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| Hour 2 regarding the Virginia Tech Shootings. First Broadcast in April of 2007 this show features Frank Lasee, Wisconsin State Senator who first proposed legislation to put guns in schools as a way to protect children and teachers in case there was an active shooter on campus. Also featured was Clark Aposian who trains teachers and other educators to use deadly force in the case of an active school shooter. Jackie Long from the California Department of Justice is also on the show to give perspective on the issues involved with having educators with guns on school grounds. Download | Duration: 00:47:40
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| Posted by Paul Preston at | | | |
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| July 10, 2008
TO: ALL ACSA MEMBERS & OTHER INTERESTED PARTIES
FR: Sherry Skelly Griffith, ACSA Legislative Advocate
RE: STATE BOARD APPROVES ALGEBRA I MANDATE PROPOSED BY GOVERNOR - “READY OR NOT”
The State Board approved on an 8-1 vote to mandate the “sole” test to be given to all 8th grade students will be the Algebra I CST. This is a defacto requirement all 8th grade students must be placed in an Algebra I course regardless of readiness, resources or qualified teachers to teach Algebra within three years. The Governor’s mandate proposal was introduced less than 48 hours before the vote. The proposal includes no outline or plan to pay what Secretary Dave Long admitted will be in the “billions” in Prop. 98 funding to build capacity. For three months the State Board had been discussing how to modify the current General Math CST to have increased rigor so more students were prepared for a full Algebra course who were not yet in Algebra I. That proposal failed and now the state will eliminate the General Math test. ACSA supported the CDE proposal because while not perfect, the modified General Math CST would ensure that students in Algebra Readiness courses or Algebra A & B courses could have a test more closely aligned to their coursework. At this point we don’t even know if it will be possible to offer or place students in a Pre-Algebra course. We are extremely disappointed that a policy of this magnitude was handled so poorly by the Governor’s office and with no notice to the thousands of educators, students and parents impacted. We are very proud of Superintendent O’Connell and his impassioned plea to respect and work with local educators. As he pointed out in his press release the Governor’s office never bothered to talk with middle grades teachers, principals, district superintendents or parents of 8th graders.
Three Hours of Testimony Before Math Mandate Vote
Over 25 school districts from diverse parts of the state responded despite the short turnaround time and ACSA submitted their comments during the hearing.
Two ACSA leaders spoke at the hearing along with four other districts. Linda Kaminski, Assistant Superintendent, Upland USD and Past CIA Council President said, “In Upland we are considered a high performing district and we have made large gains in the percent of 8th grade students in Algebra, sometimes with great success and sometimes with less success. I feel strongly as an educator that a blanket rule to put all 8th grade students in Algebra I is the wrong way to go since it does not allow us to implement instructional programs based on student need.” Mark Sontag, Curriculum Coordinator for Math and Science for Irvine Unified and member of ACSA’s Legislative Policy Committee said, “ Please give school districts the options necessary to do what is best for individual students. The step from grade seven mathematics to the discipline of Algebra is one of the largest in the curriculum and can be more difficult to bridge then the previous steps.”
Sherry Skelly Griffith, spoke on behalf of ACSA and told the State Board that “ACSA could not support a three year compliance agreement that mandates every student take the Algebra I CST because it ties the hands of educators who know best what is right for each student. Further this mandates course placement which is the authority of local governing boards and current state statute requires Algebra I has a high school graduation requirement not an 8th grade requirement.”
ACSA believe it’s an empty promise and more about chest pounding to be able to say California is the only state in the nation to mandate Algebra I in 8th grade. What the Governor’s proposal does not do is commit to the increased investment in the resources needed for middle schools which is estimated by Secretary Dave Long who promoted the plan to be in the “billions.”
The list of other speakers was very diverse and all the major stakeholder groups opposed the mandate including ACSA, CSBA, CFT, CTA and the PTA. Groups representing small business and Career Tech also opposed. Mathematicians, individual math teachers, the Mathematics Council and the Science Teachers Association also opposed. In support were the Chamber of Commerce, California Business Roundtable, Ed Voice, Ed Trust and CBEE. When asked by Superintendent O’Connell what the Chamber’s policy was on paying for mandates the representative seemed to be at a loss for words. None of the business groups or groups funded by foundations
committed to assist with the funding necessary to build statewide capacity to fulfill the mandate.
State Board Members Dialogue
Citing concerns that continuing to administer two options for 8th graders perpetuates a “two-tiered” system the Governor and a number of State Board members including Ken Noonan, retired district superintendent from Oceanside voted for the last minute proposal. The vote was 8-1 with Board Member Jim Aschwanden a secondary teacher saying “I am embarrassed for us, quite frankly. Not all children are developmentally read to take Algebra in eighth grade and this proposal was hatched in less then 48 hours.” A number of Board members who ended up voting for the mandate still want to hold the Governor accountable for the “billions” the Governor’s staff indicated this would cost. The Governor stated in his letter he was committed to making an investment however there is no proposal or shift in budget priorities that we are aware of.
After three hours of testimony and over 30 speakers it was decided that instead of the alternative plan proposed by Superintendent O’Connell to modify the General Math CST to include 15 of 25 Algebra standards the State Board voted to do the following:
Develop a compliance agreement with the U.S. Department of Education that the “Algebra I end of course exam becomes the “sole” test of record for accountability purposes under NCLB for eight grade mathematics.”
WHAT’S NEXT
We don’t know for sure however the CDE and SBE staff were directed to develop the compliance agreement with the U.S. DOE that California will test all students in Algebra I on the CST in the eighth grade. There will be federal hearings which will take place in California on the compliance agreement in late summer or early fall. A workgroup will be formed to develop priorities for other areas of math in grades 8 thru 12 and we don’t know what that means. Ed Voice’s Executive Director wants to reopen the use of CAHSEE and force a more rigorous math requirement for secondary for NCLB accountability which will be another major upheaval in the system.
COURSE DRIVEN VS. GRADE LEVEL
One of the challenges we face as a state is that the U.S. DOE refuses to accept that our secondary math standards are not “grade level” they are “course based” and our standards are “grades 8 thru 12.” In other words you must meet the standards in Algebra I, Geometry, Algebra II, etc. but the order in which you do so is locally determined. You can even created “integrated courses” though this has been frowned upon in recent years. Some believe the action of the Board has reopened the standards debate since they are requiring Algebra I testing at 8th grade. We don’t even know yet if this means 9th graders can’t take the Algebra I CST. There are so many unanswered questions. Please note the State Board does not have the authority to mandate courses or curriculum except for the design of K-8 instructional materials and test blueprints.
INSTRUCTIONAL MATERIALS
A big question for districts is whether they should purchase the Algebra Readiness materials currently available. We honestly cannot advise on that issue given the abrupt nature of the new mandate. However if school districts believe they will benefit their students by using the materials prior to the Algebra I mandate going into effect that may be an appropriate direction.
DIRECTION FROM THE CDE
We will be encouraging the CDE to inform LEAs as soon as possible what is expected in the future. This may not occur for awhile given the unanswered questions.
ACSA WILL SOLICIT YOUR INPUT
We will be conducting a zoomerang survey in the next couple of months regarding your local needs for capacity building, teacher training and recruitment and your questions.
We are sorry this has occurred at a time you are preparing for the next school year and already have in place teachers, master schedules and curriculum. We know this will cause you stress and challenges locally and will impact your parents, students and teachers in ways not anticipated. I will do my best to keep you informed as we go.
Sherry Skelly Griffith
ACSA Governmental Relations Department
1029 J Street, Suite 500
Sacramento, CA 95814
(916) 444-3216
sgriffith@acsa.org
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| Posted by Paul Preston at | | | |
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With all the debate these days about "closing the achievement gap", school accountability and how our schools are failing our children there seems to be one common theme that runs through all these reports and studies: Schools and hence their staffs are not doing enough to prevent students from failing. Conversely if you take a closer look at these studies and reports you see there is one common exclusion: the roles and responsibilities of parents in assuring their children are well cared for, well manner and prepared to come to school to learn.
As we continue future debates about schools, the role of the parents can no longer be ignored or denied. To think we can have a debate about improving our schools and not address the lack of parental involvement in a child's education is folly.
The LA schools in themselves are not to blame for such extreme behavior as we read in this article. But if there was a study done it would report how the schools have created the behaviors these children exhibit while saying nothing of their parents.
Where the schools are at fault is not providing the facilities, books and properly trained staff there is no question about that. But where are the parents when we discuss behavior..........perhaps they've given up on their children and just said to the system "here you deal with my child, your the expert, I can blame you if my child fails". After all having someone else raise your child is easier for you.
Paul Preston Inside Education November 24, 2007
Posted: November 16, 2007 1:00 a.m. Eastern
By Migdia Chinea
Hi, my name is Migdia Chinea and I'm a recovering LAUSD "substitute."
Oh, I'm also UCLA-educated with honors, refined, empathetic,
college-level Spanish fluent and a Googleable professional
screenwriter.
To make ends meet during hard economic times, I became a "substitute teacher" for the Los Angeles Unified School District,
or LAUSD – or to put it more kindly, a "guest teacher." As a guest
LAUSD teacher I thought I would be an asset, but the system has never
appreciated nor taken advantage of my educational or professional
hard-earned accomplishments.
There's no teaching going on at LAUSD – only confinement of the
sort one may find in a penal colony, complete with
walkie-talkie-carrying wardens and bullhorns. And I have "confined" at
many different schools within central Los Angeles in the last six
months. Many students scream "suuuuuuuub" when they see someone like me
– a "guest teacher" – in their classroom and trample anyone and/or
anything as they push and shove their way inside.
Recently, I was privy to a narrative by a teacher in which he
complained that after a one-day absence, his classroom was in shreds
and wall posters were torn down. His VHS player and flash drive with
all lesson plans were stolen as was his computer. Lab equipment was
broken and tagged with gang symbols in permanent marker and completely
nonfunctional. He was subsequently informed that his substitute teacher
had walked out of the classroom numerous times throughout the day and
had left the students to themselves. He wondered how the substitute
could be so irresponsible and how he would break the news to his
seventh-graders about their tagged notebooks with profane language and
two-weeks worth of work in the garbage. Oh, woe!
I have covered the school at which that individual teaches. It
is surrounded by criminal street gangs and is widely considered one of
the most dangerous campuses in the Los Angeles Unified School District.
The South Side Village Boys, South Side Watts Varrio Grape, Grape
Street Crips, East Side Village Bloods, Hacienda Bloods, Circle City
Piru and Bounty Hunters street gangs all claim turf in that area, and
frequent flare-ups of gang violence are common. I have found most
classes in this school to be in a complete state of disaster,
absolutely filthy, with no computers available. There are no simple
supplies, such as pencils, pens or paper, nothing to be found
anywhere. Was this teacher's class an exception? Did he not know that
some of his students are probably gang members themselves?
(Column continues below)
I have observed that many students at this school (and other LAUSD
schools) are violent and unpredictable. I was present, in fact, during
a violent melee involving hundreds of students that brought in several
police squad cars and helicopters flying overhead. I have also endured
several school "lock downs." Here's how a "lock down" works: As in a
prison, the inmates and their jailers are not allowed to leave for any
reason, nor let anyone out.
I then wondered if this teacher had ever asked his students why
they behaved the way they did. Are there still people out there who
believe that students are ALWAYS right and eager to learn and
downtrodden and good. Why are these LAUSD schools so dilapidated – is
it the "suuuuuuubs"? I have actually been advised to take pictures of
these areas of confinement, er, pardon me, "schools," just in case
someone makes an accusation after I'm long gone and I have no way to
defend myself. And I always try to leave one classroom door open
because I am often afraid for my life – my life.
I've been injured more than once. On Oct. 5, 2007, at another
notorious middle school, I was deliberately body-slammed on the head by
two to three large young men in a P.E. class of 53 students, while
another teacher (someone I had never met before) was decent enough to
give a formal declaration to school and police authorities of what he
had witnessed. I sustained a concussion and sciatica nerve damage as a
result of this personal attack intended to "terrorize [me]." I have
memory lapses and continued head and leg pain. I'm told by the local
police that this sort of physical abuse on teachers occurs with
disturbing regularity. The LAUSD case nurse assigned to my case labeled
my attack "boys will be boys."
I've been burglarized (on June 11, 2007), by a stalker with key
access to my locked classroom (likely by another teacher or custodian).
This theft occurred during lunch break while I was on a five-minute
bathroom errand and included a $2,600 2-week-old Sony Vaio notebook, my
RX glasses, credit cards, etc. The incident was also reported to the
jurisdictional police. But I will have to take LAUSD to Small Claims
Court, because district officials will accept NO responsibility.
I've been insulted repeatedly, e.g., "hey, you bitch!," among many vile expletives, by students at various schools.
I've been vandalized. My Mini S Cooper has been broken into
twice. I'm usually so tired after a full day of "teaching" that I once
never even noticed the damage until I opened the car's hatchback
several days later.
I've been harassed and pelted with the same Halloween candy I
bought as a treat for the students on Oct. 31, 2007. In the pandemonium
that usually ensues at these "underprivileged schools," the bungalow
class door handles that I reported as missing came off upon touching,
fell off, and the students began using these door handles as weapons –
their behavior and the school's fire code violation were reported to
the LAUSD Board of Directors and the fire department. What a laugh.
My class was rampaged at a barrio middle school on May 23, 2007
– witnessed by two other substitute teachers who were sent in to "help
me." One happened to be a lactating mother. These two individuals were
also pelted with various objects. This incident was reported to the
dean and to school security. No response from the dean for two whole
class periods. This was also reported to LAUSD Superintendent David
Brewer – no response at all.
I've been maltreated and threatened at all of these schools.
But you're not supposed to complain about maltreatment. You're supposed
to contain these students and stay quiet with your head down. Is anyone
aware of that? Is anyone aware that "substitutes" cannot complain about
anything? Is anyone aware that with an obesity and diabetes epidemic in
our youth, regular teachers sell junk food for profit to students at
many schools? I have reported that fact to the State Department of
Education and Social Services. But you have to do so on a school by
school basis because state bureaucrats believe it's a singular problem.
I have reported every single incident listed here and many,
many more not listed here. However, the LAUSD has only aggravated the
situation by doing nothing and ignoring everything.
In my view, the LAUSD is completely corrupt, inept and broken,
with many students having serious behavioral problems and disinterested
in learning, whereas the teachers remain underpaid and exhausted – some
of them just marking time until their retirement and giving out charity
passing grades to high school students who can barely write or do math
at a third-grade level.
I believe that the students who commit acts of dishonesty (like
cheating), violence and outright destruction of property should be
suspended. When the recidivist students are suspended, their parents or
guardians should pay a fine, which may grow incrementally according to
the student's offense – and I believe that when such offenses are
perpetrated against a substitute, the fine should be doubled (like
driving violations in construction zones). I believe that when these
citations are enforced a few times, we will all see a marked
improvement in student conduct. If there are no consequences to
students for unruly behavior, and all they get is a nice little talk at
the dean's office, unruly behavior is reinforced. These bad students
know how to lie and abuse a system that appears to be afraid of them.
They know there are no consequences. They're not learning much
now, and the teachers cannot be teaching much in a chaotic environment
– so it's a self-perpetuating situation.
As for me, I am exhausted. I feel exploited and I'm also
injured, to boot. It's almost impossible for anyone in my position – in
a few short days – to instill in these students any sense of decency,
good manners and respect because they should be learning these
civilities at home. Please know that I get paid very little with no
health insurance coverage in sight. And while those incompetents in
high-level administrative positions collect their big, fat paychecks
for their lack of humanity, there seem to be no end to the problems.
This is a difficult economy, especially for educated single
mothers. And women must do what they can do to support themselves and
their families. But the press covers this aspect of survival from the
teacher's perspective very little, concentrating instead (and almost
exclusively) on the students' persistent test failures. I am aware that
some teachers, and some "substitutes," may be incompetent and don't
care about performing well on their jobs, nor do they care about their
students. However, since I'm not one of those people, I believe that
the media has an obligation to acknowledge the problems and report
truthfully on what is going on. The schools are a mess, filthy,
dilapidated and without supplies. The students are dangerous,
disrespectful and out-of-control.
The country should take notice that teaching has become a very dangerous job and that my life as a teacher is very, very, cheap.
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| Posted by Paul Preston at | | | |
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Nov. 22, 2007, 7:37PM
Prison track
Texas has to make schools safe for learning without turning misbehaving students into criminals
Copyright 2007 Houston Chronicle
Something went horribly wrong after Texas decided to crack down on
mayhem in public schools by mandating zero tolerance for weapons, drugs
and violence on campus. Given broad discretion to remove unruly pupils
from class, teachers and administrators restored order. But they also
created a terribly efficient fast track to prison for a shocking number
of Texas schoolchildren.
According to an analysis of statewide data for 2001-2006 and
thorough studies of more than a dozen Texas school districts, the
number of students suspended and the number removed to alternative
discipline campuses skyrocketed after the Legislature's 1995 overhaul
of school discipline laws. This, the public interest law group Texas
Appleseed states, has caused a "school-to-prison pipeline" that puts
inordinate numbers of youngsters on a path to dropping out of school
and into the juvenile justice system. The far end of the pipe pours
into Texas' massive adult prison system.
Appleseed's report, "Texas' School-to-Prison Pipeline, The Impact of
School Discipline and Zero Tolerance," argues that schools that suspend
and expel students to Disciplinary Alternative Education Programs for
minor misbehavior not covered by the zero-tolerance mandates
unwittingly funnel kids into this life-stunting pipeline. Infractions
that have gotten children suspended or expelled include profanity,
rough play, bringing prescription medicine to school and disrupting
class.
For many at-risk youths, suspensions lead to lost academic ground
and more behavior problems. Once in a DAEP, students are five times
more likely than mainstream counterparts to drop out. The link to crime
is clear: In Texas, one in three juveniles in a Texas Youth Commission
lockup is a dropout. Dropouts comprise 80 percent of the adult prison
population.
The school-to-prison pipeline is filled with black, Hispanic and
special education students, who are far more likely to be given
discretionary referrals for discipline than their numbers in the school
population would predict. Also, contends the American Civil Liberties
Union, pressure to do well on high-stakes standardized tests pressures
schools to suspend poor academic performers in order to raise overall
scores.
Much of this damage is avoidable: Fully two-thirds of Texas students
sent from their school to a DAEP campus are transferred at campus
officials' discretion. (The remaining third are mandatory removals
under state law.) What's more, the harm is haphazard. Some school
districts employ discretionary referrals at much higher rates than
others, so where a child goes to school, rather than the offense, is a
better predictor of whether a student ends up at an alternative campus.
Groups such as Texas Zero Tolerance, a statewide organization to
reform public school disciplinary codes, complain that schools have
taken zero tolerance to extremes, often involving police in minor
student misconduct — even in elementary school. Students are being
arrested at school for breaking campus rules and prosecuted in court.
Schools fail to immediately notify parents when their children are
interrogated by police.
School districts can improve this grim picture by employing
research-based strategies and offering teachers more classroom
management training. Parents must be more involved in their children's
education, and schools should provide them the tools to do so,
informing parents right away about behavior issues.
Appleseed says it will urge lawmakers to improve oversight over
alternative education programs to ensure that minimum education
standards are enforced, and to intervene at schools that make
inordinate numbers of disciplinary referrals. Furthermore, lawmakers
should revive a bill that passed in the House last session but died in
the Senate that would have made it mandatory for districts to consider
a student's intent when determining punishment. Such a law might have
kept a young Katy Independent School District student out of the
criminal justice system for writing "I love Alex" in small letters on a
school wall.
Texas can do better. Schools can be safe for learning without
turning students into criminals for minor infractions, exacerbating an
out-of-control dropout problem and setting kids who are merely unruly
on a path toward prison.
Scenario: Jack goes quail hunting before school, pulls into school parking lot with shotgun in gun rack. 1967 - Vice principal comes over to look at Jack’s shotgun. He goes to his car and gets his shotgun to show Jack. 2007
- School goes into lock down, and FBI is called. Jack is hauled off to
jail and never sees his truck or gun again. Counselors called in for
traumatized students and teachers. Scenario: Johnny and Mark get into a fistfight after school. 1967 - Crowd gathers. Mark wins. Johnny and Mark shake hands and end up best friends. 2007
- Police called. SWAT team arrives. Johnny and Mark are arrested and
charged with assault. Both are expelled even though Johnny started it. Scenario: Jeffrey won’t be still in class, disrupts other students. 1967
- Jeffrey sent to office and given a good paddling by the principal. He
returns to class, sits still, and does not disrupt class again. 2007
- Jeffrey is diagnosed with ADD and given huge doses of Ritalin;
becomes a zombie. School gets extra money from state because Jeffrey
has a learning disability. Scenario: Billy breaks a window in his neighbor’s car and his Dad gives him a whipping with his belt. 1967 - Billy is more careful next time, grows up normal, goes to college, and becomes a successful businessman. 2007
- Billy’s dad is arrested for child abuse. Billy is placed in foster
care and joins a gang. State psychologist convinces Billy’s sister that
she remembers being abused herself, and their dad goes to prison.
Billy’s mom has affair with psychologist. Scenario: Mark gets a headache and takes some aspirin to school. 1967 - Mark shares aspirin with principal out on the smoking dock. 2007 - Police called. Mark is expelled from school for drug violations. Car is searched for drugs and weapons. Scenario: Pedro fails high school English. 1967 - Pedro goes to summer school, passes English, goes to college, and graduates. 2007
- Pedro’s cause is taken up by state. Newspaper articles appear
nationally explaining that teaching English as a requirement for
graduation is racist. ACLU files class action lawsuit against state
school system and Pedro’s English teacher. English banned from core
curriculum. Pedro is given a diploma anyway but ends up mowing lawns
for a living because he cannot speak English. Scenario: Johnny
falls while running during recess and scrapes his knee. He is found
crying by his teacher, Heather. Heather hugs him to comfort him. 1967 - In a short time, Johnny feels better and goes on playing. 2007
- Heather is accused of being a sexual predator and loses her job. She
faces three years in state prison. Johnny undergoes five years of
therapy.
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| Posted by Paul Preston at | | | |
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"Our students are not learning because our teachers are not smart enough, are lazy, don't care, get paid regardless of their effectiveness"?
Don't Blame the Teachers
BY DIANE RAVITCH June 14, 2007 URL: www.nysun.com/article/56557
Recently, I attended yet another one of those conferences where leaders of American industry, commerce, and government get together to decide what to do about our schools.
The meeting proceeded through the now-familiar litany of bad news: American students perform poorly on international tests as compared to their peers in Europe and Asia.
American graduate programs in science and engineering have relatively few American-born students and lots of foreign students. India and China are grabbing more and more of the world's technical jobs because their students are better educated and, I might add, lower paid.
We are losing the brain race to our economic competitors.
We have heard all of this before, for at least the past 25 years.
When the time comes to talk about solutions, the conversation and the remedies always seem to focus on teachers. The line goes like this: Our students are not learning because our teachers are not smart enough, are lazy, don't care, get paid regardless of their effectiveness, and so on.
So, once again, out come the usual solutions to our nation's education problems: Incentivize teaching. End tenure. Adopt schemes for merit pay, performance pay, bonus pay. Pay teachers according to the test scores of their students. If student test scores go up, their teachers get more money. If student test scores don't go up, their teachers get extra professional development, and if need be, are fired.
After sitting through another day of discussion in which the teacher was identified as the chief cause of our nation's education woes, I felt that something was amiss. It's not as if there is a failure to weed out ineffective teachers — about 40% who enter the profession will leave within their first five years, frustrated by their students' lack of effort, their administrators' heavy hand, unpleasant physical conditions in their workplace, or their own inability to cope with the demands of the classroom.
I have not met all three million of our nation's teachers, but every one that I have met is hardworking, earnest, and deeply committed to their students. All of them talk about parental lack of support for children, about a popular culture that ridicules education and educators, and about the frustrations of trying to awaken a love of learning in children who care more about popular culture, their clothing, and their social life than mastering the wonders of science, history, and mathematics.
This is a tangled skein of causation, to be sure, but I have a radical idea. Next time there is a conference about the state of American education — or the problems found in each and every school district — why don't we take a hard look at why so many of our students are slackers? Why don't we look at the popular culture and its effects on students' readiness to apply themselves to learning? Why don't we investigate the influence of the role models of "success" that surround our children in the press? Why don't we ask how often our children see models of success who are doctors, nurses, educators, scientists, engineers, and others who enable our society to function and who contribute to our common good?
It's time to stop beating up on teachers and ask why so many of our children arrive in school with poor attitudes toward learning. If the students aren't willing to work hard, if they aren't hungry to succeed, then even the best teachers in the world — laden with merit pay, bonuses, and other perks — are not going to make them learn.
Every article and book about successful education systems in other nations say that their students are "hungry" for education, "hungry" for the learning that will propel them and their families to a better life. Our children — with too few exceptions — don't have that hunger. It's not the fault of their teachers.
We will continue to misdiagnose our educational needs until we focus on the role of students and their families. If they don't give a hoot about education, if the students are unwilling to pay attention in class and do their homework after school, if they arrive in school with a closed and empty mind, don't blame their teachers.
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| Posted by Paul Preston at | | | |
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"Winning, the losers are told, is not what matters. Sports are just for fun, after all. Losing builds character and discipline. It teaches you to deal with adversity.
Those words are like mantras at the region's lowest socioeconomic schools -- where statistics show athletes face the longest odds of winning -- their repetition increasing as the losses pile up.
They contradict the common view of sports as the great equalizer. And they offer little solace to the Highlands High Scots late in the fall soccer season, as the boys team loses 3-0 to another of the worst teams in the region."
Sacramento Bee Special Report: "Longest odds Rich win, poor lose in high school sports" By Phillip Reese and Tim Casey - Bee Staff Writers
Like it or not high school sports apartheid exists and more and more high schools are being victimized by an uneven playing field in which the rich schools get richer....more "wins" at the expense of "poor" schools who suffer not just on the playing field but in the classroom and at home.
Should we allow this type of "sports" system to exist or should CIF (California Interscholastic Federation) and the state step in to even the field.
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| Posted by Paul Preston at | | | |
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| Is there proof K-8 Schools Work? Give us your comments on the K-8 "Revolution"
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| Posted by Paul Preston at | | | |
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If you're a new viewer of this Blog I hope you read the article from our main page link "Stop ADHD Drug Abuse", published in the New York Times "Proof is Scant on Psychiatric Drug Mix for Young" by Gardiner Harris. We've been discussing the abuse of prescription medicines for children with so called ADHD for months on Inside Education. This article is just more evidence to support our discussions and the opinion of thousands of educators that we're poisoning our children with overly prescribed medications.
More to follow.
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| Posted by Paul Preston at | | | |
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