Matthew Devany wrote:
> Despite Michael Atherton's uncited research that proves "integration alone
> does not reduce prejudice," it is beyond belief that "contact" does not
> promote greater understanding of the cares, concerns, and values of
> competing classes, races, ethnicities, genders, etc
j harmon wrote:
>
> It appears to me that the failure of the schools, in our schools is an equal
> opportunity employer - the system's failing +/- half of this city's kids
> regardless of income, race or demonstrated ability.
<>
It appears to me that the schools do tolerably well
The sociology of racism, prejudice, and intolerance is complex, but if
one wanted to draw an overly broad conclusion it would be that
diversity causes conflict; just look back in history and at the world
around you. What keeps conflict at bay is a respect for the rights
of others, not artificial h
Doug Mann wrote:
> Micheal Atherton says:
>
> >"I don't think that anyone is suggesting that we separate special-needs
> >students to their disadvantage. The suggestion is that they might be
> >better served when situated in environments tailored to their needs." (snip)
>
> Snipe: The Road to he
In a message dated 11/27/2001 12:46:25 PM Central Standard Time,
[EMAIL PROTECTED] writes:
>Thomas Swift wrote:
>
> "An obvious answer is to incorporate schools that are
> designed specifically to meet the needs of
> disadvantaged kids. Grouping kids allows us to put
"Garwood, Robin" wrote:
> Did separate but equal begin to work recently without
> someone letting me know? Grouping learners in different facilities based on
> ability is necessarily divisive. The same friendly, polite parental
> advocacy for funds to be dedicated to one's own c
While attempting to keep up with this lively discussion, I have to say I've
heard much more concern expressed by parents of average and gifted kids
being denied opportunity and being told their children are going to just
have to deal with the seemingly unchangeable limitations offered in the
M
Thomas Swift wrote:
"An obvious answer is to incorporate schools that are
designed specifically to meet the needs of
disadvantaged kids. Grouping kids allows us to put
resources directly where they are needed, and ju
--- Diane Wiley <[EMAIL PROTECTED]> wrote:
>I think the reason a lot of us focus on the
> disadvantaged kids is that if they don't get the
> help they need, they end up taking up a huge amount
of teacher time and other resources and being
> disruptive and ultimately that affects the entire
> cla
Diane Wiley wrote:
> But, sigh that
> takes money and committment and our governor and legislators don't seem to
> care about kids, except as they affect the bottom-line. I think they need to
> hear from all of us more often about what we think the priorities should
> be. Does anyone underst
Walt Cygan wrote:
> Is it the policy and the goal of the Minneapolis Public Schools to
> maximize opportunity and achievement for those with fewer advantages
> (and therefore to tell children like mine to go elsewhere) or to
> maximize opportunity and achievement for all Minneapolis children? Wha
I have to admit the MPS issues frighten me; they seem so complex that I am almost
afraid to try and get my arms around them.
I would like to look at a different angle and get feedback from the list: is the
starting salary for teachers enought o draw talented new workers into the field?
I work
> Dennis Schapiro wrote:
>
> I think that in 2001 the best question to ask is "how do you maximize
> opportunity for those with fewer advantages?"
The only problem I have with this question is what it means for other
children of Minneapolis who might be considered as somehow having "more
advant
Schapiro wrote:
> I think that in 2001 the best question to ask is "how do you
> maximize opportunity and achievement for those with fewer advantages?"
I think that in 2001 it is best to ANSWER the question, "how do
maximize opportunity and achievement for those with fewer advantages?"
And, your
Schapiro wrote:
> I think that in 2001 the best question to ask is "how do you
> maximize opportunity and achievement for those with fewer advantages?"
>
Let me toss this in then: EVERY adult has the responsibility
to be a cheerleader for children with whom he or she comes
in contact. Ergo, when
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