[EMAIL PROTECTED] wrote:
> Oh how I wish that other parts of the state and city budget were scrutinized
> as carefully as education.
I certainly agree that we need more fiscal analysis and responsibility in
government spending.
> Can someone provide a compelling argument on how a
> greater teacher-to-pupil ratio might somehow be damaging to the education of
> students?
It's simple: If higher teacher-to-pupil results in little or no improvement in
student achievement, then funding it would be damaging to the education of students
when other programs might provide greater benefit for students.
Most research has shown that class size has little impact on student achievement,
but this doesn't keep people and administrators from throwing the money away.
> The measurements and methodologies used to determine the capability
> of students and the effectiveness of programs have generally proven to be
> more specious than the simple logic that if you have fewer students sitting
> in a room, more time can be devoted to their individual needs.
I love this argument: Science is worthless; we should rely on faith and
common sense. This is the approach taken by the whole language and
new-new math people. They discount research because it fails to
support their programs. Anti-intellectualism is alive and well in America.
> I won't go
> into all the social contingencies faced by urban districts that affect test
> scores and an ability to immediately grasp what is being taught.
I don't understand what this implies.
> Suffice to
> say that it is galling that the amount of money used to build a mile of
> highway or encourage multi-billion $ corporations to deign to consider a
> project in our fair city gets a freer pass from politicians (and many
> citizens) than how much we pay to educate our kids.
I don't think that this emotionally charged statement is sufficient to
justify budgetary decisions.
Mike Atherton
Prospect Park
Ward 2
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