Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Go right ahead, dumb the curriculum down. But if you do, don't sit there wondering why there's so much income disparity in America.

The DCPS curriculum, such that it is, has many flaws. Using the term "dumbing down" does nothing to enrich either the curriculum or the discussion. In fact it does nothing but "dumb down" the discussion.

It's stating an ugly but true fact. It's pointing your attention to the steaming, stinking pile of crap in the middle of the room that you are trying to ignore. And as long as people keep making ridiculous statements about algebra not being needed, it's evident that people are still trying to ignore and deny fundamental realities, meaning it will need to continue being brought up whether you are uncomfortable with it or not.

Got your attention yet?

Ms Crappy! I've missed you.

Anonymous wrote:

Anonymous wrote:
It astonishes me that so many people want to turn high school/college into the equivalent of vocational training. "Oh, you want to be an english major? No need for math!" Yeah, 16 yos never change their minds, and it's not at all important for them to exercise different portions of their brains.

Actually, it is the "you must all master higher math" people that think education is strictly for job training. They think everyone needs to study STEM so that they can become petroleum engineers and software developers.

Nobody here ever said everyone should become petroleum engineers or software developers. But it's sad that we shut those doors to so many American kids by being so lackluster on providing a wide set of skills to let them keep their options, choices and possibilities open, such that good paying jobs either go unfilled, or get filled by software developers and engineers brought in from India and China while condemning our own kids to options not much better than minimum wage jobs mopping floors and stocking shelves.

Anonymous wrote:

Anonymous wrote:Go right ahead, dumb the curriculum down. But if you do, don't sit there wondering why there's so much income disparity in America.

The DCPS curriculum, such that it is, has many flaws. Using the term "dumbing down" does nothing to enrich either the curriculum or the discussion. In fact it does nothing but "dumb down" the discussion.

It's stating an ugly but true fact. It's pointing your attention to the steaming, stinking pile of crap in the middle of the room that you are trying to ignore. And as long as people keep making ridiculous statements about algebra not being needed, it's evident that people are still trying to ignore and deny fundamental realities, meaning it will need to continue being brought up whether you are uncomfortable with it or not.

Got your attention yet?

Anonymous wrote:
It astonishes me that so many people want to turn high school/college into the equivalent of vocational training. "Oh, you want to be an english major? No need for math!" Yeah, 16 yos never change their minds, and it's not at all important for them to exercise different portions of their brains.

Actually, it is the "you must all master higher math" people that think education is strictly for job training. They think everyone needs to study STEM so that they can become petroleum engineers and software developers.

*and embrace those lies if they think .... .

the term "dumb-down" may make teachers/school administrators uncomfortable, but it manages to get their attention and resolve any ambiguity about what's going on with schools in DC. Every one of us knows that every statement has a true side and an untrue side, yet, teachers/school administrators appear to be more than willing to accept blatant lies and embrace those lies as if they think it will get them out of the predicament they are in.

Should every single kid be required to take algebra to graduate from high school? No. Should any college - anywhere - accept a kid who has not taken algebra? no. I don't care if you intend to be a poetry major, in order to matriculate into college you shodul have taken, and passed, the first step, and fundamental buildign block, of higher math. Even if you don't use it in your field (and more people use it than they think - as a PP said, life is not divided into simple x and y equations, it's more subtle than that), algebra teaches logical reasoning and basic problem solving, and makes a more well-rounded student.

It astonishes me that so many people want to turn high school/college into the equivalent of vocational training. "Oh, you want to be an english major? No need for math!" Yeah, 16 yos never change their minds, and it's not at all important for them to exercise different portions of their brains.

Anonymous wrote:Go right ahead, dumb the curriculum down. But if you do, don't sit there wondering why there's so much income disparity in America.

The DCPS curriculum, such that it is, has many flaws. Using the term "dumbing down" does nothing to enrich either the curriculum or the discussion. In fact it does nothing but "dumb down" the discussion.

Go right ahead, dumb the curriculum down. But if you do, don't sit there wondering why there's so much income disparity in America.

Anonymous wrote:

Anonymous wrote:Petroleum engineering, engineering of any kind, robotics, computer science. Even the coding of computers requires advanced math skills

That's great. But what percentage of our workforce do these professions comprise?

Actually, if you look at the job growth (current and projected) those specific fields are where the jobs are. The problem is that no one tells the kids that chemistry is having 40-year high in unemployment or that the future national need for theoretical physicists is in the hundreds. So, students go into these fields thinking they are getting into high-demand areas and then end up unemployed. Beryl Lieff Benderley has been chronicling this effect in Science magazine for some time. (There's scholarly analysis to back this up too.) The problem is that we treat the S-T-E- and M as if it doesn't matter which of these fields you pursue, when it matters a whole lot.

A voice of reason, with some sources!

But "where the jobs are" is a little vague.

Anonymous wrote:From the current Bureau of Labor Statistics Occupational Outlook, here are some STEM-related fields are indicated as being in the fastest growing category they have: biochemistry, biophysics, biomedical engineering, cost estimation, database administrators, geographers, software developers... Lots of demand out there. Meanwhile, jobs for those who barely got a high school education - jobs like manufacturing and food service are in decline.

Again, why so eager to slam doors in these kids' faces when schools should be opening doors to career opportunities? Why so eager to dumb America down?

There are many different routes to a successful life. Requiring a high level of math to those who aren't inclined is a way to slam doors on kids who have no aptitude or inclination for a STEM career, but would benefit from college. I believe we should OFFER all of these opportunities. My question is, are these requirements actually necessary?

Fastest growing doesn't tell us how many jobs or what slice of the workforce these professions represent.

There are a lot of qualifications that seem excessive. Many places nos require a college degree for a receptionist. It is the nature of a highly educated society. Telling kids it is not neccessary makes it so a class of kids won't have the opportunity to make it. If I could eliminate anything it would be the American system of measurement. Personally wish we went straight to metric.

Please dumb down so that i can be paid more

From the current Bureau of Labor Statistics Occupational Outlook, here are some STEM-related fields are indicated as being in the fastest growing category they have: biochemistry, biophysics, biomedical engineering, cost estimation, database administrators, geographers, software developers... Lots of demand out there. Meanwhile, jobs for those who barely got a high school education - jobs like manufacturing and food service are in decline.

Again, why so eager to slam doors in these kids' faces when schools should be opening doors to career opportunities? Why so eager to dumb America down?

Anonymous wrote:

Anonymous wrote:Petroleum engineering, engineering of any kind, robotics, computer science. Even the coding of computers requires advanced math skills

That's great. But what percentage of our workforce do these professions comprise?

Actually, if you look at the job growth (current and projected) those specific fields are where the jobs are. The problem is that no one tells the kids that chemistry is having 40-year high in unemployment or that the future national need for theoretical physicists is in the hundreds. So, students go into these fields thinking they are getting into high-demand areas and then end up unemployed. Beryl Lieff Benderley has been chronicling this effect in Science magazine for some time. (There's scholarly analysis to back this up too.) The problem is that we treat the S-T-E- and M as if it doesn't matter which of these fields you pursue, when it matters a whole lot.

So which specific S-T-E-M fields are in demand? STEM encompasses a large number of professions.