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Bye Bye, No Child Left Behind...Hello 'Excusing States for Student Abandonment'?


#1


#2

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#3

And the state of Texas is salivating at the passage of this legislation that perpetuates the privatization and corporatization of public education because it opens the door to even more ill-conceived, poorly vetted, and supremely profitable standardized testing (expensive for schools, especially those struggling financially in depressed districts and neighborhoods). The voracious greed of the hedge-fund groups investing in charter schools, testing agencies and the like has poisoned Congress and our public education system from which it may never recover. This legislation is designed for charter schools to benefit vis-Ă -vis, the section regarding the qualification/education of teachers (lowering standards so pay can be kept at bare minimums). Profit over the future of all children is criminal.


#4

How far behind was "W" when he was a child?


#5

All his primary school days were spent in elite "country day" private schools that would never flunk a child of uber-wealthy parents, which led to a future of mediocrity...especially when it came to academics. He is probably dyslexic and has any other number of undiagnosed learning disabilities that would never be recognized nor treated...as it would reflect imperfection, dontcha know. With the standardized tests of today, GWB would not attain a passing grade...to be sure.:unamused:


#6

"Subpart 12—Educational, Cultural,
Apprenticeship, and Exchange Programs for Alaska Natives, Native
Hawaiians, and Their Historical Whaling and Trading Partners in
Massachusetts"
WTF?


#9

"Race to the top" is a euphemism for
"race-to-the-bottom."

The infamous No Child Left Behind program was another
euphemism designed to destroy our nation's educational system—on a grand scale.
That failed program encouraged teachers to teach students mainly how to take
the assessment tests. However, it did little to engage the students in
worthwhile instruction. Much of the class instruction should have been devoted
to developing their analytical and critical reasoning skills. Instead the
students are primarily being taught to mindlessly respond to certain types of
standardized tests.

Also, they are being shocked and traumatized by too many
overly complex questions for their grade levels. (Nice way to program students
to give up or settle for less loft ambitions and expectations in life.)Such
practices do little to develop the students’ intellect and social skills. You
can bet that students who attend elite private schools are not wasting their
time on such nonsense. They are being groomed to make complex decisions and
become leaders.

The elite no longer need educated masses, as they can always
bring in educated foreigners on work visas. Eventually, those immigrants will
be granted permanent resident status, and ultimately citizenship. Those workers
will not challenge or question the status quo.

There is no longer any need for a buffer between the rich
and the poor: the middle class. Consequently, the middle class is—slowly but
surely—disappearing.

The race-to-the-bottom is being further accelerated by the
millions of unauthorized immigrants and the anchor-babies. Their poor languages
skills and cultural differences combine to degrade the ability of entire
classes to successfully complete the course curriculum. Also, the additional
expense of providing remedial English and English-as-a-second-language
instruction both further handicap the educational system.

Everyone blames the different parties. It's the parents'
fault. The teachers are incompetent. It's the administrators’ fault. The
children are too lazy to learn; they watch too much television and play too
many video games. I've heard it all! The
real problems with the educational system are due to a combination of many such
interrelated and complex factors, both internal and external to the educational
system itself. However, not all of the major
causes are apparent.

Beneath the surface, there exists the hidden agenda of the
global elite. They only need chip away at
the educational infrastructure and cultural attitudes—a little at a time, here
and there. In that way, their influence is hardly noticeable. This has been
happening in slow motion, over a long period of time. Most folks only notice the
superficial symptoms of the problem, not the root causes; and, that is the way
that the elite want it. Few people take the time to do their own research, put
things in perspective, and connect the dots. It is much easier to play the
“blame game” and point fingers at that which is easily observable.

It is like very fine lines in the wall of a dam. You might
not notice them at first glance. But, over time, they get larger and larger,
until water starts seeping out. Eventually,
there is forceful break large enough to bust the dam itself; and, by then, it’s
too late to do anything about it, except take drastic action.

The elite want mostly
all education to be privatized. One way to accomplish that is to destroy the
public education system to such a degree that the citizenry cry out for any
alternate solution, even private ownership. It seems as if any government
service that has large budgets are being—slowly but surely—taken over by
private enterprise.

Previously, people would have screamed "bloody
murder" if the federal government forced the privatization of all school
systems. So, a much easier way to get the public to accept such a notion is to
"break" or destroy the existing system—from the inside out.

It is ever so easy for the ruling class to take advantage of
perceived and actual problems—by introducing solutions that do not truly
benefit the public-at-large. Instead, the proffered solutions substantially
advance any number of agendas of the power elite themselves. It is a classic
example of the Hegelian Dialectic: problem->reaction->solution
(thesis->anti-thesis->synthesis). It is a great way to persuade the
citizenry to accept something that actually is not in their best interest.

Our nation already has sold its bridges, roads, public
utilities, prisons, reservoirs and water treatment facilities, etc. Even our
military, intelligence, and security have been privatized to a great degree.
Many of those private contractors are doing jobs that were previously done by our
own enlisted personnel. Now, the government outsources so much—bringing huge
profits to the private contractors.

What else is there left to sell? Oh yeah, they still are
trying to privatize Social Security. Now, there’s a scary prospect. (Talk about
“too big to fail”!)



#10

This new spin on no child left a dime is just a ploy to bolster the re-election campaigns of the sponsoring congresscritters.


#11

Agree heartily with most, but question whether immigrants actually make much of a difference. Having taught in Nogales, Arizona, I can say that some of my best students were from homes that did not speak much English, especially as they progressed in grades.

This was before the privatization binge that we are now on. And on that, I am so with you. It's enough to make one cry. And vote Bernie. :O)


#12

From the view of child development theory, and the field of Early Childhood Education and its national association, NAEYC, our education policy in this country is tantamount to child abuse. We know so much now about cognitive, social/emotional, and physical development, their relationships to positive trusting loving human interaction and to brain development, and all the positive feedback loops that bolster each component. Our ideas about what children should be doing with their days and lives are perverted and damaging to our human potential. Children need to play (it grows the neural maps that will allow them to analyze abstract concepts later), they need to develop a positive sense of self through taking initiative and receiving encouragement for that. They need to be treated in ways that decades, centuries, of study have confirmed leads to self-actualized people who possess empathy for others and the larger world. Teachers and others who dedicate their lives to children's development should be the primary ones planning and implementing our education system. They are taught to work with families and communities so that each child's needs may be met. They are always learning and adapting (when allowed by the state). Recently great headway has been made in understanding how dual language students best learn english and their home language, and best develop the complex brain architecture that leads to positive cognitive and social development. These programs are making their way into California schools right now thanks to the commitment and hard work of thoughtful educators and child advocates.


#13

There are so many interests involved in lobbying for educational change, against 'No Child Left Behind', some for 'Every Student Succeeds Act', some for something else. All those interests have an interest in their activism; some of them have a selfish self-interest.
.
It is easy to suspect that the failing big inner city school districts, their cities and their unionized teachers are pursuing selfish self-interest. They want more money, and they don't want to be held accountable for results; failure is always someone else's fault, and it takes more money to fix it. They have become corrupt. Inner city parents perceive that, and that is one reason they are such fans of charter schools and any other escape from the failed schools of their neighborhoods. (And those alternate schools have been producing better results than the neighborhood public school, pleasing the parents and generating more support from them. Parents are beating down the doors to get their kids into them.)