John Hood argues that "the Left" has failed in its defense of the Wake County school system's old socioeconomic diversity policy.
In a column today, Hood, president of the conservative John Locke Foundation, writes that "the Left" has failed to generate a ground swell of support for restoring Wake's "forced busing" policy. He says a big reason is that liberals don't have the data to show that the policy has improved the achievement of Wake's disadvantaged students.
"Liberals have tried to convince the public to embrace a policy that hasn’t achieved its stated goal of improving achievement among disadvantaged students," Hood writes. "And in doing so, liberals have disregarded the public’s opinions, insulted the public’s intelligence, and questioned the public’s moral character."
Hood points to how Wake's low-income students are performing below Charlotte-Mecklenburg and the state average on reading and math tests. He also notes how Wake's low-income and black students have a graduation rate below the state average.
Hood argues that you can't blame the test data on Wake not following through on the diversity policy when districts with greater concentrations of higher poverty schools are doing better with those students.
Without the test data, Hood says "the Left" has inappropriately tried to use the tactics of the civil rights movement to back their case.
"To assert that today’s conservative politicians and activists – and the majority of North Carolina voters, of all backgrounds, who agree with them on this issue – are little more than modern-day Klansmen is to seek to offend and provoke, not to persuade," Hood writes.
Hood also calls it "phony-baloney" to says that Wake only buses 3 percent of its students for diversity.
"If true, what’s all the hullabaloo about?," Hood writes. "A shift of three percent of students couldn’t possibly affect the socioeconomic balance of schools enough to be consequential, much less calamitous."
Comments
Question
Tue, 08/17/2010 - 09:17 — Dove314Are there any blogs or websites that are more focused on constructive discussion of ways to help improve student achievement in WCPSS without the interjections, rhetoric, and political baises? This place mostly just goes in circles with far too much name calling and far too little real substance.
"Failed"? More half truths and half facts
Mon, 08/16/2010 - 14:22 — WhalerCaneShame on John Hood
"Failed"? Yea, Wake County Schools approach over the past three decades 'failed' so much that we have grown into the best place to live and work on the planet.
Just again shows how the right uses half facts and half truths to paint an inaccurate picture.
The fact is maintaining economic balance in our schools has contributed largely to our communites economic success, and Mr. Hood running it down doesn't help our ecnomic future.
The fact is other School Distrits like Charlotte Mechlenburg spent tens of millions of dolars more a year than we have here in Wake after having a Republican Judge, Howard Manning threaten to take over their schools.
Is Mr. Hood now going to advocate for the comparble tax increase here to meet student achievment goals in the same fashion? From additional lawyers, to picking a new high school site that is not near any neighborhoods and will require more 'busing', so far the new majority has just implented changes that are costing more money.
Wake ranks 85th out of 115 school districts in NC in per pupil spending, and NC ranks 42nd in the Country, yet Wake has continued to recieve accolades, awards, and mort importantly, new economic activity. We have no failing schools and great teachers. Ask them. Many came to Wake from CMS.
He argues that 'diversity' didn't help economicaly disadvantaged kids, but never explains how concentraing them in high poverty schools will help. Halifax County has had higher graduation rates amongst these students than Wake, but does Mr. Hood really want to argue the graduting from a Halifax County High School holds the same value as graduation from a Wake County school. College Admision Officers do not think so.
There are reems of reseach that demonstrates all students benefit from mainting healty balanced environments where good teachers want to teach, but Mr. Hood will remain blind if he refuses to see.
Cherry picked facts to bolter his argument is effective in playing on emotions, but ingnores realty, WCPSS and it's efforts to keep balanced schols have contributed greatly to the economic success Wake County has enjoyed. WCPSS has had more 'choice' than the overwhelming majoity of school districts nationally largely through 'magnets', and provided opportunites for all our children. We have gotten more for less for years, and Mr. Hood has the gaul to say "failed".
We can and must do better. Most of us are not advocating going backwards to the old policy, but making rational change. You can not prevent high poverty schools by ignoring poverty. A 'Controlled Choice' model can work, but even Mr. Ales brought in to advocate for it says to work you must have balanced zones and some component and acknowledgement of social economic status. Of course, with 'Choice' comes 'Cost'.
Somehow I'm betting when it comes time to support paying for more 'choice' as his allies advocate, Mr. Hood will 'fail' to show.
Quotes from Hood
Tue, 08/17/2010 - 14:59 — bluedaisyOn NCSpin, Hood went as far as to say the reality check is that the McNeal Plan, as Barber has named it, is unpopular in every subgroup - data source please.
He said businesses not moving here, or people not moving here is "propaganda" from the other side - He says its not happening. Data source please. Stan Norwalk and other county commissioners can attest to it not being "propaganda". Also ask a Realtor. I bet you'll get differing thoughts there.
Hood also said "ALL school systems in NC have higher scores than in Wake" . Would LOVE to see that data source!
Soo...
Tue, 08/17/2010 - 15:24 — Bob_Sconce1. The PPP poll from before the last election
2. Asking to prove a negative. Please prove evidence that it is. My sis-in-law is a Realtor and disagrees, but suggests Rev. Barber is not helping Market down generally.
3. Clearly wrong. But, Wake underperforms most NC school districts in ED graduation rates.
3. Clearly wrong. But,
Tue, 08/17/2010 - 16:36 — user123453. Clearly wrong. But, Wake underperforms most NC school districts in ED graduation rates.
================================
Bob, what is the obsession with ED? You are not ED. You probably know few EDs.
What about American Indians, Multi-Racial, Asians who do better? Don't you care about Hispanic who do worse? We excel with White / Affluent students which is not a surprise.
4-Year Cohort Graduation Rate Report
Wake
State
All
78.4
74.2
6%
Male
73.8
69.6
6%
Female
83.1
78.9
5%
AI
95
67.9
40%
Asian
91.3
85.2
7%
Black
64.2
66.9
-4%
Hisp
54.5
61.4
-11%
MR
76.4
71.2
7%
White
89.5
79.6
12%
ED
59.7
66.3
-10%
LEP
36.9
48.3
-24%
SwDis
57.3
57.5
0%
PPP?
Tue, 08/17/2010 - 16:22 — bluedaisyNot as in tune as you Bob - what is PPP? And, it has every subgroup - American Indian, Multi racial, etc. ?? Was it done by Locke/Civitas? When? Where can one see this?
My neighbor is a Realtor, so I just asked her. She's lost 3 deals since May, due to people cancelling/putting on hold their plans - people who wanted to be here by the start of school. Realtors don't know WHAT to tell people moving here about the future, she says. She totaled it up - 1.4 mil worth of real estate not sold, all had their choice made, one in Cary, one in Apex, one in Garner. And, they were all resales. She totalled it up - 1.4 million worth of real estate not SheAs for businesses, I would think the Chamber is a good source for that thought.
Realtors didn't know WHAT to
Tue, 08/17/2010 - 16:34 — CaryCurmudgeonRealtors didn't know WHAT to tell their clients before. Ask her how many homeowners were scared away when they found out that the house they liked was assigned to a MYR school. Ask her how many deals she lost when she [hopefully] disclosed the 3-year reassignment plan to them and they found out that they would be among the 26,000 students reassigned.
I don't doubt that right now there are people rethinking whether to move to Wake County. That is fine with me, because I think a lot of folks came here buying the "world-class schools" illusion, and I'd rather people know up front what they are getting into -- even if it hurts our tax base. People have a right to know.
And I believe that local
Tue, 08/17/2010 - 17:42 — jeffrey1And I believe that local realty associations put in place a policy several years ago that basically told realtors they were not allowed to tell perspective clients that they would go to a specific school.
I'm pretty sure that every
Tue, 08/17/2010 - 20:55 — danofncI'm pretty sure that every real estate listing on realtor.com has the schools listed.
Schools are listed,
Tue, 08/17/2010 - 21:00 — starsonoursSchools are listed, but with the following disclaimer: Proximity to listed schools and their school district(s) does not guarantee enrollment eligibility. Please contact a local real estate professional or the local school district(s) for the most current information relating to schools in the area.
Listings show the schools closest to the property being sold!
No one should be
Tue, 08/17/2010 - 21:26 — user12345No one should be "guaranteed" a spot in a school .... a seat in some school yes ... things change too much to make guarantees like that.
It's not a "guaranteed"
Tue, 08/17/2010 - 21:31 — starsonoursIt's not a "guaranteed" spot, when you buy a house is it wrong to have "reasonable expectations" to go to a school that is close to the neighborhood you live in.
Define close
Tue, 08/17/2010 - 21:54 — Solon77Define close - 1 mile, 2 miles..... If you just moved to a neighborhood and there are 3 ES schools. 2 witihn 1 mile and 1 within 2 miles. Would it be considered unreasonable for you to be assigned to the one 2 miles away due to crowding at the other two, while your neighbors are all at one of the closer schools ?
The problem is no one knows
Tue, 08/17/2010 - 22:01 — starsonoursThe problem is no one knows what school they will be assigned to. Could be the one 1 mile away, the one 2 miles away or the one 10 miles away. Then next year it could change again. Then change again, again....
The problem is no one knows
Wed, 08/18/2010 - 00:55 — jeffrey1The problem is no one knows what school they will be assigned to
Exactly. And realtors started to feel the heat many years ago when people bought houses expecting to go to a certain school only to find out that the assigned school had change.
That's why realtors were given srtict instructions from local associations about what to say about schools - Basically they could provide the current schools a listing was assigned to, and in the very same sentence they were required to say that it was not guaranteed, and if changed, no assumption could be made about the location of the new assignment.
Having
Tue, 08/17/2010 - 23:17 — Solon77Having only been reassigned 1 time in 16 years, I am far from an expert on this. However, from what I can see on the WCPSS site assignments are done in 3 year blocks. One can in each of the next 3 years where they are assigned to. Now the arbitrary reassignments the board did earlier this year without notice to the parents was not part of the official reassignment plan - is this what you are referring to ?
There's only been one 3 year
Wed, 08/18/2010 - 00:49 — jeffrey1There's only been one 3 year assignment plan ever generated by WCPSS - the one last year. Until then, there was a new assignment plan generated every year.
The 3-year assignment plan
Wed, 08/18/2010 - 08:00 — CaryCurmudgeonThe 3-year assignment plan that the old board tried to pass off as "stability" was anything but. In that plan, there were nodes that were assigned 2 times in 3 years. The only thing the 3-year plan did was let people know ahead of time that their kids would again be playing the Chucky-shuffle.
Node numbers please
Wed, 08/18/2010 - 22:24 — bluedaisyProvide node numbers reassigned twice in the three year plan, please CC. And, it was never labeled a stability plan. It was a three year plan to give parents a heads up, exactly as you said, due to new schools opening up. Chuckie already knew he could predict that far ahead. There's that growth thing again.
Chuckie's Utopian Dictatorship
Thu, 08/19/2010 - 16:40 — g88ky07also knew that his precious 3 year plan would change 10 times, at least, before it ever reached day one! What growth thing? I don't see it!
What do you mean? You do not
Thu, 08/19/2010 - 18:57 — zandeWhat do you mean? You do not see that Wake county has grown? What are you talking about?
However
Wed, 08/18/2010 - 07:16 — Solon77However, as I recall the assignment policy stated a student could not be reassigned more than 1 time in 3 years. The new board removed that language. They can reassign students every year due to - growth.
I would still appreciate the
Tue, 08/17/2010 - 09:34 — willynillyI would still appreciate the ability to read an unbiased report on the economic balanced classrooms that is not written by JLF or any other "side" that is on point. As yet each "study" done has a lean.....for example, most reports that tout National Boards for Professional Teaching Standards were groups that were paid by NBPTS. Either that or they are connected to one side or the other. I am open minded enough to read this report if one exists. There must be one in the "reems" of research.
My wife told me about an
Tue, 08/17/2010 - 12:23 — danofncMy wife told me about an article she read that said that the children of professional people heard, on average, about 400 words per day, and the children of non-professional people hear 150.
That difference led to increased vocabulary, better reading, etc. for the children of professionals, and by 3rd grade left a significant gap in the two groups.
Now, in my opinion, this is where the diversity policy had potential to help (not alleviate the problem, but help). If those kids are around each other, then some of that increased vocabulary would transfer.
Some people here refer to that concept as "learning by osmosis" and scoff at it. But, the fact is that that mixture of kids would help.
The question (a fair question) becomes whether or not the methods required to achieve that mix a worth the results that come from the mix.
I don't have a link to the article. If my wife can remember where she read it, I'll post it later so people can attack the author and call him a liberal ideologue.
Dan, thanks for that input
Tue, 08/17/2010 - 17:53 — willynillyDan, thanks for that input because I have not really thought of that. Your take on osmosis. I observe classrooms as part of my prof development and am realizing that a number of the teachers I oberve, middle school, talk to the kids as if they are kindergarten. In my 8th grade science class I get this all the time, "Why do you use those big words?" LOL The BIG words are the words they read (if they bother) in their textbook. I think I am getting a lead here as to why students do better in classes where they are treated as their grade level dictates and not as if they are in K-3.
I do think studies show a significant advantage for students in a professional home and I can see it in my classroom. However, I see that the gap is very quickly closed if a teacher requires their students to "learn the vocabulary" of their subject matter.
?
Tue, 08/17/2010 - 13:20 — Bob_SconceI would expect children of educated people to hear more educated discussion than children of non-educated people. To the extent that "professionals" are educated and "non-professionals" aren't, that makes sense. However, I hope you're off by a couple orders of magnitude -- 400 words, especially for somebody in school, is far, far too few. I'd guessing that a typical 30-minute TV show has several thousand.
But, your conclusion doesn't really follow. First of all, there's a big difference between the vocabulary of words that you understand when you hear/read them and your speaking vocabulary. I forced my kid to listen to a podcast about the Great Depression in the car over the weekend (forcing = not changing the channel when he asked). I haven't heard a single peep out of him about the National Recovery Administration, Hoover's progressive policies or John Maynard Keynes.
But, secondly, you haven't shown anything about the magnitude of the effect. Kids spend most of their time at school not talking -- even if my kid wanted to talk about the Great Depression all day long, his classmates won't really have the chance to hear him.
No one is claiming that the
Tue, 08/17/2010 - 14:00 — danofncNo one is claiming that the kids are learning concepts through osmosis (or whatever else you want to call it). No one. It's about picking up words here and there that eventually add up to a lot, like the other day when my 5 year old asked if we were going to the pharmacy instead of drug store.
Your kid probably tuned out the podcast.
You could be right about the number of words. Maybe it was 4000 and 1500. I think it was unique words, so duplicates wouldn't count.
kismit
Tue, 08/17/2010 - 13:54 — turnerk1Just read this in this week's Newsweek by two people at the McKinsey Global Institute. "All over the world, your chances of success in school and life depend more on your family circumstances than on any other factor. By age three, kids with professional parents are already a full year ahead of their poorer peers. They know twice as many words and score 40 points higher on IQ tests. By age 10, the gap is three years. By then, some poor children have not mastered basic reading and math skills, and many never will: this is the age at which failure starts to become irreversible." The article goes on to talk about schools around the world that are trying to reverse these statistics. The lessons they draw from schools and countries that are more successful are:
1. get children into school early. High-quality preschooling does more for a child's chances in school and life than any other educational intervention.
2. recognize that the average kid spends about half his waking hours up until the age of 18 outside of school - don't ignore that time. They suggest extending the school day and school year.
3. pour lots of effort into training teachers. Kids with the most effective teachers learn three times as much as those with the least effective in a single year.
4. recognize the value of individualized attention.
A penny for thoughts
Tue, 08/17/2010 - 17:57 — willynillyA penny for thoughts here......so might we say that taking a large group of students from professional homes and moving them from a "vocab rich environment" school and moving them to a school with less "professional influence" would reduce the vocabulary for those students? Just curious....it would appear that would be true....while possibly increasing the vocabulary for students at the lower performing school.
I hear what you are saying
Tue, 08/17/2010 - 12:38 — woodstockI hear what you are saying and it may sound good, but where is the evidence that it makes a difference? After a decade of assigning students by socioeconomic status and another 30 years or so of other student assignment plans that incorporated some type of "diversity" equation, there is still an enormous achievement gap ...most glaringly among ED, black male and Hispanic students. If this "osmosis" approach was successful, we would not be having this discussion as it would be clear what needed to be done, and this approach would be widely accepted, crime would be down, the achievement gaps would be closed and America would have a more educated citizenry. The truth seems to be that the osmosis approach does not trump the other factors that some vulnerable student populations are challenged with. To be effective, we need to address those other factors more directly.
"To be effective, we need to
Tue, 08/17/2010 - 13:17 — danofnc"To be effective, we need to address those other factors more directly."
I'm pretty sure that is outside of the school system's reach. They can't assign professional people to go hang out in non-professional homes to help increase the vocabulary of young children.
As most of your comments prove, when kids don't do well in school, no one really cares why. Or are we supposed to believe that you really think Del was personally responsible for the 54.2% you rant and rave about all the time?
No...
Tue, 08/17/2010 - 13:24 — Bob_SconceBut, you can put better shows on TV (PBS' kids programming is really good) and have books and story-time available in the local library. Most importantly, you need to have good teachers in the schools who know and use that vocabulary -- it's their talking that occupies much of the time, and where the most important osmosis comes from.
Too Late
Tue, 08/17/2010 - 16:27 — bluedaisyBob - You say shows on PBS are already there, books and story times are already available at the library, I know because I took my children there, and checked out books for us to read. But by Kindergarten, the gaps are already there. The data shows the differences children are exposed to from birth until 5 causes the gaps. Teachers are playing catch up from there. I'll try to find a link to the study.
Heh...
Wed, 08/18/2010 - 15:59 — Bob_SconceFound a link and a commentary. Evidently, the study isn't quite as convincing as the authors made it out to be.
http://cafehayek.com/2010/08/whats-wrong-with-research-in-the-social-sciences.html
Evidently, the correlation is quite low.
if you do....
Tue, 08/17/2010 - 19:00 — Bob_SconcePlease see if they also publish the raw data- I'm sick of looking at education studies that don't publish the data so the rest of us can see if they're full of it.
Perry, I don't think Mr.
Mon, 08/16/2010 - 19:36 — CaryCurmudgeonPerry, I don't think Mr. Hood was saying the whole system "failed." I think his point was that the diversity busing program has failed to help the kids for whom the program was designed.
Wake County has certainly experienced strong growth. I've heard some assert that our school system is the reason for all that growth. Is it a factor, yes -- along with low traffic, affordable housing, climate, proximity to great universities, etc.
As to Halifax County schools, I'd rather see an ED kid graduate from there with a diploma than drop out of WCPSS.
I would appreciate hearing the background on the CMS tax increase you mentioned. When did it take place? Was it a county increase, or state? Property tax rate or something else.
Thanks,
Joe
As to Halifax County
Mon, 08/16/2010 - 20:35 — user12345As to Halifax County schools, I'd rather see an ED kid graduate from there with a diploma than drop out of WCPSS
I am sure if all you want to do is give each kids a diploma the system can make that happen .... we use to pass kids along and give them a diploma for time served and could go back to that system. It may be WCPSS standards are too high though now to pass kids along unnoticed.
I hear a lot of speculation
Mon, 08/16/2010 - 21:33 — CaryCurmudgeonI hear a lot of speculation that Halifax and Guildford county graduation standards are lower than WCPSS, but no facts to back that claim up.
For the record, I didn't say
Tue, 08/17/2010 - 08:00 — danofncFor the record, I didn't say that GCS has low standards for graduation.
I only stated that with fewer AP classes they were able to offer smaller classes in core subjects so that the kids there who are more likely to struggle get more individualized attention.
The only thing I know about Halifax schools is that nobody complains about a bus ride. SE Halifax HS was in the middle of nowhere. It didn't seem like anyone lived within 10 miles of it.
Graduation Rates Deceiving
Mon, 08/16/2010 - 21:47 — Solon77Graduation rates can be deceiving. For example Tedesco's childhood district reports a graduation rate of 83% and yet 47% of the students that go on some form of college require remediation in math and reading.
Academic achievement
Aliquippa School District was ranked 102nd out of 105 Western Pennsylvania School Districts in 2010 by the Pittsburgh Business Times. The ranking was based on three years of student academic performance on the PSSAs for: math, reading, writing and two years of science. In 2009 the district ranked 102nd In 2008 and in 2007 - 101st of 105 western Pennsylvania school districts.
Statewide Honor Roll Ranking 2010 - 489th of 498 school districts.
2009 - 488th
2008 - 487th
2007 - 490th of 501 school districts.
Graduation Rate:
2009 - 83%
2008 - 87%
2007 - 87% ]
High school
In 2009, Aliquippa High School is in Corrective Action II 2nd Year due to chronically low academic achievement of the students.
The school's eleventh grade ranked 109th out of 123 western Pennsylvania high schools for student academic achievement in 2009. The ranking was made by the Pittsburgh Business Times. It was based on three years of PSSA results on: reading, writing, math and one year of science.
In 2007 Johns Hopkins University listed Aliquippa High School among 47 Pennsylvania schools and 1700 nationwide high schools with high drop out rates.
PSSA Results
11th Grade Reading
2009 - 29% on grade level. In Pennsylvania, 65% of 11th graders on grade level.
2008 - 44%, State - 65%
2007 - 65%, State - 65%
11th Grade Math:
2009 - 23% on grade level. In Pennsylvania, 56% of 11th graders are on grade level.
2008 - 33%, State - 56%
2007 - 37%, State - 53%
11th Grade Science:
2009 - 10% on grade level. State - 40% of 11th graders were on grade level in Science.
2008 - 26%
College remediation According to a Pennsylvania Department of Education study released in January 2009, 47% of Aliquippa School District graduates required remediation in mathematics and or reading before they were prepared to take college level courses in the Pennsylvania State System of Higher Education or community colleges. Less than 66% of Pennsylvania high school graduates, who enroll in a four-year college in Pennsylvania, will earn a bachelor's degree within six years.
How can this be? I thought
Tue, 08/17/2010 - 10:04 — doctorjHow can this be? I thought everything was better up there ;-)
?
Tue, 08/17/2010 - 10:25 — Bob_SconceWho said that? One only needs to look to Detroit to see the hell-hole that some Northern districts have become. But, that doesn't mean that they do everything wrong.
So, in 2008 44% were at
Tue, 08/17/2010 - 07:55 — danofncSo, in 2008 44% were at grade level in reading, 33% in math, and 10% in science, but 83% of kids graduated? That seems odd.
That is how CaryCumudgen
Wed, 08/18/2010 - 08:04 — user12345That is how CaryCumudgen measures success ... a diploma ... does not matter that the kids can not read like at John's school ... actually, he is just looking for any dent in the armor ... next week it will be Pacific Islanders 3nd grade math schools are better in Union elementary on Thursdays ....
Personally, I hate
Mon, 08/16/2010 - 18:53 — willynillyPersonally, I hate government. I also hate idealogues who think they all know everything and have the right to say I am right and "they" are wrong. I have seen great conversations come from people who disagree and discuss without slamming this belief or that. So with all that being said I have to move to being a research based educator and ask one important question.
You cite "reems of research" concenring the benefits of students attending a "balanced" economic setting in schools. I teach in a high poverty/F&R/low SES school and have been able to build a pretty decent body of work in helping these students to acheive. Specifically, the year before I arrived at this school the pass rate for the 8th grade science EOG was 36%. The following year 65% of my students passed and this past year that number went to close to 80%.
So, my question is, repsectfully, can you cite a specific study from a group that is NOT affiliated with either "side" that has shown that the make-up of which you speak has been successful?
There is private school north of Raleigh that, for years, touted all of their students get into college. Well, when you have control over transcripts that can be easy to do. However, look at the students still in college in a specific class in just 2 years. Many studies seem to leave out a foolowing of students graduating from college 4 or 5 years later. I get frustrated reading these reports because they only speak of graduation rates and acceptance letters. If a school system is good then those students "have feet" to get through those college years.
Sounds like you have done
Mon, 08/16/2010 - 21:04 — zandeSounds like you have done some great work willy. If you don't mind my asking, what school do you teach at?
Thank you, but I can't take
Mon, 08/16/2010 - 21:31 — willynillyThank you, but I can't take all the credit. My students buy in to what I ask them to do and things just seem to work out.
If you have seen some of my posts here you may know that there were some "tough moments" a few years ago. I am in the process of putting a package together for Sen Neil Hunt and sending another to AG Roy Cooper. I have taught at East Millbrook and a couple of other schools in Wake County, but for now I better lay low just a bit. However, if the WCPSS does not know who I am they are a lot less smart than I thought. I have given Keung a few things, but will be sending him much of this info (scanned letters and emails) for use at the N&O if the editor has the guts to print it.
Why would anyone view
Mon, 08/16/2010 - 13:49 — JoeTarheelWhy would anyone view anything he says as 'credible' when is employed by a partisan-supported, conservative group. Just the fact that they refer to themselves as a 'conservative think tank', an oxymoron is laughable.
Every moronic statement that comes from his lips are tainted with a close-minded ideology. Distorting facts to suit the right-wing agenda. Isn't it amazinng that all the right-wing can do is 'bash' the socio-economic diversity policy yet they seem to have no proposed solutions to address an ongoing glaring social problem. All they care about are their suburban cul-de-sacs. "To Hell with Everyone Else!" nice, real nice.
Why is it fair to bus kids 2
Mon, 08/16/2010 - 14:11 — golfer_68Why is it fair to bus kids 2 hours to go to school . rev. barber has not answered why you need to move kids all around wake county. Busing is not the answer. Barber grandstanding on civil rights is sickening. At least john hood is trying to do whats best for kids. Not just make a media splash like " the rev. barber"
Are there kids bused two
Mon, 08/16/2010 - 21:08 — zandeAre there kids bused two hours to school? I agree that is excessive but I am sure that can be corrected w/o dismanteling the whole system. The only kids I have heard of that have that kind of trek to school are magnet kids that transfer at Southeast. The total trip time is about an hour. My son took this route for a while.