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WSCA's runoff campaign report

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The Wake Schools Community Alliance has continued to raise more money for the runoff.

In this campaign report received today, the WSCA reported having raised $36,919.44 as of Oct. 19. The group had spent most of the money, leaving $2,650.54 available.

The biggest new donor was conservative businessman Robert Luddy, who gave $4,000. School board member Ron Margiotta gave $1,650.

County Commissioner Tony Gurley gave another $1,000 to increase his total contribution to $2,000.

Other donors include former Raleigh City Councilman Kieran Shanahan and Civitias Institute executive director Francis DeLuca. The WSCA also received a number of donations from Indian-Americans.

The WSCa reported giving Deborah Prickett's campaign another $2.000 to bring up the total to $2,500. John Tedesco's campaign got another $2,250 to bring up the total to $4,950.

The WSCA is still facing the campaign election complaint filed by political consultant Perry Woods over whether it exceeded limits for supporting individual school board candidates.


Changed wording from violation to complaint.


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Report: States set low bar

Report: States set low bar for student achievement

North Carolina still has below-basic achievement standards for fourth- and eighth-grade reading.

hmmm.timing they say.....

Board resolution recommends changes for No Child Left Behind LawOctober 27, 2009 - The Wake County Board of Education has weighed in with its input for updating the federal No Child Left Behind law.

Board Resolution
on No Child Left Behind

on No Child Left Behind

After several months of discussion in the board’s committees, the board approved a resolution on October 20 that recommends nine changes to the federal law.

The changes include:

  • An additional standard – academic growth – should be added to the performance standard. Schools should receive recognition for the percent of students in subgroups attaining predicted growth.
  • The time frame for goal attainment should be modified to take into account both individual students needs and to recognize that some students will need more time to achieve grade level performance.
  • A subgroup’s test results should be reported every year, but in order to be included in determining Adequate Yearly Progress (AYP) the subgroup should exist at a school for two consecutive years.
  • Annual Measurable Achievement Objective (AMAO) 3 under Title III should be removed since it is a duplication of the AYP Calculation for Title I.
    The North Carolina Checklist of Academic Standards (NCCLAS) should be re-instated or the NC EXTEND be considered for qualifying LEP students.
  • The development of alternate assessments should be allowed for students with disabilities that are measured against alternate or modified standards based on student growth expectations as determined through the Individualized Education Plan (IEP).
  • Adjustments in calculating the AYP standard for high schools should be made to account for the upper age provision (of 21 years) for students with disabilities mandated under IDEA.
  • Once a state is granted a waiver, that waiver should be made available to other states.
  • Districts should be allowed to use set-aside Title I funds to provide transportation for students participating in Supplemental Education Services (SES).

The changes are further discussed in a two-page document developed by the board and school system staff.

In the resolution, the board notes that the Wake County Public School System is the 18th largest in the nation and the largest in North Carolina with a population of 140,000 including 12,417 Limited English Proficient students and 18,690 Students With Disabilities.

The 2001 law called for every state to set standards in reading and math, and for every student to be proficient at those subjects by 2014. Congress is expected to begin discussions on updating the law in the coming months.


Yankees? You mean Go Phillies! and John Tedesco!

Yankees? You mean Go Phillies! and John Tedesco!

"The WSCA also received a

"The WSCA also received a number of donations from Indian-Americans."

wow you are right ... that would be an interesting story ... IA may only make up 5% of the population but seem to have provided most of the large donations to WSCA.

Clearly a plot

They must be trying to get more curry into the lunchrooms.

I don't suppose you noticed that many of the donors were also doctors -- I suspect that doctors make up even less than 5% of the population.  What do you take from that?

For somebody who has complained that WSCA doesn't get enough minority support, you should be happy to see this.


I figured they were in the

I figured they were in the "A" schools and were voting with their donations to keep others out who might pull their school (and property values) down.

Indians value education

A fair number of Indians in the USA tend to earn their livelihood in knowledge driven industries. This requires quality education; a fact lost on many in Wake county. Obsession with social engineering and limiting excellence to magnets is disconcerting to parents who value quality education.

Of course you would

It would NEVER cross your mind that they might value education and think there is a lot of room for improvement in that arena here. It would NEVER cross your mind that MYR might not be ideal for them because it takes away the opportunity to have their children return to India for the summer to be with relatives there. It would NEVER cross your mind they might care about the fact that WCPSS has so miserably failed some students.

Tell me - what are the qualifications for someone being able to GAD about these things? They can't be from WW, they can't be I-A - what else?

Sorry, I think most people

Sorry, I think most people work for their own interests especially the right leaning conservatives on this blog (pull yourself out of the gutter yourself types).  If they cared about the wider population they would have personal stories of helping in failing schools not statistics about them. 

You've got it wrong

Give a man a fish, you feed him for a day, teach a man to fish, you feed him for a lifetime

The right leaning conservatives I know believe strongly in this proverb. It's not about own interests. To one degree or another a person, family or community must pull themself out. That does not mean they must do it without help, which is where you seem to get confused about what people mean. However, the person, family or community must be a participant in the process. One person (or entity) cannot pull another out alone, just like I alone can't stop someone from being an alcoholic. They have to participate in, and actually be the main driver, in that process if it is to be successful.


As I recall, you did not grow up poor, so I'm not sure you would be an expert in pulling oneself out. However, if you were going to write a book on the subject titled "How to get out of poverty without having any role in the process" or "How the government pulls people out without any effort on their part," those would be works of fiction. Last time I checked government housing wasn't the Ritz and those relying on the government weren't eating filet mignon. (Don't confuse this to mean government has no role.)


Let me give you an example. When I was 12, a friend at the trailerpark knocked on my door. She said she was going over to T.'s trailer to smoke pot (first time) and wanted me to come along. Well, the decision to go with her or not was not the rich-kid-across town's decision, it wasn't the government's decision, it wasn't my parents decision (I was home alone) - it was MY decision. No one had talked to me about drugs, but people had taught me (how to fish) by talking to me about ME making the right choices leading to a different life and making me believe it was reachable. I knew if I went with my friend, I diminished my chances at that by putting myself on a downward path from which I might never recover. I didn't go. If I didn't believe in myself or had had the burdens of low expectations and defeatism placed on me, I would have gone - what would there have been to lose by going. Obviously, for a kid it is tremendously helpful if their parent is a positive influence, but I've seen kids do it even without that as long as they have another mentor and/or positive source of belief in themselves (sorry sit them next to an affluent kid theorists - simply observing fellow student Biff at school rarely qualifies for this.)

Man, I knew I should have bet money

As soon as I read it, I thought "user is going to comment about how much come from people with Indian sounding names."

Who cares if people are Indian, German, British, African or whatever. Ugh. I have never in my life seen people so wrapped up in labeling.

User is not for diversity,

User is not for diversity, it seems he is for uniformity where every group, decision, award, policy, contribution, etc. reflects a perfect -- in his mind -- ethnic, religious, and economic balance...as long as the outcomes lean precipitously to the left.

If we are all, human (I

If we are all, human (I have my doubts about you though and still think you are a bot) yet diverse with similar yet unique abilities there should not be as much disparity by race, income, etc. as see now.  Uniformity is a sign of efficiency.  Having the poor and minority children fail in higher proportion is not uniform or efficient. 


Whether a child is black, white, rich, or poor they should attend a school of excellence and receives the same opportunity to excel.  Giving the poor and minority kids the broken bats and wonder why they always lose the game to the white wealthy kids is sad. 


I think you should be ashamed of yourself (you too TPG) to allow schools or distinction and excellence to only be present in wealthy white areas.  That has been the case and public knowledge for many, many years.  Minority and poor kids have the ability to excel but not when they are abandoned in failing neighborhood schools.

What in the world are you talking about?

How have I allowed schools of this or that to only be present in certain areas??? That would be the status quo crowd - duh. I'm NOT an outgoing BOE member or in any way associated with Growth Mgmt. I would be someone who opposes that.


Minority and poor kids have the ability to excel, another duh. I've probably said that more than most on this blog. They haven't been abandoned in failing neighborhood schools. They have been abandoned here with the lower built in expectations (which need I remind you you seemed to defend WCPSS' Effectiveness Index vs. SAS) and lower expectations period, and therefore, the schools that have more of them appear to be failing. The neighborhood schools where I am from are NOT failing (except HS which is the lowest ED). The non-failing schools are all over 40% ED. Why are the schools not failing? Because the students are not failing because they are expected to succeed. BTW, they do not have KIPP, uniforms or school on Saturdays. They do have strong CTE.


If only 1/3 of ED kids are passing EOGs and you just spread them around instead of actually raising their achievement you don't create more schools of distinction/excellence, you create more schools of progress. Basic math. Also, the students are failing just to the same. The school of this or that is far less relevant than looking at the underlying student data. If only 20% of ED students pass EOGs at Oak Grove, so what if it is a school of excellence. You need to get off the school of focus and start looking at the underlying data. It's about the STUDENTS.

Old stereotype

There you go with that old stereotype. My Indian neighbor constantly tells my son to keep studying so he can keep up with the Indian students. He's got a point. 

"Whether a child is black,

"Whether a child is black, white, rich, or poor they should attend a
school of excellence and receives the same opportunity to excel."

I agree with this 100%. And the schools actually do a good job of providing the "opportunity" you speak of, as evidence by the fact that most students do quite well. The problem is the schools can only do so much; the oportunities for far too many low-income and minority students disapear when they go home after school. THAT is where the real impact of the disparity takes hold and that is why a large part of the solution must occur within the community and the home....the dynamic there must change.  


"Giving the poor and minority kids the broken bats and wonder why they always lose the game to the white wealthy kids is sad. "

Yes, it is sad that to many poor and minority kids are failing, sad as hell, and that is why we need to change things. No more hiding the problem all over Wake County and hoping for a miracle. But, to be clear, poor and minority kids do not "lose the game to the white wealthy kids." The "white wealthy kids" are not at fault here; most of them are doing their job and working to be successful in life.

The responsibility for the academic failure of so many poor and minority students has to put on their parents, families, and communitiesl. Why are these parents, family members, and others never called out and made to be accountable? They are adults for chrissakes and society treats them with kid gloves.

Yes, we all need to lend a hand and most of us do, but those closest to the struggling kids need to be part of the solution too. Life can be hard for anyone, rich, poor, or otherwise and I am sick and tired of hearing people tell others they are not doing enough. Every single person I know pays taxes, gives to charity and volunteers their time and money to help others.

SAS and E & R Reports

"And the schools actually do a good job of providing the "opportunity" you speak of, as evidence by the fact that most students do quite well."

The SAS report indicates that, in fact, the schools do a poor job of providing an equal opportunity for all students.  In addition, the E&R report on grading in middle schools indicates that even when poor and minority students do a good job of mastering the material, they do not receive grades that indicate this accomplishment.

“The responsibility for

“The responsibility for the academic failure of so many poor and minority students has to put on their parents, families, and communities.  Why are these parents, family members, and others never called out and made to be accountable?”


Woodstock, I am afraid you are being naïve.  You are trying to apply your conservative personal accountability to kids through their parents and it will never work.   I mentioned before that my wife’s classes are filled with 18 year old 9th graders, kids who only show up 10 days out of each semester, who live with relatives or their boyfriend, who sleep through the PSAT and EOCs, who depend on the free breakfast and lunch who don’t have a computer and don’t have a home phone to talk to their parents.  They are not going to go sign up for KIPP - sign up for volunteering, uniforms, or Sat. school.


You want to introduce choice.  You want the non-present parents to make choices.  They have made a choice to check out.  You want to push on their family, parents, or community.  You may as well be pushing on the sidewalk.  Your ideal “Norman Rockwell Republican” life does not exist outside your neighborhood.   And it does not matter if you try browbeat the parents, the grandparents, the neighbors, the community it will not have any affect on the child.  It is obvious to me that you have never been poor, lived in these circumstances or can relate to these kids … not a dig but an observation given your text book answers of personal responsibility conservatives often spout.


You are right that these kids are at a disadvantage when they go home and sometimes when they are at school too (gangs, poor teachers, old textbooks, no paper for handouts, etc.).  I do not know the answer besides taking these kids away from their parents and having the government raise them like Soviet Russia, which is unthinkable.  I do believe strongly that VOTech can have an impact.

Too late

I'm afraid that there is not much any school can do with an 18-year-old 9th grader who only occasionally shows up to class.  The military, perhaps.  But, maybe something could have been done when that 9th grader was in 1st grade.  A community school, at that point, might have changed the course of that kid's life.

TPG … I about to address

TPG … I about to address the 43% so am not to using too broad a brush ….Some are "sweet" kids according to my wife and she roots for them and hopes they turn around but their deck has been dealt.  You are right that it is too late for conventional schooling but maybe there is something else out there.  The only reason they are “in” school is the numbers.  They cannot leave until they are 16, they cannot get a job until they are 16.  The system is dinged if they do not graduate.  They lose BOS (Buns on seat) funding if they are not on the rolls and someone who monitoring minority expulsions will raise a red flag if too many kids are removed.  So, its just dead time waiting around until they get kicked out or get bored.  And as has been mentioned they are a distraction.  I think if maybe three kids were removed from her class, the other 24 could learn something.  Leaning on their parents (many do not have any visible ones and no working phone number), their community, etc. will not help.  They do not even have any bootstraps to grab.  I think why the Conservative bootstrap / personal responsibility stuff fails is that we are talking about kids not adults who are not mature enough to understand consequence yet (if you don’t study, you won’t go to college, and get a good job).  And trying to lean on the non-existent parent or dysfunctional community to get to the kids is hopeless too. 


I think the answer is to write off the parents.  Do not make KIPP kids depend on non-existent parents to get in or for them to sign them up.  Deal directly with the kids.  Give them the opportunities independent of their parents’ participation or lack of it.  I think as long as you tie defective parents to these kids and require them to volunteer, buy uniforms, or sign up for different programs / schools we will be living a pipe dream and holding these kids back.


This school system has NOT been run on conservative bootstrap/personal responsibility stuff, it's been run on the OPPOSITE. So, if would like to explain why the liberal elitist policies here have failed, you will be on the correct track.

Again, you are confusing things. It is HELP up (from community at large), not do it all on their own. This is why people in other threads have said it's everyone's responsibility and you can't just rely on the school system. We all have to participate, but ALL also must include those people/communities. Where the parents have checked out - first try to get them checked back in and in the cases where that won't happen, find another way/another mentor.

I think the answer is to

I think the answer is to write off the parents.  Do not make KIPP kids depend on non-existent parents to get in or for them to sign them up.  Deal directly with the kids.  Give them the opportunities independent of their parents’ participation or lack of it.

You realize, of course, that this means separating the kids from their parents for much longer periods of time.  If the parents can't make sure the kid do their homework, then somebody else has to.  As a result, those kids will be in school from 8:30 am until 5:30 pm or later.

Don't get me wrong -- that may be the right approach.  It just seems at odds with things you've said previously.

And, then, you have the question of how do you impose that system on some kids (the ones with disaffected parents) while not imposing it on others (the ones with involved parents)?

“You realize, of course,

“You realize, of course, that this means separating the kids from their parents for much longer periods of time.  If the parents cannot make sure the kid do their homework, then somebody else has to.  As a result, those kids will be in school from 8:30 am until 5:30 pm or later.  Do not get me wrong -- that may be the right approach.  It just seems at odds with things you have said previously. 


If the parents step up, want in, and will play by the KIPP rules than that is great but I would like to have some fall back plan for capable kids who want to improve but have non-performing parents.  Do not shackle potentially good students to their non-performing parents who may not sign up for magnets, KIPP, etc.?  Again, the would be my plan B.


“And, then, you have the question of how do you impose that system on some kids (the ones with disaffected parents) while not imposing it on others (the ones with involved parents)?”


Ultimately, after you sort out the ones whose parents sign up, next are the ones whose parents as dysfunctional but the kids capable ...and we end up withe the ones where the kids and parents are dysfunctional.  The law requires them to attend school but what is requires beyond sitting in a seat?  I do not know.  I am reluctant to have government impose things on people.  Normally, people would learn from the consequences but when we are dealing with children who are not mature or wise enough to participate in that choice. 


My guess ... so of the 100%, 57% pass, good for them, but their educational experience needs to be upgraded from just passing to being able to compete.  The other 43% need a different plan … as I said maybe some will have parents who step forward and signup for KIPP and all it’s obligations, maybe we allow some kids to participate independently of their dysfunctional parents, which leaves us with 5 or 10% hardcore kids ( the ones my wife teaches) who I have no idea what to do with – they are not motivated and their parents are absent and we have no law to force them to learn just attend.  They just sit and wait to be pushed out.

That's exactly right Bob. 

That's exactly right Bob.  At that point, the best thing is to make sure they do not take away for the opportunities of others who do want to learn.  Then, a community needs to deal with them, not a school.  You have to stop this BEFORE it happens. 

Note - the military may not be an option for them if they do not graduate.  Today's military is more selective.

Great stuff, Angela. This

Great stuff, Angela.

This is what I am talking about (from American Progress resport):

"Community school partnerships can complement proven school improvement strategies—effective teachers, challenging curriculum, and expanded learning time. These partnerships also allow teachers, principals, and staff to concentrate on what’s happening in the
classroom with the
knowledge that students’ “outside” needs are being addressed.

And community schools involve adults through adult education classes and onsite social services. By extending school hours and enlarging the school’s role in the surrounding community, community schools can become a hub for community-building activity while continually providing students with a strong academic program.

I liked this too:

I liked this too:

High school completion: Communities in Schools, a national initiative dedicated to dropout prevention, has documented its program’s effect on high school students. It found in a national evaluation that 36 more students out of every 1,000 remained in school at high-implementing CIS schools—schools that have implemented the full CIS model of blending schoolwide dropout prevention services and targeted intervention services.

The Coalition for Community Schools recently studied a number of community high schools that increased their graduation rates including Parkrose High School in Portland,Oregon, which posted a 72 percent graduation rate (compared with a district rate of 54 percent) in 2008.


Chicago Public Schools Community Schools Initiative27

Although student achievement data is limited, early research reveals that Chicago’s CSI schools are achieving significant academic improvement. A 2007 evaluation found that CSI schools outperformed traditional Chicago Public Schools by about eight percentage points in both math and reading in the period from 2001 to 2006.38 “Older” community schools made significant gains in reading in 2005 and 2006, suggesting that more practice in community schooling and consistent funding may contribute to academic progress.

Children’s Aid Society Community Schools, New York43

Several evaluations of CAS schools show the model has led to increased student achievement,parent involvement in the school, and student engagement. A 2009 study comparing CAS schools and other New York City Public Schools found that every CAS elementary school scored at least 70 percent on progress in English/language arts assessments versus a citywide mean of 50 percent.44 A 1999 study of CAS’s parent involvement efforts at two schools found that parent involvement rates were significantly higher than at comparison schools.45 With an increase of services, special education referrals have decreased—the referral rate at the five oldest community schools was 24.4 percent lower than comparable schools from 2001-2004

You entirely missed the

You entirely missed the point of changing the dynamic. The situation you describe is the current situation that no one is doing anything at all about. When the parents and families cannot get the job done, others need to step in a make a difference; that cannot all occur during the few hours of traditional school each day. It seems you are the naive one.

In a previous post you dismiss KIPP, but then you proceed to outline circumstances that cry our for KIPP-like tactics. 

I dismissed KIPP being the

I dismissed KIPP being the one answer or even a major answer to the problem.  It is one of six bullets in your gun so now what are the other five?  We would be lucky to have 15% of the kids that need help be helped by KIPP.  Why do you think you are going to monopolize their time after school with more school?  Why do you think kids who do not have any structure now will voluntarily submit to more structure? 

My answer is that we provide an incentive to ending the job.  What is the incremental reason to work harder for an A vs. B vs., C vs. D.  If you are not going to college there is no reason to put in any more effort than is absolutely needed to pass.  If a Vocational Career or some scholarship was at the end of the job, it might be worth working harder and submitting to structure.  Otherwise, you start at McDonalds at the same pay no matter if you are an A or D student.


I see your problem, you

I see your problem, you have low expectations for these kids. Shame on you.

With KIPP, after school programs, mentors, increased engagement with parents/guardians, vocational education -- that can led to certifications in some career fields -- and other approaches, there is no reason low-income students can't compete with anyone.

I'm afraid you are naive

You are painting all low-income people with the same broad brush - please stop. Please stop with the stereotypes. There are low-income parents that have not checked out.


There are low-income parents that given the encouragement and opportunity who will check in. There are even some low-income kids whose parents checked out who have something inside them or a mentor to overcome those circumstances. Why not give them a chance?

You are right .... my

You are right .... my observations are of the ones Woodstock harps on who won't graduate (43% =100%-57% who graduate??).  So, there are another 57% who pass their EOC and graduate and don't affect metrics like EOC pass or Graduation %. While those 57% graduate, they may not have the ability or training to go on to college or the skills to start working but we don't have a metric for that outcome.  So, my immediate concern to attack such a huge problem would be the 43% who utterly fail vs. the 57% that barely make it over the finish line ... at least initially to start some where.

Do you think?

Do you think they are not graduating because they are low income? Or do you think maybe they are not graduating because AS low income children they are not treated fairly or kindly by the system? 

I think that as low income children they are treated poorly by the system and - since they are  needed numbers - are given further challenges by having a higher likelihood of going to school far from home and a higher likelihood of being reassigned year after year - both potentially disruptive to children. For a child with so many other stress factors having a 'toxic' system which sees them only as a labeled low income number to be shuffled around, these additional stresses may be just enough to encourage them to FAIL.  

Personally, I agree with TPG. I believe that a larger majority of these children would succeed if they were in a system that respected them as individuals and gave them some choices of more supportive scenarios than being bused 20 miles to sit next to 'Biff' (as if Biff actually exists). Instead of feeding everyone on the educational equivalent of oatmeal let's give a variety of choices from steak to vegetarian, nuts, noodles and fruit. People can survive on oatmeal but its not very nourishing. And it sure is bland. 

“Do you think they are

“Do you think they are not graduating because they are low income?  Or do you think maybe they are not graduating because AS low income children they are not treated fairly or kindly by the system? 


All of the above.  Was it the lure of drugs,  The dysfunctional parents,   The computer program that did not recommend you for Algebra, the teacher that pass you along, the poor nutrition or lack of reading that made your brain not fully develop, etc.  … all of it chips away at the chance to cross the finish line.


“ by having a higher likelihood of going to school far from home and a higher likelihood of being reassigned year after year - both potentially disruptive to children.”


See I do not think far from home or reassignments play a major role.  Only a small portion find their way to some long distance school.  Most are abused and neglected in their neighborhood school.  The ones you send back will suffer the same fate.

I share your concern and applaud your efforts to provide

an insight that some can not even begin to understand.  How can they?  They have never been exposed to it.  A co-worker recently returned from a missionary trip to India and had a surreal experience ...she had no frame of reference for the appalling conditions that was accepted as the norm.

Most parent, and I include myself, care mainly about the education of their child.  We are concerned about the education of children in general, but my primary focus is the education of my child.  It may be selfish, but that is the honest  truth.

In my humble opinion, the education of children have nothing to do with magnet schools, neighborhood schools, YR schools, busing, social engineering, etc.  None of these things change anything... it just rearrange the pieces.  It only about you and me caring enough to make a personal sacrifice of our time and efforts to help one child.   I will now get off my soapbox.



L'user, I have worked


I have worked with the exact kids you are talking about.  They have no business in ANY regular HS.  99% of the teachers in our school system have no idea how to work with these kids.  They have no chance in a regular school once they reach that point.  Votech may be an option for some of them but they must choose it for themselves.  The others will only be reach through community based programs (not necessarily government run ones).  The one I worked for was a for profit company contracted by the state and we did an excellent job with them.  Got many of them GEDs, jobs or in to the military.  The community efforts woodstock and I are talking about are real changes that need to be implimented by community leaders (not just politicians).  They may be pie in the sky but are the only way these things will ever change.  One thing is for sure, we must STOP trying to reach these kids at the expense of the one's that want to be there!

I admire Woodstock and

I admire Woodstock and Todd's efforts and optimism even if it is naive.  I am guessing we need to remove the kids in my wife's class since they are mostly a lost cause and try to salvage what we can.  Of course, that will mess up the stats - graduation rates which is the only reason the school system still is putting up with them.  Maybe KIPP for some who want more and are willing to make the commitment (both student and parent (if one is around)).  VoTech for some who will not be going to college.  Maybe a GED for ones that are not going to stay past 10th grade.  As I suggested before maybe increasing the class size in the schools of excellence and decrease them in the low performing ones where it is most needed.  I am guessing a combination of things (a cocktail) could have an affect.


"I am guessing we need to remove the kids in my wife's class since they are mostly a lost cause and try to salvage what we can."


 How can you talk about anyone like that? How would these children or their parents feel if they knew their teacher's husband was throwing away the hope of their future in the conceptual trash? 

Hey, you're either part of the solution or you're part of the problem.

It is better to light one candle than to curse the darkness. 

Go for it.  There is

Go for it.  There is nothing you will have in place in the next three years (we are half half way through 9th grade now) which will make any difference.  If there were, there would be hope.   If you can not make up for nine years of neglect in the next year? don't build false hope.


What do you have planned for her kids who graduate in 3.5 years - five years for KIPP (elementary kids only?) whose parents will sign up to volunteer, five years until a VoTech school is funded and built, three years until the teachers get their TAs back ... ???  A year until they get paper for hand outs.  Take the blinders off and don't promise things you can not deliver.

WCPSS Results

What have *I* proposed? That's funny. The fact that those children have not been served - that no one has even tried to find some innovative way to help them instead of using them in a data game, is ALLLLLLL the current status quo's responsibility, not mine and not the new board's. You're right - - there will still be many children who will suffer the fallout from this lack of focus on education. 


Are the children in Wake County more stupid than other counties? Are they more abused? More drug addicts? In what other way might it be their fault - since you're so sure its their fault - because we have one of the worst rates in NC so I'd like to understand how the school system gets off the hook in your logic.


Wake County Public Schools should not have inflicted a bait and switch on these children. That little 54.2% not graduating data point didn't just miraculously slip its way into the spotlight because WCPSS was doing its job.  It also didn't come into the spotlight because WCPSS was trying to do anything about it, or because they honestly TOLD the public about it. They tried very hard with their $5M PR budget to give everyone the big snow job - hide it under a rock, in a corner, anywhere to protect the 'one of the best systems in the COUNTRY'. Regardless, it was discovered. The truth - like the SAS report - finally came out. Up until then all was light and roses with the big favor WCPSS was doing for at-risk children in their 'nationally recognized' diversity programs. 


In the next year? I didn't say anything about the next year. Remember, I'm not a candidate or a representative. I'm in no position to promise anyone anything. Just discussing possibilities. That said, who knows what can be done in the next year. Tragically, there has been 10 years of fall out from this system. Lots and lots of failed children 'under the bridge' so to speak. So, shall we complacently sit on the sidelines lobbing potshots at any possibilities so that MORE children fail? That wouldn't be very hopeful and productive would it.  


<in a robotic voice> There's only one path... does not compute... no... other... options... 

u1-x's flock of data-points know his voice; they are lost without him.

What silly hubris, what one-dimensional thinking. 

Someone needs a cocktail alright

If you are guessing a combination of things could have an affect, why do you keep arguing with people who think a combination of things could have an effect?

One of the first things I heard at a WSCA meeting was that more was needed than the status quo one-trick SE balancing pony. What is needed is options - KIPP, CTE, community schools, calendar choice, innovation, outside the box (bus) thinking...

Optimism is not naive, optimism is hope, it's believing in people, it's them knowing someone believes in them, personal optimism correlates with self-esteem - it's things I suspect the kids in your wife's class have rarely experienced. The opposite is pessimism and defeatism, which leave a person in the gutter.


Amen woodstock.

 L'user's search for uniformity will only lead to mediocrity.  That, however, may truly be what he is seeking.

Mr. Woods filed a complaint.

Mr. Woods filed a complaint. WSCA responded to the Board of Elections. No limits were exceeded, and it is not a violation.

Has the complaint been

Has the complaint been closed? Last I heard it was still an open case.

The BoE has not responded,

The BoE has not responded, will probably be a while given their full schedule with the Easley stuff.  But at this point, it is a "complaint" not a "violation."  Too many late nights watching the Yankees?  :)

Sorry about that. I've made

Sorry about that. I've made the change. It's a case of scrambling to get stuff done before I get out of town in the morning.

No worries, Keung... you're

No worries, Keung... you're the bomb!  Go Yankees!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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About the blogger

T. Keung Hui covers Wake schools.