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(CM) Quit selling parents short. They looked they disliked and they moved on.
Yep, you are absolutely right, They looked, they disliked and they moved on. Interestingly enough those parents did try to get back into the program once it developed its own personality. They admitted that they regretted their decision to remove their kids from the program.
(CM) Is it just me just getting a headache reading this?
Headaches come to those who let it. Living in Rogers certainly can minimize headaches since there probably is only one choice for high school and maybe 2 for elementary.
(CM) By the logic established in this post, jumping around every two years
shouldn't hurt the child.
The curriculum changes every two years.
The name of the schools change every two years.
The program structures change every two years.
The time schedules change every two years.
The Principals change every two years.
The bus schedules change every two years.
The mad scientists who get the "New idea of the biennium " change every two
years.
Please define curriculum versus teaching style versus learning styles. Also need to get on same wavelength because I do not understand name of school changes, program structure changes etc. If a principal retires or goes to another district, how do you not change principals.
(CM) At 13,000 per year. This is a joke. BTW that 13k per year really isn't a
true number, it has to be much higher. The 13 k is based on the begaining
of the year. With the astoundingly high drop out rate, it must be up around
17-21,000 per senior.
What is 13,000 per year. If kids drop out of school, the district gets less money. That means that they may not have sufficient funds to pay their staff. The state gets a daily tally of students and funds the district based on that number. In a private school where the parent pays, then it would make sense since the school gets to keep the money.
CM: So very happy to not have my kids in the mad experiment that is known as MPS
What is minority population and how many languages are spoken in Rogers. Certainly this minimizes the headaches associated with decisions in schools.
JM: Do you actually have problems with non-achieving children? Craig seems to be
convinced you do.
Isn't it amazing that when you try to clarify your own beliefs and explain why you feel the way you do, others reinterpret the statements for their own edification. I have no problem with non-achieving children, they all have to taught to be responsible people within their own right. Non-achievers can be extremely intelligent.
MA: Bad statistics can be geared to show anything, valid statistical techniques cannot. Although liars can use statistics, you don't need statistics to lie.
What is valid statistical techniques? I used statistics in my experimental work. If I used all the data is would indicate a certain result and I could draw certain conclusions. However, if I dropped one experimental result, my conclusion would be different. This is out of 20-30 separate but identically done experiments. I know for a fact that many experimenters, sociologists, psychologists do drop some experiments in order to validate their results and prove their hypothesis.
MA: I'm astounded that the defenders of the MPS take such an anti-intellectual/anti-scientific track, it's something that I would expect more from right wing Christian fundamentalists.
What has right wing Christian fundamentalists got to with anything. Are you implying that right wing Chrisitian fundamentalists are anti-intellectual/anti-scientific who are unable to express their own beliefs or thoughts or that all defenders of MPS are all right wing Christian fundamentalists. By extension, all those sending kids to MPS are may be supporters of MPS are right wing Christian fundamentalists.
MA: If the science of psychology has taught us anything it's that individual judgment is subject to any number of irrational biases; among them unconscious influences, the spuriousness of human memory, social conformity, submission to authority, etc. If science has been successful in many fields, such as Physics, Astronomy, Biology, and Medicine then it has been because of the study of statistics. So is that what they teach in the MPS, that statistics can be geared to show anything so don't bother leaning how to use them? How are students going to be able to evaluate accurate from inaccurate arguments, rely on faith and individual experience?
I believe that statistics is taught in MPS, the same way it is taught in college, graduate schools, wherever. How you use the data statistically is how your conscience tells you. Your conscience is a reflection of the your own personnel values.
MA: As to the argument that there are merit scholars from the MPS system. I would agree that there are students who are bright, self-motivated, and well supported who will excel in any educational system, but we should be concerned about the "typical" student, not the exceptions.
Doesn't the fact that there are merit scholars in the MPS system say something about what these students are learning and how they are able to apply their knowledge. Have you taken a look at the various high schools and seen what percentage of those that graduate, or are these not the "typical" student do go on to some form of higher education.
MA: Secondly, if you look at MPS as a whole you will see that there are radical differences by geographical location and race. I would be more likely to accept Mr. Brauer's argument if he were willing to have his child placed randomly within the Minneapolis Public Schools. I looked carefully at my choices in Southeast and do not
believe that schools rate as acceptable, let alone excellent. I believe that the world's most powerful country can have an excellent public education system (and it's not the money
it's the structure).
Are you saying that schools in Southeast do not have kids that graduate and go on for continuing education. That these kids are not accepted in a "good" college. What does excellent mean to you?
MA: I have to admit that what I expect for my children may not be close to the norm expected by most parents. There are many American families who are not interested in rigorous academics or a challenging intellectual environment, but there are other school systems that meet a variety of expectations, the MPS do not.
I am confused about your expectations of MPS. Do you feel it should be in the role of parents. MPS tries to provide a stimulating and challenging environment within the confines of their budget, teachers ability and the curriculum which can be regimented by the state legislature. The profiles of learning did give lots of flexibility to teachers who knew how to take advantage of it, but the new curriculum standards is so exacting that it can diminish teacher creativity.
MA: I would like to know why the MPS implemented SLCs system wide rather than testing them on a smaller scale first (it seems like an approach that is scaleable). I would also like to know the preliminary statistics. Have SLCs had any impact on dropout rates, truancy, student behavioral problems or student achievement? If the MPS does not have the systems to collect this information they're in a world of hurt and in need of new anagement.
These are good questions and only time will provide the answer. How long has SLC been in existence? I know, that programs take time to develop and we have to be patient until we have followed it for at least 4 yrs, since that is the time a freshman will have been in the program and we can see what he does with himself. I am sure the district will follow the students progress outside of high school, if there is staff to follow up on the student. With all the administrative cuts, that person may not exist. The districts has followed students post graduation.
eli kaplan
Linden Hills
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