"The fundamental beliefs of progressivism are impervious to unfavorable data
because progressivism is an expression of Romanticism, and Romanticism
is a religious outlook that, like all religions, is inherently resistant to data.
A religious believer is scornful of mere 'evidences.' "
E. D. Hirsch
Speech given at Harvard University
Brandon Lacy Campos wrote:
> I have to support Michelle's statement. When the choice is between 25
> students in a classroom and 35 students in a classroom, I don't need volumes
> of journals to tell me that the better, more effective choice is to have 25
> students in the room.
>
Michelle Mensing wrote:
> I usually agree that scientific studies and validity in research are
> persuasive components in debating an issue. But aren't there times when
> something is just obvious?
Sure there are lots of things that are just "obvious."
* It's just obvious that the Earth is flat."
* It's just obvious that the Sun and stars revolve around us.
* It's just obvious that heavier things fall faster than light things.
* It's just obvious that Negroes are less intelligent than White men.
* It's just obvious that women are too emotional to vote in elections.
However, it just so happens that all of these "just obvious" things are not true.
I know that I am fighting an uphill battle in trying to convince parents
(and voters) that smaller class sizes are not the panacea that they
are made out to be. I can't even get people to read an article in
a well respected publication so that they can get both sides of the
issue (so much for teaching students to think critically). And, somehow I'm not
surprised that another (DFL endorsed) candidate for school board would select
this as the issue to focus on given how it's likely to play out with voters who are not
aware of al sides of the argument. But, please let me try this from a few different
angles.
1) Which would you choose:
a) Placing your child in a class of thirty students with an excellent teacher.
b) Placing your child in a class of fifteen students with a really lousy teacher.
It has been found that the quality of teaching contributes more to student learning
than class size. It's just obvious. :-) Which do you think teachers' unions are
more likely to support: 1) Lower class sizes which requires the hiring of more
teachers? Or: 2) Testing teachers for content knowledge, communication skills,
and teaching skills which would result in bad teachers being let go?
2) How is it that students in Japan can learn significantly better in classes of
forty than students in the U.S.?
3) Why is it that we've had small class sizes in Minneapolis for some time
now, but still have a 50% failure rate and dismal test scores in many schools?
Now, other than the fact that I don't believe that the evidence supports a
strong link between class sizes and achievement what is it that people
are responding to? In other words, what do people think I would do if I
had control of the schools? Well first off, I don't have any biases against
small class sizes if we could afford them. My position is just that they
do not return value dollar for dollar, and that we can increase student
achievement more effectively with different reforms. I believe that we
can return to pre-referendum sizes without seeing a major drop in
performance on the Minnesota Basic Standards Tests.
Michael Atherton
Prospect Park
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