Get Schooled

By SET

August 10, 2006 10:16 AM | Link to this

I think we have tried things her way. We see the results. It would be best to sweep the non-performing students from the normal schools. The remainder would enjoy a better climate more suited to learning and good working conditions for the teachers and staff.

Upon the start of the high school year it should be made clear to the students and their families that non-performance will result in being flunked out. A feedback system should be made available to the families so they can (on a self-help basis) see through the internet how their kid is doing. Warning notices should be computer dispatched to the parents (at the notice addresses the parents listed when enrolling the kids) that the kid is failing.

Then it’s up to them to get help. There is no point in chasing people around and begging them to get help or to do the basic coursework to graduate. If they can’t hack it they don’t belong in a normal school. Alternative schools can enlarge and push vocation programs - and even then if the kids won’t show up and behave, they must be expelled/flunked.

Child abuse reports should be generated to the police and CPS if the parents are suspected of neglecting the kid (or being incapable of parenting). If there is any rescuing to be done it should be done by social workers and the courts.

By holdingAJC"accountable"

August 10, 2006 10:52 AM | Link to this

SET: Yes, yes, yes! We are so freakin’ scared of “what’s going to happen to them if we put them out”? If the “do-gooders” really believed that “all students can learn” then they’d realize that the overwhelming majority will “learn their lesson” when faced with explusion.

It real simple: Class of twenty five. Three to five always behave; three to five always act a fool. The twenty in the middle take their cues from what the fool acting ones get away with. Dismiss them, the other twenty go “wow, I don’t wanna be like that”. Bingo, the teacher has an appropriate learning environment in which to teach…

Most kids respond to REAL consequences, so it’s a red herring to say that alternative schools would be overrun? And so what if they are? Beats the prisons being overrun?

By SNY

August 10, 2006 12:22 PM | Link to this

Amen to SET and Holding!!!I would rather have these kids feelings hurt now by people who really do care than for them to be face-to-face with BUBBA in prison years later. We are setting these kids up for failure in the LONG run if we do not hold them to high expectations NOW!

By BlindHomer

August 10, 2006 12:29 PM | Link to this

What will they get when they don’t show up for work on time? 50% of their pay and a chance to be late again next week? Hold them accountable and if they give up what are we really losing? Another slacker drop-out? You can’t change inappropriate behavior by rewarding the inappropriate behavior, that just reinforces and perpetuates it. The leader of the first permanent settlement in this country had it right, “those that don’t work, don’t eat”. Getting away from that mentality, in any fashion, is a big mistake.

By SET

August 10, 2006 12:37 PM | Link to this

Maybe I’m only preaching ‘cause I’ve had my taste. I tried the social worker approach in my work many years ago for a long time. I found out the hard way it doesn’t work. I’ve seen that the tough approach produces results even from the slow learners.

It is fun being nice and having people love you (superficially). It’s less fun to be the skunk at the garden party. As I age I find that I don’t need so much fun - or love. And I like producing results. I’d like the secondary students to have better results in their lives.

By Bigfeat

August 10, 2006 12:48 PM | Link to this

I agree with the teacher. Students who don’t care will eventually dropout anyway, but a teenager that makes an error in judgement should be given every benefit of the doubt.

I am now 50 with an advanced degree, a successful career, a 26 year marriage, and two high school boys who are doing very well in school.

For the same reasons cited here, I left high school at 17, halfway through my senior year, because I could not graduate. I ended up in the military, where I was by far one of the smartest enlistees they had. When I got out of the service I got a GED, entered community college, went on to get a bachelors and then a masters degree. I have held senior executive positions with Fortune 500 companies and now I own my own business.

Teenagers make mistakes, don’t take away some otherwise good students dreams. If they want to change their course, give them every chance.

By Bigfeat

August 10, 2006 12:49 PM | Link to this

I agree with the teacher. Students who don’t care will eventually dropout anyway, but a teenager that makes an error in judgement should be given every benefit of the doubt.

I am now 50 with an advanced degree, a successful career, a 26 year marriage, and two high school boys who are doing very well in school.

For the same reasons cited here, I left high school at 17, halfway through my senior year, because I could not graduate. I ended up in the military, where I was by far one of the smartest enlistees they had. When I got out of the service I got a GED, entered community college, went on to get a bachelors and then a masters degree. I have held senior executive positions with Fortune 500 companies and now I own my own business.

Teenagers make mistakes, don’t take away some otherwise good students dreams. If they want to change their course, give them every chance.

By Bigfeat

August 10, 2006 12:50 PM | Link to this

I agree with the teacher. Students who don’t care will eventually dropout anyway, but a teenager that makes an error in judgement should be given every benefit of the doubt.

I am now 50 with an advanced degree, a successful career, a 26 year marriage, and two high school boys who are doing very well in school.

For the same reasons cited here, I left high school at 17, halfway through my senior year, because I could not graduate. I ended up in the military, where I was by far one of the smartest enlistees they had. When I got out of the service I got a GED, entered community college, went on to get a bachelors and then a masters degree. I have held senior executive positions with Fortune 500 companies and now I own my own business.

Teenagers make mistakes, don’t take away some otherwise good students dreams. If they want to change their course, give them every chance.

By catlady

August 10, 2006 01:04 PM | Link to this

There is a difference between an error in judgement and the constant non-work attitude we see frequently. I agree with SET and others: a benefit of the doubt initially, and then out they go. And, to be more radical, perhaps giving dropouts/failouts a decision: go to and stay in alternative school, go to and stay in a tech program, or go to jail for a year (call it preventative detention). If you don’t have some kind of skills you are going to be preying on others fast, either through welfare programs or crime. Let’s have students in school who can and are willing to profit by the instruction they are provided, and give others a chance to earn skills to provide a living through alternate means. Provide opportunties for those who are highly motivated, like bigfeat, to change their path.

By SET

August 10, 2006 01:23 PM | Link to this

Catlady mentioned something that set me thinking. Preventative detention. We used to have “Home for Wayward Girls” and “Reform School” where antisocial adolescents were locked up and forced to conform. Was that a bad thing? No.

If they are out of control they should be in halfway houses or work camps.

If they are living with family the person(s) in charge should be vicariously liable in criminal court for the crimes of the children.

It’s no more revoloutionary a concept than what is already happening in this country and what is coming. I would like more disincentives for criminal children and their families.

By Ernest

August 10, 2006 01:26 PM | Link to this

Count me among those that agrees with SET and Holding. I believe all who post here are compassionate however there comes a point in which we have to ask if we are hurting our children more than helping them.

We should ensure opportunities for advancement always exist. I’m sure each of us knows someone that ‘matured’ later than others. What impact does keeping someone in an environment in which they could ‘negatively impact’ the learning process on others have for everyone?

By SET

August 10, 2006 01:43 PM | Link to this

I agree with Bigfeat that an error in judgment should generally not be the end of a student career. I oppose the current “Zero Tolerence” fad. Teachers and administrators are fully equipped to manage occasional student brainfarts without expelling them.

What this topic is about is allowing students to flunk out of school. Flunking out is not an error of judgment. Flunking out is when a student demonstrates over a period of time that she or he is not suitable (by tempermant or by choice) for a normal high school and should be removed to alternative or Vocational Education.

Error in judgment refers to a relatively isolated event that is correctable and is not expected to become a habit. Like driving to school in the parent’s car with Mother’s gun or drugs still in the trunk. It happens. New driver’s have to learn to search the car they borrow to remove the contraband before they drive around in it. Everybody has to learn things when you are a new driver!

See the distinction here? It’s like raising puppies. You can’t execute the beagle because they c**p on the rug as long as Snoopy doesn’t make a habit of it.

But if the won’t do the coursework and flunk enough courses, why keep them around? They can survive one F. But if they’re not performing across the board, there are schools that can work with them more comprehensively - they are called alternative schools.

By Dee

August 10, 2006 01:51 PM | Link to this

ZEROES DO NOT LEAD TO DROPOUTS. Some students are heck bent on dropping out without even receiving zeroes. In my classes, students earn a grade of 50 when no work is submitted. I have had some just refuse to try and improve. Reasons are many, too many to list. I have attempted to help my students understand the connection between school and the work world. NO SUBMITTED ASSIGNMENTS + A WON’T DO ATTITUDE = NO FUTURE WORK/PAY FOR YOU. School is where one starts to pay some of the dues required to be part of the world in which work is required for pay.

By Nikole

August 10, 2006 01:51 PM | Link to this

No one has addressed the student that does not turn in work, and is NOT a behavior problem. I have seen that scenario too many times. Some kids are lazy and some are the primary caregivers in their household. What do you do about those students?

By jim d

August 10, 2006 02:30 PM | Link to this

Zero’s don’t always lead to dropouts. To the contrary I have one that will get lazy and take a zero on an assignment he doesn’t want to do. Unfortunately he’s smart enough to know he can simply ace the next 5 assignments to bring his average back up to a solid “B”.

I find this most irratating.

By Dana

August 10, 2006 02:37 PM | Link to this

I don’t think teachers should have a “zero-tolerance” policy for 0’s. Kids mess up or things come up. Teachers are savvy enough to discern whether its an excuse or a real problem. I just use my judgment.

One time when I was teaching at a troubled school in Middle Georgia, I had a senior who was taking 3 English classes because he had failed English each year. He was in my 10th grade class, my 11th grade class, and someone else’s 12th grade class. I think he passed my 10th grade class (can’t recall), but he had something like a 40 in my 11th grade class. It was strictly because he didn’t turn in work and made 0’s. Near the end of the year, the assistant principal tried to talk me into fudging his grade so he could pass. I told her it wasn’t a matter of a point or even a few points. It was a matter of 30 points. She tried to tell me if he didn’t graduate, he’d wind up in prison. Then she asked if I could give him extra credit if he worked for her over the summer in the office. Can you believe that? I said I didn’t really care what they did, because I wasn’t coming back to that school the next year, but I absolutely would not change his grade myself. They probably changed his grade.

By Dana

August 10, 2006 02:41 PM | Link to this

Nikole,

My own daughter is something like you described. She’s very well behaved at school, but has ADD and sometimes loses her assignments or forgets to do them. It’s frustrating beyond belief, and she’s had detentions for not turning in work (doesn’t help). She’s a great kid, but completely scattered. I hope we can help her figure it out before high school. She’s in 7th grade now.

By SNY

August 10, 2006 02:48 PM | Link to this

People,

What is the point in having teachers in the classrooms if your administrators are just going to go over your head and do what they want anyway? It seems hopeless, how do you handle it?

By 30 Year Teacher

August 10, 2006 03:01 PM | Link to this

I do not agree that ignoring zeroes is doing any student a favor. In my many years in the classroom I have found not doing work is a conscious decision by the student and deserves the consequence that it gets. Students drop out for many reasons but receiving a zero is only the tip of the iceberg. They may not understand the work, their social life is more important than the work, they simply do not like school and do not recognize its worth and the structure that it demands, and I am sure that in many communities home obligations and situations are influencial for failure as well.

Unfortunately, many students (and parents) want special considerations for their students and as a result we are raising the “not my fault” generation.

One of the things I stress over and over with my kids is resposibility. With responsibility comes success and as they progress they see the rationale in this. Please keep in mind I am not talking about the occasional brain lapse when an assignment is not completed. I am talking about the student who consistently cannot be bothered to do the work. (One or two zeroes does not prevent anyone from receiving the credit in a class and certainly not from graduating. By ignoring zeroes and passing the student we only encourage the “something for nothing” mentality that is so destructive to success. (And what is the worth of a high school diploma achieved in this manner?) There are many, many ways to remediate students so they can graduate without cheapening the requirements they must meet.

By jim d

August 10, 2006 03:14 PM | Link to this

Well someone tell me how you get one to turn in work he’s done. Just forgets to turn it in.

By Laf

August 10, 2006 03:30 PM | Link to this

Give the student a 50 or 60 where if he does turn around it is a possibility of earning a low C. Effective instructional programs, curriculum, and student placement is the key to reducing student drop- out rates. Mayby we need to spend more time figuring out why students don’t complete their assignments, earn 0’s, and drop out of school. Build a good school system or build a good welfare and prison system. Take your pick!

By teacher2

August 10, 2006 03:49 PM | Link to this

If you don’t do the work, you face the consequences of a zero, but my school gives you the opportunity to redeem yourself. We have a new policy this year that allows an “amnesty day” each semester in which students may make up any missing work. They have only one day to make up missing assignments, so students won’t slack off and think they can make it all up at once. Of course, that means extra work for us in redesigning tests and other assignments so that the students cannot simply copy the assignment from one another, but it gives the students who just had a bad day a chance to fix their mistakes. The students who don’t care won’t bother and the zeroes will stand.

jim d, as for students who just forget, all I can say is get ‘em organized! Get them in the habit of using a planner. Check it nightly and again in the morning to ensure they have the assignments they need to turn in. (A little parental guidance is essential in the beginning, but the student should shoulder the responsibility as soon as possible.) There’s no excuse once they reach the classroom because every teacher I know asks for assignments and then repeats the request (sometimes several times) to make sure each student has the opportunity to turn in his work.

As for zeroes and dropouts, well, it’s not the zeroes. It’s a lethal combination of environment, lack of motivation, lack of self-control, lack of discipline, and frankly, lack of intelligence. There are exceptions, of course, but dropouts usually beget dropouts, and most dropouts (at least in my school) fit the profile.

By 30 Year Teacher

August 10, 2006 03:59 PM | Link to this

jim d,

I can only suggest to you what we have found effective in my school. At the beginning of the year we issue student organizer books to all students. They are used to record assignments, as hall passses, etc. When our students are consistently failing to turn in work they are required to get a daily signature from each teacher in the SO book to indicate whether work is done or not. Surprisingly enough, this works better with high school kids than it does at the middle school level. Factor in embarrassment at being treated like a little kid? At any rate it does require, obviously, parental follow up nightly. The benefit is the student can turn work in a day late for reduced credit before it turns in to a zero and the parent is able to see exactly what is going on so there are no big surprises at the end of the grading period.

However, I would question the “I forgot to turn it in” excuse because most of us ask for assignments at the beginning of the class period and unless a student is visually or auditorily impaired he /she knows enough to pass the work in.

Oh yes, we always work to provide positive reinforcements when the book is signed and work is complete. The old spoonful of sugar theory.

For students who have parents who do not, will not, or cannot participate in this we also try to devise alternative methods to get the kids to work. We all have different ways of doing this. I hold class contests complete with star charts. Sounds silly for high school kids but most are just little kids grown tall who love competition and peer pressure works wonders.

I would suggest going nose to nose with the teachers to try to solve this. If everyone is on the same page you may see positive results.

By TinaTeach

August 10, 2006 04:24 PM | Link to this

My own department has a zero late work policy where if you forget to turn something in on time it equals a zero unless you have an excused absence/tardy. I have told my kids that I do not give them any chances for forgetting homework. I have told them that it is however not the end of the world if they forget their homework once and a while. It is only worth 10% in my class so when they have a minor freak out I tell them to calm down.

Also when they have only completed 50% of it I give them a 50% because that is some work. Effort counts a lot in my classes so as long as they attempt the homework and learn from their mistakes when we go over it then they will do fine.

By TinaTeach

August 10, 2006 04:25 PM | Link to this

My own department has a zero late work policy where if you forget to turn something in on time it equals a zero unless you have an excused absence/tardy. I have told my kids that I do not give them any chances for forgetting homework. I have told them that it is however not the end of the world if they forget their homework once and a while. It is only worth 10% in my class so when they have a minor freak out I tell them to calm down.

Also when they have only completed 50% of it I give them a 50% because that is some work. Effort counts a lot in my classes so as long as they attempt the homework and learn from their mistakes when we go over it then they will do fine.

By holdingAJC"accountable"

August 10, 2006 04:36 PM | Link to this

TinaTeach: I like it! It’s a legit consequence, but one they can recover from. (I get the spirit of giving a 50 on an missed assignment so as to not ruin everything, but why give them a 50 when they did zero?)

I remember an incident where one child got a “C” and the other a “B”…both borderline B/C, but some zero’s on homework made the difference. The “C” student thought he was smarter than his “B” buddy, so it was a nice lesson learned when they compared grades…it didn’t take an F to learn the lesson…just a little shame at not keeping up with his supposedly “not as smart” buddy :)

By Jeff

August 10, 2006 05:32 PM | Link to this

I’ve already had SEVERAL of my students taking zeroes on HW. Most of them simply ignore the homework.

BTW: I only check HW for completion, nothing else. (Of course, I build my tests/ quizzes DIRECTLY off the homework - word-for-word and number-for-number, so they learn REAL quick that it is in their better interest to DO IT!!)

By SET

August 10, 2006 05:33 PM | Link to this

To provide a contrast, one of the local judges was a former high school english teacher. I was in her court when two 18 or 19 year old girls appeared and had “forgot” to go to the jail for booking after previously (a week or 2 earlier) being arraigned (following a ticket) by the same judge on shoplifting charges.

They were jailed on the spot and hauled off crying. The judge raised her voice and told them (in a hushed courtroom) “I’m not your mother, I’m not your social worker, I’m not your teacher! When I tell you to do something you’d better do it!!”

She was considered a wonderful English Teacher and I always wondered how she ran her classroom. She went to night school and became a lawyer - then a judge.

I don’t think she did anything to make students think they could get away with not doing her assignments either.

Reality bites.

By Leia

August 10, 2006 05:53 PM | Link to this

Jeff - I do the same thing! My quiz questions are old recycled homework questions. The clever ones learn really quickly that they can get a 100% on a quiz if they do their homework and ask me to go over the ones they don’t understand. The dull ones never learn. I like to show the parents the direct correlation between the homework average and the quiz average.

By Jeff

August 10, 2006 06:02 PM | Link to this

Question: It is 6p on Thursday…. how am I able to post? Did we get late hours on days other than Tues?

By PamZ

August 10, 2006 06:14 PM | Link to this

Dekalb county teachers are no longer allowed to enter a zero in the gradebook if a child does not do his/her work. Schools basically cannot retain a student from a grade if he/she fails everthing - including the CRCT. A kid can be shuffled through the system until the graduation test (and I am not sure if there is a loop hole with this). Students know that they really don’t have to do much to move from grade level to grade level. Parents are the key. If a child knows that his/her parent expects academic success, 95% of the time you will see success.

By Atlanta Teacher AW

August 10, 2006 06:14 PM | Link to this

I think its dependent on the culture of the school. Where I teach, over 97% of the students continue their education after graduation. I don’t have to worry about dropout rates when I’m developing my make-up work policy..which probably explains why I do not accept late homework or classwork from unexcused absences.

By Atlanta Teacher AW

August 10, 2006 06:15 PM | Link to this

I think its dependent on the culture of the school. Where I teach, over 97% of the students continue their education after graduation. I don’t have to worry about dropout rates when I’m developing my make-up work policy..which probably explains why I do not accept late homework or classwork from unexcused absences.

By Lisa B.

August 10, 2006 07:01 PM | Link to this

Granted, I teach 4th grade, but I don’t accept zeros. I am accountable for my students’ test scores, so the students MUST do the work. If a student doesn’t complete an assignment or fails to turn in homework, the student must stay in my class during PE, music, art, etc., and do the work. At that time, the work is already late. My students cannot earn A’s on work made up, because I take off ten points on late work. This method works for me because the students complete assignments, and works for the students because they learn something and for the most part, pass the CRCT and move on to the next grade. In the past, I’ve had students cry, go into rages, sit like zombies, etc., to get out of doing the work, but when they realize they will NEVER go to PE, music, art, etc., most 4th graders cave in and do the work. These kids are typically not the kids who struggle, but the kids who just don’t want to do it!

By JustMe

August 11, 2006 08:17 AM | Link to this

What a horible and tragic thing it is for a teacher/school to NOT give/allow zeros!!!

A student must learn deadlines - this is not only for college but also the real world. For example, when you don’t file your taxes (or extension) by the deadline, does the IRS forgive you and gives you another chance? When you miss a job interview, do you really think that the company is going to seriously consider you for hire? Think about the message that this is sending to a student!

I am in DeKalb County. Rather than giving zeros, I simply enter a “1” into the grade book. So, I follow the letter of the “no zero” rule. A “1” means that the student did nothing and this cannot be made up. My students are high school age and they very quickly realize that I am serious about my rules. After a week or two I end up with 100% assignments turned in on time. Lesson taught, lesson learned.

For those teachers that use the CRCT an excuse to not give zeros - what crap! It is far worse for a student to pass your class and fail the CRCT. This means that you as a teacher are too easy!!! The CRCT tests such a low level that if you are teaching even below that, then shame on you!!

And, for those teachers that give a grade of 50 for a student that does nothing, what would you do about a student that attempted the assignment, but only got a 40. Does that mean the student that did nothing gets a better grade than the student that tried? Please rethink your policies!!!

Dana, please stop allowing ADD as an excuse for your child! When your child is an adult, do you really think that ADD will be acceptable as some excuse? Isn’t it far better for your child to learn NOW how to deal with ADD and how to deal with the reality of rules/deadlines?

By jim d

August 11, 2006 08:36 AM | Link to this

Just me,

As critical as I am at times of teachers, I can’t recall even once assuming they teach below CRCT standards. Even I realize its not about the teaching but the learning.

No all students will not learn! All students aren’t created equally and they will never be equal to one another. We need to quit trying to make them so and promote the things they are capable of.

Lighten up on your fellow teachers!

By Patti Ghezzi

August 11, 2006 09:21 AM | Link to this

Jeff, yes, I got us some extended hours and not just on Tuesday! So don’t say I don’t wield some power around here! The blog is now open weekdays until 7 p.m. (Still 9 p.m. on Tuesdays) I’m working on weekend hours.

Unfortunately I haven’t been able to get the chatter on the left rail that spells out the hours changed. Working on that.

Patti

By Ernest

August 11, 2006 09:52 AM | Link to this

Jim D, as I read JustMe’s comments, I interpreted them to be a ‘no excuses’ approach to teaching. The comments also seem in line with those made by SET and Holding earlier. Without question, there is grade inflation going on around the state, which is why stardardized tests have become vogue. Thinking big picture, the education level of our state, albeit reality or perceived, impacts our ability to attact future jobs. I’m sure many have noticed our state has not landed several major businesses recently.

FWIW, I read recently that states are also looking at a standard way of determining the graduation rate. It seems there has not been an ‘apples to apples’ comparison when looking across states. What good is all this data if there isn’t a standard in place to collect then interpret it?

By JustMe

August 11, 2006 12:32 PM | Link to this

Jim D….

I do NOT have a “one size fits all” approach. I DO have a minimum standard for ALL students. There is a major difference!!!!!!

If a student cannot read, they should not get a HS diploma. That is an example of a minimum standard.

When my students realize and recognize my minimum standards, they do “set up” and either meet or exceed my expectations. When students know that they don’t have to learn and they don’t have to do anything to pass - odds are they will also meet those expectations.

By jim d

August 11, 2006 01:26 PM | Link to this

Just me,

What about those that fail to meet your standard in a given discipline but really shine in discipline? Why must we judge these kids by a superficial standard that we expect all to meet? Isn’t that a one size fits all expectation even if it’s not a one size fits all approach to helping them learn?

I’ve known kids that were funcionally illerate but were genius at math concepts. Should we not encouage them in math more than condeming them for their failures in reading? Should they really be held back to the point they drop out?

I think not.

By Dana

August 11, 2006 02:12 PM | Link to this

JustMe, how on earth did you get the idea I allowed my daughter to use ADD as an excuse based on this post?:

“My own daughter is something like you described. She’s very well behaved at school, but has ADD and sometimes loses her assignments or forgets to do them. It’s frustrating beyond belief, and she’s had detentions for not turning in work (doesn’t help). She’s a great kid, but completely scattered. I hope we can help her figure it out before high school. She’s in 7th grade now.”

The person I replied to mentioned that their child is well-behaved, but gets in trouble due to missing/late work. I was commiserating. In actuality, I wish her teachers would stop fooling around and make her take 0’s. She gets too many chances to make up work. I don’t think it teaches her responsibility. She cares about her grades, and if she had to earn some poor grades, it might help her figure out she’d better get it done, and done on time.

By holdingAJC"accountable"

August 11, 2006 02:26 PM | Link to this

Dana,

Have you ever heard of the books “Driven to Distraction” and “Delivered From Distraction” by Ed Hallowell? (not sure of spelling)

By Lee

August 11, 2006 03:50 PM | Link to this

Okay, here’s what grade inflation has done….

My oldest went through 12 years of public school and never received a grade below an A and graduated #4 in her class. She also took every A/P and Honors class our small, semi-rural school had to offer. Went off to college and suddenly she’s making C’s. Took her about a year to get caught up.

She told me later that in retrospect, she didn’t know how to study. Think about that. A student can take the most rigorous curriculum our county has to offer and she never learned “how to study.”

Example #2; our youngest daughter was a high A student when we placed her in private school. She went from high A’s to low B’s overnight.

That, my friends, is the biggest fraud being perpetuated by our public schools. The “good” parents of “good” students are lulled into thinking they are getting a “good” education. Meanwhile, the curriculum is so watered down and grades are so inflated that we honestly don’t realize how big the problem is.

The goal has changed from “helping every child reach their full potential” to “making sure every child passes a minimum standard test.”

Aaaarrrggghhh……

By Laf

August 11, 2006 04:51 PM | Link to this

By Jeff

August 11, 2006 04:52 PM | Link to this

Question:

I just have my kids a quiz on prime factorization/ Least Common Multiple/ Greatest Common Factor. My HIGH group class average is somewhere around a 20/ 35. (In terms of percents, we’re talking approx 57%.)

Do I keep moving or sit? If I keep moving, this unit will go up as a 50/50 at BEST in terms of how they’ll do in CRCT. (While one more concept in this unit revolves around these topics, the other two do not - to my knowledge.) If I sit, other units will suffer, though this one may be strengthened.

FYI here: 6th Grade GPS is divided into Number Operations, Measurement, Geometry, Algebra, and Probability units. Number Ops is the one we’re on now, and the concepts it covers are Prime Factorization, LCM, GCF, Add/Subtract fractions with unlike denominators, multiply/ divide fractions, and interchange fractions/decimals/percents.

Could use some input….

Thanks everyone!

By Jeff

August 11, 2006 04:54 PM | Link to this

Patti,

Thanks!! Now I can actually comment on days other than Tues! (No longer have access at work, so I have to wait till I get home!)

By jim d

August 14, 2006 08:06 AM | Link to this

Patti,

So don’t say I don’t wield some power around here! The blog is now open weekdays until 7 p.m. (Still 9 p.m. on Tuesdays) I’m working on weekend hours.

Since Rick Badie’s goes 7-24 can we safely assume he wields a bit more clout or just that his bloggers aren’t as emotional?

By Patti Ghezzi

August 14, 2006 08:31 AM | Link to this

Jim, I would say a bit of both! (Also, I don’t know that Rick posts every weekday. I can’t see Get Schooled ever having the comments open 24-7. It would take too much time to monitor, time I need to be spending reporting school news…)

Patti

By Hmm

August 15, 2006 06:43 PM | Link to this

I hate to admit, but I ran into this last semester with my kid. He was always a straight A student, but didn’t turn in some assignments. He got a week of zeroes and never recovered in that one class for that semester. I reminded him to ask teacher for extracredit, because every little bit would only help his grade. He’s perfectly capable of completing the work, there was no excuse. He was lazy and saw the consequences. He felt horrible and had to put alot more effort than normal just to pass the class. He really screwed up big time. It had a way bigger snowball effect, in school, than we thought. He’s in certain programs (tag+clubs) that require certain performance. If I remember correctly, he was on “probation” for half the semester until his grade hit the passing 70. He went from a mid-40s to a high of 78 (final).

And, the poor baby, heh. His allowance is tied directly to his report card. But, if there are any grades lower than a B, there’s no allowance for that semester. Again, he’s very capable of all A’s, easy. So his mistakes in January were a constant companion everytime he needed spending money over the looong Summer. I’m glad for the lesson he learned and it’s certainly an important one. Thank god he did this in Middle School instead of High School, though.

By banshee29

August 17, 2006 08:09 AM | Link to this