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| Education; Then and now. | |
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| Tweet Topic Started: Jan 12 2006, 11:35 AM (149 Views) | |
| Jolly | Jan 12 2006, 11:35 AM Post #1 |
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Geaux Tigers!
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Education: Then and Now By Thomas Sowell Recent news that school children in Charlotte, North Carolina, had the highest test scores among children in big cities across the country had a special impact on me. Back in the late 1930s, I went to school in Charlotte and, while I don't know what the test scores were then, I do know that we were far behind the children going to school in New York. That became painfully clear when my family moved north and I enrolled in a school in Harlem in 1939. From being the top student in my class down in North Carolina I was suddenly the bottom student in my class in Harlem -- and struggling to try to catch up. Decades later, my research turned up the fact that the kids I couldn't keep up with in that school back then had an average IQ of 84. Contrary to fashionable beliefs, it was not the racial segregation that made the education inferior in Charlotte, since the school in Harlem was also a black school. It was common in those days for a kid from the South to be set back a full year when he entered school in New York. The difference in educational standards was that great. I had somehow persuaded the principal to let me be an exception. It was a mistake on his part and mine. I was clearly a year behind the kids who had gone to school in Harlem. Three years later, I had caught up and pulled ahead, and was now assigned to a class for advanced students, where the average IQ was over 120. That does not mean that IQs don't matter. It means that I had a lot of work to do to get my act together in the meantime, in order to overcome the disadvantage of an inferior education in North Carolina. Fast forward a few more years. I am now in the Marine Corps, going through boot camp at Parris Island, South Carolina. When the mental test results from my platoon were tabulated, the man in charge expressed amazement at how many high scores there were. "Where are you guys from?" he asked. "New York? Pennsylvania?" We were from New York -- and the high quality of our schools at that time was undoubtedly a factor in the high test scores we made. No one in those days would have thought that Charlotte schools would end up turning out better educated students than the schools in New York. I don't know what has happened in Charlotte but I do know what has happened in New York. Some years ago, when I looked at the math textbooks that my nieces in Harlem were using, I discovered that they were being taught in the 11th grade what I had been taught in the 9th grade. Even if they were the best students around, they would still be two years behind -- with their chances in life correspondingly reduced. New York City has two kinds of high school diplomas -- its own locally recognized diploma, that is not recognized by the state or by many colleges, and the state's Regents' diploma for high school graduates who have scored above a given level on the Regents' exam. The Regents diploma is for students who are serious about going on to a good college. Only 9 percent of black students and 10 percent of Latino students receive Regents diplomas. That a Southern city's school children would now top the list of big city test scores may be due to the fact that the South has not jumped on the bandwagon of the latest fads in education to the same extent as avant garde places like New York City, where spending per pupil is about 50 percent above the national average. These fads now include the dogma that racial "diversity" improves education, as does emphasis on racial "identity." In reality, a recent study shows that black students who perform well in racially integrated schools are unpopular with their black classmates. They are accused of "acting white," a charge that can bring anything from ostracism to outright violence. The same is not true to the same extent among blacks attending all-black schools. Hispanic students' popularity likewise falls off sharply -- even more so than among blacks -- as their grade-point average rises. Is it surprising that white and Asian American children do better without these self-inflicted handicaps to academic achievement? Is it surprising that New York City schools are now paying the price for avant garde educational dogmas? |
| The main obstacle to a stable and just world order is the United States.- George Soros | |
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| Kincaid | Jan 12 2006, 03:11 PM Post #2 |
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HOLY CARP!!!
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Interesting commentary. My wife is in elementary education and agrees with the author that one of the reasons her district is lauded for high achievement is that they let most of the educational fads pass by or at least mellow before testing them out. Meanwhile, the progressive schools are jerking their kids back and forth with different (and often contradictory) ideas of how best to educate. As a side note, I am surprised at the level at which my kids are being taught - things I studied in the 9th grade are now being taught in fifth grade. At least this seems true for math and sciences. Unfortunately, I think their English education is not as advanced. My 15 yr old is reading "Jurassic Park" for English. Not one of the classics, IMO. |
| Kincaid - disgusted Republican Partisan since 2006. | |
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| maple | Jan 13 2006, 01:56 PM Post #3 |
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Junior Carp
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Seems to me that once the idea that results are proportional to expectations is ignored, all other "innovative" ways on increasing achievement are found useless. What I find about elementary education in North-America (well Canada, but US seems to be in the same situation) today is that there is more emphasis on creativity (as in expressing your ideas) than on learning foundation skills and reasoning (given facts and rules, try to find answers and eventually rules). That is true in math, were multiplication tables is an "offensive" word and fractions is a pinnacle of math mastery worth teaching over and over up to middle school, it's true in language, were grammar and style rules aren't presented in a systematic fashion, it's true in history, were various topics are presented without much concern about an order or causality, it's true in science were "research" projects are expected on subjects without previous teaching or context in order to "develop" research skills (i.e. "googling" ) While creativity is very good, lowering expectations for knowledge of facts and reasoning skills is the wrong way of increasing it. |
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| Aqua Letifer | Jan 13 2006, 01:59 PM Post #4 |
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ZOOOOOM!
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Most definitely. That would belong (if at all) in a sci-fi creative writing elective in college. Crichton's prose is good, but definitely not "classic". |
| I cite irreconcilable differences. | |
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| Jolly | Jan 13 2006, 02:04 PM Post #5 |
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Geaux Tigers!
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Heinlein might do. |
| The main obstacle to a stable and just world order is the United States.- George Soros | |
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| AlbertaCrude | Jan 13 2006, 02:05 PM Post #6 |
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Bull-Carp
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Serious? This is being read and studied in class?
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| Aqua Letifer | Jan 13 2006, 02:06 PM Post #7 |
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ZOOOOOM!
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Well, maybe. Definitely a better candidate, at any rate. |
| I cite irreconcilable differences. | |
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| Kincaid | Jan 13 2006, 02:12 PM Post #8 |
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HOLY CARP!!!
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Yep. I think they figure (and this is probably from experience) that they can't get the kids to dive into The Odyssey or Our Town as much these days. They did read Huck Finn, however. |
| Kincaid - disgusted Republican Partisan since 2006. | |
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| AlbertaCrude | Jan 13 2006, 02:20 PM Post #9 |
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Bull-Carp
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The original or the PC abridged version? |
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| sue | Jan 13 2006, 09:23 PM Post #10 |
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HOLY CARP!!!
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Yikes! I think I'd say something; that's just wrong! My 15 year old actually did study the Odyssey this year. He enjoyed it; actually discussed it with us. They are now on to Animal Farm, which I think is very cool. A great book, on so many levels. I don't think it's ok for teachers ( or school boards) to go with the low expectation attitude. It's insulting, and a waste of time for the kids who are bright and capable. Just say no to carp education. |
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