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Oh and magically it will be updated and current 24 years later?
Why would I want more information for a 24 year old rant. Find something that supports your position in the last two or three years. Certainly no impact of common core would be felt any older...and I suspect it cannot be felt now in any significant way. Maybe in 8 or 9 years.
The point of that dated article is to show you that NCLB did nothing and a few years in CC is also doing nothing to improve Math abilities in K-12.
The point of that dated article is to show you that NCLB did nothing and a few years in CC is also doing nothing to improve Math abilities in K-12.
Then it failed totally. The more likely rational is that none of this stuff makes any difference because none of it addresses the actual problems which are socioeconomic not educational.
Perhaps the Education system could help with the real problems but that would require a very different approach and vast sums of money. Likely be worth it but we don't go for things with 25 year payoffs.
Then it failed totally. The more likely rational is that none of this stuff makes any difference because none of it addresses the actual problems which are socioeconomic not educational.
Perhaps the Education system could help with the real problems but that would require a very different approach and vast sums of money. Likely be worth it but we don't go for things with 25 year payoffs.
I agree with your assessment. But it wouldn't take vastly more money. We already pour a lot of money into K-12 but it's not going to the right places.
You currently have 1 teacher with 28 students who is managed by a content instructional coach who is managed by a Master content teacher who is manage by a Curriculum director. And when all those layers don't work the school hires a Math consultant.
Instead of all the layers, hire more teachers and bring that ratio down.
I agree with your assessment. But it wouldn't take vastly more money. We already pour a lot of money into K-12 but it's not going to the right places.
You currently have 1 teacher with 28 students who is managed by a content instructional coach who is managed by a Master content teacher who is manage by a Curriculum director. And when all those layers don't work the school hires a Math consultant.
Instead of all the layers, hire more teachers and bring that ratio down.
I wish I could agree but the numbers do not work. The 28 is achieved by dividing the students by the teachers including layers. Administrative personal consume 8 to 12 percent of the amount of the instructional budget. If you did away with them all you would increase the number of teachers by perhaps 12%. That is not going to fix anything. What you really need is to cut the troubled portion of the system in half or better...maybe 10 students per teacher. You not only have to educate you have to overcome the family and the social impacts on the students. I don't know how far you have to get into the students lives but it is no small task.
Otherwise we make do awnd 24 years from now some Ed Prof will write another rant about how it does not work...
I wish I could agree but the numbers do not work. The 28 is achieved by dividing the students by the teachers including layers. Administrative personal consume 8 to 12 percent of the amount of the instructional budget. If you did away with them all you would increase the number of teachers by perhaps 12%. That is not going to fix anything. What you really need is to cut the troubled portion of the system in half or better...maybe 10 students per teacher. You not only have to educate you have to overcome the family and the social impacts on the students. I don't know how far you have to get into the students lives but it is no small task.
Otherwise we make do awnd 24 years from now some Ed Prof will write another rant about how it does not work...
Their lives greatly impact their schooling from not getting breakfast to not getting a full night's sleep to being moved between relatives on any given day of the week.
Our system is not set up to deal with this.
And even with 10 students it can get iffy. I had a group of 7 last year for tutoring and had to have one removed. Not only was he disruptive but he bullied and teased and laughed at the others when they got the wrong answers.
Oh and magically it will be updated and current 24 years later?
The point of posting that article totally escapes you, doesn't it? The point is that public schools started going severely downhill 50 years ago, and things are no better today. Not with New Math Set Theory in the 1960s, not with Everyday Math (etc.) in the 1990s, and now not with Common Core. We know that switching public schools' focus from academics and the training of the mind to "socialization" and striving for "equal outcomes" beginning 50 years ago has not only dumbed down the middle-aged and millennials, but continues to dumb down today's public K-12 students, as well. Test after different test, year after year, proves it.
...Otherwise we make do awnd 24 years from now some Ed Prof will write another rant about how it does not work...
Oh, we KNOW what works... a focus on rigorous academics and grouping students into classes by ability/skill level and targeting the instruction to each class's needs so that EVERYONE has the opportunity to learn and progress to the best of their ability. But public schools won't do that because that necessarily results in unequal outcomes and is therefore blamed for societal strife. Not that we all are getting along so much better now that so many are dumbed-down.
Oh, we KNOW what works... a focus on rigorous academics and grouping students into classes by ability/skill level and targeting the instruction to each class's needs so that EVERYONE has the opportunity to learn and progress to the best of their ability. But public schools won't do that because that necessarily results in unequal outcomes and is therefore blamed for societal strife. Not that we all are getting along so much better now that so many are dumbed-down.
I think you're right in that that would probably work best but I think the reason for doing it is less about having unequal outcomes and more about cost. If you break your students into three groups - Dumber Than Dirt, Average, and Genius, you have to have three separate classrooms with three separate teachers for those three groups of students.
Essentially, you end up tripling the cost of education. I'm not necessarily against that and maybe, just maybe, a fairly well off school district decides they're willing to do that even though their property taxes increase by more than 100%. But, we all know a poor school district in the "hood" would never receive that sort of funding and if those basic cost requirements were extended throughout the state as a mandate, it'd be called socialism.
Everyone talks about how in America there's all this equal opportunity and that those in need brought it on themselves. But if the quality of public schools is an indicator of a person's future success, I honestly don't see how one can say that we all grew up with equal opportunities to do well in school and succeed. As a kid, you have no choice as to what school you go to and if you're born into a family with enough money to live in a decent school district, then you already have a leg up over the person whose family is poor and lives in a crappy school district.
I often wonder how many potential scientists, mathematicians, doctors, and other markers of success never emerge from their dwellings in the projects or ghettos and turn to gangs and other criminal activities because of the opportunities and choices laid out in front of them. There's a huge untapped potential in the projects and ghettos... Most people consider it raw sewage but I believe it can be refined and turned into fertilizer...
Unfortunately, if you do or say anything at all to bring the poor school district up to a decent standard by raising money and you're called a socialist.
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