In most places in the US, public school funding is local i.e. rich suburbs have good schools and poor neighborhoods have bad schools. I have no doubt the wealthier school districts will spend what they need to to maintain quality (if for no reason other than to keep up property values) but the groups who want to destroy public education will attack those poor districts hard. So we'll end up with a situation where rich kids get to learn in top notch environments while poor kids won't even be able to go to a public school, the only one that operates in their area is the Evangelical-run Ken Ham Elementary School, where the teachers don't need any degrees, certifications, or even a background in teaching and get paid $13/hr.
In NY the state comes in to “save” the district, which means replacing admins and bringing in a bunch of teachers who are really good at lecturing straight out of the Common Core books. I’m sure a lot of states’ privatization will look like that. They say the state’s coming in but everything’s so heavily contracted out that the state is more of a facilitator than anything. What’s that thing that involves a blending of corporate and government functions?
It will tend to raise scores because they teach directly to the tests and at that point testing so abysmal anyways. But it is not good. It absolutely destroy’s kids’ relationships with schooling. The common core standards are good, but the modules they provide us to meet those standards are pretty shit. You have what are called Adopt and Adapt districts. Adapt districts are pretty much better across the board because teachers are given the modules but get to make their own lesson plans.
As far as the lecturing straight from the book, even if the book is good, let’s just say there’s a reason you don’t know what your teachers’ lesson plans used to look like. It’s pretty crude and has several well-studied pitfalls that further disadvantage a lot of the kids that most need intervention at the failing districts, particularly kids with high behaviors, authority problems, and learning disorders
In most places in the US, public school funding is local i.e. rich suburbs have good schools and poor neighborhoods have bad schools. I have no doubt the wealthier school districts will spend what they need to to maintain quality (if for no reason other than to keep up property values) but the groups who want to destroy public education will attack those poor districts hard. So we'll end up with a situation where rich kids get to learn in top notch environments while poor kids won't even be able to go to a public school, the only one that operates in their area is the Evangelical-run Ken Ham Elementary School, where the teachers don't need any degrees, certifications, or even a background in teaching and get paid $13/hr.
In NY the state comes in to “save” the district, which means replacing admins and bringing in a bunch of teachers who are really good at lecturing straight out of the Common Core books. I’m sure a lot of states’ privatization will look like that. They say the state’s coming in but everything’s so heavily contracted out that the state is more of a facilitator than anything. What’s that thing that involves a blending of corporate and government functions?
Is this a good thing or no? I guess it depends how good the common core books are.
:thinking-about-it:
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It will tend to raise scores because they teach directly to the tests and at that point testing so abysmal anyways. But it is not good. It absolutely destroy’s kids’ relationships with schooling. The common core standards are good, but the modules they provide us to meet those standards are pretty shit. You have what are called Adopt and Adapt districts. Adapt districts are pretty much better across the board because teachers are given the modules but get to make their own lesson plans.
As far as the lecturing straight from the book, even if the book is good, let’s just say there’s a reason you don’t know what your teachers’ lesson plans used to look like. It’s pretty crude and has several well-studied pitfalls that further disadvantage a lot of the kids that most need intervention at the failing districts, particularly kids with high behaviors, authority problems, and learning disorders