Anonymous wrote:Remember the disaster known as Common Core math?

- supported with US Dept of Education grants, and encouraged by the department, who coerced states into unwilling adoption.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What we really need is a total reform of the IDEA. We cannot continue to allow rights for disabled students to negatively affect the progress of non-disabled students.

ALL should be entitled to an appropriate education, not just those with IEPs.

If you ever had a kid with an IEP, you'd never say that. Most IEPs are never met according to what's required in writing.

Further, there's a massive spectrum in IEP coverage. One kid might just need reading pull-outs 2x per week while another kid has seriously emotional issues that are majorly disruptive. Both kids "have an IEP."

Well now the schools do not have to do anything.

Anonymous wrote:Looks like Pell grants are going away and 8-13% of public school k-12 budgets.

This will surely help out your local public schools.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This entire thread is a example of bad learning. The poster complaining about NCLB when it hasn't been federal education law for nearly a decade. Complaining about school integration. Complaining about IDEA. Complaining about testing.

Segregation was wrong. Period. There is never separate but equal.

IDEA does need to be tweaked. There is a huge difference between students with ADHD and dyslexia versus severely cognitively impaired, but its the latter ones who consume most of the funds.

Testing. It's true that what gets measured gets taught. However, without some measure, we have no objective idea of how students and schools are doing. There are definite flaws to the system - end of year assessments where scores don't come until after students have moved on and don't tell teachers anything about their students - are not helpful.

The real problem in education is not in classrooms or SBOE or the US Dept of Ed, it lies at home. The parents who are not involved in their kids' life or who don't know how to parent are raising (or rather, not raising) kids that are disrupting everyone else. It is a small minority dragging everyone else down.

Segregation works, if it didn’t you wouldn’t have all this angst trying to live in a “good” school pyramid. Until that is recognized, we’re just going to fumble around between different solutions that don’t work ruining education for generations of kids because we feel smug about something.

“Segregation works”? Really?

Every last bit of effective education policy is to introduce segregation. We just pretend that’s not the case because we hide it behind housing prices, tuition, application schools and charters, etc…

Meanwhile anything that’s not just segregation by another name falls flat on its face. Just think of educational fads like open classrooms, standardized testing, common core, etc…

We get it. You’re a segregationist.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This entire thread is a example of bad learning. The poster complaining about NCLB when it hasn't been federal education law for nearly a decade. Complaining about school integration. Complaining about IDEA. Complaining about testing.

Segregation was wrong. Period. There is never separate but equal.

IDEA does need to be tweaked. There is a huge difference between students with ADHD and dyslexia versus severely cognitively impaired, but its the latter ones who consume most of the funds.

Testing. It's true that what gets measured gets taught. However, without some measure, we have no objective idea of how students and schools are doing. There are definite flaws to the system - end of year assessments where scores don't come until after students have moved on and don't tell teachers anything about their students - are not helpful.

The real problem in education is not in classrooms or SBOE or the US Dept of Ed, it lies at home. The parents who are not involved in their kids' life or who don't know how to parent are raising (or rather, not raising) kids that are disrupting everyone else. It is a small minority dragging everyone else down.

Segregation works, if it didn’t you wouldn’t have all this angst trying to live in a “good” school pyramid. Until that is recognized, we’re just going to fumble around between different solutions that don’t work ruining education for generations of kids because we feel smug about something.

“Segregation works”? Really?

Every last bit of effective education policy is to introduce segregation. We just pretend that’s not the case because we hide it behind housing prices, tuition, application schools and charters, etc…

Meanwhile anything that’s not just segregation by another name falls flat on its face. Just think of educational fads like open classrooms, standardized testing, common core, etc…

Anonymous wrote:

Anonymous wrote:What we really need is a total reform of the IDEA. We cannot continue to allow rights for disabled students to negatively affect the progress of non-disabled students.

ALL should be entitled to an appropriate education, not just those with IEPs.

If you ever had a kid with an IEP, you'd never say that. Most IEPs are never met according to what's required in writing.

Further, there's a massive spectrum in IEP coverage. One kid might just need reading pull-outs 2x per week while another kid has seriously emotional issues that are majorly disruptive. Both kids "have an IEP."

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This entire thread is a example of bad learning. The poster complaining about NCLB when it hasn't been federal education law for nearly a decade. Complaining about school integration. Complaining about IDEA. Complaining about testing.

Segregation was wrong. Period. There is never separate but equal.

IDEA does need to be tweaked. There is a huge difference between students with ADHD and dyslexia versus severely cognitively impaired, but its the latter ones who consume most of the funds.

Testing. It's true that what gets measured gets taught. However, without some measure, we have no objective idea of how students and schools are doing. There are definite flaws to the system - end of year assessments where scores don't come until after students have moved on and don't tell teachers anything about their students - are not helpful.

The real problem in education is not in classrooms or SBOE or the US Dept of Ed, it lies at home. The parents who are not involved in their kids' life or who don't know how to parent are raising (or rather, not raising) kids that are disrupting everyone else. It is a small minority dragging everyone else down.

Segregation works, if it didn’t you wouldn’t have all this angst trying to live in a “good” school pyramid. Until that is recognized, we’re just going to fumble around between different solutions that don’t work ruining education for generations of kids because we feel smug about something.

“Segregation works”? Really?

Anonymous wrote:

Anonymous wrote:
ALL should be entitled to an appropriate education, not just those with IEPs.

They ARE. That is the basis for IEPs to begin with. EVERY child is entitled to an adequate education.

Anonymous wrote:

Anonymous wrote:This entire thread is a example of bad learning. The poster complaining about NCLB when it hasn't been federal education law for nearly a decade. Complaining about school integration. Complaining about IDEA. Complaining about testing.

Segregation was wrong. Period. There is never separate but equal.

IDEA does need to be tweaked. There is a huge difference between students with ADHD and dyslexia versus severely cognitively impaired, but its the latter ones who consume most of the funds.

Testing. It's true that what gets measured gets taught. However, without some measure, we have no objective idea of how students and schools are doing. There are definite flaws to the system - end of year assessments where scores don't come until after students have moved on and don't tell teachers anything about their students - are not helpful.

The real problem in education is not in classrooms or SBOE or the US Dept of Ed, it lies at home. The parents who are not involved in their kids' life or who don't know how to parent are raising (or rather, not raising) kids that are disrupting everyone else. It is a small minority dragging everyone else down.

Segregation works, if it didn’t you wouldn’t have all this angst trying to live in a “good” school pyramid. Until that is recognized, we’re just going to fumble around between different solutions that don’t work ruining education for generations of kids because we feel smug about something.

Anonymous wrote:This entire thread is a example of bad learning. The poster complaining about NCLB when it hasn't been federal education law for nearly a decade. Complaining about school integration. Complaining about IDEA. Complaining about testing.

Segregation was wrong. Period. There is never separate but equal.

IDEA does need to be tweaked. There is a huge difference between students with ADHD and dyslexia versus severely cognitively impaired, but its the latter ones who consume most of the funds.

Testing. It's true that what gets measured gets taught. However, without some measure, we have no objective idea of how students and schools are doing. There are definite flaws to the system - end of year assessments where scores don't come until after students have moved on and don't tell teachers anything about their students - are not helpful.

The real problem in education is not in classrooms or SBOE or the US Dept of Ed, it lies at home. The parents who are not involved in their kids' life or who don't know how to parent are raising (or rather, not raising) kids that are disrupting everyone else. It is a small minority dragging everyone else down.

Anonymous wrote:
ALL should be entitled to an appropriate education, not just those with IEPs.

Anonymous wrote:What we really need is a total reform of the IDEA. We cannot continue to allow rights for disabled students to negatively affect the progress of non-disabled students.

ALL should be entitled to an appropriate education, not just those with IEPs.