7 Billion: Are you typical? Year-long Nat Geo special reports

March 13, 2011

7 Billion: Are you typical?

Vodpod videos no longer available.

7 Billion: Are you typical? Year-long Nat Geo s…, posted with vodpod

I could see a bell-ringer in there somewhere.  Who do you think ought to see this thing?  What classes in public schools should see it, for what purpose?

I hope the year-long series lives up to the video.  I hope there are a lot more videos to go along with it.  As a piece of persuasive rhetoric, it does make a decent case for subscribing to National Geographic for a year.  How’s that for rhetorical criticism?


Homework for Wisconsin Gov. Scott Walker (and it was due a few days ago . . .)

March 13, 2011

Eric Brehm teaches in Wisconsin. Now you know the answers to any questions about bias you may have.

It’s been more than three weeks, and Mr. Brehm has gotten no answer from Wisconsin Gov. Scott Walker.  It’s not exactly like Walker is a student who hasn’t done his homework, but it’s close enough.

From Brehm’s blog, Bang the Buckets, the letter:

On Saturday, February 19, 2011, I sent the following letter to Wisconsin Governor Scott Walker.  It has since been reposted and blogged a number of times, for which I am grateful.  However, this blog would not be complete unless I included a copy of it here.  And so, here is where it all began:

To the Duly-Elected Governor of Wisconsin, Scott Walker (and anyone else who gives a hoot):

It has only been a week, and I grow weary of the political struggle that your Budget Repair Bill has caused.  I am tired of watching the news, though I have seen many of the faces of those I hold dear as they march on the Capitol.  I am tired of defending myself to those who disagree with me, and even a bit tired of fist-bumping those who do.  I am tired of having to choose a side in this issue, when both sides make a certain degree of sense.  And so I offer you this desultory (aimless or rambling) philippic (angry long-winded speech), because at the end of the day I find that though this issue has been talked to death, there is more that could be said.  And so, without further ado, here are my points and/or questions, in no particular order.

1.  You can have my money, but. . .. Ask any number of my students, who have heard me publicly proclaim that a proper solution to this fiscal crisis is to raise taxes.  I will pay them.  I have the great good fortune to live in a nation where opportunity is nearly limitless, and I am willing to pay for the honor of calling myself an American.  Incidentally, Warren Buffett, the second richest man in the nation (and a Democrat) agrees with me.  Your proposed Budget Repair Bill will cost me just under $3000 per year at my current salary, with the stated goal of saving $30 million this year on the state budget.  I say, take it.  You can have it.  It will hurt me financially, but if it will balance the budget of the state that has been my home since birth, take it with my blessing.  But if I may, before you do, I have some questions.

According to the 2009 estimate for the U.S. Census, 5,654,774 people live in the state of Wisconsin.  Of those, 23.2% are under the age of 18, and presumably are not subject to much in the way of income tax.  That still leaves about 4,342,867 taxpayers in the state of Wisconsin.  If you wished to trim $30 million off of the budget, that works out to about $6.91 per Wisconsin taxpayer.  So I must ask:  Is it fair that you ask $3000 of me, but you fail to ask $6.91 of everyone?  I know that times are tough, but would it not be more equitable to ask that each taxpayer in the state contribute an extra 13 cents a week?

  • Would you please, kindly, explain exactly how collective bargaining is a fiscal issue?  I fancy myself to be a fairly intelligent person.  I have heard it reported in the news that unless the collective bargaining portion of this bill is passed, severe amounts of layoffs will occur in the state.  I have heard that figure given as 6,000 jobs.  But then again, you’ve reportedly said it was 10,000 jobs.  But then again, it’s been reported to be as high as 12,000 jobs.  Regardless of the figure, one thing that hasn’t been explained to my satisfaction is exactly how or why allowing a union to bargain collectively will cost so much money or so many jobs.  Am I missing something?  Isn’t collective bargaining essentially sitting in a room and discussing something, collectively?  Is there now a price tag on conversation?  How much does the average conversation cost?  I feel your office has been eager to provide doomsday scenarios regarding lost jobs, but less than willing to provide actual insight as to why that is the case.  I would welcome an explanation.
  • Why does your concern over collective bargaining, pensions, and healthcare costs only extend to certain unions, but not all?  Why do snow plow drivers and child care providers and teachers and prison guards find themselves in “bad” unions, but firefighters and state police and local police find themselves in unions that do not need to be effected by your bill?  The left wing news organizations, of course, state that this is because these are unions that supported your election bid, while you seek to punish those unions that did not; I would welcome your response to such a charge.  You have stated that the state and local police are too vital to the state to be affected.  Can I ask how child care, or prison guards, or nurses or teachers are not vital?  Again, I would welcome a response.
  • Though you are a state employee, I have seen no provision in your bill to cut your own pension or healthcare costs.  The governor’s salary in Wisconsin was about $137,000 per year, last I checked.  By contrast, I make about $38,000 per year.  Somewhere in that extra $99,000 that you make, are you sure you couldn’t find some money to fund the state recovery which you seem to hold so dear?  As you have been duly elected by the voters of Wisconsin, you will receive that salary as a pension for the rest of your life.  I don’t mean to cut too deeply into your lifestyle, but are you sure you couldn’t live off $128,000 per year so that you could have the same 7% salary reduction you are asking certain other public employees to take?

2.  Regarding teachers being overpaid and underworked. I don’t really have many questions in this regard, but I do have a couple of statements.  If you haven’t already figured it out, I am a teacher, so you may examine my statement for bias as you see fit.  I admit I find it somewhat suspect that teachers are mentioned so prominently in your rhetoric; those protesting at the Capitol are indeed teachers.  But they are also students, and nurses, and prison guards, and plumbers, and firefighters, and a variety of other professions.  If you could go back to “public sector employees,” I would appreciate it.  But as far as being overpaid and underworked . . . I grant you, I have a week’s vacation around Christmas.  I have a week off for Spring Break.  I have about 10 weeks off for summer.  With sick days and personal days and national holidays and the like, I work about 8.5 months out of every year.  So perhaps I am underworked.  But before you take that as a given, a couple of points in my own defense.

  • The average full-time worker puts in 40 hours per week, 50 weeks per year, with two weeks’ vacation time.  That makes for a grand total of 2000 hours per year.  Part of the teachers’ arguments regarding their time is that no one sees how many hours they work at home to grade papers, or create lesson plans, or things of that nature.  I am in a rare state, in that I am not one of those teachers.  I work an hour from where I live, and I like to keep my work at work.  I, therefore, do not bring work home with me, but rather stay at school, or come in early, so that I can grade papers or create lesson plans while at school.  So I am more prepared than most to explain the hours it takes to do my job.  I also supervise an extra-curricular activity (as many teachers do), in that I serve as the Drama Coach for my school.  The school year, so far, has lasted for 24 weeks.  I have, in that time, averaged 78 hours per week either going to school, being at school, or coming home from school.  If you remove my commute, of course, I still average 68 hours per week, thus far.  That means I have put in 1,632 hours of work time this year, which works out to over 80% of what your average full time worker does in a calendar year.  If you include my commute, I’m over 90%.  If ikeep going at my current pace, I will work 2,720 hours this school year (or 3,120 hours if you include my commute).  That means I work 136% to 156% as much as your average hourly worker.
  • As to underpaid — I’m not sure I am underpaid in general, though I do believe I am underpaid in terms of the educational level expected to do my job.  I have two Bachelor’s Degrees, and will be beginning work toward my Master’s this summer.  By comparison, sir, you never completed college, and yet, as previously stated, you outearn me by almost $100,000 per year.  Perhaps that is an argument that I made the wrong career choice.  But it is perhaps an argument that we need to discuss whether you and others like you are overpaid, and not whether teachers are.

3.  Regarding the notion that teachers that are protesting, or legislators currently in Illinois, are hurting the state. Very briefly, if I may:

  • Teachers have been accused of shirking their duties by protesting for what they believe to be their rights instead of being in school.  The argument has been, of course, that no lessons have been taught when classes aren’t in session.  I must submit that lessons in protest, in exercise of the First Amendment right to peaceable assembly, in getting involved as a citizen in political affairs, have been taught these past few days.  The fact that they haven’t been taught in the classroom is irrelevant.  Ultimately a very strong duty of the school system is to help students become citizens — I think that has clearly happened this week.
  • As to the legislators, it seems to me as though they feel their constituents deserve to have a length of time to examine the proposed bill on its merits, not vote it straight up or down three days after it was presented.  As the current budget does not expire until June, this seems to me like the only response left them in light of your decision to fast-track the bill without discussion.  Give them another option, and perhaps they will come back.  I can’t say that I agree with their decision, but I can say that I understand it.

4.  Regarding the notion that protestors at the Capitol are rabble-rousers and/or thugs. Such name-calling on the part of conservatives in the state and the conservative media could be severely curtailed if you would speak out against it.  True, most of the people protesting, if not all, are liberals.  Historically, liberals have always tended to think that they have far more support than they actually do.  They also (in my opinion) have a tendency to get extremely organized about three months too late, if at all.  So you can fault them for their decision-making, but I would ask you to speak out against the notion of thuggery.  Again, very briefly:

  • So far, 12 arrests have been made.  Estimates say there were about 25,000 people at the Capitol today, and about 20,000 yesterday.  Let’s be conservative (mathematically) and say that 40,000 people protested over two days.  That would mean that officers arrested .0003% of all protestors.  By almost any definition, that is an extremely peaceful demonstration, and of course you are aware that the U.S. Constitution guarantees the right of peaceable assembly for a redress of grievances.  So in the main, these people have done nothing wrong.

5.  If I may provide you with a sense of history. You work in the largest and most magnificiently appointed state capitol in the nation, built by Bob LaFollette (a Republican).  You work in the same building where Phil LaFollette (a Republican) helped guide Wisconsin out of the Great Depression.  You work in the same building where Gaylord Nelson (a Democrat) was the first in the nation to offer rights to unions of state employees, rights that you now seek to overturn.  And you work in the same building where Tommy Thompson (a Republican) provided more state funding to education than any other governor before or since.  Are your current actions truly how you would choose to be remembered?

6.  Finally, Governor, a note of thanks.  Whatever the outcome of the next several days, you deserve a certain degree of credit.  As an educator, I understand how difficult it can be to get young people interested in politics.  You have managed to do this in the space of one week.  A number of Wisconsin’s youth support you.  A number of them do not.  But whatever else can be said of you, you have them paying attention, and thinking about voting, and walking around the Capitol, and turning out to be involved.  You have taught your own lessons this week, Governor, and that has its own value.

Thank you for your time,

Eric Brehm

XXX North XXXXXX Street

Endeavor, WI  53930

While I recognize that the governor has many issues on his plate, I should note that I am still waiting for a response.

Tip of the old scrub brush to Mother Jones, and Positively Persistent Teach.


No, race isn’t the cause of our economic and education woes

March 11, 2011

Just when you think the conservatives can’t possibly sound any more like fascists of the 1930s . . . I mean, can we just repeal Godwin’s law and call a racist fascist argument, a racist fascist argument?

Paul Krugman, whose Nobel Memorial Prize for economics galls conservatives more than left turns bothered J. Edgar Hoover, noted the other day that Texas is in a series of fixes.  This is important because Texas is what Wisconsin’s governor claims Wisconsin should be:  Shorn of union interference in almost all things, especially in public service sectors including education.  Krugman wrote in his column, “Leaving Children Behind”:

Texas likes to portray itself as a model of small government, and indeed it is. Taxes are low, at least if you’re in the upper part of the income distribution (taxes on the bottom 40 percent of the population are actually above the national average). Government spending is also low. And to be fair, low taxes may be one reason for the state’s rapid population growth, although low housing prices are surely much more important.

But here’s the thing: While low spending may sound good in the abstract, what it amounts to in practice is low spending on children, who account directly or indirectly for a large part of government outlays at the state and local level.

And in low-tax, low-spending Texas, the kids are not all right. The high school graduation rate, at just 61.3 percent, puts Texas 43rd out of 50 in state rankings. Nationally, the state ranks fifth in child poverty; it leads in the percentage of children without health insurance. And only 78 percent of Texas children are in excellent or very good health, significantly below the national average.

But wait — how can graduation rates be so low when Texas had that education miracle back when former President Bush was governor? Well, a couple of years into his presidency the truth about that miracle came out: Texas school administrators achieved low reported dropout rates the old-fashioned way — they, ahem, got the numbers wrong.

It’s not a pretty picture; compassion aside, you have to wonder — and many business people in Texas do — how the state can prosper in the long run with a future work force blighted by childhood poverty, poor health and lack of education.

But things are about to get much worse.

A few months ago another Texas miracle went the way of that education miracle of the 1990s. For months, Gov. Rick Perry had boasted that his “tough conservative decisions” had kept the budget in surplus while allowing the state to weather the recession unscathed. But after Mr. Perry’s re-election, reality intruded — funny how that happens — and the state is now scrambling to close a huge budget gap. (By the way, given the current efforts to blame public-sector unions for state fiscal problems, it’s worth noting that the mess in Texas was achieved with an overwhelmingly nonunion work force.)

Krugman was too easy on Perry.  In his campaign last year, Perry claimed that Texas had plenty of money, a surplus, even.  In debates with Democratic candidate Bill White, Perry pooh-poohed the notion that Texas had a sizable deficit, certainly not the $18 billion deficit White named.

No, the Texas deficit actually is north of $25 billion.  (Linda Chavez-Thompson, the defeated Democratic candidate for Lieutenant Governor, addressed Perry’s denial in a line that very few reporters bothered to report (or report accurately):  “Do you know how many zeroes there are in 18 billion?” Chavez-Thompson said. “11, when you count Perry and Dewhurst.”)

But blogger Iowahawk would hear none of that — no, the issue isn’t bad government and poor fiscal management.  Texas loses out in education because its got more racial minorities, he wrote at some length.

Other bloggers who should know better, or at least should be struck by the repugnance of the claim that race is the problem, spread the claim, including Paul E. Peterson at EducationNext and Mark at Pseudo-Polymath.

Krugman’s original point was untouched by any of these guys.  Texas is in deep trouble, on many, many fronts.  One of the more common comments on Texas education is, “Thank God for Mississippi!”  Mississippi’s having closed down its education system rather than integrate, and continued underfunding and mismanagement since the federal government forced the reopening, keeps Mississippi at the bottom of almost all state rankings regarding children.  That means Texas isn’t dead last.  Texas’s very real problems will affect racial disparities in achievement, but they are in no way caused by racial disparity, or race of the students.

Notice, too, how Iowahawk changed the comparison.  Krugman noted dropout rates.  Unable to muster a direct rebuttal to Krugman’s point, Iowahawk switched to comparing scores in NAEP.  It’s not the same thing by any stretch.

No Texas teacher would say Texas performs better than any other state in stopping dropouts.  While we might brag a bit on how we’ve increased scores on the ACT and SAT, it’s not across the board, and it’s not enough.  (It’s a miracle with the stingy funding, and it will likely stop with the proposed budget cuts — but we’re proud of our ability to make improvement despite obstacles carefully placed by state policy makers.)

Notice, too, that dropouts tend to perform more poorly on standardized tests.  If one wishes to screw around with the statistics for spin, one might note that by forcing students to drop out, Texas raises its scores on NAEP.  I seriously doubt any Texas educator conducts a campaign to get dropouts to boost NAEP scores, but let’s be realistic.  (Which is not to say that there is not a lot of action to mask the dropout problem; a Texas high school is responsible for the academic achievement of kids who drop out, or more accurately, the lack of academic achievement.  Dropouts count against a school’s performance rating, and count hard.  Every school on the cusp of “Exemplary,” or “Recognized,” or “Unacceptable,” has a campaign to track down dropouts to find that they have enrolled in another school to whom blame can be passed, or that they have left the state or the nation, and so don’t count in Texas at all.  One wishes one could school administrators and legislators in Deming’s Red Bead Experiment.)

It’s impossible to claim Wisconsin union teachers are to blame for any Wisconsin woe, when Texas, with it’s strong anti-union stands and ban on unionizing among teachers, performs worse, on average.

Will busting the unions put Wisconsin in the black?  It didn’t work for Texas.

Will busting the unions help Wisconsin schools?  You can’t make that case based on the information from Texas.  In fact, Angus Johnson conducted a more serious analysis of statistics that may provide a better view into the issue, and they tend to show that unionized teachers improve education performance.

Surely these guys understand where their argument ends up.  It is absolutely untrue that Texas’s minorities dragged the state into deficits.

We know where Texas deficits came from.  Several years ago Texas cut property taxes, a key source of education and other funding for the state, promising to make up the difference with corporate tax reforms.  But the corporations blocked significant reform.  Texas has been running on empty for six years, and now the deficits are simply too big to hide.

Unwise tax cuts, made for political gains, that put Texas in the dumper.

It wasn’t unions, and it sure wasn’t the large population of hard-working, tax-paying, union-needing Hispanics and blacks and Native Americans who got Texas in trouble.  They didn’t get the tax cut benefits, for the most part.

Race is not the cause of our education and budget woes, except in this way:  Racists, especially the latent, passive-aggressive sort, will not hesitate to cut programs that they see benefiting minorities.  Those education programs that have done the most to reduce the achievement gaps between the races, boosting minority achievement, are the first to go under the Republican budget meat cleavers.  The proposed cuts are not surgical in any way, to preserve education gains.


An observation on cutting budgets, and my beliefs

March 8, 2011

This probably deserves a longer, more thought-out post.

Maybe later.

Right now I just want to get this off my chest:

I do not believe, as the Republican budget insists, that America is no longer a great nation, that our greatest days are long past, and that America needs to hunker down and join the Second- or Third-World. I do not believe that America can afford to give up leadership in foreign affairs, nor leadership in education. I do not believe God will step in to save us from our own stupidity. America is an exceptional place because people chose to act, to make the things that make a great nation.

I believe we need to answer when the certain trumpets blow, and they are sounding now.  I do not believe the full-scale retreat proposed by the Republican budget is the proper, best, nor American response.

Back to regular programming now.


Form of child abuse confirmed at Creation Museum

March 6, 2011

Ken Ham’s organization, Answers in Genesis, tells the sad story of a case of child abuse at his group’s Creation Museum in Kentucky.

I don’t get the idea that Ham is sad about it, though, do you?

Destroying a child’s natural curiosity about science and the world around them damages them for life.  In the U.S., we are fighting trends that show kids in 4th grade are as scientifically adept as the other best students in the world; by 8th grade their affinity for science has begun to fade, and by 12th grade, U.S. students rank far below many other industrialized nations in science achievement.  Ken Ham’s story is one reason why that happens.

Isn’t crushing a child’s intelligence a form of child abuse?

Is this story funny, or tragic?

Update: At Digital Cuttlefish, a story from the other side.  (Thanks, George.)

Another update:  Even more from Digital Cuttlefish, The Rest of the Story.

Tip of the old scrub brush to Unreasonable Faith.


Latitude and Longitude in two minutes

March 3, 2011

Teachers, can you use a video that covers latitude and longitude in just over two minutes?

A good idea, generally, from Matt Rosenberg (a better idea without “autoplay”) — a few more videos at Ask.com Geography.

[Editor’s note:  I’ve put the video below the fold because I can’t find an easy way to turn off the autoplay command.  My apologies to anyone bothered by the problem.]

Read the rest of this entry »


Texas Independence Day, March 2

March 2, 2011

Texans writing the Texas Declaration of Independence, 1836

In a meeting hall at Washington-on-the-Brazos, Texans meet to write the Texas Declaration of Independence, released March 2, 1836; image from Portal to Texas History

So, put some barbecue in the smoker, get a Shiner for you and your pet armadillo, sit back and enjoy the holiday.  If you’re near Washington-on-the-Brazos, go to the ceremony.  You’d better be sure you’ve got plenty of Blue Bell Ice Cream.

What?  You don’t get the day off?  You know, Texas schools don’t even take the day off any more.

I thought things were going to change when the Tea Party got to Austin and Washington?  What happened?

 

Original Manuscript, Texas Declaration of Independence - Texas State Library and Archives Commission

Original Manuscript, Texas Declaration of Independence - Texas State Library and Archives Commission

Text from the image above:

The Unanimous
Declaration of Independence
made by the
Delegates of the People of Texas
in General Convention
at the Town of Washington
on the 2nd day of March 1836

When a government has ceased
to protect the lives, liberty and property
of the people, from whom its legitimate
powers are derived, and for the advance-
ment of whose happiness it was inst-
ituted, and so far from being a guaran-
tee for the enjoyment of those inesti-
mable and inalienable rights, becomes
an instrument in the hands of evil
rulers for their oppression.

[Complete text, and images of each page, at the Texas State Library and Archives Commission site.]

Resources for Texas Independence Day

Resources at Millard Fillmore’s Bathtub


Education reforms working? Poverty, poor test results correlate in national study. What could it mean?

February 27, 2011

More from Greg Laden’s blog that deserves your attention, and a much wider audience.

The Science component of “The Nation’s Report Card” was released today and clearly indicates that we have moved one step closer as a nation in two of our most important goals: Building a large and complacent poorly educated low-pay labor class, and increasing the size of our science-illiterate populace in order to allow the advance of medieval morality and Iron Age Christian values.

The plan to sabotage the middle class, kill teachers unions and keep most Americans stupid, is working.

That was the plan, right?

Pay no attention to that teapot tempest in Wisconsin.  Pay no attention to the man behind the curtain.  You are getting sleepy, very, very sleepy . . .

Get the facts:

Teachers, compare your class results:


Mapping Australia’s history, in a .gif

February 27, 2011

Interesting .gif from Wikipedia:

History of Australia, in a map on a .gif

Political boundaries in Australia, and their changes

I like using such .gifs in PowerPoints, just one more way to add some interest and a lot more information to a session of “direct instruction.”  Do you know of other .gifs that could be used for U.S. history, or other history courses?  Please list them in comments.

Especially let us know if you find errors in this one.

Or errors in this one, which covers deeper time:

History of Autralian political boundaries, from discovery by Europeans

History of Autralian political boundaries, from discovery by Europeans


Interesting parent/teacher conference coming in Wisconsin

February 24, 2011

What do you want to bet Wisconsin Gov. David “Ahab” Walker will skip the conference with his son’s teacher next time?

(From the Wisconsin Democratic Party)

The woman, Leah Gustafson,  is very brave.  This is the sort of thing that invites local retaliation by administrators, without even consulting with the governor’s office.  Let’s hope her district’s administrators have a clear understanding of the law, and will back her right to state her views.

Heck, let’s hope they agree with her views.  If they don’t, they should get out of the business.

Tip of the old scrub brush to Michael A. Ryder.


Pressure on Texas Board of Education to fix damage to social studies standards

February 18, 2011

Probably not enough pressure to get the board to act, but the Dallas Morning News turned a cannon on the Texas State Board of Education this morning, asking that they fix the damage done to social studies last year.

The paper’s editorial board keyed off of the Fordham Institute’s grading of state standards — Texas failed, with at D.

Here’s the editorial in its entirety — there’s more at the Dallas Morning News website and I encourage you to go read it there:

Editorial: Report offers new reason to rewrite standards

Just in case you think it’s only us warning about Texas’ new social studies standards, check out the awful grade that the respected Thomas B. Fordham Institute gave those benchmarks in a report released Wednesday.

A big, fat “D” is what Texas got for the history, economics, geography and cultural standards the State Board of Education approved last year for Texas’ elementary and secondary school students.

Some of that awful mark was for the way the standards are organized. Fordham researchers likened their confusing structure to a jigsaw puzzle. But much of the national organization’s critique was about how politicized the State Board of Education has made those standards.

We were particularly struck by Fordham’s conclusion that the hard-right faction on the board, which dominated the writing of the standards, made the same mistake left-wing academics have made in approaching such subjects as history and economics. The Fordham study puts it this way:

“While such social studies doctrine is usually associated with the relativist and diversity-obsessed educational left, the hard right-dominated Texas Board of Education made no effort to replace traditional social studies dogma with substantive historical content. Instead, it seems to have grafted on its own conservative talking points.”

Oh, it gets worse. Back to the report: “The strange fusion of conventional left-wing education theory and right-wing politics undermines content from the start.”

For the record, Fordham is not a left-wing outpost of American thought. Its leader is Chester Finn, a former Reagan administration official and one of education’s most recognized voices. At the least, his organization’s critique is not a predictable one.

The institute echoes the complaint this newspaper has had since the 15-member Texas board rewrote the state’s social studies standards. Its hard-right faction at the time insisted on inserting its slant on those important subjects, such as suggesting Joe McCarthy wasn’t so bad, that international treaties are a problem and that the separation of church and state is misguided.

The warped view is why the revised board must go back and rewrite the standards this spring. And that should be possible.

Voters were so frustrated with the board’s work last year that they elected more moderate Republican members. Moderates now have enough of the upper hand to fix these standards before schools start planning for next year and before publishers start drafting new history and social studies textbooks.

Some on the new board may believe that rewriting the social studies standards will be too difficult. But surely Texas students deserve better than a “D” when it comes to what the state wants them to learn in some of the most critical subjects.

 

Texas fails among its peers

How big states fared on the Fordham Foundation report on social studies standards nationwide:

California: A-

New York: A-

Florida: C

Texas: D

National average: D


Dying man’s daily journal: So, you think you’ve got it tough?

February 18, 2011

Dallas ISD began cutbacks on spending weeks ago, when it became rather clear that the Texas Lege would come after education with lots of knives and cleavers.  The layoff of 700 teachers two years ago was tough; we face a loss of 3,000 teachers by next fall.  Morale and spirit among the teachers bottoms out, with just a couple of weeks to the first test in the battery of the Texas Assessment of Knowledge and Skills (TAKS).

Good timing, Lege!

In a district that has more than 400 buildings, getting stuff to work at all can be a challenge.  The blower for the classroom I’m in has not worked right in two years.  On a very hot day in the classroom last fall, on a not-very hot day, I got the attention of our school’s administrators.

Follow-up is less than satisfying, shall we say.  There was the guy from downtown who told me that the blowers weren’t supposed to blow.  I noted to him that building standards for schools require a complete turnover of air more than once a week.  There was the guy who warned me that any air coming out would not be cool — this while the classroom across the hall dipped to 55º F  in a similar, but opposite “out of control” situation (Six Sigma need not apply in education.).

We had a couple of comfortable days in the last two weeks, but they were extremely cold days outside.  We also had five days out for ice storms and snow.

This week my classroom has been an even 80º F when I arrive, between 7:00 and 8:30.  Then the blowers kick in with warmer air.  The classroom climbs to more than 85º in the afternoon with the windows wide open.  Even windows didn’t help much today, when it was 78º outside.

Piffles.  This guy, at Dying man’s daily journal,  has a brain tumor and congestive heart failure. He was given a terminal prognosis four years ago.

Today he’s blogging about keeping a positive attitude.

Yeah, we all need to do that.  Is that more woo than we need?  Is it acceptable woo?

When I was a child, my first Cub Scout Den Mother had a framed quote on her wall:  “I had no shoes, and complained — until I met a man who had no feet.”

Barefoot is cooler, you know?

(Drop by Dying Man’s Journal, leave a comment — it helps him keep a positive attitude.)


Quote of the moment: Thomas Jefferson’s admonishment to Rick Perry, Scott Walker, and the Tea Party, and their War on Education

February 18, 2011

Thomas Jefferson's view of education, from a mural at the Library of Congress

Thomas Jefferson’s view of Education illustrated in this mural by Ezra Winter — Thomas Jefferson’s view of Education is illustrated in this mural by Ezra Winter in the South Reading Room on the top floor of the Adams Building of the Library of Congress. Other murals dedicated to Jefferson decorate all of the reading room’s walls.

Above all things I hope the education of the common people will be attended to; convinced that on their good sense we may rely with the most security for the preservation of a due degree of liberty.

Thomas Jefferson, letter from Paris to James Madison, December 20,1787, stating Jefferson’s objections to the proposed U.S. Constitution

This quotation comes from a letter more popular among Tea Partiers and other troglodytes for Jefferson’s harsh words against “energetic government,” which he feared might result from the Constitution.  In the letter Jefferson said that he’d go with the will of the people if the document was ratified (it was).  In the end, Jefferson said, just be sure to educate “the common people,” and things would work out to protect liberty.

Wise words much ignored and abused in state capitals and the U.S. Capitol these days.

I’ll wager that among the millions who did not study this letter are Wisconsin Gov. Scott Walker, and Texas Gov. Rick Perry.  An uneducated populace is easier to cow, easier to control, and easier to enslave.

For a larger view of the mural, click on the thumbnail image.

Jefferson education views, mural at Libary of Congress, Adams Building


Lincoln and the Emancipation Proclamation: Free lesson plans from the Bill of Rights Institute!

February 12, 2011

A little history bauble for Abraham Lincoln’s birthday, today:

From Presidents and the Constitution, a great resource from the Bill of Rights Institute, a lesson plan on Lincoln and the Constitutional issues around the Emancipation Proclamation.  It’s very good, I think — and free (maybe only for a while?).

Presidents and the Constitution, Bill of Rights Institute

Presidents and the Constitution, Bill of Rights Institute

This Presidents and the Constitution focuses on Abraham Lincoln and the Emancipation Proclamation. Though he had always hated slavery, President Lincoln did not believe the Constitution gave him the authority to bring it to an end—until it became necessary to free the slaves in order to save the Union. With the Emancipation Proclamation, which he viewed as an essential wartime measure to cripple the Confederacy’s ability to fight, Lincoln took the first step toward abolition of slavery in the United States.

If you teach social studies, you probably know about the Bill of Rights Institute already — subscribe for lesson plans, news updates, and news about seminars.  They do good work, and the provide great resources.


Bathtub reading on a cold February day . . .

February 10, 2011

Stuff to make you think:

  • Do you care? At least 16 members of Congress passed up on the government-sponsored health care plans, trying to be true to their campaign promises to repeal similar care for all citizens, a plan they try to ridicule as Obamacare.  Some of them discovered other plans “available from the market” are expensive, don’t cover pre-existing conditions, and generally don’t meet their needs.  Crooks and Liars explains:

Nevertheless, Republicans are discovering the truth: The status quo is unsustainable, unaffordable, and discriminatory. Now what will they do about that? And how will they appease their angry hordes of Tea Party members being stoked daily via email and fear campaigns?

  • Arctic Ice disappears, and so does the evidence Tim Lambert notes that those wacky pranksters at the Heartland Institute managed to find one small part of a chart to make a case that Arctic ice is increasing, even as Russia and China prepare to beat the U.S. to trans-Arctic shipping when the ice disappears.  Whose side is the Heartland Institute on, again?  It’s a new propaganda tactic:  The Small Lie.

There are people who need to soak their crania.  Back to work, here.