VOTE YOUR INCUMBENT OUT OF OFFICE!!!!
BEING ABLE TO READ, WRITE, AND DO MATH IS A BASIC RIGHT IN AMERICA THAT CAN'T BE IGNORED BECAUSE OF COST. THAT IS FIRST WORLD.
AS ONE WHO RIDES PUBLIC TRANSPORTATION I CAN ATTEST TO A PATTERN OF POLS WANTING CHANGE LETTING THINGS HAVING POPULAR APPEAL ERODE AND THEN DECLARE THEM UNMANAGEABLE. WE SEE THAT WITH PUBLIC PENSIONS, CITY COMMUNITIES, AND PUBLIC SCHOOLS. I GRADUATED IN 1992 WITH AN ADVANCED EDUCATION DEGREE AND MY INSTRUCTOR SAID TO THE CLASS 'THESE ARE DARK TIMES FOR PUBLIC EDUCATION'.....IN 1992. THAT IS WHEN THE 1% ELITE SCHOOLS CHANGED TEACHING STYLE IN PUBLIC SCHOOLS TOWARDS ANTI-TEXTBOOK/READING AND NO BAD GRADES SO AS TO MOVE KIDS ALONG UNPREPARED. THIS WAS A DELIBERATE POLICY TO CREATE AN ENVIRONMENT WHERE THE PUBLIC WOULD BE DESPERATE FOR ANY CHANGE IN SCHOOLS....WHICH IS WHERE WE ARE NOW. PARENTS THINK PUBLIC SCHOOLS ARE TERRIBLE SO A CHANGE WILL BE BETTER......THAT WAS THE PLAN. LOWER QUALITY EDUCATION MAKES FOR HIGH REMEDIAL NEEDS AFTER K-12 GRADUATION. TODAY, WHEN YOU ARE MAKING EDUCATION COST EFFECTIVE, REMEDIAL HAS TO GO. SO WE ARE SEEING GED CLASSES BECOME JOB TRAINING AND NOW COLLEGE REMEDIAL DISAPPEARING, PUSHING THOSE STUDENTS INTO 'CAREER COLLEGES'. YOU'LL NOTE THAT CONNECTICUT IS THIRD WAY DEMOCRAT AND RICH JUST LIKE MARYLAND. WHY THE HIGH REMEDIAL RATE IN RICH DEMOCRATIC STATES?
MARYLAND IS ENDING REMEDIAL STUDIES AT COLLEGE LEVEL. THESE 'DEVELOPMENTAL' COURSES THAT SEND THE STUDENT RIGHT TO CREDITED COURSES IS NOT A BAD IDEA BUT WHAT IT DOES IS CAUSE MANY STUDENTS WHO WOULD BE APPLYING DECIDE AGAINST. THAT MAY BE WHY STATISTICS THAT LOOK AT IMPROVED ACHIEVEMENT EXIST.....YOU ONLY KEEP THE MOST ABLE IN THE PROGRAM. THAT IS NOT BAD IF YOU ADDRESS THOSE WHO ARE LEFT WITH A HIGH SCHOOL DEGREE BUT CAN'T READ, WRITE, OR DO MATH. THAT IS THE CATCH.....TO SAVE MONEY THESE PEOPLE WILL BE SENT TO LOW-END VOCATIONAL SCHOOLS WITH NO FURTHER OPPORTUNITY TO ADVANCE. WAS REMEDIAL EDUCATION FAILING OR WAS IT JUST DEEMED A COST TO BE CUT?
Does U.S. School Reform Need to Be Reformed?
By: Kelly Chen AMERICAN GRADUATE -- October 5, 2012 at 10:47 AM EDT
The Obama Administration's effort to turn around failing schools under the School Improvement Grant (SIG) program is in need of drastic reform, says a new report by the National Education Policy Center.
The report argues that the SIG program forces schools to "run like corporations" by emphasizing student test scores to demonstrate improvement.
PLEASE READ THIS REPORT!
Since 2009, school districts have been able to tap into $3 billion of SIG funds to aggressively and rapidly overhaul underachieving schools by following one of four intervention models:
- Turnaround: The principal and at least half of the school's staff are replaced.
- Restart: The school closes and reopens as a charter school.
- School Closure: The school shuts down and students are transferred to a better achieving school.
- Transformation: Under leadership of a new principal, schools focus on teacher development, job training and community-based engagement.
At an event at the National Press Club on Tuesday, Education Secretary Arne Duncan defended the program, citing that many schools under the SIG program have made great improvements, especially when it comes to gains in reading and math.
BELOW YOU SEE TWO THIRD WAY DEMOCRATIC, WEALTHY AND CORPORATE STATES TAKE ON EDUCATION REFORM IN AN EFFORT TO REIGN IN COST. REMEMBER, WE SHOUTED FOR DECADES THAT SCHOOLS WERE UNDERFUNDED AND NOW WE SEE THESE POLS CUTTING EVEN MORE......ALL BECAUSE OF MASSIVE FRAUD AND CORPORATIONS NOT PAYING TAXES!
How to End Remediation
April 4, 2012 - 3:00am By Paul Fain Inside Higher Ed
Depending on whom you ask, a remedial education fix on the table in Connecticut is either appropriately bold or a ham-handed flop in the making.
What’s certain is that the legislative proposal to end separate remedial classes at public colleges – all of them – is the first such policy experiment of its kind. Some colleges around the nation have embedded remedial education in conventional, credit-bearing classes, and done so with successful results in selected courses, generally assisted by grants. But no state has previously sought to completely abolish remedial classes, observers said.
The bill in Connecticut, which the General Assembly’s higher education committee passed last month, would require the state’s public institutions to eliminate non-credit stand-alone remedial classes by the fall of 2014. Under the policy, students who need remedial (or developmental) coursework would be placed into entry-level, credit-bearing courses and receive “embedded remedial support.” They would also be required to take an “intensive college readiness program” before the semester’s start. Currently an estimated 70 percent of students at the state’s 12 community colleges take at least one remedial class during their first year of enrollment.
I SPOKE WITH SEVERAL STUDENTS OF THE CCBC IN THE ARTICLE BELOW. THEY SHOWED ME THEIR TEXT WHICH IS JUST A BINDER WITH LOOSE PAGES, THEY TOLD ME HOW THEY SAT AT THE COMPUTER AND WORKED AND WORKED, AND THEY SAID THEY HAD ALMOST NO CONTACT WITH AN INSTRUCTOR. ONE STUDENT FELT HE SPENT TOO MUCH OF HIS OWN TIME HELPING OTHERS....HE WAS THE CLASS AID. NONE THAT I INTERVIEWED LIKED OR FOUND THIS PROCESS GOOD.
Maryland Community Colleges Taking A Different Approach To Remedial Coursework: PBS Posted: 06/22/2012 1:22 pm Updated: 06/22/2012 1:24 pm
About 1.7 million students nationwide are enrolled in remedial courses at a cost of $3 billion to U.S. taxpayers. These developmental classes -- often taken on a non-credit basis -- are largely unsuccessful at catching students up so that they are adequately prepared for ensuing credit-earning coursework. Many at the community college level end up dropping out.
According to Stan Jones of Complete College America, remedial classes bring in much-needed tuition revenue that in turn supports other academic departments. In this way, remediation operates as a cash cow for colleges.
PBS NewsHour producer John Tulenko profiled two Maryland community colleges that are taking different approaches to the problem of developmental coursework.
At Anne Arundel Community College, instructors gave students the opportunity to take classes online, to account for the fact that many come in having received varying levels of instruction in different subjects. By taking classes on a computer, students are “working where they need to work,” according to math department chair Alicia Morse.
“Lecture classes don’t allow that flexibility,” she says.
The computer provides small video lectures, power points and step-by-step solutions. Students at Anne Arundel Community College attend lab classes once a week, but can also work online or on their smart phones in order to finish the course sooner.
The community college also offers mini modules — short, computer-based courses targeting areas of weakness — as an alternative to semester-long remediation.
The passing rate for basic skills math is up from 50 percent to 60 percent thanks to the college’s online initiative.
At the Community College of Baltimore County, remedial writing courses had a nearly 70 percent dropout rate, prompting Peter Adams — who teaches basic skills writing — to propose a new approach.
Today, developmental students are immediately enrolled in a full-credit English 101 class, along with their better-prepared peers. Afterwards, students in need of more help meet with the teacher for an extra hour of instruction.
“The student no longer sees the developmental class as a hurdle keeping them from English 101. They’re in English 101, and the developmental class is something they’re taking that will help them in the class. So you no longer have to say ‘This will be really useful next semester.’ It’s useful right now,” Adams says.
Basic skills writing has gone from a 70 percent failure rate, to a 70 percent pass rate.
BELOW YOU SEE AN ARTICLE FROM 1992, THE YEAR THIS 'DUMBING DOWN' OF PUBLIC EDUCATION WAS EMBRACED FULL FORCE AND AS YOU SEE TODAY, IT HAS CREATED SUCH A WIDESPREAD LEVEL OF MISSED ACHIEVEMENT TO STYMY A FEW GENERATIONS AND LEFT PEOPLE TO BE FUNNELED INTO VOCATIONAL FUTURES RATHER THAN PROFESSIONAL. REMEMBER, THE ELITE SCHOOLS AS LEADERS DON'T WANT THOSE PESKY EQUAL OPPORTUNITY EDUCATION POLICIES IN THE WAY.....WHICH CHARTER SCHOOLS WORK AROUND. NOW, THIS WAS NOT RACE SPECIFIC, IT WAS CLASS DRIVEN AND IT EXTENDED WELL INTO THE MIDDLE-CLASS SCHOOLS.
SCHAEFER STARTED THE MOVE TOWARDS MEGA-WEALTH /MEGA-INSTITUTIONS AS CLINTON WAS COMING INTO OFFICE AND DOING THE SAME ON A NATIONAL LEVEL. THE INNER HARBOR WENT FROM BEING A MIX OF LOW/MIDDLE-CLASS BUSINESSES TO A GROUP OF NATIONAL CHAINS AND IS ON OVERDRIVE NOW THAT THE MASSIVE FRAUD MOVED TRILLIONS TO THE TOP. THIS ALL ADVANCED FROM THE REAGAN/THATCHER YEARS WHEN EMPIRE BUILDING TOOK HOLD. THE THIRD WAY DEMOCRATS STARTED AT THIS TIME. ALTHOUGH ALL THIS WAS A GRAND PLAN KNOWN AT THE TOP, THE MEDIA FAILED, AND IS STILL FAILING TO EDUCATE PEOPLE AS TO THE POLICY GOALS.
IT MAY HAVE SOUNDED LIKE A NOBLE GOAL IN 1992, BUT WE SEE WHERE IT IS LEADING TODAY!
Businesses urged to help schools Governor calls on businesses to improve public schools.
January 07, 1992|By Harry Milling | Harry Milling,Special to The Evening Sun
Gov. William Donald Schaefer has challenged Maryland's business community "to mix it up" with the state's politicians to improve Maryland's ailing public school system.
The challenge came yesterday at the State House in Annapolis as the governor and the Maryland Business Roundtable for Education launched a joint venture by the corporate community and the state to improve education.
The Roundtable is under the auspices of the Maryland Chamber of Commerce and Maryland Economic Development Associates, a quasi-public economic development group more commonly known as MEGA.
After urging the roomful of business leader to actively support politicians campaigning for educational reform, the governor said:
"This is the greatest opportunity we have. Nancy Grasmick [the state superintendent of schools] can do it, but you have to help her. You have the power."
The state and the Roundtable, more than 50 representatives from some of Maryland's largest firms, have agreed on ways in which corporate expertise in management and technology can be used to improve school management and teaching instruction on a statewide basis.
For such partnership programs to improve public education, said David Kearns, deputy secretary of the U.S. Department of Education and former chief executive officer of the Xerox Corp., they must lead to systemic changes in a public educational system that is hostile to change.
Among the recommended priorities would be to use corporate expertise to improve mathematics and science instruction and to provide management training to principals to improve school-based management. MIND YOU THIS WAS 20 YEARS AGO.
"This is a way of bringing people [in education] into the business world to tell us what's needed in education," said Norman R. Augustine, co-chairman of the Roundtable and chairman and chief executive officer of Martin-Marietta. "There is already a lot going on . . . [but] those in the trenches know the problem better than those observing from afar."
Any statewide programs created by the partnership will work toward reaching the educational standards set for the state by Maryland's educational reform initiative "Schools for Success" and by the national educational reform initiative "America 2000," officials said.
Because Maryland corporations hire graduates of the Maryland public school system, businesses must help to create a top-notch public school system, Augustine said.
"Higher education and business are spending more on remedial education, and remedial education is [now] becoming institutionalized," Kearns said. "For example, one can get college credit for remedial courses." THAT'S BECAUSE THESE CLASSES WERE INTEGRATED JUST AS THEY ARE DOING NOW (ABOVE)
Some members of the Roundtable characterized the public education systems of some Asian and European countries as superior to American education. They linked improvement of public education in Maryland with the ability of Maryland businesses to compete in a global economy. WHAT THESE GUYS LIKED WAS EUROPE'S EMPHASIS ON VOCATIONAL SCHOOLS WHICH WAS/IS THEIR DIRECTION. SCHOOL ACHIEVEMENT WAS NOT THAT BAD BACK THEN.
Members of the partnership's working committee, composed of Roundtable members and state education officials who will be setting the partnership agenda this year, are telling corporations to urge their employees to participate in mentoring programs at public schools and to start playing an active role in their children's schools.
Augustine said the Baltimore schools that are not close to corporate offices or well attended by children of corporate executives still could benefit from these programs.
Donald P. Hutchinson, president of MEGA, said the partnership programs will be equally accessible across the state since it is working toward sponsoring training programs in which teachers could participate statewide.
In a speech, June Streckfus, director of educational and governmental affairs for MEGA, imitated cartoon character Elmer Fudd and the CEOs erupted in laughter, but they were silent when the floor was opened up to their suggestions.
Augustine said this did not reflect their skittishness. Roundtable members have been discussing issues concerning the partnership within the Roundtable's working committee, he said.