student-centered teaching methods and provided more challenging learning environments, according to a new RAND Corporation study.
Researchers found that teachers in the new independent schools were more focused on meeting the learning needs of individual students than were their peers in schools operated by the nation's education ministry. In addition, educators, parents and students recognized and appreciated the differences between the new schools and schools operated by the education ministry.
"Qatar's education reforms have shown tremendous early success by changing how teachers teach and students learn," said Gail L. Zellman, the study's lead author and a senior research psychologist at RAND, a nonprofit research organization.
Researchers say their observations of teachers in independent schools revealed that they were more likely to work one-on-one with students and to encourage peer learning in small groups. They also were more likely than their peers in education ministry schools to use strategies found to engage students in learning.
The independent schools had many more computers available, which motivated students to be more actively engaged in both self-directed activities and in the classroom, Zellman said.
"Teachers in the independent schools also posed more positive challenges. Students were more frequently asked to analyze, synthesize and evaluate information, accordingly, developed skills associated with critical thinking," she said. "These early trends hold great promise for the future."
RAND conducted the study for Qatar's Supreme Education Council from 2005 to 2007 when the number of independent schools in the nation rose from 33 to 46. The schools are funded by the government and operate alongside schools operated by the education ministry and private schools. As the reform has continued, additional independent schools have opened, bringing the current total to 97.
The RAND study also found that students in grades 4 to 6 who attended independent schools outperformed peers who attended education ministry schools on national assessments in Arabic and English. Independent school students assessed in Arabic also outperformed education ministry students in mathematics and science.
At the same time, independent school students assessed by English-language tests for mathematics and science scored lower than their education ministry peers. Because students and teachers were transitioning from Arabic to English as a medium of instruction, students may not have been able to demonstrate their knowledge as well when tested in English, according to researchers.
The testing analysis did not include preparatory and secondary students because of the small number of independent schools at those levels during the study period.
In the early years of the reform, a substantial number of policy changes were made in response to a variety of challenges. These changes -- like restrictions on the qualifications of school operators -- led to uncertainty and concern among independent school principals, teachers, parents and students.
"The large number of changes over a short period fostered a sense of instability among some independent school administrators, who grew increasingly reluctant to attempt innovations, especially those that involved some risk," Zellman said.
The study recommends that the Supreme Education Council carefully consider the effects of future policy changes prior to implementation. The study also recommends a number of other measures, including:
- Increase support for schools by engaging school support organizations, which provide experienced international school management advisors, for at least two years in each new independent school.
- Offer financial and status incentives to retain highly competent and experienced teachers in the classroom rather than rewarding their performance with administrative positions that remove them from direct daily contact with students.
- Review student-assessment policies, particularly those related to the use of English as the language of testing.
- Encourage parents to support high-quality education for their children. Workshops for parents could introduce new curricula, present strategies for helping their children succeed academically and aid them in understanding school report cards. It would also be advisable to reward independent schools for promoting meaningful parent engagement.
- Make it easier to compare schools on key performance indicators. Parents received a report card for their child's school, but comparing the complex report card information with that of other schools was difficult. One way to simplify these comparisons is to develop a composite index that ranks schools according to student performance and other important outcomes. This would allow parents to more easily make informed decisions and generate healthy competition among Independent schools.
The study, "Implementation of the K-12 Education Reform in Qatar's Schools," was conducted within RAND Education and the RAND-Qatar Policy Institute.http://educationtrends99.blogspot.com/
Trend reports show that student borrowing of private loans dropped by almost 50 percent last year, while the price of tuition continued to rise, according to reports recently released by College Board.
College Board reported in its "Trends in Student Aid 2009" report that undergraduate students received an average of $10,185 in financial aid. This average included $5,041 in grant aid and $4,585 in federal loans.
Total borrowing increased by $4 billion, or 5 percent, between the 2007-08 and the 2008-09 school years, College Board reported.
Total education borrowing includes federal borrowing and nonfederal loans. Federal borrowing increased by nearly $15 billion for the 2008-09 school year.
In contrast, nonfederal loans declined by about $11 billion.
For the 2008-09 school year, colleges and universities provided 39 percent of undergraduates grant aid while the federal government provided 36 percent, according to the College Board report.
The Pell Grant is a federal program that provides need-based grants.
The grant amounts are dependent on the student's expected family contribution, the cost of the institution's tuition for which the student attends, whether the student attends full-time or part-time and whether the student attends for a full academic year or less.
The average Pell Grant was $2,973 for the 2008-09 school year. College Board reported that 58 percent of Pell Grant funds went to independent undergraduate students, and among dependent Pell Grant recipients, 62 percent went to students with families of annual income below $30,000.
College Board reported that $168.4 billion was the total amount of grants distributed in the 2008-09 school year to undergraduate and graduate students from all sources: Federal Work-Study, federal loans, and federal tax credits and deductions.
Lehigh's loan coordinator, students who qualified for work-study received $1,700 last year, and the students who qualify this year are receiving as much as $2,200.
"They are trying to compensate for the economy," Cruz said.
Cruz reported that there has been about a 40 percent drop between the numbers of people borrowing this year compared to last year.
Thirty-five percent of undergraduate students took out federal Stafford loans, according to College Board.
At the same time, clearer signals are sent to employers. Recent economic research is clear: Years of education, college degrees, college rankings and the like are very, very poor predictors of job performance. The useful predictors? IQ and tests of occupational knowledge. So, we have a system that alienates possible, productive laborers and sends unclear signals to employers all while perpetuating tuition inflation. There should be a better way to maintain postsecondary education in this country. There is. Let us work beyond mere reform and work toward reinvention.
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