Yes, Bob I'd rather have that baby born here to roam in 6 acres than poached in it's natural habitat. 100K elephants were poached last year, according to some news sources. Until governmental protections are in place AND working in the countries of their natural habitats, maybe it's a good thing to have some elephants in reserve.
I happened to stop at a Walgreens drugstore on Saturday and was surprised by what I found. TUSD school clothing (t shirts, sweatshirts, hoodies and hats) bearing HS names. The tag said, "a portion of the proceeds from the sale of this item directly benefit the school).
Where would a taxpayer look to find a report of ALL the other income sources to the public schools, that we are continually told "are under funded?"
I will bet there is no answer.
The Buckmaster Show is on KVOI 1030 AM.
The entire orientation of school is built around stopping kids thinking for themselves and learning to look to authority to tell them what the right answer is, what is important, and even when they can go to the bathroom.
There are so many wonderful teachers, every one I've ever met cares deeply for the kids, but the basic model is so broken that money is the least of its problems. I'd still like to see more spending, but mainly because the teachers deserve a raise.
While I never listen to "talk radio" I am not surprised at the response a reasonable person would receive expressing any type progressive views to people with nothing to do but listen to radio shows. Talk radio is nothing but entertainment not news or an exercise in learning. I am not in education, barely made it out of high school. The Governor needs a kick in the backside and a massive out cry to call a special session of the Legislature and pay up the Court ordered money to public schools.
Waiting for the regular session of the Legislature with the political charades the leadership demonstrates and the dysfunctional members display will result in no solid accomplishment. Sneaky, tricky sweeps of funds from dedicated revenue (or what should be dedicated funds) is fraudulent budget balancing.
A special session with a narrow objective will cut down on the smoke and mirror distractions the few in control use to promote a few profiteers and payback special interests who furnish campaign funds.
To encourage more quality in the classroom and promote real academic achievement not phony test score education, send teachers to drama classes during summer recess. Teach the teachers to provide stimulating lessons, classroom involvement and dramatic experiences as part of their teaching patterns. If we can't enlist the parents in the process at least make the classroom a rewarding educational exchange for the kids.
He buried the lead! Iim not sure about the fine line between satire and libel, but it seems that any reader with even one angstrom unit of "GAYDAR" can see this is a public tiff between members of a "gay" writers circle who are jealous of each other... one writing about TV.... the other, The New Yorker's Andy Borowitz, Who crafts, what one internet pundit labeled as "damned fine writing".
"Damned fine writing" being metro sexual meta code for Andy has been Damned to hell for, what? That's the Question. What has Lucifer got on you Borowitz?
Is it being the only successful writer from an all-male writer's circle concerned with happiness, to wit, "being merry and gay". A writing group based on the movie "Elf", which has failed to garner any attention whatsoever for it's members, no buzz, no synergy, just that silly little gig for the New Yorker... A writing group for merry men,, from their bylaws, " formed to focus on happiness laced christmas-centric fare to be enjoyed by all men of good cheer anytime of the year."
David, I agree with just about everything in your last comment, and I expect we agree on 95+% of education issues. I was also a teacher for all of my lengthy career, and I worked with hundreds of other teachers and thousands of students. I worked in two states that were not right-to-work states so i was also active in the union. (I was on strike four times in my career.)
My attitudes are ...as they are for most people...shaped largely by my own experiences. I found that what took place outside classrooms (pullout programs) was largely irrelevant in impacting student outcomes. I had plenty of students who had bilingual services, speech and language therapy, special education resource help, gifted ed, physical therapy, etc... In most cases the out of classroom time was enjoyable for the kids, but not terribly productive. To me quality teaching is essentially being able to create a safe and secure environment where students can focus on their studies, knowing a variety of pedagogical approaches to help students learn at their own pace to the extent that having a class of 25+ kids allows..and helping kids learn to think for themselves.
Marty, you've clearly looked into the finance issues more carefully than I have. And you're right that TUSD gets more per student than neighboring districts, so far as I know. I simply haven't looked deeply enough into this, nor do I have the understanding of budgets I need to come up to a clear, definitive conclusion.
I think you're being overly simplistic when you say the only thing that matters is "quality teaching," but I'll bet if we went back and forth and hashed it out, our conclusions wouldn't be that far apart. Lots of it depends on the definition of the term "quality teaching." Nonetheless, as a teacher from the beginning to the end of my career, I agree that nothing is more important than that place where the rubber meets the road -- the teacher working with students in the classroom. Everything else is there to make sure that interaction is as effective as possible (Now it's me who's being overly simplistic!).
Francis, the phase you quoted from Marty's comment isn't gibberish. It's a good, concise statement of what I tried to point out in at far more length in my post, http://www.tucsonweekly.com/TheRange/archi…
The only thing I'd add to Marty's statement is that schools and school districts are scapegoated along with teachers.
".....This is scapegoating teachers in poor communities for the failure of societal institutions to work well for all children....." pray tell!!! what does this gibberish mean???
The potential problems with any standardized testing are legion. Among the biggest problems are that norm referenced tests are designed to generate a normally distributed curve of scores...NOT to measure how well students have learned the standards they were taught. Because of that they include many questions students were never taught. The tests used to assess learning on common core standards were even worse than the typical norm referenced tests because even the questions that were supposed to be easy were based on material that had often never been taught. Unless curriculum aligned with the new standards is provided to teachers and taught to students then most students will not score at the proficient level on tests aligned with the new standards.
As even Secretary of Duncan is beginning to understand...he is a slow learner and it has taken a lot of repetitions for him to get even this far...standards and the testing that goes with the standards must be properly implemented. BUT even if the tests are properly implemented the use of standardized tests as part of teacher evaluations is a flawed strategy. Unless you do what William Saunders attempted (and ultimately failed) to do and account for all the other variables not related to teaching (poverty, dysfunctional families, homelessness, etc...) to get a more or less correct picture of the "value each teacher adds" to the education of students then the scores students achieve are not connected enough to the quality of teaching to assess any teachers. Without an accurate "value added" formula all the use of tests as part of teacher evaluations will show is the erroneous result that middle class kids are predominantly being taught by great teachers and poor and minority kids are taught by mediocre (or worse) teachers. That is the real problem with Duncan's approach that teachers figured out long before their unions did. This is not accountability. This is scapegoating teachers in poor communities for the failure of societal institutions to work well for all children.
David, You need to do yourself a favor and download the most current report on school district spending by the Arizona Auditor General. Checking the audited numbers in this document would give you the information to correctly answer school finance questions and not speak as if all districts got the same level of funding. The fact is that TUSD...in the most recent report, took in more than $1700 more PER PUPIL than Vail ($8,421 per pupil versus $6,695 per pupil.) TUSD took in more than $1600 more PER PUPIL than Sunnyside, ($8,421 versus $6,759) another district with a high percentage of poor and minority students.
You must have at least a nodding acquaintance with the research on what school factors make a real difference in student learning. That research is clear that the ONLY school factor that makes a significant difference is quality teaching. No program, no administrator, no curricular choices, no particular set of standards...in short, nothing that schools provide except for quality teaching...makes a difference for student learning. It is inexcusable for TUSD...which gets so much more money PER PUPIL than other local districts AND enjoys huge economies of scale spends less than half its revenues in the classroom. TUSD only spent 49.2% of its revenues in the classroom. A lot of the money that should have gone to the classroom went to administration. TUSD spent 10.2% of its revenues on educational bureaucracy. This was much more than other districts in its size category. By contrast, Vail spent 56% of its revenues in the classroom. BTW, this report has the percent spent in the classroom for every district in the state.
Having said all of that, I would argue that if the state legislature really wants to get more bang for its education dollar...and not just shortchange traditional public schools to be able to give extras to charter schools and divert more public money to private schools...then the best thing the legislature could do is to increase state funding for all public schools in accordance with the voter approved initiative AND require that districts spend no less than 55% of their total revenues in the classroom where it will actually make a difference for student learning.
Mr. Spanier: Our System of Public Education at the Local Level is in CRISIS! We need to hold Local Systems accountable. Standardized Testing, like Common Core, will do exactly that.....we need to implement rigorous Academic and Behavioral Standards, otherwise the slid downhill will continue!!
The problems with Francis' comments include the fact that Common Core standardized tests are not administered in every grade level or subject area. In fact, only two subject matters are measured and only in two grades each year. Additionally, more states are dropping the Common Core Standards and developing their own tests making comparisons between states problematic. More importantly the tests have not and cannot now be evaluated using the accepted criteria for assessing tests, reliability and validity. Add to this the fact that there are no common standards for the curriculum, the mode of instruction or teacher training and professional development and you have the perfect storm guaranteeing another decade of floundering.
Finally, think through the ramifications of completely reorganizing the administrative and teaching staff of schools failing to achieve at least a passing grade on the Common Core tests. In many cities this equals more than half the schools. End game? Increasing numbers of schools judged too poor to continue educating students. Increasing numbers of teachers leaving the profession and decreasing numbers of aspiring teachers changing their plans and entering other degree programs. Finally, and more importantly, tens or hundreds of thousands of students will be caught in the quicksand of shifting priorities, instructional methodologies and a decimated curriculum (no testing in the arts, foreign languages or history) throughout their public school lives.
The accountability end game relies on district and state interventions in "turning schools around." Given the resources available at those levels, especially in the poorest districts and states, the result will be systemic breakdown. Ask yourself, who are the school improvement interventionists at the district and state levels and how prepared are they to turn around anything but the swivel chairs in the offices of the bureaucracies they inhabit?
US education faces many serious issues but the Common Core Standards married to accountability schemes represents a cure far worse than the disease.
How are they supposed to pay this "right now"?
Standardized Testing, at every Grade Level/Subject, in our Public School System is necessary because of the heterogeneity of Instructional Programs of Schools and Classroom Teachers. We need an objective measure that indicates that our Students are being taught properly. This is the sole function of Standardized Testing and the necessity for their existence.
We have lost, as a Nation (particularly here in Arizona), an understanding of the fundamental importance of Education for the long term survival of our Democracy. In his first Annual Address to Congress on January 8, 1790, President Washington said that Education was “the security of a free Constitution”…that, through Education a free people would know and value “their own rights”…..and would be able “to discriminate the spirit of liberty from that of licentiousness”.
The Common Core Standards will highlight those States/School Systems/ Schools that have a viable/productive Public Secondary System and those that do not so that corrective measures can be taken; if necessary via a complete reorganization of the Administrative and Instructional Staff.
Is everything now racism? It sure squelches the discussion.
Well, life isn't always wonderful, and just because you're wealthy, doesn't mean you are perfect. For many children of the 70s, Lisa Frank symbolizes our childhood. I don't understand, if the images can still be printed, why a PR firm doesn't go in and re-vamp the company. A lying, cheating husband is enough to make any woman crazy. Maybe she just doesn't have the heart to try anymore. Maybe there's no one to help get it back together. Maybe she trusts no one, so does nothing about it but let it sit. How sad, I thought the company was gone, then saw products on shelves. I started looking it up and found this. I'd get things going again, hear me Lisa Frank? If you get a wild hair and decide to give it a go, I'd work there, in a second. You still have people out here that love what you do, and there isn't anything even close to Lisa Frank. Oh how I long to see the spools of stickers again!
Fantastic -- and quite hilarious -- accounting of your experiences Mr. Thompson. If your predicted recidivism results in another burst of literary brilliance, then I'm all for it. To the posters: this is literature, not a blog. Who are you all to tell him how to live his life? You know him? You care about him? Leave him the hell alone with your unwarranted attacks and unnecessary sympathies; comment on the writing, the subject, not the author. Contrary to your beliefs, not everything relates back to you. Please keep writing, sober or not.
TUSD balances its budget on the backs of children every day. You have made no comments about the fact that the superintendent's cabinet received 5 figure bonuses in their contracts. Couldn't that money be spent directly on the classroom? What's your position on the salary structure in TUSD? Do the exorbitant salaries paid out to central office administrators take money out of the classroom? Who was impacted the most by the economic downturn? It wasn't central office administration, it was students, teachers, and classified staff members. The truth is those salaries and that kind of misappropriation of funds robs children everyday. No bonus should ever be paid out to anyone while students are without adequate resources to educate them first. Why aren't you criticizing the TUSD governing board and leadership for this?
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