Public schools are a woke joke
- Thread starter Diogenes
- Start date
Dont tell me what to do....you get your life to manage and only your live....stay the fuck away from mine.
AProudLefty
Black Kitty Ain't Happy
Dude you are feeding the troll.
Just as with the failed universities they added many many many bureaucrats....which are mostly Death Cult apparatchiks, to keep the schools on their new missions.
Diogenes
You have insufficient privileges to post facts
Trillions in tax dollars to the teachers unions, and this is what we get?
Faced with soaring Ds and Fs, schools are ditching the old way of grading
A few years ago, high school teacher Joshua Moreno got fed up with his grading system, which had become a points game.
Some students accumulated so many points early on that by the end of the term they knew they didn’t need to do more work and could still get an A. Others — often those who had to work or care for family members after school — would fail to turn in their homework and fall so far behind that they would just stop trying.
“It was literally inequitable,” he said. “As a teacher you get frustrated because what you signed up for was for students to learn. And it just ended up being a conversation about points all the time.”
These days, the Alhambra High School English teacher has done away with points entirely. He no longer gives students homework and gives them multiple opportunities to improve essays and classwork. The goal is to base grades on what students are learning, and remove behavior, deadlines and how much work they do from the equation.
The changes Moreno embraced are part of a growing trend in which educators are moving away from traditional point-driven grading systems, aiming to close large academic gaps among racial, ethnic and economic groups. The trend was accelerated by the pandemic and school closures that caused troubling increases in Ds and Fs across the country and by calls to examine the role of institutionalized racism in schools in the aftermath of the murder of George Floyd by a police officer.
Los Angeles and San Diego Unified — the state’s two largest school districts, with some 660,000 students combined — have recently directed teachers to base academic grades on whether students have learned what was expected of them during a course — and not penalize them for behavior, work habits and missed deadlines. The policies encourage teachers to give students opportunities to revise essays or retake tests to show that they have met learning goals, rather than enforcing hard deadlines.
“It’s teaching students that failure is a part of learning. We fall. We get back up. We learn from the feedback that we get,” said Alison Yoshimoto-Towery, L.A. Unified’s chief academic officer.
Traditional grading has often been used to “justify and to provide unequal educational opportunities based on a student’s race or class,” said a letter sent by Yoshimoto-Towery and Pedro A. Garcia, senior executive director of the division of instruction, to principals last month.
“By continuing to use century-old grading practices, we inadvertently perpetuate achievement and opportunity gaps, rewarding our most privileged students and punishing those who are not,” their letter said, quoting educational grading consultant Joe Feldman.
The urgent need for change became painfully apparent during pandemic-forced school closures as educators grappled with how to fairly grade students living through an unprecedented disruption to their education. Some of the challenges that students faced were unique to the pandemic. Others had long been present and were more visible.
Suddenly, teachers had an inside view of the crowded home conditions of some low-income students. They saw how some teenagers were caring for younger siblings while trying to do their own work and witnessed the impact of the digital divide as students with spotty internet access struggled to log on to class.
“The COVID pandemic just highlighted across the nation a trend of looking at the inequities in learning circumstances for students,” said Carol Alexander, director of A-G intervention and support for L.A. Unified. “But those different circumstances of learning have always been present.”
Feldman, a former teacher and administrator who wrote the book “Grading for Equity,” had been working for several years with school districts across the country as they reconsidered grading policies. In October and November of the 2020-21 academic school year, he suddenly found himself fielding a “tidal wave” of calls from districts, as teachers issued progress reports and realized that Ds and Fs were skyrocketing.
“Our traditional grading practices have always harmed our traditionally under-served students,” Feldman said. “But now because the number of students being harmed was so much greater, it got people more aware of it and ready to tackle this issue.”
Several school districts across California, reflecting a diversity of demographics, are taking steps toward revising grading with an eye toward equity. Some have formally adopted new policies while others are offering training and support for teachers who want to grade differently.
Last year, West Contra Costa Unified, which is majority Latino, issued a memo encouraging secondary teachers to give students a five-day grace period to turn in work and eliminate zeroes in grade books.
Placer Union High School District, where a majority of students are white, has directed teachers to base grades on “valid evidence of a student’s content knowledge and not...on evidence that is likely to be influenced by a teacher’s implicit bias nor reflect a student’s circumstances.”
In Los Angeles, the district had begun to train teachers on practices including basing grades on whether students are meeting academic standards. But when faced with a flood of Ds and Fs during school closures, officials quickly moved to change policy , giving students additional time to make up work.
A recent L.A. Times analysis of L.A. Unified’s assessment and grade data showed how grades fell significantly during school closures for students in Los Angeles. The gap in grades that existed before the pandemic between Black and Latino students and white and Asian counterparts widened to as much as 21 percentage points.
There were also significant gaps in the rate of students meeting University of California and California State University admissions requirements, which say students must complete certain courses with a C or better. During the 2018-19 school year, about 59% of students met the requirements. For the class of 2022, about 46% of students are on track to meet the requirements — with a gap of 17 percentage points or more between Black and Latino students and white and Asian students. Officials have said they expect more seniors will meet the requirements before the end of the school year.
Despite the broad decline in grades, educators said the pandemic also showed how giving students extra opportunities led many to improve their marks. In the fall of the 2020-21 school year, after the district directed teachers to give students several extra weeks to make up their work, almost 15,000 grades were improved.
In the recent guidance, teachers were directed to base final academic grades on the “level of learning demonstrated in the quality of work, not the quantity of work completed” and mastery of standards.
“Just because I did not answer a test question correctly today doesn’t mean I don’t have the capacity to learn it tomorrow and retake a test,” Yoshimoto-Towery said. “Equitable grading practices align with the understanding that as people we learn at different rates and in different ways and we need multiple opportunities to do so.”
The district’s guidance says academic grades should not be based on attendance, including unexcused absences, late work, engagement or behavior, which can be reflected in separate “citizenship” or “work habits” marks that do not count toward a student’s GPA.
Students earning Ds and Fs should also have the opportunity to take an incomplete grade in order to have extra time to improve their grade or retake the course for a better grade or credit recovery.
Gary Garcia, principal at John Marshall High School in Los Feliz, said many teachers have been moving toward more equitable grading practices for years. But shifting away from traditional grading to basing grades on whether students have mastered standards is not easy.
“It is a heavy lift, which is difficult in this pandemic time with the challenges teachers face,” Garcia said. “But, I think over time, over the next few years, we’ll see more and more schools adopting mastery grading and learning.”
Gavin Tierney, an assistant professor in the Department of Secondary Education at Cal State Fullerton, who teaches aspiring educators on equitably assessing students, agreed that asking teachers to fundamentally change their approach to grading — which often replicates what they experienced in school — requires more training and support.
“It’s hard work to rethink how we are assessing and grading on a deep level,” Tierney said. “We can’t just say to teachers, ‘do this work.’ Because they’re trying to just figure out how to get through a lesson a lot of times.”
In San Diego, district officials said they were compelled to make changes following calls for social justice in the aftermath of Floyd’s death and the pandemic’s exposure of long-existing racial inequities.
“Our goal should not simply be to re-create the system in place before March 13, 2020. Rather, we should seek to reopen as a better system, one focused on rooting out systemic racism in our society,” the board declared last summer.
Similar to Los Angeles, the San Diego changes include giving students opportunities to revise work and re-do tests. Teachers are to remove factors such as behavior, punctuality, effort and work habits from academic grades and shift them to a student’s “citizenship” grade, which is often factored into sports and extra-curricular eligibility, said Nicole DeWitt, executive director in the district’s office of leadership and learning.
Frederick M. Hess, director of education policy studies at the American Enterprise Institute, a conservative think tank, said he thinks some of the changes seem sensible — like giving students a chance to retake tests. But he’s skeptical of others, including removing deadlines and behavior from academic grades.
“The questions that are getting asked here are certainly worth asking,” Hess said. “My concern is that by calling certain practices equitable and suggesting they are the right ones, what we risk doing is creating systems in which we tell kids it’s OK to turn in your work late. That deadlines don’t matter... And I don’t think this sets kids up for successful careers or citizenship.”
Thomas Guskey, author of “On Your Mark: Challenging the Conventions of Grading and Reporting,” said the United States lags behind other countries in modernizing grading.
In Canada, for example, it’s common for students to receive separate grades for academic achievement, participation, punctuality and effort. That makes each mark more meaningful than a grade that is a hodgepodge of factors that can vary from teacher to teacher.
“We in the United States are more bound by tradition in grading than any other developed nation in the world,” Guskey said. Grading reform is not about watering down expectations; it’s about ensuring that grades are meaningful and fair, he said.
“I want us to honor excellence,” Guskey said. “I just want it done in ways that are defensible and not really pitting one kid against the other.”
Faced with soaring Ds and Fs, schools are ditching the old way of grading
Pandemic-forced school closures revealed how grade-point systems hurt disadvantaged children, prompting educators to look for ways to bring equity to grading.
www.latimes.com
I used to hardly ever use the “groan” feature before it disappeared. I’ll improvise on this thread.
****Groan****
****Groan****
AProudLefty
Black Kitty Ain't Happy
Where does he find the time?
AProudLefty
Black Kitty Ain't Happy
It's how everyone feel with his trolling.
Diogenes
You have insufficient privileges to post facts
When the Common Core State Standards Initiative was rolled out with bipartisan support in 2010, more than 40 states signed on.
The plan was one of the most ambitious education reform efforts in American history; it detailed not only what schoolchildren in grades K-12 would learn in English language arts and math, but how they would learn. “We are being outpaced by other nations,” Obama said in a 2009 speech. “It’s not that their kids are any smarter than ours—it’s that they are being smarter about how to educate their children.”
In December 2019, the damning results came out from the Program for International Student Assessment (PISA), which compares the United States’ ranking to other countries every three years.
It showed that despite tens of billions of dollars being spent, academic performance by American 15-year-olds was stagnant overall: slightly above students from peer nations in reading, but below the middle of the pack in math, with a widening achievement gap between high and low performers.
About 20 percent of American 15-year-olds could not read at the level expected of a 10-year-old.
The average eighth-grade reading score declined in more than half of all 50 states, and the average score in fourth-grade reading declined in 17 states. Math scores remained relatively flat overall.
Though Obama did not create the program, he did offer gobs of funding to states that adopted it.
Some of the questions in the PISA exam tested students’ ability to distinguish between fact and opinion. Just 13.5 percent of US 15-year-olds could reliably do so—a shockingly low number.
therivernewsroom.com
The plan was one of the most ambitious education reform efforts in American history; it detailed not only what schoolchildren in grades K-12 would learn in English language arts and math, but how they would learn. “We are being outpaced by other nations,” Obama said in a 2009 speech. “It’s not that their kids are any smarter than ours—it’s that they are being smarter about how to educate their children.”
In December 2019, the damning results came out from the Program for International Student Assessment (PISA), which compares the United States’ ranking to other countries every three years.
It showed that despite tens of billions of dollars being spent, academic performance by American 15-year-olds was stagnant overall: slightly above students from peer nations in reading, but below the middle of the pack in math, with a widening achievement gap between high and low performers.
About 20 percent of American 15-year-olds could not read at the level expected of a 10-year-old.
The average eighth-grade reading score declined in more than half of all 50 states, and the average score in fourth-grade reading declined in 17 states. Math scores remained relatively flat overall.
Though Obama did not create the program, he did offer gobs of funding to states that adopted it.
Some of the questions in the PISA exam tested students’ ability to distinguish between fact and opinion. Just 13.5 percent of US 15-year-olds could reliably do so—a shockingly low number.
Why Is American Education Declining?
A decade after Common Core was implemented, sobering new results indicate that students aren’t faring better.
Diogenes
You have insufficient privileges to post facts
Is anything inaccurate?
Diogenes
You have insufficient privileges to post facts
Now, where was I?
Oh, yeah.
U.S. students' math skills have remained stagnant for decades.
This means they are behind many other countries, such as Japan, Poland, and Ireland, which have greatly improved.
U.S. test scores are below the global average.
The Program for International Student Assessment tests 15-year-old students around the world and is administered by the Organization for Economic Cooperation and Development.
In 2018, when the test was administered, the U.S. placed 11th out of 79 countries in science.
It did worse in math, ranking 30th.
These low scores mean that U.S. students are not be as prepared to take high-paying computer and engineering jobs, which often go to foreign workers.
While Silicon Valley is America's high-tech innovation center, one reason for its success is its foreign-born software engineers.
Many companies simply outsource their tech jobs overseas.
The result, however, is the same: There are fewer high-paying jobs going to American citizens because they may not be qualified.
The truth is that the U.S. ranks near the bottom in a survey of students’ math skills in 30 industrialized countries.
Instead of confronting the facts, many Americans (like the Oklahoma moderator above) are in denial.
The same survey showed that while one-third believed their own schools were excellent, only one-sixth believed the same of any other schools.
The IMD World Competitiveness Center reported that the U.S. was ranked 10th in its 2020 Competitiveness Report.
After ranking first in 2018, the U.S. fell to the third spot by 2019.
That's consistent, calamitous decline.
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www.thebalance.com
And you can't blame Trump.
The amount spent per pupil for public elementary and secondary education (pre-K through 12th grade) for all 50 states and the District of Columbia increased by 3.4% to $12,612 per pupil during the 2018 fiscal year, compared to $12,201 per pupil in 2017, according to the U.S. Census Bureau.
The increase in spending was due in part to an overall increase in revenue.
In 2018, public elementary and secondary schools received $720.9 billion from all revenue sources, up 3.8% from $694.3 billion in 2017.
www.census.gov
Oh, yeah.
U.S. students' math skills have remained stagnant for decades.
This means they are behind many other countries, such as Japan, Poland, and Ireland, which have greatly improved.
U.S. test scores are below the global average.
The Program for International Student Assessment tests 15-year-old students around the world and is administered by the Organization for Economic Cooperation and Development.
In 2018, when the test was administered, the U.S. placed 11th out of 79 countries in science.
It did worse in math, ranking 30th.
These low scores mean that U.S. students are not be as prepared to take high-paying computer and engineering jobs, which often go to foreign workers.
While Silicon Valley is America's high-tech innovation center, one reason for its success is its foreign-born software engineers.
Many companies simply outsource their tech jobs overseas.
The result, however, is the same: There are fewer high-paying jobs going to American citizens because they may not be qualified.
The truth is that the U.S. ranks near the bottom in a survey of students’ math skills in 30 industrialized countries.
Instead of confronting the facts, many Americans (like the Oklahoma moderator above) are in denial.
The same survey showed that while one-third believed their own schools were excellent, only one-sixth believed the same of any other schools.
The IMD World Competitiveness Center reported that the U.S. was ranked 10th in its 2020 Competitiveness Report.
After ranking first in 2018, the U.S. fell to the third spot by 2019.
That's consistent, calamitous decline.
U.S. Education Rankings Are Falling Behind the Rest of the World
The United States' education rankings are slipping. The country is losing out to China and other countries increasing their number of high-tech jobs.
And you can't blame Trump.
The amount spent per pupil for public elementary and secondary education (pre-K through 12th grade) for all 50 states and the District of Columbia increased by 3.4% to $12,612 per pupil during the 2018 fiscal year, compared to $12,201 per pupil in 2017, according to the U.S. Census Bureau.
The increase in spending was due in part to an overall increase in revenue.
In 2018, public elementary and secondary schools received $720.9 billion from all revenue sources, up 3.8% from $694.3 billion in 2017.
Spending Per Pupil Increased for Sixth Consecutive Year
The amount spent per pupil for public elementary and secondary education increased by 3.4% to $12,612 per pupil during the 2018 fiscal year.
www.census.gov
“$67,000?” With all the shit teachers have to put up with from school boards and politicians and teach not to mention baby sit kids, $67,000 is all they earn? And your bitching about Unions?
Close to three and half million teachers in the US and “copy and paste” generalizes from a few idiots to condemn the whole three half million, typicalThe Crane Independent School District posted on Facebook that it “is deeply concerned about the recent incident involving a teacher who was arrested for the display of harmful materials to minors, a Class A misdemeanor. This situation arose when students encountered an inappropriate image on the teacher’s personal computer during school hours.”
“The safety and well-being of our students is our utmost priority. Upon learning of the incident, immediate actions were taken in accordance with district policies. The teacher has since resigned from their position, and we are fully cooperating with law enforcement as they conduct their investigation.
“We want to assure our community that we are committed to fostering a safe and supportive learning environment. The district will be providing additional training and resources to staff to prevent such incidents in the future. We encourage parents and guardians to discuss this matter with their children and to reach out to school officials with any concerns,” the post said.
Crane ISD teacher arrested - Odessa American
The Odessa American is the leading source of local news, information, entertainment and sports for the Permian Basin.www.oaoa.com
Diogenes
You have insufficient privileges to post facts
And it is still laughable that you want to crucify people making $67,000 a year
Diogenes
You have insufficient privileges to post facts
I don't recall advocating for any crucifixions, Anchovies. Clearly, the educational process has failed you, as it has so many others.
Poor Anchovies.
No, you just want answers to what those who put up with shit from kids, parents, boards, politicians, and demagogues you swallow, do all day