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Originally Posted by TristansMommy
I can't find it now.. but I did show a link to a study of private schools vs. public school performance that was on a thread about this exact topic. In all instances it showed pretty much the same performance level between the two.
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Sorry, no. Regarding the NCES study to which I believe you may be referring:
"...measures of student characteristics are flawed by inconsistent classification across the public and private sectors and by the inclusion of factors open to school influence. Using the same data but substituting better measures of student characteristics, we estimated three alternative models that identify a private school advantage in nearly all comparisons. ...all differences are statistically significant."
http://www.hks.harvard.edu/pepg/PDF/...sonLlaudet.pdf
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If the curriculum isn't being taught and students aren't meeting the expectations, then the community needs to ask why...
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I have given
multiple examples of parents and concerned community members (which include many math and science professionals, by the way)
KNOWING why. Knowing why doesn't help - they're still unable to effect positive change in their school systems because of flawed ideology tightly clung to by many educators.
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...how do you know that the "curriculum" that the parent wants to be taught in the public will be taught in the private..
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How would parents know? Parents can compare curriculum amongst several schools and
CHOOSE the level of academic rigor with which they would like to have their children educated. CHOICE - what a concept!
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...if there is something you want your child to learn that he isn't getting at his school, then it is the parents responsibility to teach it to them at home.. it's called parenting.
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No. It's called a mushrooming multi-billion dollar 'learning center' industry (Score!, Huntington, Sylvan, Kumon, etc.) that parents are increasingly having to turn to because our public schools are falling short.
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...whatever problem they are having in Illinois is something that is wrong in Illinois and doesn't apply to all states, regions.
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How do you explain the same complaints about public school systems coming from
all over the country? You did see my post listing several parent/community groups' websites critical of public school educational practices from various parts of the country, right? How do you explain the decades long academic achievement drop found among top- and mid-level students, while struggling students - those more likely to have less parental involvement and more likely to come from financially disadvantaged families - register moderate achievement
gains? Those results turn your 'parent involvement' theory on it's head!
What's worse is the the 'equal outcomes' ideology is
intentional social engineering. Where does the idea of equalizing educational outcomes come from? Just two examples:
Education and Social Cohesion: Recentering the Debate, The Peabody Journal of Education, Vanderbilt University, 76(3&4), 1-6 (2001)
The premise is depicted (as Figure 1) in the Journal article as follows:
"Educational Outcomes Equality => Income Equality => Social Cohesion" and explained as:
"Put simply, countries with education systems producing more equal outcomes in terms of skills and qualifications are likely to have more equal distribution of income, and this in turn promotes social cohesion."
and...
Professor Paul George (University of Florida - College of Education) in talks has stated that middle schools should become "the focus of societal experimentation, the vehicle for movement toward increasing justice and equality in the society as a whole...
Schools are not about taking each child as far as he or she can go. They're about redistributing the wealth of the future." (Hmmm... sounds familiar, doesn't it?)
THE LIBERAL ASSAULT ON EXCELLENCE | National Center for Policy Analysis
Educators have been led to believe they are doing the right, moral, ethical thing by thwarting average ability and advanced students' efforts to develop their potential. They are convinced that it isn't fair or just that some students will be able to reach higher levels of achievement than others, so the goal is to keep everyone to a below-average level to ensure the vast majority will obtain equal educational outcomes. Unfortunately this has resulted in our average and above students' lack of competitiveness with their international peers.
Educational leveling to promote income leveling to promote social cohesion. It's been promoted as a noble intention, but what has gone horribly wrong in this 'social leveling' scheme is that the world has evolved into a global economy in which one's marketable skills are now facing
worldwide competition in the global arena - and other countries' students are kicking our students' butts.
It's
not the republicans/conservatives who are anti-intellectual; it's those who continue to trap low and middle class students in public schools that aren't educating them adequately - with no way out. Social leveling for all but the
already socioeconomic elite = class warfare, plain and simple. And the democrats/liberals who continue to defend the public school monopoly are the most egregious oppressors.
As a side note - if anyone wonders why so many people claim that they were 'victims' of 'predatory lenders' and were unable to understand the ramifications and financial consequences of the terms of their ARM, balloon, interest only, liar loans, etc., when the terms are spelled out clear as a bell in the loan contract so they know
exactly what to expect, you can likely thank their dumbed down public education.
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