Posts Tagged ‘Education Reform’

College students do not know . . . fractions?

Sunday, May 22nd, 2011

                                                                                                                                                                                                     So I was shocked to hear from a friend that college students in the math class her son teaches at the University of Washington do not know  . . .   fractions

Without these how could a student score high enough on the SAT math exam to get into the university?  How could an eighteen or nineteen year old not know how to convert 2/3 to a decimal?   How could these kids who probably had some part-time job be so innumerate?  Would parents not be aware and sit their teen-ager down and teach him or her basic  math skills necessary for survival? 

Parents see the C’s, D’s and F’s in math on elementary, middle and high school report cards.  Your child is failing math?  It is your responsibility is to sit down and teach your son or daughter basic math skills.  Without these, your child is doomed to struggle in school.

You can’t be a responsible, functioning adult without basic math skills. Math skills are a requisite for any number of rewarding careers.  You can’t be an architect, engineer or a financial whiz without knowing how to compute fractions, decimals and percentages.  You can’t manage a household budget or do smart comparision shopping without basic math skills.  You can’t be a good parent without these.

Parents,  invest in your child’s early years.  A third grader who knows his/her times tables and knows how to read (and hopefully enjoys reading because YOU love to read) will most likely graduate from high school.  Competent third graders become competent high school students.   Parents, it is up to you to instill a love of learning and ensure your child’s success in school.  A parent is a child’s first and primary teacher.

Image borrowed from questgarden.com.

The Parent Trigger? Parents of children in failing schools are no longer “waiting for superman”

Thursday, November 18th, 2010

Saturday, The Wall Street Journal had an op-ed piece by David Feith on “The Radical School Reform Law You’ve Never Heard Of.”  Apparently, some parents of children in failing schools in Califronia are no longer waiting for superman but, in fact, have become superman.  Perhaps a more apt image would be Dirty Harry in that these parents advocate “pulling the trigger” on failing schools.  In Los Angeles, where a high school student has only a 50% chance of graduating and a 10% chance of going to college, it is hardly surprising that an activist group called Parent Revolution is demanding reform.  If 51% of parents sign a petition, they can force administrative changes, invite a charter school to take over the school or shut it down.  Amazing . . .

Thousands of parents have already pulled the “parent trigger” by opting out of the public education system to homeschool.  At homeschool fairs, I’ve met hundreds of parents who in order to “save” their children had to withdraw them from the public schools.  Some are parents of special needs children whose needs were not attended to, some are African-American parents who do not want their children particularly their sons “socialized” by their public school peers and others are parents who are fed up with the bureaucracy.

Go to a homeschool curriculum fair and you will be surprised by children who are genuinely interested in learning and unfailingly polite to adults.  Is it because these children spend more time with adults or because their teacher-parent devotes one-on-one quality time with them?  A homeschool parent knows if his or her child is falling behind in math or reading or acting out in class and can remedy the situation.  We need to replicate the homeschool experience by having classes with fewer students and weeding out those who are hell-bent on not learning and thus keeping others from learning and making a teacher’s life impossible.  Another benefit:  homeschooling gives families great flexibility in scheduling extracurricular activities such as sports or music lessons, visiting museums or taking family vacations. 

The assumption is that homeschool families are typically middle-class and can afford to homeschool.  That is not the case.  Many families struggle to get by and still homeschool.  They feel the material sacrifice is well worth it.  I doubt that in their home, their children have a “50% chance of not graduating from high school and a 10% chance of attending college” as David Feith states is the case for the average student in Los Angeles.

I applaud the parents of the Parent Revolution.  It is time the public school system made our day by being accountable and putting the needs of children ahead of their own.

To read the article, go to:  online.wsj.com/…/SB10001424052748704462704575609781273579228.html

Should we be funding mediocrity? Rating teacher effectiveness

Wednesday, October 27th, 2010

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The documentary, Waiting for Superman, has put the the failure of our educational system under a scorching spotlight and ignited a debate between those who defend the status quo (largely the teachers union) and those (parents and taxpayers) who are frustrated with the desultory return on their tax dollar.   Adding fuel to the fire, The Los Angeles Times published evaluations of  6,000 city school teachers.  These evaluations were based on how well each teacher’s students performed on standardized tests. Included in the evaluation was a “value added” analysis that factors in where students started at the beginning of the school year and tracks their progress in subsequent years.  Within hours of being posted on the Times website, over 200,000 had viewed  the database.  Not surprisingly, the teachers union objected to the publication of this database saying it was unreliable measure of a teacher’s effectiveness. No one is arguing that this should be the sole criterion for gauging a teacher’s effectiveness but it should be one of the criteria. 

Los Angeles spends $30,000 per pupil .  Education accounts for 40% of the state budget.  However, the graduation rate is a dismal 40%.  Are our high schools “factories for failure” as one principal in Waiting for Superman claims?   Consider that almost 60% of Los Angeles high school students did NOT graduate yet only 2% of LA Unified teachers are denied tenure.  Doesn’t this discrepancy astound you?  Sixty out of 100 students don’t graduate but only two out of 100 teachers are dismissed.  Something is wrong with this ratio.  I applaud The LA Times for publishing this database.  Other city papers will follow suit and meaningful education reform will ensue.

                                    [Image from blogs.babble.com]

A Teacher’s Perspective

Sunday, October 24th, 2010

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A friend sent this email:

After being interviewed by the school administration, the prospective teacher said:   ‘Let me see if I’ve got this right.  You want me to go into that room with all those kids, correct their disruptive behavior, observe them for signs of abuse, monitor their dress habits, censor their T-shirt messages, and instill in them a love for learning.  You want me to check their backpacks for weapons, wage war on drugs and sexually transmitted diseases, and raise their sense of self esteem and personal pride.  You want me to teach them patriotism and good citizenship, sportsmanship and fair play, and how to register to vote, balance a checkbook, and apply for a job. You want me to check their heads for lice, recognize signs of antisocial behavior, and make sure they all pass the final exams.  You also want me to provide them with an equal education regardless of their handicaps, and communicate regularly with their parents in English, Spanish or any other language by email, telephone, newsletter, and report card.  You want me to do all this with a piece of chalk, a blackboard, a bulletin board, a few books, a big smile, and a starting salary that qualifies me for a supermarket position?“ 

My commentary:

Let’s help our teachers by promoting the best and compensating them well.   Let’s make it easier for truly gifted individuals to enter the teaching profession.  Why is it a teacher must have a teacher’s credential to teach high school English and yet that same individual can teach freshman English at our top universities as a TA with two-weeks of instruction and yearlong mentoring?  Why not do the same in our K-12 program?  Let’s bring the BEST and the BRIGHTEST into our classroom?

                          (Image above from blogs.babble.com)