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Posts Tagged ‘American School Curriculum’

American Education on the Decline – so Goes the Nation

January 20, 2014 1 comment

Parents make the rules and set the boundaries for their children. They set them up for success or failure.

All children are required to attend school in the USA. Our schools are the recipients of the children who these parents raise. They enter our classrooms either prepared to Launch into the Future or Dead on Arrival. I could go on about the teachers and their unions; the ways in which they block innovation and change, the ways in which they game the system for their benefit with the children left in their care losing ground internationally. But this is a rehashing of the obvious. What is important to know is that the American public educational system is now ranked 37 in the PISA (The Program for International Student Assessment). More than half a million 15-year-olds around the world took the PISA in 2012. The test, which is administered every three years and focuses largely on math, but includes minor sections in science and reading, is often used as a snapshot of the global state of education. The results, published in December, 2013, show the U.S. trailing behind educational powerhouses like Korea and Finland.

It is useless to ask, “Who is to blame?” All are to blame; Parents for their irresponsible parenting and inability to have a vision for their children who are undisciplined and chaotic; Teachers for their unique capacity to remain mediocre in times that demand innovative change and diversity of thought; Unions who force every American teacher to pay dues to an organization that enslaves their members to an ethic of unexceptional performance; and Politicians who squander the promise of the youth of this nation as they waste time and opportunities to transform and revolutionize our educational practices in America. ALL are to blame.

Not much has changed since 2000, when the U.S. scored along the OECD (Organization for Co-operation and Development) average in every subject: This year, the U.S. scores below average in math and ranks 17th among the 34 OECD countries. It scores close to the OECD average in science and reading, ranks 21st in science, and 17th in reading. The U.S. scored below the PISA math mean and ranks 26th out of the 34 OECD countries. Fifty-five percent of students in Shanghai-China were considered top performers, while only nine percent of American students were.

One in four U.S. students did not reach the PISA baseline level 2 of mathematics proficiency. At this level, “students begin to demonstrate the skills that will enable them to participate effectively and productively in life,” according to the PISA report. Even the top students in the United States are behind: This year, the PISA report offered regional scores for Massachusetts, Connecticut, and Florida. Massachusetts, which is a high-achieving U.S. state and which averaged above the national PISA score, is still two years of formal schooling behind Shanghai.

Why is this important and why should we pay attention to this? Because, as parents, educators, and politicians we should be extremely concerned about how well our children are learning and retaining knowledge; how well they transfer their  knowledge to their life experiences; and how well they implement their dreams and visions using their knowledge. It is statistical fact that a rising PISA score for a country is a good indicator that the economy of that country will grow as well.

“Education is the most powerful weapon which you can use to change the world.”

Nelson Mandela

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No Child Left Behind – The Basketball Version

September 6, 2012 2 comments

My friend Rob, who is a retired special education teacher, knows my passion for educating children to be skilled and knowledgeable participants in the emerging highly competitive global economy. He handed me an envelope. I read the contents. What follows is a summary of …

No Child Left Behind – The Basketball Version:

  1. All teams must advance to the Sweet 16, and all will win the championship. If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable.
  2. All kids will be expected to have the same basketball skills at the same time and in the same conditions.
  3. No exceptions will be made for interest in basketball, a desire to perform athletically, or genetic abilities, or disabilities.

All Kids Will Play Basketball at a Proficient Level:

  1. Talented players will be asked to practice on their own, without instruction. This is because the coaches will be using all their instructional time with athletes who aren’t interested in basketball, have limited athletic ability, or whose parents don’t like basketball.
  2. Games will be played year round, but statistics will only be kept in the 4th, 8th and 11th games.
  3. This will create a New Age of sports where every school is expected to have the same level of talent and all teams will reach the same minimal goals.
  4. If no child gets ahead, then no child will be left behind. They will be issued vouchers for moving closer to the successful team’s area.
  5. Any children who do not show immediate promise, or who show serious basketball visual-motor deficiencies in early grades will be given the “Dribbles Test of Early Basketball Behavior”, even if the child has one leg  or came from a country that has never played or supported basketball.
  6. Even if there is plenty of evidence supplied by sports psychologists that there are hundreds of other conditions that can cause bad dribbling, the child will play successfully.
  7. The administration may consider not requiring them to dribble since it actually is not required in order to be successful at basketball, but it sure helps.
  8. A reasonable accommodation for students under a 504 plan would be to allow them extra distance when being guarded so they can pass the ball more proficiently.
  9. Elevator shoes should also be allowed for students of below average height and any players over 6’2″ may have to have jump restrictions to make this fair to those who are vertically challenged.
  10. The parents of the tall students might also be required to pay extra for the coaching of the short students since they obviously come from a genetically-advantaged background for basketball.

Is this humorous parody, yes it is. I did laugh for about a second.

More importantly, is this how government asserts their vast store of knowledge and insight into how our teachers should be educating their students? It seems the more the government interferes in the classroom the lower the standards become. Government does not understand that this isn’t about money; it’s about teacher talent and passion.

The United States is now experiencing dismal world wide rankings against 34 countries in spite of billions of dollars spent in government programs. The three-yearly OECD Programme for International Student Assessment (PISA) report, which compares the knowledge and skills of 15-year-olds in 70 countries around the world, ranked the United States 14th out of 34 OECD countries for reading skills, 17th for science and a below-average 25th for mathematics.

We can safely assume that not one child was left behind, but that all were left behind!

What is Classical Education?

I was preparing to write a post on Classical Education when I went back and looked at “The Well Trained Mind”, published first edition in 1999. I then went to the Word Press blog called “The Well Trained Mind“, and read a piece by Susan Wise Bauer. I have copied it in its entirety for my readers as it is the most thought provoking discussion available on the subject of What is Classical Education?

This will alter the way you perceive education in our American public school systems. It will stop you in your tracks, make you turn and reflect upon your education and that of your children. It will bring an understanding of where we went wrong and why American schools are failing to produce literate, articulate, creative, lateral thinkers in this highly competitive global economy.

BEHOLD THIS ENLIGHTENING SUMMARY BY SUSAN WISE BAUER:
Classical education depends on a three-part process of training the mind. The early years of school are spent in absorbing facts, systematically laying the foundations for advanced study. In the middle grades, students learn to think through arguments. In the high school years, they learn to express themselves. This classical pattern is called the trivium.

The first years of schooling are called the “grammar stage” — not because you spend four years doing English, but because these are the years in which the building blocks for all other learning are laid, just as grammar is the foundation for language. In the elementary school years — what we commonly think of as grades one through four — the mind is ready to absorb information. Children at this age actually find memorization fun. So during this period, education involves not self-expression and self-discovery, but rather the learning of facts. Rules of phonics and spelling, rules of grammar, poems, the vocabulary of foreign languages, the stories of history and literature, descriptions of plants and animals and the human body, the facts of mathematics — the list goes on. This information makes up the “grammar,” or the basic building blocks, for the second stage of education.

By fifth grade, a child’s mind begins to think more analytically. Middle-school students are less interested in finding out facts than in asking “Why?” The second phase of the classical education, the “Logic Stage,” is a time when the child begins to pay attention to cause and effect, to the relationships between different fields of knowledge relate, to the way facts fit together into a logical framework.

A student is ready for the Logic Stage when the capacity for abstract thought begins to mature. During these years, the student begins algebra and the study of logic, and begins to apply logic to all academic subjects. The logic of writing, for example, includes paragraph construction and learning to support a thesis; the logic of reading involves the criticism and analysis of texts, not simple absorption of information; the logic of history demands that the student find out why the War of 1812 was fought, rather than simply reading its story; the logic of science requires that the child learn the scientific method.

The final phase of a classical education, the “Rhetoric Stage,” builds on the first two. At this point, the high school student learns to write and speak with force and originality. The student of rhetoric applies the rules of logic learned in middle school to the foundational information learned in the early grades and expresses his conclusions in clear, forceful, elegant language. Students also begin to specialize in whatever branch of knowledge attracts them; these are the years for art camps, college courses, foreign travel, apprenticeships, and other forms of specialized training.

A classical education is more than simply a pattern of learning, though. Classical education is language-focused; learning is accomplished through words, written and spoken, rather than through images (pictures, videos, and television).

Why is this important? Language-learning and image-learning require very different habits of thought. Language requires the mind to work harder; in reading, the brain is forced to translate a symbol (words on the page) into a concept. Images, such as those on videos and television, allow the mind to be passive. In front of a video screen, the brain can “sit back” and relax; faced with the written page, the mind is required to roll its sleeves up and get back to work.

A classical education, then, has two important aspects. It is language-focused. And it follows a specific three-part pattern: the mind must be first supplied with facts and images, then given the logical tools for organization of facts, and finally equipped to express conclusions.

But that isn’t all. To the classical mind, all knowledge is interrelated. Astronomy (for example) isn’t studied in isolation; it’s learned along with the history of scientific discovery, which leads into the church’s relationship to science and from there to the intricacies of medieval church history. The reading of the Odyssey leads the student into the consideration of Greek history, the nature of heroism, the development of the epic, and man’s understanding of the divine.

This is easier said than done. The world is full of knowledge, and finding the links between fields of study can be a mind-twisting task. A classical education meets this challenge by taking history as its organizing outline — beginning with the ancients and progressing forward to the moderns in history, science, literature, art and music.

We suggest that the twelve years of education consist of three repetitions of the same four-year pattern: Ancients, Middle Ages, Renaissance and Reformation, and Modern Times. The child studies these four time periods at varying levels — simple for grades 1-4, more difficult in grades 5-8 (when the student begins to read original sources), and taking an even more complex approach in grades 9-12, when the student works through these time periods using original sources (from Homer to Hitler) and also has the opportunity to pursue a particular interest (music, dance, technology, medicine, biology, creative writing) in depth.

The other subject areas of the curriculum are linked to history studies. The student who is working on ancient history will read Greek and Roman mythology, the tales of the Iliad and Odyssey, early medieval writings, Chinese and Japanese fairy tales, and (for the older student) the classical texts of Plato, Herodotus, Virgil, Aristotle. She’ll read Beowulf, Dante, Chaucer, Shakespeare the following year, when she’s studying medieval and early Renaissance history. When the eighteenth and nineteenth centuries are studied, she starts with Swift (Gulliver’s Travels) and ends with Dickens; finally, she reads modern literature as she is studying modern history.

The sciences are studied in a four-year pattern that roughly corresponds to the periods of scientific discovery: biology, classification and the human body (subjects known to the ancients); earth science and basic astronomy (which flowered during the early Renaissance); chemistry (which came into its own during the early modern period); and then basic physics and computer science (very modern subjects).

This pattern lends coherence to the study of history, science, and literature — subjects that are too often fragmented and confusing. The pattern widens and deepens as the student progresses in maturity and learning. For example, a first grader listens to you read the story of the Iliad from one of the picture book versions available at any public library. Four years later, the fifth grader reads one of the popular middle-grade adaptations — Olivia Coolidge’s The Trojan War, or Roger Lancelyn Greene’s Tales of Troy. Four more years go by, and the ninth grader — faced with the Iliad itself — plunges right in, undaunted.

The classical education is, above all, systematic — in direct contrast to the scattered, unorganized nature of so much secondary education. This systematic, rigorous study has two purposes.

Rigorous study develops virtue in the student. Aristotle defined virtue as the ability to act in accordance to what one knows to be right. The virtuous man (or woman) can force himself to do what he knows to be right, even when it runs against his inclinations. The classical education continually asks a student to work against his baser inclinations (laziness, or the desire to watch another half hour of TV) in order to reach a goal — mastery of a subject.

Systematic study also allows the student to join what Mortimer Adler calls the “Great Conversation” — the ongoing conversation of great minds down through the ages. Much modern education is so eclectic that the student has little opportunity to make connections between past events and the flood of current information. “The beauty of the classical curriculum,” writes classical schoolmaster David Hicks, “is that it dwells on one problem, one author, or one epoch long enough to allow even the youngest student a chance to exercise his mind in a scholarly way: to make connections and to trace developments, lines of reasoning, patterns of action, recurring symbolism, plots, and motifs.”

Brilliant, thought provoking analysis! I could never had said it better!

And, if you have not seen “Akeelah and the Bee” please rent it for its amazing discourse on the power of language, its origins, and structure.

Education Nation: Teachers Want a Voice as Decision Makers

February 27, 2012 Leave a comment

There is a school in Washington State where the teachers decided what they wanted education to be like for their 650 kindergarten through 6th grade students. The staff collaborated as a group on what they believed constituted good teaching. Many of their group decisions continue to guide learning in every classroom at their school.

They began by redefining their teaching relationships with their students by deciding they would stay with the same class for two years instead of one. AND, they included students with special needs in their classrooms instead of segregating them out. They decided to be guides for their students allowing the students to direct their own learning. They did this through “inquiry based projects”. Several times a year these teachers helped their students develop questions in subjects that the students were interested in and wanted to investigate. The teachers then integrated reading, writing and communication skills into long-term projects.

Instead of giving all the answers to their students these teachers guide them in searching for responses to their own questions by assisting to help in research and identify and sort through information resources. These teachers have created a climate of collaboration not only between their students, but also the with the school staff, who supports their changed role in the classroom.

In their daily conferences with team partners, teachers encourage each other to make changes and try new things. One states, “Because we stay with our students for two years, we can’t use the same ideas with the class the next year, so we are always coming up with new projects.”

When teachers have a voice in their curriculum and a chance to be decision makers in formulating learning in their classrooms, learning is improved for each student. When teachers encourage a heterogeneous population in their classrooms, students become more involved in helping others to achieve and succeed. Everyone has a need to give and help those who are disadvantaged. When we segregate our population of students from each other they lose their sense of compassion for those who are unlike them.

Sir Ken Robinson, PhD, and an internationally recognized leader in the development of education, creativity, and innovation, presented at the November 2011 TEDx London conference. He states that education must be Personalized for the student, which improves motivation for teachers; that education must be Customized to students to their place within their community; and that education must include Diversity instead of requiring teachers to subscribe to conformity. Sir Robinson strongly recommends that learning involves local community partnerships where students are exposed to the world in which they live and become community participants.

When teachers have a voice in their classrooms and the curriculum they teach; when they have a chance to be decision makers in their profession, they become motivated and inspired. Their classrooms become learning centers where students accept responsibility for themselves and others. They are invested in producing and collaborating for the success of all. None are left behind because all are involved.

For the above to happen educational leadership must be supportive of creative teacher innovation within the classroom. They must trust their teachers and advise rather than dictate. Of course it takes secure leaders to pass on creative responsibility to their teachers. Secure administrators are a rare breed. Their penchant is to control rather than relinquish.

What an amazing torrent of creative energy would be unleashed if teachers had a voice in decision-making within their classrooms and supportive educational administrators!

“Civilization is a race between education and catastrophe.”

Post Script: Yes Rob, the teaching example I give at the top of this post is simple in its approach. I know that many teachers live and work in small communities throughout this great nation. Their school budgets limit funding to basic concepts. This is written for them. Innovation in small districts across our country depends on the educator’s imagination and ability to engage their students in meaningful and passionate intellectual exploration. It does not take money to develop creative minds; it takes commitment. Sir Ken Robinson writes about getting back to basics. To me, getting back to basics means organizing learning experiences for children which develop inquisitive minds with tenacious curiosity. Once those minds are set into motion it is essential to then teach children how to use their knowledge and curiosity in their own life applications. What good is knowledge if we are unable to solve the mysteries in our own lives? What good is knowledge if we are unable to apply it to expanding our own horizons. Yes, simple approaches develop amazing innovation.

Education; It’s time for a new school model – STEM

September 22, 2011 2 comments

We have discussed in this blog many of the problems attached with education as they presently exist. Sadly, I have fallen into the trap of emphasizing the problems we already know; decrepit schools, unqualified teachers, teacher unions, bad parenting, useless teaching methods, parents sending unprepared children to school, wasted resources, corruption, etc.

Now, I am climbing out of the negative trap that I and so many fall into and will be writing about ideas, innovations, digital education, creative lateral thinking, new philosophies and techniques for helping children learn more and overcome their home deficiencies and parental neglect. It is my hope to change the dialogue to one of hope instead of despair. Let’s begin with a few important studies that inform and educate us regarding future trends and possibilities.

1. STEM is an acronym that stands for science, technology, engineering, and mathematics. In 2006, the United States National Academies expressed their concern about the declining state of STEM education in the United States. Its Committee on Science, Engineering and Public Policy developed a list of 10 actions federal policy makers could take to advance STEM education in the United States to compete successfully in the 21st century. Their top three recommendations were to:

·    increase America’s talent pool by improving K-12 science and mathematics education;
·    strengthen the skills of teachers through additional training in science, math and technology;
·    enlarge the pipeline of students prepared to enter college and graduate with STEM degrees.

2. The Department of Labor identifies fourteen sectors that are “projected to add substantial numbers of new jobs to the economy, or affect the growth of other industries, or are being transformed by technology and innovation requiring new sets of skills for workers.” These are: Advanced Manufacturing, Automotive, Construction, Financial Service, Geospatial Technology, Homeland Security, Information Technology, Transportation, Aerospace, Biotechnology, Energy, Healthcare, Hospitality, and Retail.

3. A study on Education and the Workforce submitted in August, 2011 by the Georgetown University Center confirms what teachers, parents, and public and private sector leaders have known for years: A post-secondary education is now the gateway to the middle class. The Georgetown study indicates that the lifetime earnings for people with bachelor’s degrees are 84% greater than those with only a high school diploma — whose lifetime earnings translate to just over $15/hour.

4. According to the Milken Institute Review, which everyone should read for its articulate presentation of the facts,  “In 1969, the average male college graduate working full time earned about 55% more than an average worker with only a high school diploma. Four decades later, this wage premium was 116%. Powerful economic forces, including technological change and globalization, have reduced job opportunities for less educated, less-skilled workers while increasing them for higher-skilled workers.”

5. The single most important trend in the world today is that globalization and the information/technology revolution have catapulted us into a whole new level of worker skills. We have cloud computing, wireless connectivity, Skype, Google, LinkedIn, Facebook, Twitter and inexpensive Smartphones. We have gone from connected to hyper connected. The last I heard there were 3 million job openings with no one to fill them because our general population lack the skills to apply.

6. Thomas Friedman, New York Times, said, “We don’t have a jobs problem; we have a skills problem.” He goes on to write, “Think of what The Times reported last February: At little Grinnell College in rural Iowa, with 1,600 students, ‘nearly one of every 10 applicants being considered for the class of 2015 is from China.’ ” The article noted that dozens of other American colleges and universities are seeing a similar surge as well. And the article added this fact: Half the “applicants from China this year have perfect scores of 800 on the math portion of the SAT.”

We already know that many parents of the students who are failing and dropping out are not motivated or committed to performing their important parenting skills. Their children are unlikely to succeed in this competitive climate if they live in a home where parents are uninvolved. Since this abysmal parenting problem is unlikely to change, I find it is more positive to focus on the teachers. They are the ones who are expected to teach skills in order to prepare their students, the ones who care, for the competitive future.

It is unfortunate that teachers have to spend time teaching character, values and disciplining students who come from homes where these attributes are nonexistent. It wastes their valuable teaching time with students who have a future. How many students who want to learn and succeed are stuck in classes with peers whose main goal is to disrupt and distract because they lack the discipline and intellectual ability to focus and learn? Enough said, let me focus on teachers, our valuable, hardworking teachers, at least most of them.

How do we change the systems/curriculum in our schools so this present generation of children is able to successfully compete in a one world labor market that is connected by the internet and World Wide Web? How does our educational system provide the skill sets needed for motivated children to succeed and fulfill their aspirations?

Computers are the language of our students; this is how they communicate with each other and their parents. I was at my son’s BBQ over the Labor Day weekend and spoke to some of his friends. I asked them how they communicate with each other and their families. They replied they Twitter or Facebook for quick notes and email to get longer messages to their friends. They Skype with their parents and extended families. They don’t know what a postage stamp is and they don’t write letters. This generation is more computer savvy than their teachers, parents, and anyone who is a generation behind them. They are involved in everything and disdain the obsolete, like the Encyclopedia Britannica. It’s Google folks; it’s Wikipedia; it’s the internet!

For starters, I suggest we think about the following ideas for teachers:

·    We offer computer skill seminars to all existing teachers before each school year begins, some will be refresher courses and some will be starter courses. We teach them not only to become proficient in operating their computers and computer software, but we also teach them the skills in how to join in the conversation and operate the latest technological innovations and communications; Twitter, Facebook, Cloud Computing, Skype, Google and all of its components (Gmail, Ngram, Google Docs, etc.), LinkedIn, to name a few.
·    Have each school create their own email system so professional communication can be stored for future reference and information gathering. Teachers should not use their personal email accounts.
·    We include in our university education curriculum’s courses or laboratories for new teachers that emphasize computer skills and all of the latest online technology and methods of communication. They must be proficient in order to graduate.
·    We gift each teacher their own computer. We give each teacher a free laptop like federal and state governments give cell phones and laptops to many of their public employees. The taxpayer bears the cost for these perks for government employees why shouldn’t they do this for teachers, who impact every child in our country?
·    We require teachers to communicate with their students in online conferencing tutorials, like many corporations do with online conferencing when they brainstorm for solutions to corporate problems. Think of this, teachers and groups of students working out problems online, collaborating as a team for the success of all.
·    There is a program at New Humanitarian private school in Russia called “Curators”. These are designated teachers whose job it is to oversee students in each grade. Curators generally do not conduct lessons but observe classes, identify problems and take children to meals and activities. Many children stay at school until 6 p.m. doing homework with curators.
·    Every teacher should study and teach courses in “thinking,” as in critical thinking. A dissident Soviet educational philosopher named Georgy Shchedrovitsky argues there are three ways of thinking: abstract, verbal and representational. To comprehend the meaning of something, you have to use all three. Teachers should be “thinking” in their classrooms. They should delight in barraging children with word problems and puzzles to force them to think broadly. To do this they must think broadly!
·    Classes should be videotaped. This way we could critique how teachers interact with and nurture relations between children. The administrators and staff could work on reviewing footage and discussing methodology with teachers in order to improve their teaching skills and student interaction.
·    At New Humanitarian children are graded and ranked, with results posted. The school master says, “they send an entirely different message to the kids: ‘Learning is hard, but you have to do it. You have to get good grades.’ ” In our school systems we instill an ethos that everyone’s-a-winner. This is destructive and dishonest. A child needs to know when they are not a winner. They need to know they are being left behind.

Educational reform is the only real source for the revitalization of our country.

Education; Teacher Cheaters in Pennsylvania!

August 7, 2011 1 comment

I have a friend who is a teacher. She told me after reading my prior post on the Atlanta Teacher Cheaters, “Teachers shouldn’t be judged so harshly. Too much is expected of them. They have too much on their plate.” Stunning!

Why are we making excuses for teachers who are unable to educate their students without cheating them and stealing their futures? Who do the teacher unions speak for in this appalling 11 year intellectual theft?

The New York Times reported on July 31 that Pennsylvania joined the many states whose teachers are involved in a massive teacher cheating scandal involving 89 schools, 28 of which are located in Philadelphia, whose inner city children are mostly black. If, like Atlanta, this has been going on since 2000, think of the drastic, mind numbing consequences for these students who have been allowed to cheat and actually were assisted by the teachers in their cheating!

This is 2011. This cheating began in 2000 and eleven years later these students, who were robbed of their future by these teachers, have been out of school for 6 years. Where are they now? What are they doing? Where do they live? What glorious dreams do they have? Who stands for them?

Let’s look at Teacher Cheaters from the perspective of the student. Let’s call him Nate. He is a minority student in the Atlanta or Philadelphia school system and in the eighth grade. When he entered the eighth grade he was not performing at his grade level. It is the end of the year and he is being tested by his teachers to see if they brought him to grade level or above. He is too young to understand the terrible consequences for his future if he is passed on without certain scholastic proficiencies. At this time in his life he does not think of his future. He does what his teacher directs him to do and if the teacher teaches him how to cheat that is what he learns how to do well. He cannot read nor do mathematical skills at his grade level, but he does become proficient in cheating as taught to him by his Teacher Cheaters.

Nate is passed from one grade level to another with the assistance of the Teacher Cheaters and he graduates with a diploma, which he can barely read. Or worse, he may have dropped out of school. Nate needs a job because he is now 18 years old. His parents have given him the boot and told him to support himself. He can’t read well; he can barely do the most basic math skills; and his spoken language is unintelligible or filled with the most deplorable grammatical speech patterns, which condemn him to a life of poverty, crime or flipping hamburgers at McDonald’s for minimum wage. It was told to me once, “The spoken language is what determines your class, prosperity and success in life.” This subtle influence that plays upon the ear is as true as the sun rising in the morning.

Nate is doomed. He never had a chance. His Teacher Cheaters got their bonuses, promotions, and Federal Funding for 11 years as Nate struggled to make sense of his time in their prison.

Never before have teachers had so many reasons to cheat. Student scores are now used to determine whether teachers and principals are good or bad, whether teachers should get a bonus or be fired, whether a school is a success or failure. If the Teacher Cheaters were doing what they were hired to do there would be no reasons to cheat. Is this broad based scandal foreshadowing the wholesale incompetency of teachers, administrators, and unions? Are they covering up this horrible crime against the youth of our nation? If they are doing what they are paid to do there would be no reasons to cheat.

Instead of accepting responsibility for their crime against Nate, teachers are finger pointing towards a host of others, which I find irresponsible, time consuming, and unproductive! When they cheat a student they cheat the entire country. I am so happy I home schooled our sons. They are now very successful young men who can read, speak articulately, and add, subtract, divide and multiply.

“If a seed of a lettuce will not grow, we do not blame the lettuce. Instead, the fault lies with us for not having nourished the seed properly.”

 Buddhist proverb

Education and the Teacher Cheaters

July 17, 2011 1 comment

The New York Times July 16, 2011 editorial states, “A cheating scandal in which scores of teachers and principals in Atlanta’s public schools falsified student test results has thrown the system into chaos and made its name synonymous with fraud. This shameful episode has destroyed trust in the schools and made it impossible to determine how much students are learning and whether the system is doing its job.”

At least 178 teachers, principals, and administrators in the Atlanta public schools cheated to raise student scores on standardized tests, according to a report from the Georgia Bureau of Investigation. These teachers and administrators helped Atlanta’s minority children cheat for money, which included teacher bonuses for raising a child’s academic level, to teacher evaluations, and federal money for performance. This is being referred to as an “ethical lapse”. I call it Criminal!

Now Washington DC and Los Angeles, and maybe other school systems, have been implicated in this horrible crime against innocent and mostly minority children. The Council of the Great City Schools recently released a study that says, “By fourth grade only 12 percent of black male students read at or above grade level, while 38 percent of white males do. By eighth grade it falls to just 9 percent for black males, 33 percent for whites. Black male students are almost twice as likely as white males to drop out of school. And in some big American cities the dropout rate is around 50 percent.”

Cheating teachers, principals, and school administrators aid and facilitate these children ending up in poverty and crime. Michael Casserly, the executive director of the Council of the Great City Schools says, “The overall academic achievement of African American males was appallingly low (in this study), not only in cities, but nationwide.”

According to a November, 2010 report by Bill Whitaker, who wrote an article for the CBS News’ series on education: Reading, Writing and Reform, “Dropouts cost taxpayers more than $8 billion annually in public assistance programs like food stamps. It costs on average $25,000 to incarcerate an inmate for a year and only about $14,000 a year of community college.”

What should alarm us is that these “professionals”, and I use this term with disgust in referring to these cheating teachers and staff, felt that their students could not even pass basic competency tests, despite targeted school improvement plans, proven reforms, and state-of-the-art teacher training. This massive fraud against minority children, those who need education the most, is a reflection of these “professionals” who are so ordinary and incompetent that they need children to cheat on tests so they, teachers and administrators, can receive their bonuses and rewards.

While they spend their bonus money and bask in the glow of their rewards they condemn their students, without a trial and jury, to a life of irreversible poverty, ignorance, and maybe crime. How terribly heartless of these so called “professionals”. I wonder what the Teacher Unions have to say about  these people? Who will they defend the teachers or the children?

How terribly disheartening for the minority parents and their sons and daughters, who they entrusted into the public educational system. They thought their children would have opportunities they never had by getting a proper education. What they have in Atlanta, Washington DC, Los Angeles and maybe other cities across the country, are their children who cannot read, write and do mathematics at grade levels. One step forward two steps back! If it were my sons I would be storming the gates of the educational bastion with fire in my eyes and a sword in my hands.

What a mess!

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