Comments on: TUDA and the DOE Response – Part II http://www.edwize.org/tuda-and-the-doe-response-%e2%80%93-part-ii Fri, 10 Feb 2012 02:46:25 +0000 hourly 1 http://wordpress.org/?v= By: NYC Educator http://www.edwize.org/tuda-and-the-doe-response-%e2%80%93-part-ii/comment-page-1#comment-64058 NYC Educator Sat, 24 Nov 2007 16:25:42 +0000 http://edwize.org/tuda-and-the-doe-response-%e2%80%93-part-ii#comment-64058 The only surprise, for me, is that anyone is remotely surprised. If you've followed Diane Ravitch over the years, you know that this administration's M.O. is to twist the truth to make themselves look good no matter what. If one score's up and another's down, focus on one and ignore the other. If there is no improvement, ignore everything and hope no one notices. I just saw a tape of the last PEP meeting, in which the no. 1 concern of parents was smaller class size. Rather than acknowledge this, the city grouped a whole bunch of other concerns together and ignored the class size issue altogether. The NAEP scores could not be manipulated by this administration. That's why they desperately need to ignore them. But the Times, the Sun, and some of the other tabloids are refusing to heed the administration. This moment in time is a golden opportunity for a vigilant union to show the emperor's new clothes for what they are. It's time to use every resource of the union, to put pressure on Tweed, and keep it there. The only surprise, for me, is that anyone is remotely surprised. If you’ve followed Diane Ravitch over the years, you know that this administration’s M.O. is to twist the truth to make themselves look good no matter what. If one score’s up and another’s down, focus on one and ignore the other. If there is no improvement, ignore everything and hope no one notices.

I just saw a tape of the last PEP meeting, in which the no. 1 concern of parents was smaller class size. Rather than acknowledge this, the city grouped a whole bunch of other concerns together and ignored the class size issue altogether.

The NAEP scores could not be manipulated by this administration. That’s why they desperately need to ignore them.

But the Times, the Sun, and some of the other tabloids are refusing to heed the administration. This moment in time is a golden opportunity for a vigilant union to show the emperor’s new clothes for what they are. It’s time to use every resource of the union, to put pressure on Tweed, and keep it there.

]]> By: paulrubin http://www.edwize.org/tuda-and-the-doe-response-%e2%80%93-part-ii/comment-page-1#comment-64047 paulrubin Fri, 23 Nov 2007 02:12:02 +0000 http://edwize.org/tuda-and-the-doe-response-%e2%80%93-part-ii#comment-64047 This is what you get when you put your own selfish pride above the best interests of the students. You can't run on a platform of taking over and remaking the system in your "image" and then let little things like existing success stand in the way. We're also looking at the inevitable result of making standardized test scores the end all and be all of evaluating schools, teachers and principals. Unless products in the private sector, there's generally limitations to how far you can push test scores especially without 100% teaching to the test. Instead of dumbing down the curriculum to match the tests, we should be studying ways to better assess the curriculum which should always be as reach and meaningful as possible. Both NAEP and the state tests are a depressing bad joke. Chancellor Klein isn't going to be able to spin this the way he wants. He's had his 6 years and all we've succeeded in doing in minimal test score improvements at the expense of all the other important things schools should be doing. It would be bad enough if test scores were dramatically improved but they're not. That makes the past 6 years a travesty by those who run the system and a complete lack of surprise to those who work within the system. Cut class sizes by 50% and watch test scores rise. This is what you get when you put your own selfish pride above the best interests of the students. You can’t run on a platform of taking over and remaking the system in your “image” and then let little things like existing success stand in the way. We’re also looking at the inevitable result of making standardized test scores the end all and be all of evaluating schools, teachers and principals. Unless products in the private sector, there’s generally limitations to how far you can push test scores especially without 100% teaching to the test. Instead of dumbing down the curriculum to match the tests, we should be studying ways to better assess the curriculum which should always be as reach and meaningful as possible. Both NAEP and the state tests are a depressing bad joke. Chancellor Klein isn’t going to be able to spin this the way he wants. He’s had his 6 years and all we’ve succeeded in doing in minimal test score improvements at the expense of all the other important things schools should be doing. It would be bad enough if test scores were dramatically improved but they’re not. That makes the past 6 years a travesty by those who run the system and a complete lack of surprise to those who work within the system. Cut class sizes by 50% and watch test scores rise.

]]> By: phyllis c. murray http://www.edwize.org/tuda-and-the-doe-response-%e2%80%93-part-ii/comment-page-1#comment-64044 phyllis c. murray Fri, 23 Nov 2007 00:02:16 +0000 http://edwize.org/tuda-and-the-doe-response-%e2%80%93-part-ii#comment-64044 The Crisis in Education Continues By Phyllis C. Murray There is a CRISIS in EDUCATION . This state of crisis in the schools is not new. The minority populations have felt this for a very long time. In 1972 I began to chronicle the events in the school as parent involvement began to become an issue. And now in retrospect, I can see that the idea of public education as big business and its failure to produce a marketable product is not new; nor is the inability of our students to pick up the ladder of social and economic mobility which rests horizontally at the base of all walls that surround the inner-city. In 1964 Martin Luther King warned us about partially educating youth in the following statement: "huge masses are left handicapped in the shadows of ignorance and submerged in second class status." . "We are told of one stunning educational success after another with ever more children passing the standardized tests. But in reality, the city's public school students, particularly those students of color in inner city neighborhoods, are receiving a less than quality education." EDUCATION PLANNING COUNCIL OF HARLEM/NY July 2006 "The system still fails to educate its African American and Latino students to the degree that they are ill-equipped to compete, academically and intellectually, with children of other racial and ethnic groups, attending schools in other neighborhoods. Our children are graduating at too low a percentage, we can also say poorly prepared for the challenges of higher education and fulfilling, lucrative new millennium careers."EDUCATION PLANNING COUNCIL OF HARLEM/NY July 2006 National Assessment of Educational Progress: In 2007, there has been “no significant change in the average scores for Black, Hispanic … students compared to 2003 and 2005.” Jackie Bennett Edwize Nov.22, 2007 "TUDA and DOE Response -Part II" These statements are not new. Our youth are in crisis. And the educational system is in crisis. This means that we need to look for ways to end the cycle of failure which is systemic throughout the impoverished inner city communities. Everyone should be involved in the process of ameliorating this situation. If not, that is the problem. Since one size does not fit all, we should certainly try to look at exemplary programs for our schools which will work. Of course there are success stories whenever these programs work and enable students to reach their academic potential. Nevertheless, we are constantly assessing the progress of students and tailoring instruction to meet their needs. The hours spent by effective teachers are incalculable. But at least as educators we try because we are dealing with human lives.We try because the alternative of not trying is too costly as prisons await those children who have failed to become productive citizens. We try because the school to prison pipeline is a reality for far too many of our students as police in our schools takeover the role once reserved for teachers and administrators. Educators in NYC public schools, know that smaller class size is a priority; adequate resources are a priority; staff development is a priority; and parent participation is a necessity. We know that we need highly qualified teachers, paraprofessionals, social workers, guidance counselors, psychologists,mentors, administrators, and union leaders. Surely, the schools that have the aforementioned cadre of professionals are fortunate. However, it is unfortunate that NYC has left parents and teachers out of the decision making process for too long. Therefore, I applaud any positive effort that is being made on behalf of children in NYC. Certainly, we have a long way to go. But we must pull out all stops to make this broken system work. NYC Public School System was once a viable force for its earliest immigrants, like Henry Kissinger, who attended George Washington High School at night and worked in a shaving-brush factory during the day. Today, the NYC Public Schools must work for all of its students, again. Arthur Eisenberg is right: "The state must seek to break the cycle of discrimination and disadvantage". Certainly, the future of America,as a strong nation, depends on it. The Crisis in Education Continues
By Phyllis C. Murray
There is a CRISIS in EDUCATION . This state of crisis in the schools is not new. The minority populations have felt this for a very long time. In 1972 I began to chronicle the events in the school as parent involvement began to become an issue. And now in retrospect, I can see that the idea of public education as big business and its failure to produce a marketable product is not new; nor is the inability of our students to pick up the ladder of social and economic mobility which rests horizontally at the base of all walls that surround the inner-city.

In 1964 Martin Luther King warned us about partially educating youth in the following statement: “huge masses are left handicapped in the shadows of ignorance and submerged in second class status.”
.
“We are told of one stunning educational success after another with ever more children passing the standardized tests. But in reality, the city’s public school students, particularly those students of color in inner city neighborhoods, are receiving a less than quality education.” EDUCATION PLANNING COUNCIL OF HARLEM/NY July 2006
“The system still fails to educate its African American and Latino students to the degree that they are ill-equipped to compete, academically and intellectually, with children of other racial and ethnic groups, attending schools in other neighborhoods. Our children are graduating at too low a percentage, we can also say poorly prepared for the challenges of higher education and fulfilling, lucrative new millennium careers.”EDUCATION PLANNING COUNCIL OF HARLEM/NY July 2006

National Assessment of Educational Progress: In 2007, there has been “no significant change in the average scores for Black, Hispanic … students compared to 2003 and 2005.” Jackie Bennett Edwize Nov.22, 2007 “TUDA and DOE Response -Part II”

These statements are not new. Our youth are in crisis. And the educational system is in crisis. This means that we need to look for ways to end the cycle of failure which is systemic throughout the impoverished inner city communities. Everyone should be involved in the process of ameliorating this situation. If not, that is the problem.
Since one size does not fit all, we should certainly try to look at exemplary programs for our schools which will work. Of course there are success stories whenever these programs work and enable students to reach their academic potential. Nevertheless, we are constantly assessing the progress of students and tailoring instruction to meet their needs. The hours spent by effective teachers are incalculable. But at least as educators we try because we are dealing with human lives.We try because the alternative of not trying is too costly as prisons await those children who have failed to become productive citizens. We try because the school to prison pipeline is a reality for far too many of our students as police in our schools takeover the role once reserved for teachers and administrators.
Educators in NYC public schools, know that smaller class size is a priority; adequate resources are a priority; staff development is a priority; and parent participation is a necessity. We know that we need highly qualified teachers, paraprofessionals, social workers, guidance counselors, psychologists,mentors, administrators, and union leaders. Surely, the schools that have the aforementioned cadre of professionals are fortunate.
However, it is unfortunate that NYC has left parents and teachers out of the decision making process for too long. Therefore, I applaud any positive effort that is being made on behalf of children in NYC. Certainly, we have a long way to go. But we must pull out all stops to make this broken system work.
NYC Public School System was once a viable force for its earliest immigrants, like Henry Kissinger, who attended George Washington High School at night and worked in a shaving-brush factory during the day. Today, the NYC Public Schools must work for all of its students, again. Arthur Eisenberg is right: “The state must seek to break the cycle of discrimination and disadvantage”. Certainly, the future of America,as a strong nation, depends on it.

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