Here's a very quick recap of today's Wake County school board policy committee discussion on changing the student assignment policy.
Debra Goldman, chairwoman of the committee, asked the members present to lay out what they considered to be the keys to student assignment. A big gap was apparent between new and old board members.
All the board members agreed that academic success for students is important. But they differed on what role socioeconomic diversity plays in it all.
For instance, school board member Deborah Prickett argued that there's no proof that the diversity policy works. She questioned whether dispersing low-income students around is an ineffective way of using federal Title I dollars because some kids won't be at schools with those programs.
Goldman said the current policy leads to lack of stability.
But board member Kevin Hill said keeping schools comparable helps keep good teachers at schools, which in turn helps academics.
Board member Carolyn Morrison said being around kids of different backgrounds helps students. She said it also helps with college admission because universities like kids to come from diverse schools.
Goldman said they'll next meet again Feb. 24 to begin the actual discussion of changes to Policy 6200.
UPDATE
Based on the level of interest, here's an expanded look at the discussion on Policy 6200.
Kevin Hill was the first member to share his perspective on the policy after Goldman made the request.
Hill said he looks at Policy 6220 from the perspective of an educator. He said the key to the policy is comparability between schools, which is tied into the quality of teachers schools have.
“I don’t want teachers picking and choosing different schools because of the perception, real or imagined, that one school is good and another is bad,” Hill said.
Hill said comparability is the "crux of studenta assignment policy."
Next came Carolyn Morrison, who said the key to Policy 6200 is creating and maintaining a diverse student body.
Morrison said research shows that the single best predictor of how a student does is who they go to school with. She said if students attend schools with students just like them, they’re not as likely to learn new things.
Morrison said colleges are looking for students coming from divere schools because it will help them be prepared to deal with the global economy. She said Wake's students "automatically get a leg up now" from the diversity policy.
Next came Deborah Prickett, who said her key is creating stable school environments.
Prickett said research shows that parental involvement is one of the key factors involved in student success. But she said right now with students getting shuffled all around, parents can't get as involved.
Prickett said achieving academic success for all students may be different based on students needs. She said they need to look not just for good teachers, but more effective teachers. She said some teachers are more effective with certain kids than other teachers.
Prickett then pointed to the 54.2 percent graduation rate for economically disadvantaged students to question the effectiveness of the current policy.
“This policy has been used but I don’t see the data that goes with it to see if it works," Prickett said.
Prickett said she understands why the goal is to keep the percentage of F&R kids at each school under 40 percent. But she said Wake is leaving a lot of Title I money on the table
Prickett said the Title I money could be really helping students in this area. She talks about how she was in Charlotte last week as part of her state job and while the schools looked different, "a lot of those schools are doing very well even though their F&R populations are higher."
Prickett also disputed the school district's distance analysis for using "as the crow flies" for determining how far students are from school. She said Wake should use a program like Mapquest that uses driving distance.
Supt. Del Burns stepped in to say he needed to clarify what Prickett said. He said Wake isn't losing any Title I money because funding is based on the districtwide F&R total.
Prickett responded that she meant that the current policy spreads F&R kids around so that they might not be in a school where they’re getting Title I help.
Prickett then asked Burns if he agreed with that statement. Burns said he agrees, but he said that money is not being left on the table. Prickett fired back that Title I resources are not being used as effectively
Keith Sutton said he doesn't just want to pick out one point from the policy. He said was concerned about the "Dec. 1 hijacking" that removed all references to diversity from Policy 6200.
Sutton said the revised policy needs to keep many of the important parts of the current policy.
Goldman responded with an indirect dig at Sutton, saying how groups have changed it from being called the assignment policy to the diversity policy. She noted the "maneuvering the day before the election to make it the diversity policy."
Goldman was referring to the Friends of Diversity press conference on the day before the October elections that had been organized by Sutton. Her remark got snorts from the audience, which consisted largely of supporters of the current policy.
After Sutton came Anne McLaurin, who said the most important thing from the current policy is achieving academic success for all students. She agreed with Prickett that academic success is different for some students.
McLaurin also said the teaching component is important. She said "schools with challenges tend to do less well with higher teacher turnover."
But McLaurin also added that she thinks "stability is important" and "that addressing distances as part of the solution is important."
Last up was Goldman, who said it's really hard to rank in order the priorities from the current policy.
Goldman said everything can be summed up by achieving academic success for all students. She said part of success is about not worrying where you’ll have to go to school next year.
“It’s really hard to build a connection when you don’t know if you’ll be moving," Goldman said.
Goldman said some student movement is a logical consequence of growth. But she said Wake needs to find a way to move students less and find proximity to residence.
Goldman wrapped things up by asking the board members present to do a "homework assignment." She asked them to look at the policy in more detail and make notes on things that need to be addressed.
Goldman said that in two weeks they'll get into a discussion on how to move forward with making changes and best encompass their goals. She joked that she'll give the assignments to Hill, a former Wake teacher and principal, to grade.
Chris Malone is a member of the policy committee but had to leave before the policy 6200 discussion because of a conflict with another meeting.
John Tedesco was not at the meeting.
Ron Margiotta had been there before the policy committee started to confer with Goldman and Burns about next week's board agenda. But he left before the meeting started.
Comments
ot (slightly) sorry for length....
Wed, 02/10/2010 - 21:02 — AngelaWDisadvantaged Students Continue AP Climb
By Erik W. Robelen
Continuing a pattern from recent years, more students from low-income families are taking—and earning what is considered a passing score on—at least one Advanced Placement exam, a new analysis of results for the public high school graduating class of 2009 shows.
At the same time, significant gaps persist in preparation and access across “traditionally underserved students,” the analysis released today by the College Board suggests, especially for African-American students.
For instance, although black students represented 14.5 percent of the 2009 graduating class, they were just 3.7 percent of those who passed at least one AP test. That was a slight improvement from the class of 2008, in which African-Americans were 3.5 percent of the students who did so, and 3.3 percent the year before that.
The results for Hispanic students, who represent a fairly comparable percentage of the class of 2009, about 16 percent, were far stronger than for African-Americans. Of those who passed at least one AP exam, 14.3 percent were Hispanic students. Those categorized as American Indians and Alaska Natives represented 1.2 percent of the 2009 graduating class, and 0.4 percent of those who passed one or more AP test.
The sixth annual “AP Report to the Nation” finds that 18.9 percent of the AP test-takers in the class of 2009 were low-income students, up from 17 percent for the class of 2008 and 13.7 percent for the class of 2004. Meanwhile, such students made up 14.7 percent of those in the class of 2009 who earned a score of at least 3 on one or more AP tests, compared with 13.4 percent for the class of 2008. The tests are graded on a scale of 1 to 5, the highest score.
The College Board, the New York City-based nonprofit organization that sponsors the AP program, considers a score of 3 the minimum that is predictive of success in college.
“Through the dedication of educators and others across the country, we are making progress toward the goal of having AP classes reflect the diversity of America’s students, but the disparity still exists,” Trevor Packer, the vice president of the College Board’s AP program, said in a press release. “We need to ensure that all students are provided with the kind of academic experiences that can prepare them for the rigors of AP and college.”
The annual College Board report comes as USA Today published its own recent analysis of AP results using a different methodology. The newspaper concluded that while the number of students taking AP exams hit a record high last year, the proportion who failed the exams is also rising.
High Failure Rates?
The USA Today analysis finds that more than two in five students, 41.5 percent, earned a score of 1 or 2, up from 36.5 percent in 1999. In the South, a U.S. Census-defined region that spans from Texas to Delaware, nearly half of all tests—48.4 percent—earned a 1 or 2, a failure rate up 7 percentage points from a decade prior and a statistically significant difference from the rest of the country.
College Board officials, the newspaper reported, said it’s misleading to lump all scores together, because some tests have vastly different historical pass rates. They also noted that enrollment growth in AP courses over time means the raw number of students earning passing scores is climbing.
The USA Today report echoes the findings of an Education Week analysis in 2008. It found, looking at test data for the four years from 2003 to 2007, that as the number of AP exams taken grew by almost one-quarter nationwide, the percentage of exams that received at least a score of 3 had slipped from about 60 percent to 57 percent. Education Week also saw declines across all racial and ethnic categories examined, except among Asian-Americans. (“AP Trends: Tests Soar, Scores Slip,” Feb. 20, 2008.)
Maryland on Top, Again
Overall, the new College Board report finds that with the class of 2009, more students than ever earned at least one passing score. Of the estimated 3 million students who graduated from U.S. public schools last year, 15.9 percent earned an AP score of at least 3 on one or more exams. That is up from 15.2 percent in 2008 and 12.7 percent in 2004.
The total number of public high school students from the graduating class of 2009 who took an AP exam was 798,629, up from 757,979 for the class of 2008. No data were provided for students from private schools.
The report also provides state-by-state analysis. It finds that Maryland, for the second consecutive year, led the nation with approximately one-quarter of its public school students from the class of 2009 passing at least one AP exam. New York, Virginia, Massachusetts, and Florida followed.
Virginia and Maryland were also among the seven states identified as showing the greatest expansion of their graduating class earning a passing score on at least one AP test.
Overall, the vast majority of states saw some increase in the percentage of graduates who passed at least one AP exam, compared with the class of 2008. However, five states—New Mexico, North Dakota, Oklahoma, Utah, and Vermont—had slight declines, as did the District of Columbia.
The state with the lowest percentage of 2009 graduates who passed at least one exam was Mississippi, with 4 percent, followed by Louisiana, the District of Columbia, North Dakota, and Nebraska
keep holding their feet to the fire!
Wed, 02/10/2010 - 20:33 — AngelaWPrickett then asked Burns if he agreed with that statement. Burns said he agrees, but he said that money is not being left on the table. Prickett fired back that Title I resources are not being used as effectively
Prickett nails it!
Wed, 02/10/2010 - 20:25 — DrActualFactualBurns points out Funding is Districtwide, Prickett points out that children are being bussed around and not receiving the Title 1 assistance/resources that they are supposed to be getting. Remember Wake County Schools are in Title 1 District Improvement status. WCPSS is supposed to identify steps to improve STUDENT ACHIEVEMENT by revising its District Improvement Plan describing what the district will do to help low achieving children meet standards. Educating the kids at the schools that have Title 1 resources might help increase achievement and reduce the achievement gap, (novel thought). Thank you Deborah Prickett for thinking about the students.
PRICKETT HIT THE BULLSEYE
Wed, 02/10/2010 - 22:34 — Voice_of_Reason_Title I funding is given to the district yes, but is only given to Title I schools and the administration in WCPSS. The district allocates it to individual schools that are Title I. Part of Title I funds must held for use for voluntary busing or tutoring in failed schools. The AYP criteria doesn't mean much to non-Title I schools since there are no penalties for those failing. Pickett is absolutely right in what she is saying. WCPSS has been busing the lowest performing nodes in Title I base areas to improve the Title I schools on paper at the detriment of others. Those kids get nothing except involuntary busing in return. Remember if a Title I school is failing according to NCLB, the kids have a right to be bussed or tutored.
All that said, expect major changes in the NCLB Act in the next year or two. I heard they are considering dropping AYP criteria entirely. The sad fact is the NEA is running that show and the result will probably not help the kids that need it. I think we will only see money thrown at the problem. I hope I am wrong.
Thanks for the details,
Wed, 02/10/2010 - 20:07 — jenmanThanks for the details, Keung. Very much appreciated.
"Morrison said research shows that the single best predictor of how a student does is who they go to school with. She said if students attend schools with students just like them, they’re not as likely to learn new things.
Morrison said colleges are looking for students coming from divere schools because it will help them be prepared to deal with the global economy. She said Wake's students "automatically get a leg up now" from the diversity policy."
WHAT?!? I think that Morrison is basing her arguments on feelings and not fact. The single best predictor of how a student does is who they go to school with?!? Not in anything I've ever seen. THey're not as likely to learn new things if they're with students just like them? What new things?
Back to a question that somebody else asked--What is diversity? You can find diversity ANYWHERE if you want to find it. Even in a school of all white or all hispanic kids. I value diversity in my childrens' schools, but how do we define what diversity is the 'right' diversity? I liken this to arguments I have had with socially conservative friends about legislating morality. There might be behaviors that I don't like, but we can't force people to behave how I'd like them to.
" You can find diversity
Wed, 02/10/2010 - 20:24 — CaryCurmudgeon" You can find diversity ANYWHERE if you want to find it."
Well put. The word "diversity" has been sorely abused in Wake County. It has become the fuzzy-sounding replacement for "forced busing" by those who would keep our schools on the same path.
Morrison was better off
Wed, 02/10/2010 - 20:14 — woodstockMorrison was better off remaining silent...as has been her forte until today. She has no idea at all what she is talking about.
I will say that I agree with
Wed, 02/10/2010 - 15:16 — jenmanI will say that I agree with Kevin Hill that teacher retention is probably lower at high poverty schools. I do think that is a legitimate issue--we have to take steps to ensure that all schools remain attractive to teachers, such as TAP.
Morrison's comments have no basis is fact.
which statement or are you
Wed, 02/10/2010 - 15:36 — carson79which statement or are you saying both?
Which of Morrison's? both.
Wed, 02/10/2010 - 15:49 — jenmanWhich of Morrison's? both.
So you don't think being
Wed, 02/10/2010 - 16:02 — carson79So you don't think being around kids of different backgrounds helps students?
I'm interested to know in what way you "support diversity" then?
I do believe that being
Wed, 02/10/2010 - 16:37 — jenmanI do believe that being around kids of different backgrounds is a positive thing. Does it help their academic achievement? No.
We need to be placing academic achievement for all kids as our #1 priority. It hasn't been for a long time now.
We cannot continue to base our assignment policies on something that 'feels good'.
so in what way do you
Wed, 02/10/2010 - 16:59 — carson79so in what way do you support diversity in the assignment policy?
or do you agree with the new BOE who have removed it completely?
What's diversity?
Wed, 02/10/2010 - 18:56 — woodstockWhat's diversity?
what's a neighborhood school?
Wed, 02/10/2010 - 19:19 — carson79what's a neighborhood school?
If you don't have an answer,
Wed, 02/10/2010 - 19:29 — woodstockIf you don't have an answer, just say so.
Regarding your question, a neighborhood school is just like, for example, your neighborhood pharmacy, community center, grocery store, church, etc. You know, the community resources that attracted you to the area where you chose to live and raise a family. It may not be the closest school, but it is not three towns over or 18 miles across the county.
Question
Wed, 02/10/2010 - 17:29 — louiselee44"...do you agree with the new BOE who have removed it [diversity in the assignment policy] completely"
Is this statement premature?
ok, sorry, change that to
Wed, 02/10/2010 - 17:35 — carson79ok, sorry, change that to proposed complete removal of it. This would be a different conversation if it had already happened.
Diversity?
Wed, 02/10/2010 - 18:01 — MomknowsbestWhenever diversity is mentioned, race comes to mind, not income. Whatever it is we need to look beyond black and white. There are other minorities who are not as coddled. To many parents academic achievement comes first, with or without diversity. Quality education leads to academic achievement. Diversity should not be at the expense of base school students who are not eligible to apply to magnets.
I think we've been over this
Wed, 02/10/2010 - 17:13 — jenmanI think we've been over this many times before, but I have always advocated setting priorities. Diversity is one of 6 (?) 'factors' in policy 6200, yet none of them are given any priority. The BOE has not given GM any priorities and so it lets Chuck D. make his own value judgements. I would like to see SES diversity remain but it should be weighted less than other factors. I'd like to see what would happen with a distance limit imposed. Maybe 10 miles and see what that looks like. THe new SAS software allows for this to be done easily from what I understand.
IN recent years the focus of student assignments has shifted from making sure that no schools have too many F&R to making sure that none have too few. In the assignment plan from 2 years ago, 2/3 of the higher F&R nodes reassigned were moved from a school that was already <40% and moved to a school that was less than 25% in order to increase the second school's numbers. We should NOT be moving kids just to raise F&R at some other school. Stability and proximity should have been more important.
"I would like to see SES
Wed, 02/10/2010 - 18:08 — user12345"I would like to see SES diversity remain but it should be weighted less than other factors. I'd like to see what would happen with a distance limit imposed. Maybe 10 miles and see what that looks like."
Sounds sensible ... I am sure WCPSS could do a better job of all this ...
Actually no we have not been
Wed, 02/10/2010 - 17:18 — carson79Actually no we have not been over it before.
I agree somewhat but I don't have a clue how your position on this could possibly lead to supporting the new BOE who have proposed removing diversity completely!
A proximity based approach as proposed in their changes to the policy (complete removal of diversity) does not allow for anything like what you've stated.
I guess you'll be joinging the rest of us in helping the new BOE make more informed and rational decisions to help the WHOLE county?
I was surprised that Debra
Wed, 02/10/2010 - 17:42 — jenmanI was surprised that Debra Goldman proposed those particular changes to the policy at that first meeting. I'm hoping that they will keep diversity in the policy somehow.
How can I support the new BOE? The assignment policies of the old BOE and of WCPSS in general have gotten so far out of control and nobody was interested in changing them. Valid issues were brought up for years and dismissed without discussion. Student achievement was not the #1 priority. We cannot continue down this road--its time for a new direction.
I do have concerns about what will happen, but we cannot continue to live in fear of what ifs. Its time for new BOE members who aren't so afraid of change that they ignore the problems we currently have. Are the new members perfect? No. Nobody is.
WSCA has never planned on stopping after the elections were over. Its not enough to just get your candiates elected and then assume that all the right decisions will be made. Its not that simple. We've always envisioned our group following through with this and future BOEs to make sure that the decisions made benefit everybody in the county. So perhaps you'll be joining us in making sure that the BOE makes informed and rational decisions that benefit the whole county.
“I'm hoping that they will
Wed, 02/10/2010 - 23:02 — woodstock“I'm hoping that they will keep diversity in the policy somehow.”
I’ve heard this sentiment expressed, but what does keeping diversity in the policy really mean…especially the WCPSS version of diversity? Why, with a myriad of more relevant issues related to academic achievement to consider, does diversity take such precedence? I genuinely want to understand. We would not have to “hope” to keep diversity in the policy if there were convincing evidence that it provided substantial enough benefits to justify the sacrifice and expense that is required by so many.
You do have a point,
Wed, 02/10/2010 - 23:18 — jenmanYou do have a point, woodstock. What I want to avoid is a situation where we have two schools right next to each other with vastly different populations. I don't mind not going to the absolute closest school as long as its still a reasonable distance and in my community.
I agree that the absolute
Wed, 02/10/2010 - 23:24 — woodstockI agree that the absolute closest school does not have to be a goal and I don't think anyone has suggested that. However, I personally do not care if schools have different population if the students in them succeed academically.
Ultimately, you're right
Thu, 02/11/2010 - 16:43 — jenmanUltimately, you're right woodstock. I suppose that I don't really care if the populations are different if academic success is there. Honestly, I guess its a 'feel good' issue. I like that my kids are not at a mostly white school but giving my kiids greater exposure to other races & cultures isn't the school system's job. Its mine.
I understand it is feel good
Thu, 02/11/2010 - 16:59 — woodstockI understand it is feel good issue...but the situation we are in now requires a lot of sacrifice from many familes so that some can feel good about things. And, all the while the low-income and minority achievement gap still exist and in some cases keep growing...no one can feel good about that.
Also -- as I think you know, but others may not -- the current student assignment policy does not address diversity as it relates to race and culture. It is based solely on socioeconomic status.
I think we agree on this for
Thu, 02/11/2010 - 17:23 — jenmanI think we agree on this for the most part. And you're right--I definitely don't feel good about the way things are going. Too much sacrifice with very little benefit.
It is based solely on
Thu, 02/11/2010 - 17:04 — carson79It is based solely on socioeconomic status.
which tracks race and culture.
You don't like the diversity policy because you have a fundamental disagreement that this can be a function of government, this is your true problem with the policy, not the performance of ED kids.
As an aside, it seems to me
Thu, 02/11/2010 - 19:02 — CaryCurmudgeonAs an aside, it seems to me that status-quo supporters flip back and forth between defining the diversity program as race-based or income-based, depending on the audience or argument. Even Mr. Barber seems to use both definitions interchangeably in his speeches. Are we busing based on socio-economic status as an alternative to race to get around the Supreme Court ruling? If what you say is true about race and socio-economics tracking together, then isn't the diversity policy just exploiting a loophole in the court's ruling?
As an aside, it seems to me
Thu, 02/11/2010 - 21:41 — jenmanAs an aside, it seems to me that status-quo supporters flip back and
forth between defining the diversity program as race-based or
income-based, depending on the audience or argument.
---------------------------------------------------------------------------------
Yes!
So...
Thu, 02/11/2010 - 17:25 — Bob_SconceMy problem is that the diversity policy is a huge distraction that, in the past, has tended to drive many of the district's decisions without any significant apparent benefit. As a result, the policy ends up indirectly hurting everybody, not just F&R kids. It would redeem itself, at least partially, if it really helped those it purports to.
Exposing students to a broad range of opinions and ideas is a reasonable function of public education. And, that range can come about from being exposed to people of a wide variety of cultures and backgrounds. But, nobody is talking about exposing WCPSS kids to that wide variety.
No surprise, but you are
Thu, 02/11/2010 - 17:28 — woodstockI do indeed care about the performance all students. For our counrtry to be successful, we need educated citizens. I care about children and I also know that those who do not graduate will often be dependent on, rather than contributors to, society.
You say that socioeconomic status tracks race and culture. Really? What races and cultures embrace, embody or wish to retain a legacy of low income?
Uh, yes, socioeconomic
Thu, 02/11/2010 - 18:00 — carson79Uh, yes, socioeconomic status is correlated with race. I don't understand your other question because I don't think it is related to what I said in any way.
"Correlated with race?" Uh,
Thu, 02/11/2010 - 18:07 — woodstock"Correlated with race?" Uh, that is not what you said. You said it "tracks race and culture" and I assume you meant to apply some relevance to that. Which is...?
I am not surprised at all that you do not understand the rest of what I asked.
Ok, tracks, correlates, I
Thu, 02/11/2010 - 18:19 — carson79Ok, tracks, correlates, I think everyone knew what I meant.
The way you resort so quickly to personal comments and attempts at put-downs shows how truly dedicated to the students of Wake county you are.
I'm blown away by your compassion and unrelenting attempts to engage in meaningful dialogue.
Partially your fault
Thu, 02/11/2010 - 18:27 — supportwcpssCarson - Have to blame you a little. You keep engaging with these folks. There is certain group - woodstock, changewcpss, g88, etc. that have no interest in real dialogue so I suggest just don't reply.
Great!
Thu, 02/11/2010 - 21:43 — g88ky07It makes my life more simple when you don't.
Pull your diapers up and move along!
"I was surprised that Debra
Wed, 02/10/2010 - 18:17 — user12345"I was surprised that Debra Goldman proposed those particular changes to the policy at that first meeting"
I am sure her major campaign contributors have taken her to the wood shed for going rogue on MYR ... they hate loose cannons … independent women (e.g. Sarah) get especially rapped when they do not follow directions . ... and what ever this BOE does another one in the future will probably reverse ... that is why concentrating on student performance is so important since it transcends “ideological directions of the day” on does diversity matter, is diversity good, should black and white, poor and rich kids mix, etc.
LOL! I am not active in a
Wed, 02/10/2010 - 17:46 — carson79LOL! I am not active in a group but we'll all be doing it at the same time so it is sort of joining eachother - it is that push and pull of different views that keeps things going well in my opinion.
it is that push and pull of
Wed, 02/10/2010 - 17:55 — jenmanit is that push and pull of different views that keeps things going well in my opinion.
----------------------------------------
I agree 100%.
Let's analyze these statements....
Wed, 02/10/2010 - 13:42 — shearertw1- ......school board member Deborah Prickett argued that there's no proof that the diversity policy works.
TRUE
2- Goldman said the current policy leads to lack of stability.
TRUE
3- ...board member Kevin Hill said keeping schools comparable helps keep good teachers at schools, which in turn helps academics.
NO PROOF of this anywhere, in fact, if it did help academics, then statement 1 would be false.
4- Board member Carolyn Morrison said being around kids of different backgrounds helps students.
NO PROOF OR DATA
5- She (Morrison) said it also helps with college admission because universities like kids to come from diverse schools.
NO PROOF OR DATA to support this. If so, are universities discriminating against kids who do not attend "diverse" schools? Now that would be a story!
"3- ...board member Kevin
Wed, 02/10/2010 - 16:04 — user12345"3- ...board member Kevin Hill said keeping schools comparable helps keep good teachers at schools, which in turn helps academics.
NO PROOF of this anywhere, in fact, if it did help academics, then statement 1 would be false."
... good teachers don't help academics? ... that needs proof?
So...
Wed, 02/10/2010 - 16:50 — Bob_SconcePossibilities are:
(a) Keeping schools comparable helps keep good teachers at schools
or
(b) Keeping good teachers at [their current] schools [instead of letting them switch to other schools] . . . helps academics.
or both.
Hill's just setting out the mediocrity argument: "if some schools get to be really good, then good teachers will want to work there. And, that will make that school even better, possibly at the expense of other schools that aren't as good. So, we cannot allow any school to get to be really good."
My opinion
Wed, 02/10/2010 - 18:06 — MomknowsbestIn my opinion, Hill just want mediocrity for all base schools except the magnets. No AG students are allowed to want to be challenged further and be taught to their potential at base schools.
"Hill's just setting out the
Wed, 02/10/2010 - 17:09 — user12345"Hill's just setting out the mediocrity argument: "if some schools get to be really good, then good teachers will want to work there."
Mediocrity arguement? So having a good place to work is a bad thing? Most businesses try to create inviting environments where employees feel safe, needed and can grow. I am guessing you work for the government from your sense of priorities? Don't we want to make all the schools place that attract the best teachers we can hire? And don't we want to avoid creating really bad schools where few if any teachers want to teach?
Or avoid what's happening in Charlotte...
Thu, 02/11/2010 - 00:14 — ksinclairwhere they're having to resort to "strategic staffing" to bring administrators and teachers from affluent, high performing schools into the poor performing schools....in part because they can't get enough of them there voluntarily. We should all be following the Charlotte education news and blogs for a preview of what we might be dealing with. And to learn how we can do better.
Let's follow Guilford County
Thu, 02/11/2010 - 09:38 — CaryCurmudgeonLet's follow Guilford County too. Their Mission Possible program has succeeded in putting the right teachers in the right places, and they do better than us with ED kids with a higher overall ED population.
Oh goodness, please tell me
Thu, 02/11/2010 - 14:15 — carson79Oh goodness, please tell me this is a joke. Have you been to any schools in Guilford county? Do you have friends who teach or have kids there?