Thursday, May 31, 2012

Questions DOE educators are afraid to ask?

Those who have opinions on education are divided into several groups:
          1.  Those who intentionally want to maintain the same students in the subclass
          2.  Those who need to maintain the same students in the subclass in order to have someone to save
          3.  Those who don't have the courage to stand for needed changes
          $.  The small minority that care about kids and are ready for action
See how many at the DOE can answer these questions without lying.
What is the fundamental purpose of education?
          Is it primarily for the purpose of screening kids for college?
          Is it primarily for the purpose of preparing kids for their future?
Do letter grades tell what a child has learned?
          If someone passes with a D-, have they achieved sufficient knowledge?
          If students get straight “A’s” have they been challenged?
If a child is on the 6th grade level in reading, 4th grade level in math, what grade should she/he be in?
          Are grade levels mute?
Do all kids blossom at the same time?
          Are kids made to feel stupid and pushed out of school if they blossom slower?
          Are kids held back if they blossom faster?
Do parents matter as the childs first and best teacher?
          Is parent input taken seriously or just for show?
          Are parents treated ike a well respected customer?
Are schools accurately judged based on the number of students who achieve grade level proficiency?
          If we have a range from severe special needs kids to extreme genius and all levels in between how can we continue to insist they score the same on a test?
          Is it more important when kids learn than that they learn?
          Is it more important who wins or who learns?
Do all students spend their entire educational lives in one school?
          If not, is their current school accurately judged based on the number of students who achieve grade     level proficiency when they enter from different places at different levels?
What responsibility does the student’s former school have for their progress?
          Should schools be judged based on the individual improvement of their students?
          Can individual improvement be determined by a test?
If a student scores on the pre-primer level in reading on the state standardized test, 5th grade level on a computerized test and 7th grade level on a "one on one" test, what is his/her real level?
          Are standardized tests accurate for all students?
          Is the purpose of a skill level test to rank kids?
          Is the purpose of a skill level test to provide information to the teacher?
Do all kids learn and demonstrate learning in the same way? 
          Do kids learn better by listening and following or by doing and leading?
          Will kids learn better if the lesson relates to their current culture?
          Will kids learn better in the classroom or in the community?
          If students are not good test takers are they stupid?
Does the current pass fail system force kids out of school?
          Do kids learn from failure or fail from failure?
How do all students know whether or not they will be inspired by skills required of high level jobs?
          Will kids who appear to have low skills, display high skills if inspired by jobs requiring high level skills?
          Are all kids allowed this opportunity without fear of failure?
          Should kids have to earn the right to experience high level skilled jobs?
Are the same skills needed for a student to score high on a test as for them to truly learn?
          When taking a high stakes test do we search our brains for knowledge or the best way to score high?
How can we assure every student has a pathway to success?
          Should public schools serve all of the public students or just the best learners?
          Should there be an IEP (MAP My Action Plan) for every one?
Should we change the Slavery Based Education System or continue to force the same kids into a lifetime of poverty?

The solution is all over this website and in our books!

Thursday, March 22, 2012

Slavery based system of education

After all these years it has become abundantly clear that education in this country has become successful beyond all expectations.  Let's go back in history for a better understanding.  In the late 18th century Thomas Jefferson developed the structural design for what is now the system of education.  He stated the purpose quite clearly.  "Raking a few geniuses from the rubbish".  Developed during slavery, in their minds some children didn't rise to the level of rubbish.  Under that system, the "geniuses" went to college and the rest worked the jobs of their parents.  Those jobs could be anything from a blacksmith to a slave.  And for that we are proud?  I don't think so.  

Eventually slavery was abolished which simply meant that those in power would have to find creative ways to keep a people down.  This effort, in education, was successful until the early1900's when the "Gary plan" was developed.  This plan attempted to divert from the slavery philosophy by allowing more diversity and more hands on learning.  As this began to show success around the country, it was inevitable that it had to be stopped.  The concept of everyone learning was scarry to those in power. The thought of leaving slavery behind was intolerable.  Around 1920 the mayor of New York City quashed any hopes of fairness and reverted to the original basic philosophy eventually adding the standardized style of testing to assure the upper class was well protected.

As time marched on, more and more young people were enrolled in mainstream education.  In the 60's integration added students while in the 70's special education laws made it possible for a whole new group of students to be serviced.  And eventually the No Child Left Behind act was passed.  For the first time in the history of this country, we finally had thoughts about serving all children.  Think about it, never before have we made an effort to serve all.  However, there was a small problem.  We tried to serve all in a system that was never designed for that purpose.  Adding the artificial test as the main component, it was a disaster.  Although many changes in the school population had occured, the only thing that remained the same was the slavery based education system.  (SBES)

The SBES had many problems but most notable were two.  First, students were taught in a singular, teach to the test manner, to assure the "book learned" students would thrive.  Unlike the Gary plan, making learning real was not acceptable.  And second, again to assure success for the "book learned" students, it was mandated that every student learn at the same time the test was given.  No consideration was given to the reality that students blossom at different times.  We never know when genius will unfold so an effort was made to push students out of school, with an archaic failure system, before they had a chance to show their real talents.  This is not only unethical, it is immoral.

But how do we push kids out of school?  Conventional wisdom holds the high stakes test responsible for student failure.  However, throughout most states that test is merely used to fail schools and teachers.  The reality is that kids are not retained in 5th grade because of the test.  The test is actually meaningless in most states.  Then why are so many pushed out of school?  They are pushed out by the Slavery Based Education System and here's how it's done.  Kids who blossom slower fail the chapter tests.  Upon failing those tests, they move on to the next unit without gaining needed knowledge.  This continues until they finish the year and are failed back to the begtinning only to start over again.  When they get far enough behind, they give up and are pushed out of school.  And to resolve this, many just pushed kids forward with a D-,  This is even worse because children graduate with no usable knowledge.

Who blossoms slower and why?  Kids who have roadblocks put in the way of learning are often the victims. Children aflicted with childhood stress, for example, have brains that literally work slower and therefore are slower learning  This leads to failure, which leads to no high school diploma which leads to families struggling to survive..  So kids are pushed out by inconsistant letter grades, inflexible time lines artificial learning into a non ending cycle that is seldom broken.    

The results of the current education system leaves no doubt that the SBES philosophy has not only continued but has flourished.  And how do we respond to this in the 21st century?  When we talk about students being proficient, we are not talking about scoring on a range of a standardized test, we are talking about every one being "proficient" at the same time the test is given.  Every child must be in robotic sameness or they are made to feel stupid.  Here's a news flash, simply because students blossom later does not mean they are stupid.  Never again should we treat children in that manner.

In todays education we chase our tails trying to fit all students into a standardized box full of word games and math riddles.  And we wonder why we fail students.  But wait a minute.  We fail students but we don't fail the original purpose of education.  We have succeeded in raking a few geniuses from the "rubbish" and throwing the "rubbish" out into the street.  And for that we are proud?  Kids are not rubbish and it's time we quit  treating them as such.