Comments on: “Seat Time Credit” And Other Creative Forms of the Corruption of Education http://www.edwize.org/seat-time-credit-and-other-creative-forms-of-the-corruption-of-education Fri, 10 Feb 2012 02:46:25 +0000 hourly 1 http://wordpress.org/?v= By: jd2718 http://www.edwize.org/seat-time-credit-and-other-creative-forms-of-the-corruption-of-education/comment-page-1#comment-13254 jd2718 Thu, 21 Dec 2006 03:06:30 +0000 http://edwize.org/seat-time-credit-and-other-creative-forms-of-the-corruption-of-education#comment-13254 At my DR's meeting tonight, the Chapter Leaders from these two schools added a few more details. At one of them, before entering a failing grade for a student who has earned it, a teacher is required to document in writing five interventions (I am missing details here) that the teacher has already attempted. Sounds like the principal is trying to make it easier to just pass the kid (and in the end, who is being cheated more than the kid who is not being educated, who is being denied a second chance to learn the material, and who is being passed into a course that is harder and in which they have a much smaller chance of success). Oh, and Aerospace, when they do that farcical Empowerment Rating, is one of the highest rated schools in the city. Yeah, right. Jonathan At my DR’s meeting tonight, the Chapter Leaders from these two schools added a few more details. At one of them, before entering a failing grade for a student who has earned it, a teacher is required to document in writing five interventions (I am missing details here) that the teacher has already attempted.

Sounds like the principal is trying to make it easier to just pass the kid (and in the end, who is being cheated more than the kid who is not being educated, who is being denied a second chance to learn the material, and who is being passed into a course that is harder and in which they have a much smaller chance of success).

Oh, and Aerospace, when they do that farcical Empowerment Rating, is one of the highest rated schools in the city. Yeah, right.

Jonathan

]]> By: Peter Goodman http://www.edwize.org/seat-time-credit-and-other-creative-forms-of-the-corruption-of-education/comment-page-1#comment-13252 Peter Goodman Thu, 21 Dec 2006 02:13:01 +0000 http://edwize.org/seat-time-credit-and-other-creative-forms-of-the-corruption-of-education#comment-13252 In the Kleinberg policy of "not so benign neglect" kids are enabled to graduate middle school although they have failed to meet promotional standards. They enter 9th grade without the skill sets that would allow them to succeed ... they "fail" subject due to poor attendance, failing tests and failing to complete homework/projects. They simply do not have the literacy and numeracy skills to complete high school level work. Many of the 321 Empowerment Schools are adrift - inexperienced principals and inexperienced teachers ... pair this with the "new" School Progress Reports in which a key metric is the percent of 9th graders who move to the 10th grade. The message is clear - Mr/Ms Principal, your "grade" will depend on moving 9th grader to 10th graders, or else! The DOE has coined the term "credit recovery," until students have acquired skills they will not be able to master rigorous high school work ... there no magic bullet ... schemes to grant kids credit in spite of their failure to master skills is immoral ... The answer has not changed: high quality school leadership and instruction, reasonable class size, intensive and accessable guidance and clinical services and a range of City/State and Federal programs to alleviate the wrenching pathlogy of poverty. Kleinberg is abetting corruption and is cruelly pushing kids off the end of the pier into a lifelong abyss of dispair. In the Kleinberg policy of “not so benign neglect” kids are enabled to graduate middle school although they have failed to meet promotional standards.

They enter 9th grade without the skill sets that would allow them to succeed … they “fail” subject due to poor attendance, failing tests and failing to complete homework/projects. They simply do not have the literacy and numeracy skills to complete high school level work.

Many of the 321 Empowerment Schools are adrift – inexperienced principals and inexperienced teachers … pair this with the “new” School Progress Reports in which a key metric is the percent of 9th graders who move to the 10th grade.

The message is clear – Mr/Ms Principal, your “grade” will depend on moving 9th grader to 10th graders, or else!

The DOE has coined the term “credit recovery,” until students have acquired skills they will not be able to master rigorous high school work … there no magic bullet … schemes to grant kids credit in spite of their failure to master skills is immoral …

The answer has not changed: high quality school leadership and instruction, reasonable class size, intensive and accessable guidance and clinical services and a range of City/State and Federal programs to alleviate the wrenching pathlogy of poverty.

Kleinberg is abetting corruption and is cruelly pushing kids off the end of the pier into a lifelong abyss of dispair.

]]> By: Persam1197 http://www.edwize.org/seat-time-credit-and-other-creative-forms-of-the-corruption-of-education/comment-page-1#comment-13145 Persam1197 Wed, 20 Dec 2006 00:28:08 +0000 http://edwize.org/seat-time-credit-and-other-creative-forms-of-the-corruption-of-education#comment-13145 We had the same garbage at my school. A student who fails a class can take a PM school make-up class that has no attendance requirement since the student has already been to class. Most of the kids that fail my class already have attendance issues, so the assumption that they already have been present is a joke. A fuzzy film class can replace a core subject with some sort of "fun" project. If I were a kid, I'd fail on purpose to avoid real work. It's just as bad as component restesting for the Regents which is so watered-down it's scandalous. We had the same garbage at my school. A student who fails a class can take a PM school make-up class that has no attendance requirement since the student has already been to class. Most of the kids that fail my class already have attendance issues, so the assumption that they already have been present is a joke. A fuzzy film class can replace a core subject with some sort of “fun” project. If I were a kid, I’d fail on purpose to avoid real work. It’s just as bad as component restesting for the Regents which is so watered-down it’s scandalous.

]]> By: xkaydet65 http://www.edwize.org/seat-time-credit-and-other-creative-forms-of-the-corruption-of-education/comment-page-1#comment-13140 xkaydet65 Tue, 19 Dec 2006 22:13:30 +0000 http://edwize.org/seat-time-credit-and-other-creative-forms-of-the-corruption-of-education#comment-13140 This has been de rigeur in middle schools for years. We have had the Exit Project, a convoluted concoction of written report, visual, and oral presentations. If a student has failed the class in an area not governed by a standardized test, e.g. Soc St and Sci, he can pass the course by submitting a successful exit project, even if he failed four quarters. Additionally, middle school summer sessions in Soc St and Sci make no effort to present the currriculum. A series of I Search reports and attendance allows a passing grade. These techniques mean that a student can do little or no work for ten months and arrive in the same place as the student who comes everyday, works and struggles to get a 70 by meeting the challenge of seven classes a day. This isn't only bad pedagogy. It's not only unfair. It's actually immoral! This has been de rigeur in middle schools for years. We have had the Exit Project, a convoluted concoction of written report, visual, and oral presentations.
If a student has failed the class in an area not governed by a standardized test, e.g. Soc St and Sci, he can pass the course by submitting a successful exit project, even if he failed four quarters.

Additionally, middle school summer sessions in Soc St and Sci make no effort to present the currriculum. A series of I Search reports and attendance allows a passing grade.

These techniques mean that a student can do little or no work for ten months and arrive in the same place as the student who comes everyday, works and struggles to get a 70 by meeting the challenge of seven classes a day. This isn’t only bad pedagogy. It’s not only unfair. It’s actually immoral!

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