PoliticalChic
Diamond Member
You can decide whether or not Progressive Education represents progress.
1.Once, we had the finest schools in the world. Now our children aren’t in the same league with those in other countries….and the downfall fits along side with the take-over of education by the Democrats/Leftists.
2. And while the schools were teaching real math, history and science, they never ceased to be American:
“Earlier American presidents, Republicans and Democrats alike, agreed on two basic goals: teach the newcomers English and make them Americans. The clear aim was to strengthen our national identity--to reinforce the unum in e pluribus unum--by assimilating the new arrivals into American civilization.”
http://www.aei.org/article/society-and-culture/anti-americanization/
3. Something has replaced the above:
““antiracism” teaching—some might call it Critical Race Theory (CRT) or social justice—take over the American education world with Omicron-like speed. Lesson plans, books, tips for in-class activities, discussion points, and curricula swamp the teachers’ corner of the Internet.
The proposals come from a metastasizing number of pedagogic entrepreneurs and activist groups, some savvy newcomers, some influential veterans like Black Lives Matter at School, Learning for Justice (formerly Teaching Tolerance), Teaching People’s History (the Zinn Education Project), the Racial Justice in Education Resource Guide (from the National Education Association), and, of course, the current star: the 1619 Project (the Pulitzer Center).
4. A significant number of American students are reading fluently and with understanding and are well on their way to becoming literate adults. But they are a minority. As of 2019, according to the National Association of Education Progress (NAEP), sometimes called the Nation’s Report Card, 35 percent of fourth-graders were reading at or above proficiency levels; that means, to spell it out, that a strong majority—65 percent, to be exact—were less than proficient. In fact, 34 percent were reading, if you can call it that, below a basic level, barely able to decipher material suitable for kids their age. Eighth-graders don’t do much better. Only 34 percent of them are proficient; 27 percent were below-basic readers. Worse, those eighth-grade numbers represent a decline from 2017 for 31 states.
…these results is that they make the highest-scoring state—Massachusetts, with 47 percent of students proficient—look like a success story rather than the mediocrity it is.
5. The findings that should really push antiracist educators [Democrats] to rethink their pedagogical assumptions are those for the nation’s black schoolchildren. Nationwide, 52 percent of black children read below basic in fourth grade. (Hispanics, at 45 percent, and Native Americans, at 50 percent, do almost as badly, but I’ll concentrate here on black students, since antiracism clearly centers on the plight of African-Americans.) The numbers in the nation’s majority-black cities are so low that they flirt with zero. In Baltimore, where 80 percent of the student body is black, 61 percent of these students are below basic; only 9 percent of fourth-graders and 10 percent of eighth-graders are reading proficiently. (The few white fourth-graders attending Charm City’s public schools score 36 points higher than their black classmates.) Detroit, the American city with the highest percentage of black residents, has the nation’s lowest fourth-grade reading scores; only 5 percent of Detroit fourth-graders scored at or above proficient. (Cleveland’s schools, also majority black, are only a few points ahead.)”
www.city-journal.org
Which is the major political party?
What, exactly, is its aim with government school????
I bet you can figure it out.
1.Once, we had the finest schools in the world. Now our children aren’t in the same league with those in other countries….and the downfall fits along side with the take-over of education by the Democrats/Leftists.
2. And while the schools were teaching real math, history and science, they never ceased to be American:
“Earlier American presidents, Republicans and Democrats alike, agreed on two basic goals: teach the newcomers English and make them Americans. The clear aim was to strengthen our national identity--to reinforce the unum in e pluribus unum--by assimilating the new arrivals into American civilization.”
http://www.aei.org/article/society-and-culture/anti-americanization/
3. Something has replaced the above:
““antiracism” teaching—some might call it Critical Race Theory (CRT) or social justice—take over the American education world with Omicron-like speed. Lesson plans, books, tips for in-class activities, discussion points, and curricula swamp the teachers’ corner of the Internet.
The proposals come from a metastasizing number of pedagogic entrepreneurs and activist groups, some savvy newcomers, some influential veterans like Black Lives Matter at School, Learning for Justice (formerly Teaching Tolerance), Teaching People’s History (the Zinn Education Project), the Racial Justice in Education Resource Guide (from the National Education Association), and, of course, the current star: the 1619 Project (the Pulitzer Center).
4. A significant number of American students are reading fluently and with understanding and are well on their way to becoming literate adults. But they are a minority. As of 2019, according to the National Association of Education Progress (NAEP), sometimes called the Nation’s Report Card, 35 percent of fourth-graders were reading at or above proficiency levels; that means, to spell it out, that a strong majority—65 percent, to be exact—were less than proficient. In fact, 34 percent were reading, if you can call it that, below a basic level, barely able to decipher material suitable for kids their age. Eighth-graders don’t do much better. Only 34 percent of them are proficient; 27 percent were below-basic readers. Worse, those eighth-grade numbers represent a decline from 2017 for 31 states.
…these results is that they make the highest-scoring state—Massachusetts, with 47 percent of students proficient—look like a success story rather than the mediocrity it is.
5. The findings that should really push antiracist educators [Democrats] to rethink their pedagogical assumptions are those for the nation’s black schoolchildren. Nationwide, 52 percent of black children read below basic in fourth grade. (Hispanics, at 45 percent, and Native Americans, at 50 percent, do almost as badly, but I’ll concentrate here on black students, since antiracism clearly centers on the plight of African-Americans.) The numbers in the nation’s majority-black cities are so low that they flirt with zero. In Baltimore, where 80 percent of the student body is black, 61 percent of these students are below basic; only 9 percent of fourth-graders and 10 percent of eighth-graders are reading proficiently. (The few white fourth-graders attending Charm City’s public schools score 36 points higher than their black classmates.) Detroit, the American city with the highest percentage of black residents, has the nation’s lowest fourth-grade reading scores; only 5 percent of Detroit fourth-graders scored at or above proficient. (Cleveland’s schools, also majority black, are only a few points ahead.)”
How Really to Be an Antiracist
There’s an old joke about a chemist, a physicist, and an economist stranded on a desert island with only a sealed can of food. The chemist and physicist each propose their own ideas about how to open the can. The punch line comes from the economist, who proffers: “First, assume a can opener.”...
www.city-journal.org
Which is the major political party?
What, exactly, is its aim with government school????
I bet you can figure it out.
