That's all well in good in theory. But there are times when pragmatic
decisions must be made. I taught ninth grade in a Chicago inner city
high school. If I had taught the curriculum as provided by the board
of education and failed anyone who didn't achieve 70%, NO ONE would
have made it beyond ninth grace, and the school would have become non-
functional. Sometimes you have to deal with the reality of the
situation you're confronted with.
Paul
On Sep 25, 2008, at 2:44 PM, Bob Blakely wrote:
1. The mandate of any school system, public or private, is
to EDUCATE our children.
2. The level of education MUST be such that our children
have what is necessary to compete in the REAL world.
3. It is NOT the job of ANY school system, public or
private, to "adjust the truth" concerning student performance
to meet some local curve chosen using rather dubious
assumptions.
The standard is the REAL world.
3. After the students graduate, they will automatically be
judged: - in the community, - in their search
for higher education, - in their school of higher
education - if they can get in,
- in their competition for employment, - in
their performance on their job
by a curve that represents not just their community, but
the entire country and also the best of many other countries.
4. It's just not ethical to cheat students, their parents and
their community out of a realistic assessment of their
preparedness for adult life.
5. FYI, the REAL curve is often bimodal.
The result of cheating students out of a real assessment of their
preparedness for life is to fill the world with dependent fools.
The just desert for those who cheat them and for those who abet in
this
process is to later be governed by the fools they've created.
Regards
Bob...
---------------------------------------------------------------
"I don't mind if you don't like my manners.
I don't like them myself. They're pretty bad.
I grieve over them long winter evenings."
-- Philip Marlowe (Humphrey Bogart)
From: "Paul Stenquist" <[EMAIL PROTECTED]>
Based on my ten years of experience teaching in inner city
Chicago high schools, I'd say it's a realistic policy.
Percentages alone mean nothing. The curriculum should be based on
real needs, and the success ratio has to come close to resembling
a bell curve. The alternative is little or no success for any
student. It's a fact of life. Doesn't make me puke.
Paul
On Sep 24, 2008, at 10:11 AM, Scott Loveless wrote:
OK, so this isn't photo related at all. Try not to puke.
http://www.post-gazette.com/pg/08266/914029-298.stm
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