"Nice People Are Failing These Kids"
Forget Freedman (In the South Bronx, Robotics and Rebirth), the Wall Street Journal (Those Pell Vouchers), and Mathews (Bad Parents Don't Make Bad Schools). That's because today's best opinion piece on education comes from Garrison Keillor in Salon (We're failing our kids). An excerpt:
"Face it, the schools are not run by Republican oligarchs in top hats and spats but by perfectly nice, caring, sharing people, with a smattering of yoga/raga/tofu/mojo/mantra folks like my old confreres. Nice people are failing these kids, but when they are called on it, they get very huffy."
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Wed Jan 30, 2008 at 4:20 PM
"Nice People Are Failing These Kids"
Alexander,
Great quote. Many people will be angry but it is true. Standing by and watching the carnage and doing nothing is just as bad.
Great quote. Many people will be angry but it is true. Standing by and watching the carnage and doing nothing is just as bad.
Wed Jan 30, 2008 at 5:21 PM
"Nice People Are Failing These Kids"
Gosh. Shucks! Chicago's west and south side ain't Lake Wobegone, Minneapolis or St. Paul. If it's that bad up there, we're in deep caca!!!
Wed Jan 30, 2008 at 5:57 PM
"Nice People Are Failing These Kids"
Why is it that when you put these same "nice people" in a middle-class school, all of a sudden the kids are succeeding, scoring much higher on tests, and getting into college? Somehow, magically, they become award winners, merit-pay recipients, and Broad fellows. The answer to the problem of failing schools is simple. Call them charter schools or college prep, or IB or anything to make them exclusive. Get rid of the poorest kids and I guarantee you that test scores will rise in the very first semester. The nice educators will be successful. On never mind. We're already doing that.
Wed Jan 30, 2008 at 8:01 PM
"Nice People Are Failing These Kids"
Does anyone under the age of fifty (make that sixty) listen to Garrison Keillor? I can't think of anyone who is more out of touch with the realities today's urban classroom. Oh, hold on. I just thought of someone...
Wed Jan 30, 2008 at 8:54 PM
"Nice People Are Failing These Kids"
Is Keiller just talking about teachers or everyone in Education?
Thu Jan 31, 2008 at 6:38 AM
"Nice People Are Failing These Kids"
Keillor, Matthews, and The Wall Street Journal all play the same silly game with data: falling for the stuff about "proficient" and then sermonizing off it. A month ago, I was photographing the President of the United States as he made the same factual hash out of the economic tragedy that is unfolding before our eyes in his "economy" speech at the Union League Club (January 7) two hours after his closed "education" speech at Greeley. Reading his actual remarks at Greeley and hearing what he said at the Union League Club, one thing became clear.
These guys all use the same statistical sleights of hand. Really dumb stuff, that they seem to believe will come true because they repeat it over and over in their echo chambers. Viz., Bush continues to deliberately distort the statistical media as "grade level" and then imply (or say, depending upon the context) that anyone below "grade level" is "failing." At its extreme, this nonsense is then translated (by pundits like Matthews and other assorted right wing ideologues, and now Keillor) into the absolute "failure" of public schools. At its worst, the con man's trick is to make people believe (and repeat over and over) that anyone who is not "proficient" is somehow illiterate and inumerate.
If anything has been proven by the economic tragedy that is rippling across the USA today, it's that statistics in the hands of these guys is a weapon of mass destruction. Whether they were extrapolating from the stock price curve of Enron (or a hundred other dot com cons) or deliberately claiming that below the media equals "illiterate" it's clear they are either (a) really dumb about basic math or (b) lying or (c) both.
Take your pick.
I've been to most of the large and very successful suburban high schools in the Chicago area. Stevenson is one of the largest high schools in the USA, and its failure and dropout rates are minuscule. To walk in there after having taught for three decades at places like Manley, Marshall, Bowen and Amundsen in Chicago is enough to bring tears. The only way these guys can get away with this stuff, however, is if the majority of people want to be conned -- sort of like in "The Music Man."
And we are now facing the results of that Decade of Delusions (yes, you read it first here, but I'm not copyrighting it until I finish the book).
The sludge of the past couple of days, Keillor included, is just another example of the Decade of Delusions.
These guys all use the same statistical sleights of hand. Really dumb stuff, that they seem to believe will come true because they repeat it over and over in their echo chambers. Viz., Bush continues to deliberately distort the statistical media as "grade level" and then imply (or say, depending upon the context) that anyone below "grade level" is "failing." At its extreme, this nonsense is then translated (by pundits like Matthews and other assorted right wing ideologues, and now Keillor) into the absolute "failure" of public schools. At its worst, the con man's trick is to make people believe (and repeat over and over) that anyone who is not "proficient" is somehow illiterate and inumerate.
If anything has been proven by the economic tragedy that is rippling across the USA today, it's that statistics in the hands of these guys is a weapon of mass destruction. Whether they were extrapolating from the stock price curve of Enron (or a hundred other dot com cons) or deliberately claiming that below the media equals "illiterate" it's clear they are either (a) really dumb about basic math or (b) lying or (c) both.
Take your pick.
I've been to most of the large and very successful suburban high schools in the Chicago area. Stevenson is one of the largest high schools in the USA, and its failure and dropout rates are minuscule. To walk in there after having taught for three decades at places like Manley, Marshall, Bowen and Amundsen in Chicago is enough to bring tears. The only way these guys can get away with this stuff, however, is if the majority of people want to be conned -- sort of like in "The Music Man."
And we are now facing the results of that Decade of Delusions (yes, you read it first here, but I'm not copyrighting it until I finish the book).
The sludge of the past couple of days, Keillor included, is just another example of the Decade of Delusions.
Thu Jan 31, 2008 at 6:40 AM
"Nice People Are Failing These Kids"
In both times I wanted to type "median" above I hit "media" instead. Please change "media" in the above post to "median" and the point will become clear, even if you choose to ignore it.
Thu Jan 31, 2008 at 9:03 AM
"Nice People Are Failing These Kids"
While I don't completely agree with every Keillor is saying, he makes a good point when he says, "...when they are called on it, they get very huffy." This thread is already filled with those examples.
But in the end I don't think that people disagree with NCLB merely because they are Democrats and therefore hate everything Republicans do. They hate it because, while the intent of the legislation is perfectly fine, the process they have put in place isn't fully funded and even if it were, it probably wouldn't lead to their intended goals.
What I'd like to hear from George and others, is instead of just bashing them for the numbers or evidence that they do use, tell me what evidence you would use as your counter argument. And frankly, it's not Keillor's fault that the majority of the American public is incredibly uninformed when it comes analyzing the data being used to brand public education as a failure.
Maybe once Substance's circulation numbers are in the millions we'll have an educated American public, at least by George's standards.
But in the end I don't think that people disagree with NCLB merely because they are Democrats and therefore hate everything Republicans do. They hate it because, while the intent of the legislation is perfectly fine, the process they have put in place isn't fully funded and even if it were, it probably wouldn't lead to their intended goals.
What I'd like to hear from George and others, is instead of just bashing them for the numbers or evidence that they do use, tell me what evidence you would use as your counter argument. And frankly, it's not Keillor's fault that the majority of the American public is incredibly uninformed when it comes analyzing the data being used to brand public education as a failure.
Maybe once Substance's circulation numbers are in the millions we'll have an educated American public, at least by George's standards.
Thu Jan 31, 2008 at 9:58 AM
"Nice People Are Failing These Kids"
What evidence indeed, Charlie
There is no more data coming out of CPS. All school's numbers are carefully parsed, detached from other schools' so they can't be aggregated, then carefully spun into PDF charts (pictures, not tables with extractable numbers) so that you can only look at one set of lies at a time. It would take the rest of the year to find the real numbers and stitch them all together to learn the truth.
This is why the information people were purged out of the IT department and the old creaky system replaced with this off-the-shelf toy. The only change made to it was the price tag.
Now Runcie and Botana can produce manufactured data for Daley and Duncan on demand without any annoying stats, statisticians or programmers to contradict them.
Ren10 is a miracle, the neighborhood school is a drain and a bust. Complain and you'll either get closed down or watch your area's resources get siphoned off and redirected to a charter school that suddenly gets money for a new computer lab in areas where neigborhood children attended class on the gymnasium stage and the lunchroom for decades.
And it will all be touted as being about choice and data-driven decision-making.
There is no more data coming out of CPS. All school's numbers are carefully parsed, detached from other schools' so they can't be aggregated, then carefully spun into PDF charts (pictures, not tables with extractable numbers) so that you can only look at one set of lies at a time. It would take the rest of the year to find the real numbers and stitch them all together to learn the truth.
This is why the information people were purged out of the IT department and the old creaky system replaced with this off-the-shelf toy. The only change made to it was the price tag.
Now Runcie and Botana can produce manufactured data for Daley and Duncan on demand without any annoying stats, statisticians or programmers to contradict them.
Ren10 is a miracle, the neighborhood school is a drain and a bust. Complain and you'll either get closed down or watch your area's resources get siphoned off and redirected to a charter school that suddenly gets money for a new computer lab in areas where neigborhood children attended class on the gymnasium stage and the lunchroom for decades.
And it will all be touted as being about choice and data-driven decision-making.
Thu Jan 31, 2008 at 12:07 PM
"Nice People Are Failing These Kids"
I think that Keillor makes a good point. It's not NCLB, though that isn't perfect, but the fact is that the big thing NCLB has shown is that very few schools are succeeding in educating poor students, students of color, or disabled students. Until NCLB, no one knew that even schools in leafy areas weren't doing that very well. And the urban schools and inner suburb schools aren't doing it well either. And the truth is, unless we want to create a permanent caste system in this city, we have to figure out how to teach and educate students living in extreme poverty. And by we, I mean society at large, not just teachers, administrators, etc. Those students of poverty are going to have to compete with students who didn't have those disadvantages.
Thu Jan 31, 2008 at 12:09 PM
"Nice People Are Failing These Kids"
I think that Keillor makes a good point. It's not NCLB, though that isn't perfect, but the fact is that the big thing NCLB has shown is that very few schools are succeeding in educating poor students, students of color, or disabled students. Until NCLB, no one knew that even schools in leafy areas weren't doing that very well. And the urban schools and inner suburb schools aren't doing it well either. And the truth is, unless we want to create a permanent caste system in this city, we have to figure out how to teach and educate students living in extreme poverty. And by we, I mean society at large, not just teachers, administrators, etc. Those students of poverty are going to have to compete with students who didn't have those disadvantages.
Thu Jan 31, 2008 at 12:22 PM
"Nice People Are Failing These Kids"
Nice police are also failing our kids. You look at a police district like the 11th in Chicago. It has the highest murder rate in the city. Wouldn't we be better off closing it down for a year and letting the surrounding districts pick up the slack. The following year we can bring in some fresh faced rookie police officers who won't be so entrenched in law enforcement strategies that don't work. Don't we owe it to the people who live there?
Thu Jan 31, 2008 at 5:06 PM
"Nice People Are Failing These Kids"
I didn't say it needed to be data, I just want some evidence...any evidence that shows numbers, like those Keillor quoted, to be useless. If you want to use data, at least tell us what kind of data would show it, what data do you think we should be discussing? Even if we can't get it right now, if we start discussing it and the right people start asking for it, you never know. I just think, choosing to constantly criticize other people's view point's is a fool's errand, if you're not in the same breath, explaining to us how you would do it differently.
If it was up to me, first of all the stakes would be lowered considerably in high stakes testing, but instead of referring to the percentage of students meeting or exceeding standards, I would test every student in every subject, every year, with more concise tests spread out throughout the year that would measure student growth from year to year. That way, if we are going to choose to use numbers form standardized assessments we would at least be looking at how much a class of students has grown, versus whether they are meeting or exceeding standards. Especially in so many instances where a student has been so far behind since 3rd grade, that even if they have made amazing gains up until 5th or 6th grade, they are likely still to be below grade level, and I'm not talking about movement from stanine to stanine or quartile to quartile BS, I'm talking actual percentage, grade year or point gain as defined by a given and common assessment that can measure student growth form 2nd or 3rd grade through 12th grade.
This way we can compare apples to apples, truly understand how much work teachers are doing and how much success they are having (even though it is hidden by all this meet/exceed crap right now), and we can continue to compare apples to apples all the way through elementary and high school, instead of having these huge discrepancies between the way ISAT and PSAE measure students.
Then I would start a huge professional development initiative to encourage teachers to rely more on formative/informal assessments in their classrooms and finding ways to "track" and "analyze" "data" from these daily or weekly "assessments" for their own use. Because in the end, I think that "data-driven decision making" is the right way to move, if we're talking about the right data and our decisions are motivated by helping increase student performance.
Anyhow, that's my little rant there. Now go ahead and criticize my ideas without sharing any new ones of your own.
If it was up to me, first of all the stakes would be lowered considerably in high stakes testing, but instead of referring to the percentage of students meeting or exceeding standards, I would test every student in every subject, every year, with more concise tests spread out throughout the year that would measure student growth from year to year. That way, if we are going to choose to use numbers form standardized assessments we would at least be looking at how much a class of students has grown, versus whether they are meeting or exceeding standards. Especially in so many instances where a student has been so far behind since 3rd grade, that even if they have made amazing gains up until 5th or 6th grade, they are likely still to be below grade level, and I'm not talking about movement from stanine to stanine or quartile to quartile BS, I'm talking actual percentage, grade year or point gain as defined by a given and common assessment that can measure student growth form 2nd or 3rd grade through 12th grade.
This way we can compare apples to apples, truly understand how much work teachers are doing and how much success they are having (even though it is hidden by all this meet/exceed crap right now), and we can continue to compare apples to apples all the way through elementary and high school, instead of having these huge discrepancies between the way ISAT and PSAE measure students.
Then I would start a huge professional development initiative to encourage teachers to rely more on formative/informal assessments in their classrooms and finding ways to "track" and "analyze" "data" from these daily or weekly "assessments" for their own use. Because in the end, I think that "data-driven decision making" is the right way to move, if we're talking about the right data and our decisions are motivated by helping increase student performance.
Anyhow, that's my little rant there. Now go ahead and criticize my ideas without sharing any new ones of your own.
Thu Jan 31, 2008 at 6:04 PM
"Nice People Are Failing These Kids"
"...What I'd like to hear from George and others, is instead of just bashing them for the numbers or evidence that they do use, tell me what evidence you would use as your counter argument..."
OK. Start with his silly stuff about "phonic." Is there anyone anywhere who ever advocated using the parody of whole language that Keillor is talking about? The fact is, "phonics" programs can be monstrosities leading to a dead end -- including no comprehension. And "pure phonics" in English is bedeviled always by our non-phonetic realities, ranging from the pronunciation of EA in READ and LEAD to the good old OU sound. Period. Keillor has simply (and simplistically) joined those who love to bash the straw men of their dreams.
As to the data, those are self-evident. Once you define "grade level" in relation to the median score, then claim that those "below grade level" are illiterate (or close), you have carved out an example of ignorance no facts (or basic math) will dislodge.
OK. Start with his silly stuff about "phonic." Is there anyone anywhere who ever advocated using the parody of whole language that Keillor is talking about? The fact is, "phonics" programs can be monstrosities leading to a dead end -- including no comprehension. And "pure phonics" in English is bedeviled always by our non-phonetic realities, ranging from the pronunciation of EA in READ and LEAD to the good old OU sound. Period. Keillor has simply (and simplistically) joined those who love to bash the straw men of their dreams.
As to the data, those are self-evident. Once you define "grade level" in relation to the median score, then claim that those "below grade level" are illiterate (or close), you have carved out an example of ignorance no facts (or basic math) will dislodge.
Fri Feb 1, 2008 at 9:33 PM
"Nice People Are Failing These Kids"
Sorry Charlie if I become "huffy" about Keillor's overly-simplified analysis of NCLB and his cute characterizations of people who are working hard to improve the lives of children. I'm always amazed by people who like to take cheap shots at others, and then act puzzled by the angry reaction they get (and even imply that the reaction in some way verifies their inane criticism). Don't ask that people care about the work they do, and then expect them to be indifferent towards dunderheaded and ill-considered criticism.
Now, in reply to your request for a more meaningful discussion. The phonics/whole language controversy has no real impact on the current instructional practice in most primary classrooms today. Keillor claims they do. He's wrong. While academics and the media spend time debating this issue, the vast, vast majority of primary teachers are combining the two approaches. It's a red herring.
Second, while NCLB has exposed the ineffectiveness of the majority of schools in meeting the needs of some populations, this fact has received little coverage in the media, and certainly has not been absorbed in the popular mind. People still believe that students fail solely because of bad teachers. And as long as we continue to believe that the gaps in achievement are entirely or even primarily the result of poor teaching, we will not make meaningful progress in alleviating the gaps.
I assume anyone with an interest in understanding urban education-- make that a genuine interest-- is familiar with research indicating that many factors beyond a child's school influence the child's academic achievement. This research exists in large quantities over an extended period of time. Yet, the media and most education wonks like to ignore this evidence and suggest remedies that only address our educational problems at the school level. Usually, if confronted with evidence, they will shrug and argue that the school is the only factor over which we have any direct control. While that may be true, it doesn't alter any of the underlying realities. To fix the problem, you have to look beyond the schools. Sorry if that sounds huffy, but it's simply true.
Now, in reply to your request for a more meaningful discussion. The phonics/whole language controversy has no real impact on the current instructional practice in most primary classrooms today. Keillor claims they do. He's wrong. While academics and the media spend time debating this issue, the vast, vast majority of primary teachers are combining the two approaches. It's a red herring.
Second, while NCLB has exposed the ineffectiveness of the majority of schools in meeting the needs of some populations, this fact has received little coverage in the media, and certainly has not been absorbed in the popular mind. People still believe that students fail solely because of bad teachers. And as long as we continue to believe that the gaps in achievement are entirely or even primarily the result of poor teaching, we will not make meaningful progress in alleviating the gaps.
I assume anyone with an interest in understanding urban education-- make that a genuine interest-- is familiar with research indicating that many factors beyond a child's school influence the child's academic achievement. This research exists in large quantities over an extended period of time. Yet, the media and most education wonks like to ignore this evidence and suggest remedies that only address our educational problems at the school level. Usually, if confronted with evidence, they will shrug and argue that the school is the only factor over which we have any direct control. While that may be true, it doesn't alter any of the underlying realities. To fix the problem, you have to look beyond the schools. Sorry if that sounds huffy, but it's simply true.
Fri Feb 1, 2008 at 9:58 PM
"Nice People Are Failing These Kids"
There are many factors that one must take in account for the academic success of a child. All of these factors MUST be in place for a child to suceed in school and in life. There must be a good curriculum, an excellent teacher, great leadership from the principal and quality parents who help with homeowrk and create a stimulating environment. If one of these things is missing then the success of a child can not be guaranteed. Also, one test given in one week of a school year can't possibly measure whether a child has mastered the basics.
Fri Feb 1, 2008 at 10:25 PM
"Nice People Are Failing These Kids"
Agreed one test given in one week of a school year can't possibly measure whether a child has mastered the basics...and it is not the only factor that can measure that one school is better than another. Especially if the scores of a school are within a small range.
Anyone concerned about the impact the announcements of school closings and phasings will have on the children just before the ISAT this year? Schools were notified two weeks ago...how is that enough time to prepare for a hearing? In addition the final decisions will be made at the end of the month. So the children will know the outcome...a few weeks before the tests. Surely this will not be an accurate measure of their ability! Has anyone thought about the children in this situation?!
Others in this situation, are your kids stressed about these announcements?
Anyone concerned about the impact the announcements of school closings and phasings will have on the children just before the ISAT this year? Schools were notified two weeks ago...how is that enough time to prepare for a hearing? In addition the final decisions will be made at the end of the month. So the children will know the outcome...a few weeks before the tests. Surely this will not be an accurate measure of their ability! Has anyone thought about the children in this situation?!
Others in this situation, are your kids stressed about these announcements?
Fri Feb 1, 2008 at 10:48 PM
"Nice People Are Failing These Kids"
Your comments were right on point with one noted
exception. The literacy needs in the home must be considered
when one speaks of how parents must be involved.
exception. The literacy needs in the home must be considered
when one speaks of how parents must be involved.
Sat Feb 2, 2008 at 11:01 PM
Teachers Matter
Until the rank and file and the elite recognize that teacher quality matters, then all is lost.
All that "data" and "studies" that say outside factors determine student success are bull%#@$.
The Education Trust has had studies out for years that show that teacher quality can overcome even the most dire of circumstances.
Fact is, at the elementary level, if a kid gets 3 great teachers in a row (3 years running), they can be at grade level, despite poverty, minority status, etc.
In other words, teachers matter.
What galls me beyond words, is how everyone is still preaching class size, even though class size doesn't even make the top twenty when it come to impacting student achievement.
In short, we already know what the silver bullet is, and it is teacher quality.
What a teacher knows and can do is a far greater determiner of student achievement than anything else. And that includes poverty, race, income, or anything.
Wake up to the reality that what a teacher knows and can do determines everything for children.
All that "data" and "studies" that say outside factors determine student success are bull%#@$.
The Education Trust has had studies out for years that show that teacher quality can overcome even the most dire of circumstances.
Fact is, at the elementary level, if a kid gets 3 great teachers in a row (3 years running), they can be at grade level, despite poverty, minority status, etc.
In other words, teachers matter.
What galls me beyond words, is how everyone is still preaching class size, even though class size doesn't even make the top twenty when it come to impacting student achievement.
In short, we already know what the silver bullet is, and it is teacher quality.
What a teacher knows and can do is a far greater determiner of student achievement than anything else. And that includes poverty, race, income, or anything.
Wake up to the reality that what a teacher knows and can do determines everything for children.
Sat Feb 2, 2008 at 11:46 PM
"Nice People Are Failing These Kids"
I wrote 9:58pm on Feb. 1. Thanks for confirming what everyone knows. I still think the things I wrote would improve education in a big way. My mom is a veteran teacher at a west side school with a high poverty rate. She IS able to reach many of her students with great a great deal of work on her part and then, there are the two or three that she can't. She always says if this parent would work with their child or even bother to pick up the report card I could do so much. I can see it in her face...I've done my best 95% of my students are doing well, I've done what I can and I have to let it go. Teacher quality is a an important point but PARENTS MUST HELP! TEACHERS CAN'T DO IT ALONE!
Sun Feb 3, 2008 at 12:20 AM
"Nice People Are Failing These Kids"
You are a veteran teacher? Here in Chicago? Where were you teaching during the last union contract? The one that had teachers in and out like a revolving door. When that is happening how do you guarantee students will have a great teacher three years in a row? How do you retain good teachers system wide?
So I ask you this. If it is just about teacher quality why all the rearranging of schools, sending low income students to schools with other low income students?
Yes teacher quality extremely important! Teachers do matter and can make a difference with all types of children. Veteran teacher? To say it is the only determining factor for student success where did you or do you teach?
So the studies from The Education Trust are valid but the others data and studies you mentioned are what did you call them?
Why so upset about data and studies showing otherwise?
So I ask you this. If it is just about teacher quality why all the rearranging of schools, sending low income students to schools with other low income students?
Yes teacher quality extremely important! Teachers do matter and can make a difference with all types of children. Veteran teacher? To say it is the only determining factor for student success where did you or do you teach?
So the studies from The Education Trust are valid but the others data and studies you mentioned are what did you call them?
Why so upset about data and studies showing otherwise?
Sun Feb 3, 2008 at 4:09 AM
"Nice People Are Failing These Kids"
"She IS able to reach many of her students with great a great deal of work on her part and then, there are the two or three that she can't..." (11:01 I don't agree, earlier this cold night).
Don't agree.
Your Mom has "failed" that ten percent of her class. Next week, if she's from Orr, she'll be fired for that failure. It's all her fault. Didn't you hear Arne Duncan, Mayor Daley, and all the dataheads?
The sad fact is that teaching children from really poor families in desperately poor communities should be praised, not pilloried, but since the imposition of the sanctions based corporate "school reform" five-year plans over the past decade, the thing is to blame the teachers for these "failures" and then to truncate and misrepresent what the "data" tell us. There are actually dozens of examples in every major statement by CPS of this, and in any Arne Duncan media event. They are clever lies, but lies nevertheless. Told by a socio-path.
Wealthy children have many many many safety nets, but they can still screw up. The poorest children wind up dead, crippled, with AIDS, or playing Mommy and Daddy for one screw up. Sometimes for none. Have you been to an Advocate Emergency Room in Chicago lately? That's why some of your students are falling asleep in class tomorrow -- George W. Bush's safety net. The whole family has to sit and wait six or eight hours to see the "doctor" who then makes fun of them. I saw it myself a month ago at Advocate Resurrection, every ugly hour of it, for nine hours over an infected finger.
So the two or three children your Mom couldn't reach become a "TEN PERCENT FAILURE RATE" which becomes an UNACCEPTABLE DROPOUT RATE which then requires our hero to come in and close your Mom's school and fire your Mom, who was so busy helping kids she never bothered to look and see how the cruelty of the system was increasing and the deck was being stacked against her just when she thought she was doing as good a job as could be expected.
A few weeks ago I stood twenty feet away from a very limited dry drunk, taking photographs at a major media event where he proclaimed on the values of "entrepreneurship" and tax cuts (for those who, like his family, have annual incomes of more than $1 million per year) and was actually thinking about your Mom. That guy was able to buy his way out of every problem until he was well into his thirties, while the kids your Mom struggles to help every day are going to be finished long before that.
Of course, when you come from a family worth a half billion dollars or more, you can have Mom and Dad buy you out of lots of problems, then buy you a major league baseball team to play with (at taxpayers expense) until you take your profits, go into politics, play around with word games and school reform, and then go on to be President of the United States.
Don't agree.
Your Mom has "failed" that ten percent of her class. Next week, if she's from Orr, she'll be fired for that failure. It's all her fault. Didn't you hear Arne Duncan, Mayor Daley, and all the dataheads?
The sad fact is that teaching children from really poor families in desperately poor communities should be praised, not pilloried, but since the imposition of the sanctions based corporate "school reform" five-year plans over the past decade, the thing is to blame the teachers for these "failures" and then to truncate and misrepresent what the "data" tell us. There are actually dozens of examples in every major statement by CPS of this, and in any Arne Duncan media event. They are clever lies, but lies nevertheless. Told by a socio-path.
Wealthy children have many many many safety nets, but they can still screw up. The poorest children wind up dead, crippled, with AIDS, or playing Mommy and Daddy for one screw up. Sometimes for none. Have you been to an Advocate Emergency Room in Chicago lately? That's why some of your students are falling asleep in class tomorrow -- George W. Bush's safety net. The whole family has to sit and wait six or eight hours to see the "doctor" who then makes fun of them. I saw it myself a month ago at Advocate Resurrection, every ugly hour of it, for nine hours over an infected finger.
So the two or three children your Mom couldn't reach become a "TEN PERCENT FAILURE RATE" which becomes an UNACCEPTABLE DROPOUT RATE which then requires our hero to come in and close your Mom's school and fire your Mom, who was so busy helping kids she never bothered to look and see how the cruelty of the system was increasing and the deck was being stacked against her just when she thought she was doing as good a job as could be expected.
A few weeks ago I stood twenty feet away from a very limited dry drunk, taking photographs at a major media event where he proclaimed on the values of "entrepreneurship" and tax cuts (for those who, like his family, have annual incomes of more than $1 million per year) and was actually thinking about your Mom. That guy was able to buy his way out of every problem until he was well into his thirties, while the kids your Mom struggles to help every day are going to be finished long before that.
Of course, when you come from a family worth a half billion dollars or more, you can have Mom and Dad buy you out of lots of problems, then buy you a major league baseball team to play with (at taxpayers expense) until you take your profits, go into politics, play around with word games and school reform, and then go on to be President of the United States.
Sun Feb 3, 2008 at 5:43 AM
"Nice People Are Failing These Kids"
If teacher quality is THE factor that determines student success, how can we explain the fact that failing schools (and failing teachers) are found almost exclusively in low-income communities. Also, why would NCLB data reveal that some sub-groups fail even at so-called successful schools in high-income communities.
Why wouldn't bad teachers be equally distributed among schools and over the entire population? Why are bad teachers concentrated in certain areas, and among certain populations?
Why wouldn't bad teachers be equally distributed among schools and over the entire population? Why are bad teachers concentrated in certain areas, and among certain populations?
Sun Feb 3, 2008 at 7:26 AM
"Nice People Are Failing These Kids"
Whoever wrote under the name veteren teacher is no vet
where I work.
I would like that vet to answer my question.In three years
10 of the 13 High school girls in my division had babies.
did the Education Trust study that ?
where I work.
I would like that vet to answer my question.In three years
10 of the 13 High school girls in my division had babies.
did the Education Trust study that ?
Sun Feb 3, 2008 at 11:01 AM
"Nice People Are Failing These Kids"
Nice teachers can get rehired somewhere else. I'm sick of our kids getting nice teachers. Get rid of them. If principals would get a set of balls and E3 them, this problem would be minimal.
Wed Feb 6, 2008 at 1:02 AM
"Nice People Are Failing These Kids"
"In short, we already know what the silver bullet is, and it is teacher quality.
What a teacher knows and can do is a far greater determiner of student achievement than anything else. And that includes poverty, race, income, or anything.
Wake up to the reality that what a teacher knows and can do determines everything for children."
Really?
I taught at a CPS neighborhood high school last year. My students were 90% low income, predominantly minority, and in classes of 26-28. We had almost no novels to supplement the textbooks, my administration frowned on teachers doing anything outside of test prep, and I spent a few hours a week filling out lesson plans forms I never looked at.
This year I am teaching at a swanky private school. My largest class is 17, and I am allowed to order whatever novels and materials I think would be appropriate, my students have wealthy, involved parents, and the work we do in class is related to critical thinking, not scantron tests.
I'm still the same teacher. Want to take a guess which students do better?
What a teacher knows and can do is a far greater determiner of student achievement than anything else. And that includes poverty, race, income, or anything.
Wake up to the reality that what a teacher knows and can do determines everything for children."
Really?
I taught at a CPS neighborhood high school last year. My students were 90% low income, predominantly minority, and in classes of 26-28. We had almost no novels to supplement the textbooks, my administration frowned on teachers doing anything outside of test prep, and I spent a few hours a week filling out lesson plans forms I never looked at.
This year I am teaching at a swanky private school. My largest class is 17, and I am allowed to order whatever novels and materials I think would be appropriate, my students have wealthy, involved parents, and the work we do in class is related to critical thinking, not scantron tests.
I'm still the same teacher. Want to take a guess which students do better?
Tue Apr 8, 2008 at 12:12 AM
"Nice People Are Failing These Kids"
If the state and CPS would allow teachers to teach and not force them into doing everything else perhaps....
Again the state legislators are attempting to make the teacher do something other than teach. They want them to become Diabetes Care Aids and give insulin shots. Well, now is your chance to stop it.
HB 5960 will again go before the Human Service Committee for a hearing. Call, fax and email the House Reps listed below and tell them to VOTE NO to HB 5960-Students with Diabetes Care Act. You want to teach, not practice nursing.
Vote No to HB 5960
Friday Morning News
Urgent Action Needed-Call, Fax, Email Today
Illinois legislators are again trying to force School Employees into the role of Diabetes Care Aide. The legislators would rather make school employees act as Nurses instead of hiring more nurses. Therefore, we the employees, parents, etc. must tell them that we want them to VOTE NO to HB 5960 on April 09, 2008.
If you let this bill pass the principals will have the authority to delegate that you do the daily blood glucose testing; give Insulin injections, monitor carbohydrate intake. If you wanted to be a nurse, you would have been a nurse.
There are people in Springfield fighting these bills but they need your help. Tell those elected legislators that you want them to vote No. Call, fax, email the following members of the Human Service Committee
Tell them to VOTE NO TO HB 5960 on April 09, 2008 because:
·The Diabetes Care Aide Acts violate the law, 225 ILCS, The Nurse Practice Act
·Unlicensed school employees do not have the knowledge base to safely act in this capacity.
·It is dangerous and will be harmful to the children
Chairperson : Naomi D. Jakobsson n.jakobsson@worldnet.att.net (217) 558-1009
(217) 557-7680 FAX
Vice-Chairperson : Constance A. Howard staterep-constance-a-connie-howard@comcast.net (217) 782-6476
(217) 782-0952 FAX
Republican Spokesperson : Patricia R. Bellock rep@pbellock.com (217) 782-1448
(217) 782-2289 FAX
Member: Sandy Cole (217) 782-7320
(217) 782-1275 FAX
Member: Annazette Collins annazettec@sbcglobal.net (217) 782-8077
(217) 557-7643 FAX
Member: Elizabeth Coulson coulson@earthlink.net (217) 782-4194
(217) 782-7613 FAX
Member: Mary E. Flowers mflowers@hdsmail.state.il.us 217) 782-4207
(217) 782-1130 FAX
Member: Al Riley rep.riley38@sbcglobal.net (217) 558-1007
(217) 557-1664 FAX
Member: Timothy L. Schmitz ilrep49@sbcglobal.net (217) 782-5457
(217) 782-1138 FAX
Again the state legislators are attempting to make the teacher do something other than teach. They want them to become Diabetes Care Aids and give insulin shots. Well, now is your chance to stop it.
HB 5960 will again go before the Human Service Committee for a hearing. Call, fax and email the House Reps listed below and tell them to VOTE NO to HB 5960-Students with Diabetes Care Act. You want to teach, not practice nursing.
Vote No to HB 5960
Friday Morning News
Urgent Action Needed-Call, Fax, Email Today
Illinois legislators are again trying to force School Employees into the role of Diabetes Care Aide. The legislators would rather make school employees act as Nurses instead of hiring more nurses. Therefore, we the employees, parents, etc. must tell them that we want them to VOTE NO to HB 5960 on April 09, 2008.
If you let this bill pass the principals will have the authority to delegate that you do the daily blood glucose testing; give Insulin injections, monitor carbohydrate intake. If you wanted to be a nurse, you would have been a nurse.
There are people in Springfield fighting these bills but they need your help. Tell those elected legislators that you want them to vote No. Call, fax, email the following members of the Human Service Committee
Tell them to VOTE NO TO HB 5960 on April 09, 2008 because:
·The Diabetes Care Aide Acts violate the law, 225 ILCS, The Nurse Practice Act
·Unlicensed school employees do not have the knowledge base to safely act in this capacity.
·It is dangerous and will be harmful to the children
Chairperson : Naomi D. Jakobsson n.jakobsson@worldnet.att.net (217) 558-1009
(217) 557-7680 FAX
Vice-Chairperson : Constance A. Howard staterep-constance-a-connie-howard@comcast.net (217) 782-6476
(217) 782-0952 FAX
Republican Spokesperson : Patricia R. Bellock rep@pbellock.com (217) 782-1448
(217) 782-2289 FAX
Member: Sandy Cole (217) 782-7320
(217) 782-1275 FAX
Member: Annazette Collins annazettec@sbcglobal.net (217) 782-8077
(217) 557-7643 FAX
Member: Elizabeth Coulson coulson@earthlink.net (217) 782-4194
(217) 782-7613 FAX
Member: Mary E. Flowers mflowers@hdsmail.state.il.us 217) 782-4207
(217) 782-1130 FAX
Member: Al Riley rep.riley38@sbcglobal.net (217) 558-1007
(217) 557-1664 FAX
Member: Timothy L. Schmitz ilrep49@sbcglobal.net (217) 782-5457
(217) 782-1138 FAX
