We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
Ten years ago, I showed up for my first day as a high school teacher. I had landed a job in the best school of what is often called a “destination district.” Still, I knew I was facing an uphill battle. Warnings abounded of an American public school system in decline. But I was undeterred. I had that youthful sense that education needed change and I was just the one to change it...
It's not simply "quality students" it is quality parents. A tiger mom can turn an average student into a genius (at least as genius is determined within our system). While a welfare mom can turn a average student into an illiterate (or more accurately allow and encourage the student to remain illiterate). The teacher for the most part merely presents the material and grades the student on what they learned, there is very little real "teaching" going on.
This comment enjoins AVI to "grow up" for daring to present his own opinion, since "not everything is about [him]." Is this approach not the very model of postmodern infantility? That is, is the growing up to be done elsewhere? Just wonderin'...
You may not be aware but AVI didn't like me commenting on mental health issues because that is HIS sandbox so now he comments on anything I post simply to contradict me. Just saying, since you were just wondering...
Don't discount the guilt of the left in this. I went to school in my hometown and still live here. When I was in our public school system, if you were a troublemaker, you reformed your ways or you were booted from the system. Today, if you punch the principal or flip off a teacher, you will be back in the class within a week with no long-term ramifications. Is there any wonder why good teachers are burning out when having to put up with kids who are toxic to the entire classroom?
Just say that you're going to go back to the rules we used in the 80s and watch how fast you are accused of being racist and elitist. Never mind that it worked a lot better than this.
It is true that a big proportion of our public school population just isn't intelligent enough (or motivated enough) to be successful in college. So either shift some of those resources to vocational education or get used to frustrated students acting like prisoners trying to break out.
It was true 55 years ago and still true today. Family background/neighborhood is the strongest indicator of student educational success. But there's no money in that, there cash for school infrastructure and salaries to be made. So that's where the "education" professionals spend their energy. In '68 it was integration so as to put black children next to white kids so the black children would have a good role model. Today, they want socioeconomic integration where poor students are sat next to middle class students. But it has to be 25% poor to 75% middle class. But with the degradation of discipline, 1% of that 25% can bring down the whole school.
Altogether, expenditures and facilities have much smaller associations with secondary and postsecondary outcomes than many scholars and policy advocates assume. The overall conclusion of the Coleman Report—that family background is far and away the most important determinant of educational achievement and attainment—is as convincing today as it was fifty years ago.
50th anniversary symposium on the Coleman report. https://conversableeconomist.blogspot.com/2016/10/the-coleman-report-n-equal-educational.html
The Equality of Educational Opportunity report was published in June 1966. (Coleman Report) In the wake of the Civil Rights Act.
I’m not going to let parents come into schools and actually take books out and make their own decision. I don’t think parents should be telling schools what they should teach. — Terry McAuliffe
Parents are often upset and try to shift the blame to the teacher or coerce further grace . . .
Teachers must have the authority to select lessons, teach, give failing grades, punish those who cheat, and determine that behavior is unacceptable without themselves being subject to a courtroom inquisition. — Shane Trotter