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Fallout over Arne Duncan's criticism of Wake County schools

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The National Review and The Independent are both commenting, with predictably different takes, on U.S. Education Secretary Arne Duncan's criticism of Wake County schools.

In a post this morning on the conservative National Review Online, Roger Clegg says Duncan has committed "three strikes" in his Washington Post letter criticizing Wake's elimination of the diversity policy.

Clegg says "strike one" is that it shows that Duncan has "prejudged" the NAACP complaint that the Education Department's Office for Civil Rights is investigating against Wake.

Clegg says "strike two" is Duncan's contention that less racial diversity in schools will have bad educational and social outcomes. Clegg says that "school boards can legitimately conclude that the social and monetary costs of race-based student assignments outweigh (any positive effects)."

Clegg says "strike three" is that if Wake's diversity policy was intended to achieve "particular racial results, that would raise serious problems under the federal civil-rights laws that Secretary Duncan is supposed to be enforcing."

"In sum, Secretary Duncan’s letter indicates that he believes that children should be assigned to schools on the basis of their skin color, in order to achieve a particular politically correct racial balance," Clegg writes. "This is racial discrimination, and it is quite at odds with the dream of Dr. King — the memory of whom Duncan ironically invokes — that children not be judged by the color of their skin."

In contrast, today's online post for the liberal Independent weekly has Bob Geary saying that school board member John Tedesco should refrain in the future from citing Duncan's efforts in Chicago to justify his positions.

"John Tedesco, who frequently speaks for the school board majority (or lately, for the majority minus Debra Goldman), often references Duncan's support for charter schools and other innovations as somehow supportive of Tedesco's anti-diversity opinions," Geary writes. "They're not. Duncan offers them as methods to improve FAILING BIG-CITY SCHOOL SYSTEMS LIKE THE ONE HE USED TO LEAD IN CHICAGO.

Wake's schools, of course, are not a big-city system and are not failing — facts that never deter Tedesco, however, from claiming some policy kinship with the Secretary of Education."

UPDATE

Wake County school board member John Tedesco said he was disappointed in both Duncan's criticism of the school system and in Wednesday's article in The Washington Post. Tedesco said he still considers himself to be a fan of Duncan's education reform efforts, such as merit pay for teachers and community schools.

"I'm disappointed because I'm so highly supportive of him," Tedesco said. "I'm disappointed that he didn't reach out to us before making comments based on a skewed media report."

New Wake County Superintendent Anthony Tata said he was surprised to see Duncan express an opinion on such a local issue.

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Ten years from now both

Ten years from now both sides will still be arguing over the issue of diversity. Both sides are spending a lot of time and intellectual energy - while other more urgent problems go unaddressed. Particulaly, how to defend against the State's proposed, devestating education budget cuts; and, how to raise the quality of education.

Columnist David Brooks had something interesting to say about the political process. It's worth thinking about.                                                                   

 "Civility is a tree with deep roots, and without the roots, it can’t last. So what are those roots? They are failure, sin, weakness and ignorance.

Every sensible person involved in politics and public life knows that their work is laced with failure. Every column, every speech, every piece of legislation and every executive decision has its own humiliating shortcomings. There are always arguments you should have made better, implications you should have anticipated, other points of view you should have taken on board.

Moreover, even if you are at your best, your efforts will still be laced with failure. The truth is fragmentary and it’s impossible to capture all of it. There are competing goods that can never be fully reconciled. The world is more complicated than any human intelligence can comprehend.

But every sensible person in public life also feels redeemed by others. You may write a mediocre column or make a mediocre speech or propose a mediocre piece of legislation, but others argue with you, correct you and introduce elements you never thought of. Each of these efforts may also be flawed, but together, if the system is working well, they move things gradually forward.

Each individual step may be imbalanced, but in succession they make the social organism better.

As a result, every sensible person feels a sense of gratitude for this process. We all get to live lives better than we deserve because our individual shortcomings are transmuted into communal improvement. We find meaning — and can only find meaning — in the role we play in that larger social enterprise.

So this is where civility comes from — from a sense of personal modesty and from the ensuing gratitude for the political process. Civility is the natural state for people who know how limited their own individual powers are and know, too, that they need the conversation. They are useless without the conversation.

The problem is that over the past 40 years or so we have gone from a culture that reminds people of their own limitations to a culture that encourages people to think highly of themselves. The nation’s founders had a modest but realistic opinion of themselves and of the voters. They erected all sorts of institutional and social restraints to protect Americans from themselves. They admired George Washington because of the way he kept himself in check.

But over the past few decades, people have lost a sense of their own sinfulness. Children are raised amid a chorus of applause. Politics has become less about institutional restraint and more about giving voters whatever they want at that second. Joe DiMaggio didn’t ostentatiously admire his own home runs, but now athletes routinely celebrate themselves as part of the self-branding process.

So, of course, you get narcissists who believe they or members of their party possess direct access to the truth. Of course you get people who prefer monologue to dialogue. Of course you get people who detest politics because it frustrates their ability to get 100 percent of what they want. Of course you get people who gravitate toward the like-minded and loathe their political opponents. They feel no need for balance and correction.

Beneath all the other things that have contributed to polarization and the loss of civility, the most important is this: The roots of modesty have been carved away

Well Stated Stan, Thank you

Well Stated Stan,

Thank you for your service.

When you preach what you do

When you preach what you do not practice, it loses a lot of its impact. You may want to consider your own advice. I am not sure you'd find many opponents who consider you to be modest or civil.

Well put ... we are reaping

Well put ... we are reaping what we sow.   My kids are mortified at how uncivil their classmates are to teachers since they see the pain their mother who is a teacher goes through on the receiving end.   And politics seem to have evolved to the same level of disrespect as adults teach their children.  But what can you expect from the "me" generation who were coddled by their parents and told it is all about them.   Personally, I am shocked at what I hear on the radio, in BOE meetings, and on TV and what passes for civil discourse.  While I may disagree with a politician, I always admire them for getting up on stage and taking the arrows to lead people.   It seems to me the "no compromise and take no prisoners" mentality is driving us into the ground.  

I keep pleading to concentrate on academics, improve minority education who will be tomorrow's majority  and work the budget but the masses seem only interested in the trivial - legal issues, assignments, bell schedules, lunch prices, make up days, and summer vacation ... all this looks really bad for the US's future.

Arne - look under the rug

This is too sadly ironic to believe. It was Arne Duncan's philosophy of community schools that was the beacon for what 'we' did. It was a huge motivator for the change in the election year. Should we maybe blame him? Let's put the onus on his doorstep. Another huge motivator was that we suspected - and now we know - that the diversity policy was based on "Old South" politics. It is decidedly racist. Holdzcum has recently released a statement to the effect that "oh yes, we know that the top rating black students have been suppressed, but here are our excuses why...".  Please read it. It is enlightening. 

Does anyone do their own research and make up their own minds, or does everyone just regurgitate what the media feeds them _ ARNE? 

This county has been systematically suppressing black students - yes, black, not ED, not Asian - black - for years. And until a discontented rabble came along (uncomfortably, and inconveniently 'not from around here' but taxpayers nonetheless) and said that the busing made no sense - no one even looked under the rug. We just said the rug is lumpy. 

WE never looked under the rug, but once we did. Holy crap. Its ugly under there. Arne, you really should look before you defend it another minute. 

A strong leader from Wake County - Mr. Margiotta or Mr. Tata should respond in a letter to the editor of the Washington Post. This is not their business. They have NO idea of the back alley dirty laundry that's been hidden down here for years, for generations I reckon. Please, use the data that shows how black students have been held down systematically. That should give even some koolaid drinkers some pause. 

We need to do the right thing by the children and my God no one who spouts off about "us vs them" cares one whit from what I can see.  

"supressing black students"

SDR,

The latest Measuring Up report for WCPSS, (Jan. 2011) for 2009-10 shows that blacks meeting expected academic results in ABC's rose from 49.3% in 2007 to 55.1% in 2001. None of this was as a result of any change in policy regarding neighborhood schools.

BTW, the overall results, compared to the State, were good as well.

Although the results are below what most would hope for, it seems to me the data is inconsistent with your observations above. Has the diversity policy been working, albeit at a slower pace than either of us would wish?

Where...

Holdzcum has recently released a statement to the effect that "oh yes, we know that the top rating black students have been suppressed, but here are our excuses why...".  Please read it. It is enlightening. 

.......can we find it?  I suspect that you're seeing what you want to see with the "in effect" so I'd like to read it for myself.

This may be well

This may be well intentioned, but it is nothing short of delusional.

"This county has been systematically suppressing black students - yes, black, not ED, not Asian - black - for years."

 

A delusion meets a fantasy

Sorry, Perry. The statement recently released by David Holdzcum will rock your world. 

are you people just racist???

I am really wondering what all you people have against diversity. Are you just racist? Because I can't think of any other reason why you would think diversity is a bad thing. I am not talking about assignments or student achievement, just diversity. What is your beef with it Sideburns and Woodstock and Jenman and Eddie2 and CaryCurmudgeon and red_balloon and the rest of you??? You people are the dregs of society and the major corrupting influence of our youth. If you have children you should be ashamed.

No one is against diversity.

No one is against diversity. Please pay closer attention. It is not even remotely about race or income or any other measure of diversity you want to use.

not sure about the rest of

not sure about the rest of them, but woodstock is simply a garden variety twat.

LOL that is a great argument

Sausage Boy,

LOL that is a great argument on the issues of the day. Not. I guess it is easier to spew an impotent insult than actually present a coherent argument.

BTW, has the N&O loosened their standards? I am not sure your choice of words are suitable for this forum.

loosened their standards?

I think all is well unless kielbasa boy goes with moron, crap or ^ss.

Or insults the N&O's incompetent web minions.  workers.ww

Thank you for the flattering

Thank you for the flattering compliment.

You are my intellectual superior.

Link, or patty?

Link, or patty?

More like a tiny wiener

With musturd.

I'm asking you what it is

I'm asking you what it is you're interested in debating.

Do you agree with Duncan's assessment? I tend to disagree with Duncan nearly all of the time, but he might actually be on to something here. Whether or not it's his business is another notion altogether.

Again: are you interested in debating, in having your views and preconceptions challenged with the potential of you learning something from the process? Or, contrariwise, are you interested in reading from your script and flinging trite slogans, about which you have little knowledge?

What, specifically, would you like to debate?

You take issue with 'twat'. Fair enough. I was editing myself; if you prefer alternate nomenclature, let me know and I'll do my best.

I repeat: what would you like to debate? I know some folks who use the word 'debate' when they really mean something quite different. If you are interested in debate, I'm here for you.

Dang. Now I've got that iPad song in my head.

 

LOLOL!! You are one strange

LOLOL!! You are one strange dude. Do you even know where you are? This is the N&O ED forum. You may have noticed that we discss Wake County education issues here. What the hell do you think we discuss? Are you so obsessed with me that you are blind to that rather obvious fact? Hello!

That's as right as you've

That's as right as you've been yet on this blog!!

Sorry about earlier; sometimes I get 'twat' and 'twit' mixed up!

Remind me: which one do you most closely resemble?

Anyhow: I am interested in debating education issues in wcpss...what would you like to debate? I follow this blog lots, but don't post/respond often.

I would enjoy engaging you in specific debate; you may name the topic.

Here is how it works, join

Here is how it works, join in where and whenever you want. You and I are not having a private conversation... or you can just keep calling me names. If you choose the later, why don't you try to be more creative and test the language limits of this forum. 

Later Sausage Boy.

sounds like great fun. Is

sounds like great fun.

Is there a specific topic of debate to which you might point me that is of particular importance or disagreement?

You are, in fact, my homeboy.

is that a better name, and one that you would prefer?

I tried to engage in debate earlier, voicing my views on the Duncan comments and my opinions on both Duncan and his recent comments viz WCPSS.

Was that an incorrect way to enter into the debate? I'm open for correction.

For starters you can define

"Homeboy?" LOL Sorry, that is just lame. What is this the 80s and you're some wannabe gangster?

For starters you can define Duncan's definition of diversity and how his comments apply to Wake County. The poor uninformed man responded to a sound bite he read in the news and does not understand the nature of Wake's bastardized and limited version of diversity and how it is being used to further extreme left-wing race-hustling politics.

.

Duncan is uninformed about

Duncan is uninformed about most things, including the situation in WCPSS. The fact that he happens to be correct about events here in Wake is despite the fact that he's uninformed. The other things he's uninformed on he happens to be quite wrong about.

I don't know what use there is for me to define his view of diversity; it seems like his view is in accord with the writer of the cited article in the Washington Post. You agree?

The other things he's uninformed about are of much greater import, though, and have much potential for harming US education.

I'm not a partisan or political person, so you'll have to explain to me the connection between the "extreme left wing" and "race-hustling" and WCPSS. I know what it means to be left wing, and I know what race means (and I used to exhibit hustling on the bball court back in the 80s with my homeboys, naturally), but I'm not sure of the connection here.

I believe that most parents out there know what is best for the education of their child, individually. There are some exceptions, as we all know horrible parents here and there.

Who, however, knows what is best for the education of the children of wcpss as a whole, especially when the opinions of what is best for 'my' child is in contradiction with what my neighbor thinks? What do you say, friend? (You like that better than 'homeboy'? They are both terms of genuine affection from me, so you know).

This is exciting.

FYI: Your playing dumb act

FYI: Your playing dumb act is working. I'm convinced.

I find it difficult to believe that you are not political or partisan. As one goes through life, experiences lead to ways of looking that things that tend to align with certain political philosophies.  I doubt you are immune to that, especially considering you frequent this forum.

"What is best?"  That is a good question. I am not sure anyone can say what that is. That is why having options is important... so that parents can make choices as they see fit for their families and children. That is something the status quo didn't get. They wanted to dictate and limit options; this was most blatantly applied in the needlessly complex and burdensome student assignment node system and  the "why don't they just go where we tell them" approach to school governance. 

At a minium "what is best" includes providing all students with the resources and support they need to succeed academically, which is something the status quo failed to do and often ignored by deflectig public attention to overall students statistic and glossing over the  failure of our county's most vulnerable student populations. And, it is worth noting, while the ED students and some minority student populations -- black males in particular -- struggled tremendously, not a peep  was heard from folks like Rev. Barbar, Yevonne Brannon, or even Mark Elgart of AdvancED who has so much to say now.

Then, when parents had enough and asked for proof of  the effectiveness and benefits provided by this burdensome approach, they heard, "we don't need to prove it, we know it works." With graduation rates for ED students hovering around 54%  and some minority student populations below even that, a lot of rational people decided that was not good enough so, they took action and rejected the status quo in a record turnout (twice the normal turnout) election that voted in new board members... in landslide victories.

The race hustling began during campaign season, but realy took off post election.  Supporters of the status quo -- essentially limited to parents of magnet school application students, a small contingent of elderly local black leaders entrenched in the politics of the 1960s, a few educrats and socialists and Rev. Billy Barbar -- did not like the new direction Wake's school system was about to take... a common sense, family-friendly direction demanded by parents and the voting public across the country. So, when the new board started to discuss  neighorhood schools, student achievement for all students and equity in resources -- things they campaigned on -- the baseless accusations of racism ramped up soley in impotent attempts to intimidate. Race is powerful weapon -- especially in the hands of a professional race-baiter like Barbar -- and it was wielded about by the opposition and continues to be wielded about by careless race-hustlers and charlatans who do not care about the welfare of the students of Wake County but rather seek power and influence  through coercion.

We are not against diversity

We are not against diversity at all. We value diversity just as much as you. The first thing you have to ask is "What is diversity?"

WCPSS has a very limited definition of diversity. According to WCPSS, diversity is measured by how much money your parents earn. And there are only 2 levels of diversity in WCPSS - you are either low income or you are not. That's it. Your skin color does not matter. Your ethnic heritage does not matter. Your religious views do not matter. The foods you eat or the activities you enjoy do not matter. Your traditions do not matter. The only thing that matters is how much money your parents earn.

Furthermore, WCPSS uses a mistake prone method to measure that limited view of diversity. They use whether or not you are accepted into the Federal Free and Reduced Lunch Program. Regular audits of this program across the country seem to suggest that there may be as much as 50% fraud in that program.

We have a much different view of diversity. For us, diversity includes your ethnic heritage - are you Hispanic, African American, Asian, Middle Eastern, etc. It includes your religious views - do you practice Christianity, Judaism, Islan, Hindu, etc. It includes the languages that you speak - do you speak English, Spanish, Japanese, etc. It includes the traditions you practice, the foods you eat, and anything else that makes you you.

And frankly, the United States, North Carolina, and Wake County are far more diverse than WCPSS would have you believe. When you venture into just about any school in Wake County, you will find people from many different ethnicities who speak many different languages, practice many different religions and traditions. That is true whether we bus students for socioeconomic diversity or assign students to their local neighborhood schools.

And it is you who should be ashamed by measuring the diversity of your children's classmates by the amount of money that their parents earn.

You can twist the old policy

You can twist the old policy any way you like, and no doubt, it wasn't flawless. But unless you gerrymander the neighborhoods and split zones, you WILL get schools with a far less diverse population. There's really no arguing that you can satisfy both the "keep our neighborhood together" crowd AND the current level of diversity. What I would like to hear from the board is a solution that can't immediately be picked apart by a rational adult.

The old policy could be picked apart as well

So. You are making an assumption that the same children will do worse in high poverty schools than low poverty schools. Has anyone proven this?  I'm sure that if the system were voluntary we would get an improvement. Why, because more of those PARENTS care about their childs education. That's the real problem and quite frankly, I not sure there is an answer unless we severely cut their civil rights. AND last time I looked at the Constitution, that can't happen.  When asked for proof they showed us healthy schools, not higher grades. Sure if you dilute the problem, you have more healthy schools AND less outstanding schools. How does this really help the slice of the  poor that don't value education? My child tells me all the horror stories of children that backtalk teachers and don't do any homework; the horror is they are allowed to get away with it while the others in the class watch, learn, and form opinion.

You have at least three

You have at least three different "they"s, so I can't really understand what point you're trying to make with the first half. But, I can tell you that a school that is made of children of parents with two jobs or parents the never learned the value of education is going to have little to no PTA support, few resources, high teacher turnover, and high dropout rates. It's evident in every major city. 

If the system is voluntary, the schools will split along class lines. That's just it. Once a school gets this or that program, all the concerned parents will convince eachother that that is the school to be in. When the school across the zone fills up with students from poorer neighborhoods, no concerned parent is going to want to send their kid there. 

I'm not saying school diversity is the end all be all for grades and academic achievement. Only skilled teacher and staff can affect that. But you wont keep skilled teachers and staff at a school with few resources, large class sizes, and low salaries. 

Well then, do like the military

Forced assignments and rotate teachers if thats a problem. You could hire to a geographic area, not to a school. Or give incentives for some schools, you know, let the market decide what extra  pay or incentives are right.  We got extra pay in the military for some rotten or dangerous jobs, it worked.

As far as your other points.  You are assuming that these children would learn more at other schools with other parents providing the support you say is lacking. You do a great dis-service when you say poor parents are incapable of supporting their schools. I think this is a question of school leadership. And why do you assume more affluent schools don't have their fair share of 2-parents working? 

I don't support the osmosis learning theory, the PSTA aid improves basiic education, or the impossible to find good teachers theory. How many teachers out there are from those backgrounds and want to give back?  I do believe it is more a question of good leadership in those high poverty schools tahn anything else. That can be easier to manipulate.

I thought you were just

I thought you were just saying that forced assignments caused this whole problem. Either way, teacher incentive programs, in my opinion, are not a good idea. How do you quantify a student's success? Test scores are good, but they're only half of the way there. The other half is actually learning. A teacher can simply game the system and teach only what's on the test to get their incentives.

 

Yes, I assume affluent schools have small populations of both parents working long hours. And even if they do, they get tutors. Statistics will show that, for whatever reason, children of poorer parents will more often not get the support they need, whether it's the parent's fault or not. Now, grouping all of these kids into one school is probably the worst thing you can do for every one of them. That's like turning one section of town into the slums so that it's "easier to control".  Every kid can succeed, but it helps if the school system makes sure that not all of the disadvantaged kids are in one place. I mean, if that really made things easier, then everyone would be going to public school in big cities. 

Welll...

Good instinct to recognize that people respond to incentives, sometimes by cheating.  But, there are ways around that -- for one, teachers shouldn't know what the questions on an EOG test are.  That encourages them to teach the entire subject matter of what could be on the test, which is what you want.

But, I don't understand why there's so much animosity to using incentive programs with teachers, when they are used throughout our economy in practically every industry, because they work.  Is education so unlike everything else that it needs special rules?  (I recognize that many folks with Ed.D. degrees think so.  But, that doesn't really mean much -- every industry thinks that it's special.)

I think it would do a lot of

I think it would do a lot of good for education if everyone rotated and learned the entire system ... it seems like a good principal like commander in the military or CEO brings his staff along with him as he moves from schools to school ... I understand wanting "your team" with you all the time but I am not sure building them is a good thing for WCPSS in total ... ditto for Central Office folks and Area Supt ... they need to be moved around to stop the formation of an entrenched bureaucracy which is the enemy of innovation.

You call that diversity?

Since when did taking a bunch of people from the same country (even the same region of the country), with largely the same religious beliefs, who speak the same language, watch the same television shows and movies, vacation in the same places, and who otherwise generally share a common culture constitute diversity?

People from three different ethnic groups, two different races, and four different countries, who adhere to three different religions live on my short street.  Kids on my street were literally born half a world apart from each other.

A school composed solely of the hundred or so kids from my neighborhood would be quite diverse.

  To put it frankly, that

 

To put it frankly, that kind of diversity is secondary to class diversity when it comes to the improvement of schools. It's wonderful to have all different cultures and backgrounds, but it's ultimately their income level that has the highest correlation to their academic achievement.  And as we all know, income is the only diversity that schools are even allowed to control.

So...

Say what you mean -- you're claiming that schools would be more homogenous in family income.  That's not diversity.

In any case, your last statement isn't true.  It's just that the standards needed to distinguish between people based on income are a lot lower than doing so based on race, national origin and religion, where the bar is so high that nearly every attempt will fail.

I'm through talking about whether the former so-called "diversity" policy was effective -- I've done it enough that I can probably make your arguments better than you can.  What's more, that policy is dead.  There's a stake through its heart, and it is not coming back -- people who believe the diversity policy is a bizarre anachronism are moving here faster than the policy's supporters.  So,  I'd much rather talk about WCPSS' future than its past.

The old policy resulted in

The old policy resulted in many (I can't remember the exact number, but I think it's more than 50) schools that do not meet the old definition of diversity. Why are you trying to compare to that? After a point, we need to serve the kids where they are, as individuals, in their schools. Enough with the social engineering to try to get to some magic mixture.

So you would be willing to

So you would be willing to call for a steep increase in tax dollars going towards school budgets that are already being cut short to support schools with little parental support, few staff, and large class sizes? Because that's what is necessary to bring a child from a majority low income school even close to the academic progress of a similar child in a economically balanced school. It's in logistics. It would be wonderful if we could spend countless dollars towards the education of every child, but we cant. So instead, we try and give every school the statistically best mixture of children. I have graphs from WCPSS that indicate that after 40% of a school's population applies for free and reduced lunch, the number of children that don't apply decreases sharply. And those children that don't apply, on average, do much better than the children that do apply. So, no, I do not believe that allowing a school to become 90% F&R is a good method for education children from economically disadvantaged backgrounds.

So you would be willing to

So you would be willing to call for a steep increase in tax dollars going towards school budgets that are already being cut short to support schools with little parental support, few staff, and large class sizes? Because that's what is necessary to bring a child from a majority low income school even close to the academic progress of a similar child in a economically balanced school.

Andrew, if you do your homework, you will find that any school district that tried to solve an achievement problem by throwing money at, soon discovered that money was not the answer. This is well documented in the educational world. For starters, just take a look at what happened in Kansas City.

And those children that don't apply, on average, do much better than the children that do apply. So, no, I do not believe that allowing a school to become 90% F&R is a good method for education children from economically disadvantaged backgrounds.

Andrew, I don't know if you are logically inclined or not, but I assume that you have taken geometry in Wake County. In the first couple of weeks of geometry class in Wake County, they teach basic logic. They talk about conditional statements, inverse, converse, contrapositive, etc. It would serve you well to go back and review, because you seem to have a huge misunderstanding of correlation vs causation. The fact that F&R students achieve less than non-F&R students is a correlation issue, NOT a causation issue. We have schools all over the country, even some right here in Wake County, where F&R students perform above expectations. For example, Knightdale Elementary has performed well for many years now, even though it is above 50% F&R. Because of it's location, it is difficult to bus F&R kids out of Knightdale or to bus middle-income kids into Knightdale.

The key to achievement for all kids, regardless of F&R status, is to set the bar high, and not settle for less. Take what's happened in 8th grade algebra as but one example. Wake teachers were systematically holding back F&R kids from algebra, yet when challenged, many of them went on to succeed. This is what we've got to do all grade levels, and for all children. Stop expecting less and I think you might be surprised at the results.

Well logistics would say to

Well logistics would say to not place concern on the outliers, but rather the many more schools around the country that are crippled because they are upwards of 70% poor. What do you think happened to those schools in charlotte meck? Were those just closing because the school board was tired of looking at them? Logic says that if there's an average, then something is causing things to group around the same area in the data. High F&R rates have a very high correlation with low achievement. Does that indicate causation? Really not enough data to say exactly, but it certainly points at that conclusion. 

And I did just fine in Geometry thanks.

On The Other Hand....

Andrew, if you do your homework, you will find that any school district that tried to solve an achievement problem by throwing money at, soon discovered that money was not the answer. This is well documented in the educational world. For starters, just take a look at what happened in Kansas City.

.....can you name a single place where achievement problems have been alleviated while simultaneously SLASHING spending?   More funding is not a sufficient step,  but - especially given the chronically low levels from which we are starting here - it is almost certainly a necessary step.   If we're really interested in bringing up achievement, that is.  It won't guarantee results - far from it.   But we're highly unlikely to get significant results without it, either.  

I'll answer for me and many, many others

Would we be willing for a steep tax hike?

 

NO!

Then give me another

Then give me another solution, Sausage boy.

Tell you what

after you graduate high school and and your acne settles down a bit, let me know if you have any luck finding a college. I hear being from wake county might be a problem and coupled with your lack of seeing through that foggy mirror in front of you, it sounds like you have a lot more to worry about than if pigs-n-a-blanket are on the menu this week.

wait: so you all aren't

wait: so you all aren't talking to me?

I'm not "sausage boy"?

that's kind of a downer.

FWIW: the best sausage in the Triangle is served at a mighty fine German/Polish joint just off of Peace st.

for real.

?   me? Ok: the

?

 

me?

Ok: the 'neighborhood schools' (sic) plan will cost more than the recently axed plan.

Not all schools/nodes grow at the same rate, some schools will be woefully over- or under-crowded, leading to a great strain on resources.

Note: how could anyone move to the suburbs of a rapidly booming city in the decade of the 2000s and NOT expect for there to be explosive growth in the school system that might result in a handful of yankee NIMBYs not getting their way?

Rhetorical, I realise, but when personal convenience is the #1 priority of a vocal minority of school system parents, the only ones to blame are the 94% of satisfied parents (as reported, and subsequently ignored by our stellar school board) who stayed quiet and stayed home on election day. boo on them.

"I am not talking about

"I am not talking about assignments or student achievement, just diversity. What is your beef with [diversity]?" If that's all you consider, or what you consider most important, when you say a school is a success or failure, that's when diversity is a bad thing.

Who?

Who are you talking about? This is a total fantasy you have in your head. The only way any of this will be solved is when reality is faced. 

Although I vehemently

Although I vehemently disagree with them, I know a few of these folks, and it would be in correct to call them racists or dregs.   Like many of us, they care, but get caught up in the safety of team to move the ball forward.  They have children, are diverse themselves, and 'ashamed' would be more appropriate if they didn't care at all, they do.   Unfortunately they are deluded, but I'm sure they would say the same for me. 

That said, Woodstock is an anonymous coward. :-)

LOL say what you will, but I

LOL say what you will, but I notice you are never able to refute my arguments... and that is good enough for me. You see, it is not about me. 

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About the blogger

T. Keung Hui covers Wake schools.
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