Anonymous wrote:1. 23 schools have zero students proficient in math.

https://wpde.com/news/nation-world/23-baltimore-schools-have-zero-students-proficient-in-math-state-test-results-reveal-maryland-comprehensive-assessment-program-department-of-education-statistics-school-failures

2. Teachers can earn more than $90K after a few years in the classroom.

https://teachbaltimorecity.org/your-career/salary-and-benefits

3. Baltimore City is the fourth highest funded large school system in the country.

https://foxbaltimore.com/news/project-baltimore/baltimore-city-schools-spending-per-student-2022-enrollment-performance-kirwan-new-york-boston-washington

I don’t see how this city can be saved. If you think otherwise, why?

Anonymous wrote:I am pretty sure the MCAP is self adjusting. As kids answer questions correctly it gives them more difficult questions next until they start to struggle. However, if you can read well enough to understand or infer the question and answers it doesn’t really matter what your math skills are.

Anonymous wrote:Let's look at the real problem. It is the breakdown in the family structure. Until you solve that problem, you're not going to fix the schools.

I can't imagine how difficult it must be for a single parent to work and raise the kids. The structure with a single mom and grandma raising the kids is not working. I don't know how you solve the problem of dads not taking responsibility and being present in the kids lives, but until you change that, nothing is going to change in the schools.

Anonymous wrote:

Anonymous wrote:Let's look at the real problem. It is the breakdown in the family structure. Until you solve that problem, you're not going to fix the schools.

I can't imagine how difficult it must be for a single parent to work and raise the kids. The structure with a single mom and grandma raising the kids is not working. I don't know how you solve the problem of dads not taking responsibility and being present in the kids lives, but until you change that, nothing is going to change in the schools.

require testing for HPV for men and make it legal to get money for stds and for children born out of wedlock. Tie these men down somehow to their own promiscuity.

Anonymous wrote:Let's look at the real problem. It is the breakdown in the family structure. Until you solve that problem, you're not going to fix the schools.

I can't imagine how difficult it must be for a single parent to work and raise the kids. The structure with a single mom and grandma raising the kids is not working. I don't know how you solve the problem of dads not taking responsibility and being present in the kids lives, but until you change that, nothing is going to change in the schools.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

But democrats could seriously address the 23 schools at issue here, beginning by firing all the failing teachers and administrators- who are failing generation after generation of these primarily African-American children.

Democrats won’t act, however, because they are addicted to the money-flow from teachers unions. So in 10 years, these 23 schools will still be failing Baltimore’s children, and perpetuating all the problems which stem from poor to non-existent education.

Democrats retain 100% political control in Baltimore. It is their city; their problem.

It’s cute that you think teachers are the problem there.

+1. I'm sure some of them are bad teachers, but can we also fire a lot of the parents too?

No doubt, the home-life is a major (if not THE major) issue in Baltimore.

But we, as a government of the people, can do something about the schools.

Private home life of others? - not so much.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

But democrats could seriously address the 23 schools at issue here, beginning by firing all the failing teachers and administrators- who are failing generation after generation of these primarily African-American children.

Democrats won’t act, however, because they are addicted to the money-flow from teachers unions. So in 10 years, these 23 schools will still be failing Baltimore’s children, and perpetuating all the problems which stem from poor to non-existent education.

Democrats retain 100% political control in Baltimore. It is their city; their problem.

It’s cute that you think teachers are the problem there.

+1. I'm sure some of them are bad teachers, but can we also fire a lot of the parents too?

No doubt, the home-life is a major (if not THE major) issue in Baltimore.

But we, as a government of the people, can do something about the schools.

Private home life of others? - not so much.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

But democrats could seriously address the 23 schools at issue here, beginning by firing all the failing teachers and administrators- who are failing generation after generation of these primarily African-American children.

Democrats won’t act, however, because they are addicted to the money-flow from teachers unions. So in 10 years, these 23 schools will still be failing Baltimore’s children, and perpetuating all the problems which stem from poor to non-existent education.

Democrats retain 100% political control in Baltimore. It is their city; their problem.

It’s cute that you think teachers are the problem there.

+1. I'm sure some of them are bad teachers, but can we also fire a lot of the parents too?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

But democrats could seriously address the 23 schools at issue here, beginning by firing all the failing teachers and administrators- who are failing generation after generation of these primarily African-American children.

Democrats won’t act, however, because they are addicted to the money-flow from teachers unions. So in 10 years, these 23 schools will still be failing Baltimore’s children, and perpetuating all the problems which stem from poor to non-existent education.

Democrats retain 100% political control in Baltimore. It is their city; their problem.

There is already a lawsuit underway to figure out where all the money is going in Baltimore schools. They’re basically the most expensive students to educate in the entire country and yet they’re achieving the worst results. Discovery will be interesting.

I used to repo cars in Baltimore.

On North Avenue was the city schools admin building, and the lot was FULL of luxury SUVs; Lexus, Mercedes, etc.

The union promises every teacher a $100,000 / year job as an “administrator” if they put in just 10 years in the classroom.

That is where the $$ is going: do-nothing administrators.