Tag Archive for Daniel Long

Sociology’s Long, Coven ’13 Present Teacher Evaluation Research

Assistant Professor of Sociology Daniel Long and Rebecca Coven ’13 presented their research on teacher evaluations at a press conference held by the Connecticut Education Association March 6 in Hartford, Conn.

Assistant Professor of Sociology Daniel Long and Rebecca Coven ’13 presented their research on teacher evaluations at a press conference held by the Connecticut Education Association March 6 in Hartford, Conn.

When Rebecca Coven ’13 decided to dedicate herself to the arduous task of completing a senior honors thesis, she was concerned that no one would ever read her work beyond the few professors grading it. So she was excited to have the opportunity to conduct relevant, timely research on teacher evaluations in the state of Connecticut, and share her findings at a press conference held in Hartford March 6 by the state’s largest teachers union.

Together with her advisor, Assistant Professor of Sociology Daniel Long, Coven spent her senior year conducting a review of a teacher evaluation pilot program run by the Connecticut Education Association in the Hamden, Conn. public schools. The CEA, which was looking to promote an alternative model of teacher evaluation to the one embraced by the state Board of Education in guidelines passed in June 2012, asked Long to conduct the external review of the pilot. Long invited Coven to help conduct the review as part of her senior honors thesis. Coven’s interest in education reform was sparked when she took Long’s Sociology of Education course during her sophomore year. She served as Long’s research assistant, collaborating with him on a study about the impact of increased instruction time on the achievement gap, including an apprenticeship in the Quantitative Analysis Center the summer after her junior year.

Coven’s thesis, titled, “No Teacher Left Behind: A Look at Alternative Systems of Educator Evaluation,” can be read on WesScholar here.

“It was exciting to know that my senior thesis would be read by other people, and was relevant to an important education debate going on in Connecticut,” said Coven. 

Long Writes, Speaks on the Impact of Class Time on Children’s Learning

Daniel Long

Daniel Long

The Hartford Courant on Dec. 7 published an op-ed by Assistant Professor of Sociology Daniel Long about a new pilot program in Connecticut and four other states to increase time that children spend in school. Long responded skeptically to the program, writing that past experiments with increased learning time have shown mixed results, and are an expensive, unproven way to improve student learning. At a time when Connecticut school districts face increasingly tight budgets, the state should focus on reform efforts backed by research, Long writes.

On Dec. 20, Long also participated in a discussion on the impact of increased class time on learning outcomes on WNPR’s Where We Live.

5 Questions With . . . Sociology’s Daniel Long on Education Reform

Daniel Long, assistant professor of sociology, studies education in the U.S. and abroad. In February, he was invited to testify before the Connecticut General Assembly’s Education Committee about education reform plans.

In this issue of  The Wesleyan Connection we ask 5 Questions of Daniel Long, assistant professor of sociology.

Connecticut Governor Dannel Malloy has made education reform a major priority this year. He has proposed a sweeping package of reforms, including overhauling teacher tenure, increasing Education Cost Sharing grants to struggling districts, funding more preschool slots for low-income children, and requiring districts to contribute additional money for students to attend charter schools.

Q: Connecticut suffers from the highest black/white and poor/non-poor achievement gap in the country. What can be done to address this?

A: In Connecticut—as well as nationwide—longitudinal studies have shown that the achievement gap is constant or decreases during the months that children are enrolled in school, meaning black and white and poor and non-poor students learn at the same rate while in school. But the gaps are quite large before students enter school, and expand during the summer. To address this, many have suggested increasing the time kids spend in school, and offering academic enrichment activities to poor and minority students during the summer. Experimental studies have also shown that really high-quality early childhood education—which includes small class sizes, great teachers, social workers who support parents, and adequate health services—can make a big difference. Unfortunately, many early childhood education programs, such as Head Start, don’t meet these standards. The Perry Preschool Project in Michigan and the Harlem Children’s Zone in New York are examples of really effective programs.

Q: Governor Malloy seeks to boost funding for charter schools, requiring municipalities to provide an additional $1,000 per student. Do you think this is a good use of taxpayer money?

A: No, I don’t. On average, students perform equal or worse in charter schools than in public schools. Connecticut’s charter schools do a little better than the national average—in part,