Tapate50
Well-known member
Bump
School Choice II
- Thread starter 57Brave
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The first article is from 2000. Super relevant to 2024 I know.....
Teh second article is about school administrators blocking the voters from getting to vote ont he issue (BECAUSE THEY WANTED TO VOTE ON THE ISSUE).
The third article shows how the movement for more school choice has made headway within the population.
Do you actually know what you are posting?
When the people aren't on your side the only way to go is vilification of groups.
Its the way the Democrats have always operated and its a rather disgusting look.
acesfull86
Well-known member
Since they’re concerned with “welfare for Christian schools,” I expect them to march on Washington any day now demanding we get rid of Pell Grants. What if those students choose to go to Notre Dame or Villanova?
acesfull86
Well-known member
They should just be transparent and say “we’re against school choice because teacher’s unions don’t want competition and they’re our most reliable constituency.” That’s it. We all know it’s the case. Trying to convince people of all this other nonsense is just embarrassing.
Tapate50
Well-known member
So is falling for it over and over
acesfull86
Well-known member
https://reason.com/2023/10/04/california-state-guidelines-discourage-schools-from-offering-advanced-middle-school-math/
"Detracking" is an increasingly popular proposal among educators that attempts to reduce the degree to which students are separated by academic ability. It typically takes the form of removing advanced course offerings or delaying the introduction of these offerings. Supporters claim that marginalized students are often wrongly placed—or place themselves—in less advanced courses and that these students often stay on a less advanced curricular path.
In San Francisco, public schools have eliminated accelerated math courses in middle and high school since 2014, and several Seattle schools had rolled out detracking efforts by 2016. Earlier this year, a Detroit-area school district eliminated middle school honors math classes, while schools in Cambridge, Massachusetts, began phasing out advanced middle school math in 2017—though the district announced it would reverse course in August. Outrage erupted in February when one Los Angeles–area school eliminated honors English courses for ninth- and 10th-grade students.
…
This week, Brian Conrad, a mathematics professor and the director of undergraduate mathematics studies at Standford University, wrote in The Atlantic about this trend and the support for these policies voiced in new curriculum guidelines in California.
California's State Board of Education published a draft of the Math Framework (CMF) in 2021. The curriculum guideline promoted a series of radical changes to how the state teaches math. A revised version of the CMF was formally accepted this summer.
Under the CMF, Conrad wrote, California schools are encouraged, but not required, to delay Algebra I until ninth grade—meaning that students would be unable to take Calculus as seniors without doubling up on math classes or taking extra classes during the summer. The document also encourages schools to offer additional math options, including courses like "data science," as an alternative to taking Algebra II. But Conrad argues that this course, as described in the 2021 CMF, doesn't actually teach students math and instead more closely resembles a data literacy course.
"Steering sophomores and juniors away from Algebra II forecloses the possibility of careers in certain fast-growing quantitative fields—which would seem to do the opposite of promoting equity," Conrad wrote, noting that the state "is notably skeptical of efforts to group students in math class according to ability, out of a fear that disadvantaged students will be placed in low-expectation tracks that they can never escape. But for some reason, shunting them away from advanced math is portrayed as progress."
Conrad also points to a new working paper studying math detracking in San Francisco. The paper suggests that the policy has had the opposite effect as intended, reducing the percentage of black and Hispanic students enrolled in advanced math and making it harder for students to take calculus in high school. He noted how "later CMF drafts quietly removed the mention of the [San Francisco Unified School District] policy while still generally endorsing the ideas behind it."
It shouldn't come as a surprise that removing academic options doesn't magically reduce gaps between demographic groups. When schools reduce advanced courses, the students hurt most are poor, academically gifted children. While students with wealthy parents can enroll in private schools, hire tutors, or move districts to get the academic resources they need, kids whose parents don't have those resources will end up stuck in schools that force them to take lower-level courses. And for students who are falling behind, detracking can make it harder for them to get specialized help.
"Armed with trendy buzzwords and false promises of greater equity," Conrad wrote, "California is promoting an approach to math instruction that's likely to reduce opportunities for disadvantaged students—in the state and wherever else educators follow the state's lead."
"Detracking" is an increasingly popular proposal among educators that attempts to reduce the degree to which students are separated by academic ability. It typically takes the form of removing advanced course offerings or delaying the introduction of these offerings. Supporters claim that marginalized students are often wrongly placed—or place themselves—in less advanced courses and that these students often stay on a less advanced curricular path.
In San Francisco, public schools have eliminated accelerated math courses in middle and high school since 2014, and several Seattle schools had rolled out detracking efforts by 2016. Earlier this year, a Detroit-area school district eliminated middle school honors math classes, while schools in Cambridge, Massachusetts, began phasing out advanced middle school math in 2017—though the district announced it would reverse course in August. Outrage erupted in February when one Los Angeles–area school eliminated honors English courses for ninth- and 10th-grade students.
…
This week, Brian Conrad, a mathematics professor and the director of undergraduate mathematics studies at Standford University, wrote in The Atlantic about this trend and the support for these policies voiced in new curriculum guidelines in California.
California's State Board of Education published a draft of the Math Framework (CMF) in 2021. The curriculum guideline promoted a series of radical changes to how the state teaches math. A revised version of the CMF was formally accepted this summer.
Under the CMF, Conrad wrote, California schools are encouraged, but not required, to delay Algebra I until ninth grade—meaning that students would be unable to take Calculus as seniors without doubling up on math classes or taking extra classes during the summer. The document also encourages schools to offer additional math options, including courses like "data science," as an alternative to taking Algebra II. But Conrad argues that this course, as described in the 2021 CMF, doesn't actually teach students math and instead more closely resembles a data literacy course.
"Steering sophomores and juniors away from Algebra II forecloses the possibility of careers in certain fast-growing quantitative fields—which would seem to do the opposite of promoting equity," Conrad wrote, noting that the state "is notably skeptical of efforts to group students in math class according to ability, out of a fear that disadvantaged students will be placed in low-expectation tracks that they can never escape. But for some reason, shunting them away from advanced math is portrayed as progress."
Conrad also points to a new working paper studying math detracking in San Francisco. The paper suggests that the policy has had the opposite effect as intended, reducing the percentage of black and Hispanic students enrolled in advanced math and making it harder for students to take calculus in high school. He noted how "later CMF drafts quietly removed the mention of the [San Francisco Unified School District] policy while still generally endorsing the ideas behind it."
It shouldn't come as a surprise that removing academic options doesn't magically reduce gaps between demographic groups. When schools reduce advanced courses, the students hurt most are poor, academically gifted children. While students with wealthy parents can enroll in private schools, hire tutors, or move districts to get the academic resources they need, kids whose parents don't have those resources will end up stuck in schools that force them to take lower-level courses. And for students who are falling behind, detracking can make it harder for them to get specialized help.
"Armed with trendy buzzwords and false promises of greater equity," Conrad wrote, "California is promoting an approach to math instruction that's likely to reduce opportunities for disadvantaged students—in the state and wherever else educators follow the state's lead."
acesfull86
Well-known member
These folks have the balls to call themselves “progressives.”
It all goes back to illegal immigration and unfettered legal immigration.
Keep importing the third world that doesn't speak the language / have low IQ's / can't support themselves and everything in our society will crumble.
acesfull86
Well-known member
https://www.unionleader.com/opinion/columnists/george-will-in-the-disaster-that-is-chicago-its-teachers-union-plays-a-starring-role/article_bc80517f-b4bb-51fd-a790-2d55c96a13c9.html
STACY DAVIS GATES, president of what is, in effect, Chicago’s government — the Chicago Teachers Union — has at last done something helpful. Having denounced school choice as fascist (Mussolini favored it? Who knew?) and, of course, racist (what isn’t?), she has enrolled her son in a private school. This is so that (she recently explained to her union members) “he could live out his dream of being a soccer player while also having a curriculum that can meet his social and emotional needs.”
Davis Gates has erased the patina of idealism that cloaks the CTU’s sacrifice of students on the altar of its avarice. By diminishing her union, her hypocrisy might benefit its victims, who include K-12 students imprisoned in dysfunctional public schools. Other victims are the rest of the city’s shrinking population, buffeted by progressive policies implemented by politicians who are the CTU’s poodles.
The union’s current crusade is to kill the Invest in Kids Act, Illinois’ school choice program, which serves 9,600 children from low-income families and had a waiting list of 26,000 children as of July. Unless renewed by the state legislature, it will expire Dec. 31. Davis Gates earns 483 percent more than the average family that received a scholarship through Empower Illinois, the state’s largest scholarship-granting organization.
Mayor Brandon Johnson was a paid CTU lobbyist, whose salary averaged nearly $90,000, before his April election, which was fueled by a $8 a month CTU assessment from its members. Although Johnson taught for only four years in Chicago’s public schools, he is eligible for union benefits (among others) totaling $1.1 million over his expected lifetime.
Think of the Chicago Teachers’ Pension Fund’s unfunded liability ($13.8 billion and rising), part of the city’s total pension liability (at least $48 billion and rising), as deferred taxation: The public will pay, eventually. Chicagoans should book interstate moving vans after digesting data assembled by the Illinois Policy Institute, a nonpartisan research organization:
Minority pupils compose 89 percent of Chicago’s public-school student body. In third through eighth grades, the percentage of Black students proficient in reading and math are 11 percent and 6 percent. Hispanics: 17 percent, 11 percent. The percentage of 11th-graders proficient on the SAT in reading and math: Black students 10 and 8; Hispanics: 16 and 17. In 22 schools, not a single student can read at grade level; in 33, not a single student can do math at grade level. Even the supposedly good news is disgusting: Last year, the graduation rate was a record high 82.9 percent — even though chronic absenteeism is 49 percent among low-income students.
These are the results of public-school operational spending increasing 58 percent in a decade, to $26,356 per pupil. Mostly this funds teachers’ salaries and benefits. Teachers praising “socialism” and prating about “social justice” thrive while their students’ futures are stunted.
——————
But please tell me more about how it’s school choice that’s a scam…
STACY DAVIS GATES, president of what is, in effect, Chicago’s government — the Chicago Teachers Union — has at last done something helpful. Having denounced school choice as fascist (Mussolini favored it? Who knew?) and, of course, racist (what isn’t?), she has enrolled her son in a private school. This is so that (she recently explained to her union members) “he could live out his dream of being a soccer player while also having a curriculum that can meet his social and emotional needs.”
Davis Gates has erased the patina of idealism that cloaks the CTU’s sacrifice of students on the altar of its avarice. By diminishing her union, her hypocrisy might benefit its victims, who include K-12 students imprisoned in dysfunctional public schools. Other victims are the rest of the city’s shrinking population, buffeted by progressive policies implemented by politicians who are the CTU’s poodles.
The union’s current crusade is to kill the Invest in Kids Act, Illinois’ school choice program, which serves 9,600 children from low-income families and had a waiting list of 26,000 children as of July. Unless renewed by the state legislature, it will expire Dec. 31. Davis Gates earns 483 percent more than the average family that received a scholarship through Empower Illinois, the state’s largest scholarship-granting organization.
Mayor Brandon Johnson was a paid CTU lobbyist, whose salary averaged nearly $90,000, before his April election, which was fueled by a $8 a month CTU assessment from its members. Although Johnson taught for only four years in Chicago’s public schools, he is eligible for union benefits (among others) totaling $1.1 million over his expected lifetime.
Think of the Chicago Teachers’ Pension Fund’s unfunded liability ($13.8 billion and rising), part of the city’s total pension liability (at least $48 billion and rising), as deferred taxation: The public will pay, eventually. Chicagoans should book interstate moving vans after digesting data assembled by the Illinois Policy Institute, a nonpartisan research organization:
Minority pupils compose 89 percent of Chicago’s public-school student body. In third through eighth grades, the percentage of Black students proficient in reading and math are 11 percent and 6 percent. Hispanics: 17 percent, 11 percent. The percentage of 11th-graders proficient on the SAT in reading and math: Black students 10 and 8; Hispanics: 16 and 17. In 22 schools, not a single student can read at grade level; in 33, not a single student can do math at grade level. Even the supposedly good news is disgusting: Last year, the graduation rate was a record high 82.9 percent — even though chronic absenteeism is 49 percent among low-income students.
These are the results of public-school operational spending increasing 58 percent in a decade, to $26,356 per pupil. Mostly this funds teachers’ salaries and benefits. Teachers praising “socialism” and prating about “social justice” thrive while their students’ futures are stunted.
——————
But please tell me more about how it’s school choice that’s a scam…
Last edited:
acesfull86
Well-known member
https://academic.oup.com/qje/advance-article-abstract/doi/10.1093/qje/qjad052/7304429?redirectedFrom=fulltext&login=false
Does a school district that expands school choice provide better outcomes for students than a neighborhood-based assignment system? This paper studies the Zones of Choice (ZOC) program, a school choice initiative of the Los Angeles Unified School District (LAUSD) that created small high school markets in some neighborhoods but left attendance zone boundaries in place throughout the rest of the district. We study market-level impacts of choice on student achievement and college enrollment using a differences-in-differences design. Student outcomes in ZOC markets increased markedly, narrowing achievement and college enrollment gaps between ZOC neighborhoods and the rest of the district. The effects of ZOC are larger for schools exposed to more competition, supporting the notion that competition is a key channel. Demand estimates suggest families place substantial weight on schools’ academic quality, providing schools with competition-induced incentives to improve their effectiveness. The evidence demonstrates that public school choice programs have the potential to improve school quality and reduce neighborhood-based disparities in educational opportunity.
Does a school district that expands school choice provide better outcomes for students than a neighborhood-based assignment system? This paper studies the Zones of Choice (ZOC) program, a school choice initiative of the Los Angeles Unified School District (LAUSD) that created small high school markets in some neighborhoods but left attendance zone boundaries in place throughout the rest of the district. We study market-level impacts of choice on student achievement and college enrollment using a differences-in-differences design. Student outcomes in ZOC markets increased markedly, narrowing achievement and college enrollment gaps between ZOC neighborhoods and the rest of the district. The effects of ZOC are larger for schools exposed to more competition, supporting the notion that competition is a key channel. Demand estimates suggest families place substantial weight on schools’ academic quality, providing schools with competition-induced incentives to improve their effectiveness. The evidence demonstrates that public school choice programs have the potential to improve school quality and reduce neighborhood-based disparities in educational opportunity.
acesfull86
Well-known member
https://amp.kentucky.com/news/politics-government/article280359374.html
On the coattails of some Kentucky Republicans declaring their intention to file another “school choice” bill in the upcoming regular session, Gov. Andy Beshear on Tuesday reiterated his opposition to it.
“I’m opposed to any school choice amendment and any voucher program – anything that would take dollars from our public schools and send them to unaccountable private schools,” the Democrat said in a meeting with the Herald-Leader editorial board.
—————
Beshear’s children must be in public school, not one of those scary, unaccountable private schools, right? Wrong. School choice for me, not for thee.
On the coattails of some Kentucky Republicans declaring their intention to file another “school choice” bill in the upcoming regular session, Gov. Andy Beshear on Tuesday reiterated his opposition to it.
“I’m opposed to any school choice amendment and any voucher program – anything that would take dollars from our public schools and send them to unaccountable private schools,” the Democrat said in a meeting with the Herald-Leader editorial board.
—————
Beshear’s children must be in public school, not one of those scary, unaccountable private schools, right? Wrong. School choice for me, not for thee.
sturg33
I
Evergreen