Teacher training programs fail to effectively teach concepts
There is a movement working its way through higher education to make sure an institution’s degree programs are globally competitive for today’s marketplace.
Two major challenges faced in this movement are: 1) the ability of instructors to teach concepts and apply them to the focus of the degree program on a level commensurate with global standards; and 2) the fact that twelve years after passage of NCLB, 82 percent of public schools continue to graduate students behind grade level (in Iowa it is about two years behind grade level) because of the lack of concepts in the curriculum and the lack of instructor training to effectively teach concepts (both having been removed about fifty years ago).
Iowa’s student proficiency standard is a pathetic 41st national percentile (equating with 4th-graders considered proficient when achieving at the 3.2 grade level, 8th-grades at the 6.9 grade level, and 11th-graders at the 9.2 grade level), while the 65th national percentile is considered grade level in this country, and it would take our 95th national percentile to be at grade level for international standards (an indication of how low our standards have become).
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