MJN - That makes even more sense.
Perhaps Cuomo can point to a strategy based on something other than threats and fear that results in ACTUAL positive results (and not the ephemeral faked results of DC and Atlanta).
Too much more talk like this and we will see more and more schools adopt strategies that result in better numbers but unchanged education levels. When the test is the measure, the test will be the target, not better education.
I like MJN's idea as well (at least conceptually. I would love to see how suburban-based "reformers" would act when they are responsible for the results.)
So, what Massachusetts seems to have done is trust that teachers (and, admittedly, administrators) know how to do their jobs and accept that there are things far beyond the control of schools and teachers that can impact student achievement.
Makes too much sense. It'll never fly here.
"Warren has made a point of saying that the system is broken and that it has resisted reform. She is a strong supporter of charter schools. "
I hope she read the article about how charters have higher suspension rates. If she allows RCSD schools to behave similarly, then maybe we can have a discussion of equivalency. Until then, maybe she should support those of us who are trying to work within the system to help those less fortunate and less supported become better scholars and citizens.
The system is only as broken as those who use it (by which I of course mean students and parents). It's not like the teachers in RCSD are any less educated or dedicated; quite the opposite. The difference is the students, parents and community we work in. If she - or any politician or citizen - wish to advocate reform, how about advocating reforms where they will do the most good.
If "The results are supposed to serve as a benchmark for the Common Core curriculum as its implementation moves forward throughout the state. SED officials wanted to determine proficiency levels in reading and math."
Then teachers and administrators should, theoretically, be happy the results are going to be so low. The way we can go is up.
So... why do we oppose the tests? Because they're bad for our students. They permanently alter the structure of school to totally focus on the tests. The stress has resulted in many students literally freaking out, including my niece, who went to the doctor's with a temporary eating disorder caused by the stress over the tests.
The ability of charter schools to suspend "problem" children is equivalent to public schools', however, the ability to divest themselves permanently of problem children by tossing them back to the public system is unique to private and charter schools. This makes a HUGE difference.
As any teacher and administrator can attest, when "certain" students are absent, classes go better and the majority of students will learn better. When those kids are permanently removed from the environment, the entire school is improved. Public schools can only remove a few of those kids temporarily. They WILL be back to wreak the havoc they wreak.
If there was some way to permanently remove our worst problem children from the public schools, our scores would improve also.
Maybe not, yfgcrl, but I do know what happened because Zimmerman exercised poor judgement based on prejudice.
He had a history of calling 911 on a disproportionately high number of African-American males. His mindset was not unbiased where young African-American males are concerned; his actions defied the common-sense directions of the 911 dispatcher; he directly caused the death of Trayvon Martin.
Conjecture, maybe, but based on a solid understanding of some basic facts.
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