jillian
Princess
and my husband works for the only federal agency that doesn't have collective bargaining...
and that shows in how they're treated
there is a reason people take less money to work for the government... and that's the benefits.
Let's talk about teachers
- Thread starter chanel
- Start date
and my husband works for the only federal agency that doesn't have collective bargaining...
and that shows in how they're treated
there is a reason people take less money to work for the government... and that's the benefits.
I was going to get you a tissue, but then you said...
Samson
Póg Mo Thóin
I think $40,000/yr for an inexperienced college grad is pretty decent pay for a government worker.
You don't?
Nonsense.
Cops and prison guards have far better protection from firing than most teachers have.
READ THE CONTRACTS and stop depending on talking heads for your misinformation.
Bfgrn
Gold Member
- Apr 4, 2009
- 16,829
- 2,496
- 245
Good post chanel. I agree with you, and so does Diane Ravitch, former United States Assistant Secretary of Education under George W. Bush.
Testing, school choice undermining education
Tuesday, August 3, 2010 02:51 AM
The Columbus Dispatch
For almost 10 years, our leaders have aimed at the wrong targets and used the wrong tools while trying to improve public schooling.
Diane Ravitch, an early pioneer of President George W. Bush's education plan No Child Left Behind, admits as much in her newly released book The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education.
A noted education historian, Ravitch joined President George H. W. Bush's administration as assistant secretary of education in 1991. By the time she left in 1993, she was a rabid advocate for national standards, school choice and charter schools. As a founding board member of the Thomas B. Fordham Foundation and the Koret Task Force at the right-wing Hoover Institute, she became a loud and persistent advocate for the younger Bush's No Child initiative.
She now realizes that school choice and test-based accountability are damaging public schools. In her book, she identifies some of the fault lines that underlie these misguided notions. "Accountability turned into a nightmare for American schools," she writes, and blames that on what, early on, was obvious to No Child's critics: the need to teach to tests.
Her disillusionment with charters is no less profound. She acknowledges that years of research done by its advocates show occasional advantages but, more often, disadvantages of charter compared with public schools.
The greatest disaster, however, is that during the two decades that Ravitch and her colleagues promoted No Child, they severely undermined Americans' confidence in public education. The misuse of standardized tests and incessant pounding of classroom-teacher-preparation programs by politicians, corporate interests and their tax-free foundations, along with misguided reformers, increased cynicism toward public education, particularly about poor urban schools.
They ignored trade and fiscal policies that are unraveling the social-safety network, hollowing out the middle class and causing the loss of good jobs and increasing poverty for children and their families. Instead, they place blame for our economic slide on the backs of schoolchildren and their dispirited teachers. Thus, much of the public believes the unsubstantiated claim that America competes badly in the global economy because of poorly achieving public-school students.
The Race to the Top education-funding competition between states is no less a sham than was No Child. Poor children and their teachers can make incremental progress for years on tests and graduation rates and still not reach the required goals; meanwhile, their schools are losing money that could make a difference. These mandates falsely assume that academic achievement is divorced from the rest of students' lives.
Do these policymakers really believe that drill-and-practice teaching of inner-city children, raised in impoverished neighborhoods by poorly educated parents, will be sufficient for them to catch up with students whose environments are rich in educational resources and whose parents are themselves well-educated? Is this not akin to a smoke-and-mirrors pitch?
No matter how hard teachers and students try and how good the instruction, the impact on poor children's school achievement often will fall short of better-off peers.
Those who speak glibly of national standards for all students ignore the varied learning needs of our youth, a need that Ravitch has come to understand. Our public-schools population, perhaps the most diverse on Earth, requires options and goals based upon the real-life needs of students.
Ravitch looked at the results of what she and her cohorts have been peddling and, to her credit, admits gullibility. But the admission comes after billions were spent and countless lives damaged. Meanwhile, President Barack Obama seems as blind to these realities as Bush and Ravitch were.
Thomas M. Stephens is professor emeritus in the College of Education and Human Ecology at Ohio State University and is executive director emeritus of the School Study Council of Ohio.
Thomas M. Stephens: Testing, school choice undermining education | The Columbus Dispatch
Testing, school choice undermining education
Tuesday, August 3, 2010 02:51 AM
The Columbus Dispatch
For almost 10 years, our leaders have aimed at the wrong targets and used the wrong tools while trying to improve public schooling.
Diane Ravitch, an early pioneer of President George W. Bush's education plan No Child Left Behind, admits as much in her newly released book The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education.
A noted education historian, Ravitch joined President George H. W. Bush's administration as assistant secretary of education in 1991. By the time she left in 1993, she was a rabid advocate for national standards, school choice and charter schools. As a founding board member of the Thomas B. Fordham Foundation and the Koret Task Force at the right-wing Hoover Institute, she became a loud and persistent advocate for the younger Bush's No Child initiative.
She now realizes that school choice and test-based accountability are damaging public schools. In her book, she identifies some of the fault lines that underlie these misguided notions. "Accountability turned into a nightmare for American schools," she writes, and blames that on what, early on, was obvious to No Child's critics: the need to teach to tests.
Her disillusionment with charters is no less profound. She acknowledges that years of research done by its advocates show occasional advantages but, more often, disadvantages of charter compared with public schools.
The greatest disaster, however, is that during the two decades that Ravitch and her colleagues promoted No Child, they severely undermined Americans' confidence in public education. The misuse of standardized tests and incessant pounding of classroom-teacher-preparation programs by politicians, corporate interests and their tax-free foundations, along with misguided reformers, increased cynicism toward public education, particularly about poor urban schools.
They ignored trade and fiscal policies that are unraveling the social-safety network, hollowing out the middle class and causing the loss of good jobs and increasing poverty for children and their families. Instead, they place blame for our economic slide on the backs of schoolchildren and their dispirited teachers. Thus, much of the public believes the unsubstantiated claim that America competes badly in the global economy because of poorly achieving public-school students.
The Race to the Top education-funding competition between states is no less a sham than was No Child. Poor children and their teachers can make incremental progress for years on tests and graduation rates and still not reach the required goals; meanwhile, their schools are losing money that could make a difference. These mandates falsely assume that academic achievement is divorced from the rest of students' lives.
Do these policymakers really believe that drill-and-practice teaching of inner-city children, raised in impoverished neighborhoods by poorly educated parents, will be sufficient for them to catch up with students whose environments are rich in educational resources and whose parents are themselves well-educated? Is this not akin to a smoke-and-mirrors pitch?
No matter how hard teachers and students try and how good the instruction, the impact on poor children's school achievement often will fall short of better-off peers.
Those who speak glibly of national standards for all students ignore the varied learning needs of our youth, a need that Ravitch has come to understand. Our public-schools population, perhaps the most diverse on Earth, requires options and goals based upon the real-life needs of students.
Ravitch looked at the results of what she and her cohorts have been peddling and, to her credit, admits gullibility. But the admission comes after billions were spent and countless lives damaged. Meanwhile, President Barack Obama seems as blind to these realities as Bush and Ravitch were.
Thomas M. Stephens is professor emeritus in the College of Education and Human Ecology at Ohio State University and is executive director emeritus of the School Study Council of Ohio.
Thomas M. Stephens: Testing, school choice undermining education | The Columbus Dispatch
psikeyhackr
Silver Member
- Jul 18, 2010
- 1,313
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- 98
jillian
Princess
I'd say it depends upon what one is being asked to do. You have to ask, as well, what is the top earning level attainable.
Charles_Main
AR15 Owner
I think if I went through college and could not make at least 40k a year. I might off myself.
Samson
Póg Mo Thóin
Public Service.
Certainly one isn't asked to be sent on a tour to Afghanistan, and 2nd Lt's don't make $40K/yr.
Unkotare
Diamond Member
- Aug 16, 2011
- 136,325
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Unkotare
Diamond Member
- Aug 16, 2011
- 136,325
- 28,245
- 2,180
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