On Sun, 8 Feb 1998, Bert Cross wrote:
> I have always believed that free public education was the very
> foundation of a free and democratic society. I still do.
I concur, but I believe some competition must be introduced to restore
some competence. Charter schools may be the path. The monopolistic
public schools preclude any real choice (as exists at post-HS level).
My public school education (1950s, Lincoln, Nebraska) was quite good, I
believe, so I was unprepared for the deterioration which has occurred in
recent decades. (Read Philip K. Howard's The Death of Common Sense for
numerous additional examples.)
> "bizarre philosophies that are counterproductive"="social promotion"
Do you believe in passing pupils who cannot read? It happens in Moscow.
A HS science teacher told me he didn't discover one instance until the
first test, as the larger class sizes precluded his usual assignment/quiz
sequence. How does someone achieve 10th grade as an illiterate? What
does this teach the other pupils, who are keenly aware of it?
A Moscow GT teacher told me Idaho state policy forbids failing any student
before the 9th grade, without the permission of the parent; therefore, the
local district must accept this situation. Poppycock. I phoned the Boise
Board of Education office and (after three transfers) found an authority
who stated, "That's a local policy. The state has no policy on that."
When I reported this to the Moscow teacher, she was astonished, saying she
had taught in other Idaho districts, and had been given the same line.
Why do grade schools forbid take-home work before 3rd grade? It's a local
policy, and a 2nd grade teacher who tried to slip a little involvement
with her pupils' learning was almost ostracized by her colleagues. A
Washington superintendent (small district) told me his school starts
"homework" at second-grade, by having each student carry home a blank
paper, then bringing it back the next day with a parent's signature.
They're building the correct habits. Moscow is not.
> "CYA attitudes that preclude rational discipline (I don't know what CYA
> means)," "appalling practices of the schools,"
CYA means "Cover your ass," as in, don't be concerned about the result of
your decision except as how it might reflect on your career. Also, don't
do anything that may precipitate a lawsuit, as we cannot afford them.
Heck, we can't afford the lack of social skills and rudimentary upbringing
which must be enforced at public schools.
I was in MJHS 4 years ago when a pupil entered a classroom with his ghetto
blaster booming. The teacher (who was working at the computer with me)
politely asked the pupil to turn it down, and he snarled back, "It ain't
too loud." My friend, a retired Navy CPO, spun into his face and snapped,
"What!" at which point the kid came unglued. When I asked my 7th-grade
son about school policy on radios, he responded some teachers didn't allow
them into the classroom. SOME! Who's running this zoo?
This is the same JHS which featured lots of cheerleaders and
extra-curricular activity at the new-student-orientation, but never said
word one about academics and expectations.
The sad fact it, pupils knows their "rights" and use behavior and language
which is incompatible with a productive educational environment, too much
of the time. Our national mantra of "all children are created equal" is
preventing the natural division of children into appropriate channels [now
I'll get the tracking opponents on my back].
> "the idiocy we are witnessing,"
When I served on a district History textbook selection committee about
1983, I was amazed at the procedures for selecting and procuring new
texts. After reading several samples, I suggested none were worth the
money being spent. I even heard one publisher's rep state, "Moscow has a
Mercer Island problem; your students are better than the norm, so no one
has texts for you." It was a year or two later when the California
Textbook Selection board judged all submissions to be inadequate.
I also inquired of several elementary teachers about the textbooks which
had been selected by committee. Many pointed to unused new books on a
back shelf. The teachers had many discouraging stories to relate. But no
sense could prevail against the juggernaut of text buying mentality.
> These are pretty inflammatory accusations without supporting evidence.
I could relate many more instances, from my years on the Lena Whitmore
Parent's Advisory Board, and my conversations with teachers,
administrators and board members. However, this gives you an idea.
> "Local media have ignored or disguised this unfortunate situation."
I've excerpted a couple paragraphs from a letter I wrote to the Daily
News. No response was ever received.
>From rcp@uidaho.edu Mon Mar 31 1997
Did the DN make any mention of Willard Daggett's presentation to the
Moscow teachers? Had I not happened onto the channel 8 telecast, I would
have been unaware of it. This could have huge ramifications; how about
some periodic follow-up articles?
The 1987 coverage of the school teacher strike was abysmal. No
perspective was provided from other districts and their policies. All
the local reporters did was parrot back the (mis)statements of the
participants. That is lazy reporting.
The May 17, 1995 reporting of student scores was a textbook example of
How-to-Lie-with-Statistics. The headline put a positive spin on classes
which are 14% and 28% proficient (buried in prose on page 3A).
Was it just coincidence this "news" was trumpeted the day AFTER the school
bond levies?
Are you contributing to the problem?
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> I'm not about to give up on public education. It always needs improvement,
> but you don't improve something by deserting it.
I'm willing to be convinced public education can be resurrected, but it
will be a hard sell. I've heard too many administrators start mumbling
when I challenge some assertion about state or federal requirements. They
are in classic CYA posture.
I welcome the opportunity to continue this discussion.
Robert Probasco rcp@uidaho.edu