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Topic: Re: armchair educators
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DanH150093@aol.com

Posts: 95
Registered: 12/6/04
Re: armchair educators
Posted: Oct 11, 1995 7:13 PM
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Mike

Seems as if Al Shanker and the AFT are as "lazy and dishonest" as I am (read
below). Then, of course, there's the NYC school system which instituted
tougher standards for all ninth graders with results praised by the New York
Times editorial board. All "lazy and dishonest, those NY'ers!!!

Then there's the recently released report from the California Taskforce on
Math which recommended real content based standards measured by standardized
tests. "Lazy and dishonest" so-and-so's!!!!

Mike, referring to your beliefs as almost religous in their nature is not a
personal attack. You, yourself, made great pains to tell us this has nothing
to do with quantitative analysis. It does, indeed, resemble faith. And my
point being (if you read my post) was this makes any serious discussion with
you nearly impossible. Because we are asked to believe it, because Mike
believes it. (Since you've dismissed any efficacy involving the social
sciences, the "research" the NCTM Standards are based on must be wholly
specious. This, according to your paradigm, not mine.)

By Albert Shanker

This year's Phi Delta Kappa/Gallup Poll, "The Public's Attitudes Toward the
Public Schools," gives policymakers a clear picture of what Americans want.
The results are consistent with "First Things First," a survey by the Public
Agenda Foundation that I have commented on in previous columns. The public
continues to call for commonsense steps to improve the schools. Is anyone
listening?

On top of the list of school problems that concern the public is lack of
discipline in the schools. The blame for this is placed on parents' failure
to control, supervise, and discipline their children. But the public does not
want schools simply to stand by. If a student is guilty of continually
disruptive behavior, 20 percent want the student expelled while 77 percent
want the student transferred to a separate facility to get special attention.
If the student is "guilty of violence against another student or teacher," 31
percent favor expulsion and 66 percent transfer to a separate facility.

The public strongly favors higher academic standards and wants a get-tough
policy here, too. By 87 percent to 10 percent, the public thinks students
should have to meet "higher standards than are now required in math, English,
history, and science in order to graduate from high school." Asked whether
they think that higher standards would "encourage students from poor
backgrounds to do better in school, or ... cause them to be discouraged or to
drop out," the public believes (60 percent to 29 percent) that students would
do better. Asked if they would favor higher standards for graduation even if
it meant that fewer students would make it, they said "yes" by 65 percent to
29 percent. The public doesn't just want higher standards in high school. By
78 percent to 20 percent, they favor setting standards "for what students [in
grades K-3] should know and be able to do."

Congress should pay attention. The public wants less federal influence on
schools (64 percent to 28 percent), more state influence (52 percent to 37
percent), and more local government influence (64 percent to 24 percent).
But, in order to make sure standards are maintained, the public favors
"requiring students in the public schools of [their] community to pass
standardized, national examinations for promotion from grade to grade" (65
percent to 32 percent). Also, while the courts and some in the Clinton
administration have been pushing to put students with "learning problems" in
the same classes with other students, rather than special classes, the public
supports special classes (66 percent to 26 percent).

With the big Republican sweep last November, many people assumed there was
large-scale support for private school vouchers. Not so. The public favors
allowing parents to choose among public schools (69 percent to 28 percent)
but opposes "allowing students and parents to choose a private school to
attend at public expense" (65 percent to 33 percent). Roman Catholics oppose
private school choice at public expense (54 percent to 44 percent), as do
parents of children in non-public schools (51 percent to 44 percent).
Private schools should take heed: The public believes that if private
schools "accept government tuition payments for...students [they] should be
accountable to public authorities" (73 percent to 24 percent).

Some liberals may be tempted to oppose the get-tough attitude about
discipline and academic standards because they believe it reflects a
right-wing shift that needs to be resisted rather than accommodated. They
could cite the public's support for a constitutional amendment "that would
permit spoken prayers in the public schools (71 percent to 26 percent)." But
further examination would reveal anything but a hard-line, right-wing
ideology. Seventy percent prefer a moment of silence or silent prayer; only
24 percent favor spoken prayer. If spoken prayers were permitted, only 13
percent would want them to reflect "Christian beliefs and values," while 81
percent say they should "reflect all major religions." More specifically, by
a 73 percent to 20 percent majority, the public would want spoken Jewish,
Muslim and Hindu prayers by students of these faiths, in addition to
Christian prayers.

There are some pretty clear messages here. Parents and the public strongly
support public education. But they want schools where students are expected
to behave and meet high standards in academic subjects--and school employees
feel the same way. They're right, too. All the evidence tells us that high
standards for behavior and achievement get results.

It's time to give the people who have a real stake in public education what
they want--and what works. So on September 6, AFT is launching a national
campaign on standards of conduct and standards for achievement. We're calling
it "Responsibility, Respect, Results: Lessons for Life." I'll be providing
details next Sunday.






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