School Choice - It's Time

acesfull86 said:
https://reason.com/2022/01/26/state-run-pre-k-resulted-in-worse-educational-behavioral-outcomes-for-kids/

Over and over again, the Biden administration has touted the benefits of "universal" preschool and pre-kindergarten (pre-K) education. These programs, a White House fact sheet declares, are "critical to ensuring that children start kindergarten with the skills and supports that set them up for success in school." Indeed, they are so critical, in this view, that President Joe Biden's stalled spending bill plans to devote what the White House calls a "historic $200 billion investment in America's future" to expanding access to preschool and pre-K schooling.

Biden himself has advertised the supposed benefits of the new spending, which would roll out through state-based partnerships, on his Twitter feed, with an October post declaring that "studies show that the earlier our children begin to learn in school, the better. That's why we're going to make two years of high-quality preschool available to every child."

On the contrary, a recently published study of a state-run pre-K program in Tennessee found that not only did the program not produce any long-term educational gains, by sixth grade, the children who attended the state's pre-K program were actually performing worse on both educational attainment and behavioral metrics relative to their peers. State-run pre-K appears to have entirely negative effects for children enrolled.

The new study results were based on the findings of a randomized controlled experiment that looked at nearly 3,000 children in Tennessee. Some of these children were randomly selected for the state's pre-K program; others may have attended alternatives, like Head Start or home-based care. The children in both groups were then followed for years, allowing the researchers to track educational attainment and disciplinary issues over time.

As public policy research goes, this sort of study design—randomized selection into a program plus years of follow-up on the same relatively large group of subjects—is about as high-quality as you're likely to get. Indeed, this is the first randomized controlled study of state-run pre-K, lending extra weight to its findings. And that makes the results all the more devastating.

Although the program initially produced small gains in educational achievement among students who attended pre-K, relative to their peers who did not, by third grade those gains had been wiped out, and a small decline in student performance began to show.

By sixth grade, the difference was even starker: Students who had attended pre-K performed worse on standardized tests, had more disciplinary issues, and were more likely to be sent to special education services.

The study's authors have not sugar-coated the results: "At least for poor children, it turns out that something is not better than nothing," Dale Farran, a Vanderbilt University professor who worked on the study, told education news organization the Hechinger Report, in a report on the study's findings.


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Well ain’t that something…
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I was involved in the GA DECAL longitudinal study for tracking the results of PreK kids through third grade. Originally it was intended to run through twelfth grade, but I don't know if that's still happening, funding may have gotten pulled after the third grade results. You can read it here- https://www.decal.ga.gov/documents/attachments/GAPreKEvalLongitudinalYr5Report.pdf

but here is the relevant part of the executive summary:

Key Results from the Comparison Sample:
Children who attended Georgia’s Pre-K Program had literacy skills that were moderately higher and
executive function skills that were somewhat higher in the fall of third grade than children whose parents
reported that the child did not attend any pre-k program (comparison group). These results are similar to
the findings of the Longitudinal Study where children who attended Georgia’s Pre-K had higher scores in
foundational literacy skills relative to the national norming sample. Together, these results suggest that
foundational literacy skills, which are a focus of pre-k, were not obtained by children in the comparison sample.
 
acesfull86 said:
https://reason.com/video/2022/01/26/ny-cant-teach-kids-to-read-on-30000-a-year/

In New York, where I live, real per-pupil revenue has increased by a mind-boggling 68 percent between 2002 and 2019. Public schools in the Empire State are now shelling out more than $30,000 per kid. That's more than double the national average, and it doesn't even include the $16 billion extra that New York's system got in combined federal and state COVID-19 relief funding.

Yet New York's public schools are still as terrible as the Mets, the Jets, and the Giants, with only a third or fewer of students up to grade level in eighth grade reading and math, according to their scores on the National Assessment of Educational Progress (NAEP), widely considered the gold standard for judging school outcomes. Those scores aren't much different than they were 20 years ago.

In fact, $30,000 a year puts the lie to the argument pushed by unions and progressives that more money will fix schools. More money hasn't helped the rest of the country boost their scores either. According to NAEP, whatever minor improvements in reading and math that were made for students ages 9 and 13 since the early 1970s have flattened since the early 2000s. We're paying more for the same results.


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Happy National School Choice Week!
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I think the problem is they don't have enough funding
 
As I've annoyingly said on numerous occasions...The awakening has occurred.

The public school system will cease to exist as we know it moving forward.
 
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https://foxbaltimore.com/news/project-baltimore/77-tested-at-baltimore-high-school-read-at-elementary-level-71-at-kindergarten

BALTIMORE (WBFF) — A Baltimore City teacher came forward with devastating information that showed 77% of students tested at one high school are reading at an elementary school level.

The teacher works at Patterson High School, one of the largest high schools in Baltimore with a 61% graduation rate and a nearly $12 million budget. We agreed not to identify this source who fears retribution for giving Project Baltimore the results of iReady assessments.

…

In reading, 628 Patterson High School students took the test. Out of those students, 484 of them, or 77%, tested at an elementary school reading level. That includes 71 high school students who were reading at a kindergarten level and 88 students reading at a first-grade level. Another 45 are reading at a second-grade level. Just 12 students tested at Patterson High School, were reading at grade level, which comes out to just 1.9%.
 
acesfull86 said:
https://foxbaltimore.com/news/project-baltimore/77-tested-at-baltimore-high-school-read-at-elementary-level-71-at-kindergarten

BALTIMORE (WBFF) — A Baltimore City teacher came forward with devastating information that showed 77% of students tested at one high school are reading at an elementary school level.

The teacher works at Patterson High School, one of the largest high schools in Baltimore with a 61% graduation rate and a nearly $12 million budget. We agreed not to identify this source who fears retribution for giving Project Baltimore the results of iReady assessments.

…

In reading, 628 Patterson High School students took the test. Out of those students, 484 of them, or 77%, tested at an elementary school reading level. That includes 71 high school students who were reading at a kindergarten level and 88 students reading at a first-grade level. Another 45 are reading at a second-grade level. Just 12 students tested at Patterson High School, were reading at grade level, which comes out to just 1.9%.
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The ineptitude has to be intentional
 
Meanwhile:

https://www.forbes.com/sites/adamandrzejewski/2021/03/30/baltimore-city-public-schools-promoted-student-with-013-gpa-while-spending-a-14-billion-budget/?sh=193a916f63dc

CEO Sonja Santelises ($339,028) and her chief of staff, Alison Perkins-Cohen ($198,168), collectively earned nearly $700,000 in pay, perks, pension funding, and health insurance benefits.

Santelises’ cash compensation was more than $126,000 higher than that of the U.S. Secretary of Education, a cabinet-level position.

Chief of Schools John Davis made $218,303 in base salary alone. Tina Hike Hubbard, the “Chief Communications & Community Engagement Officer” earned $194,283.

Other highly compensated employees included Jeremy Grant-Skinner, the “Chief Human Capital Officer” ($194,283); Lynette Washington, the Chief Operating Officer ($194,283); Theresa Jones, the “Chief Achievement & Accountability Officer” ($192,827); and Maryanne Cox, the Deputy Chief Financial Officer ($192,827).

Furthermore, we found that the district employed more non-teachers than teachers. Nearly 10,000 employees worked all 12 months last year; however, only 4,500 were teachers. Therefore, there were 1.1 employees for every teacher.


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Maybe Ms. Jones, the Chief Achievement & Accountability Officer with the $193k salary, could address the lack of achievement and accountability?
 
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acesfull86 said:
https://foxbaltimore.com/news/project-baltimore/77-tested-at-baltimore-high-school-read-at-elementary-level-71-at-kindergarten

BALTIMORE (WBFF) — A Baltimore City teacher came forward with devastating information that showed 77% of students tested at one high school are reading at an elementary school level.

The teacher works at Patterson High School, one of the largest high schools in Baltimore with a 61% graduation rate and a nearly $12 million budget. We agreed not to identify this source who fears retribution for giving Project Baltimore the results of iReady assessments.

…

In reading, 628 Patterson High School students took the test. Out of those students, 484 of them, or 77%, tested at an elementary school reading level. That includes 71 high school students who were reading at a kindergarten level and 88 students reading at a first-grade level. Another 45 are reading at a second-grade level. Just 12 students tested at Patterson High School, were reading at grade level, which comes out to just 1.9%.
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I don't understand how this is possible. My youngest was reading at a tenth grade Proficient Learner level two years ago. She's now near the top of the twelfth grade Proficient Learner category in fourth grade. Anything higher is Distinguished Learner. To be graduating high school at an elementary reading level doesn't even seem possible.
 
Jaw said:
I don't understand how this is possible. My youngest was reading at a tenth grade Proficient Learner level two years ago. She's now near the top of the twelfth grade Proficient Learner category in fourth grade. Anything higher is Distinguished Learner. To be graduating high school at an elementary reading level doesn't even seem possible.
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sturg33 said:
The ineptitude has to be intentional
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^
 
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https://www.psychologytoday.com/us/...eveals-long-term-harm-state-pre-k-program?amp

If there was ever a time to attend seriously to research concerning effects of early childhood education, this is it. If President Biden’s plan for universal state-run preschool for 3- and 4-year-olds is approved, the results could be disastrous. I have previously summarized several well-controlled studies showing that academic training in preschool or in kindergarten, while improving test scores in the short term, causes long-term harm (here). One of those, which bears reviewing here before I move on to the recent study in Tennessee, was a government-sponsored study conducted in Germany in the 1970s (described by Darling-Hammond & Snyder, 1992).

The German government was trying to decide whether it would be a good idea, or not, to start teaching academic skills in kindergarten rather than maintain kindergarten as purely a place for play, stories, singing, and the like, as it had always been before. So, they conducted a controlled experiment involving 100 kindergarten classrooms. They introduced some academic training into 50 of them and not into the other 50.

The graduates of academic kindergartens performed better on academic tests in first grade than the others, but the difference subsequently faded, and by fourth grade they were performing worse than the others on every measure in the study. Specifically, they scored more poorly on tests of reading and arithmetic and were less well-adjusted socially and emotionally than the controls.

The Germans, unlike we Americans, paid attention to the science. They followed the data and abandoned plans for academic training in kindergarten. They have stuck with that decision ever since. For one parent’s comparison of German kindergartens to US kindergartens, see here. Today we have much more evidence of long-term harm of early academic training than the Germans had in the 1970s, yet we persist in such training in almost every public kindergarten in the country. Worse, we now even teach academics in many if not most preschools! As a people, we are pretty good at putting our heads in the sand to avoid looking at data that run counter to our prejudices.

Now I turn to newly reported findings from the first well-controlled long-term study that has ever been conducted of a state-wide publicly supported preschool program in the United States—the Tennessee Pre-K Program (Durkin et al., 2022). If this study doesn’t put the nail in the coffin of academic training to little children, it’s hard to imagine what will.
 
Jaw said:
https://www.psychologytoday.com/us/...eveals-long-term-harm-state-pre-k-program?amp

If there was ever a time to attend seriously to research concerning effects of early childhood education, this is it. If President Biden’s plan for universal state-run preschool for 3- and 4-year-olds is approved, the results could be disastrous. I have previously summarized several well-controlled studies showing that academic training in preschool or in kindergarten, while improving test scores in the short term, causes long-term harm (here). One of those, which bears reviewing here before I move on to the recent study in Tennessee, was a government-sponsored study conducted in Germany in the 1970s (described by Darling-Hammond & Snyder, 1992).

The German government was trying to decide whether it would be a good idea, or not, to start teaching academic skills in kindergarten rather than maintain kindergarten as purely a place for play, stories, singing, and the like, as it had always been before. So, they conducted a controlled experiment involving 100 kindergarten classrooms. They introduced some academic training into 50 of them and not into the other 50.

The graduates of academic kindergartens performed better on academic tests in first grade than the others, but the difference subsequently faded, and by fourth grade they were performing worse than the others on every measure in the study. Specifically, they scored more poorly on tests of reading and arithmetic and were less well-adjusted socially and emotionally than the controls.

The Germans, unlike we Americans, paid attention to the science. They followed the data and abandoned plans for academic training in kindergarten. They have stuck with that decision ever since. For one parent’s comparison of German kindergartens to US kindergartens, see here. Today we have much more evidence of long-term harm of early academic training than the Germans had in the 1970s, yet we persist in such training in almost every public kindergarten in the country. Worse, we now even teach academics in many if not most preschools! As a people, we are pretty good at putting our heads in the sand to avoid looking at data that run counter to our prejudices.

Now I turn to newly reported findings from the first well-controlled long-term study that has ever been conducted of a state-wide publicly supported preschool program in the United States—the Tennessee Pre-K Program (Durkin et al., 2022). If this study doesn’t put the nail in the coffin of academic training to little children, it’s hard to imagine what will.
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My guess is evidence is met with crickets from (D). They’ve decided we MUST have universal pre-K, it MUST be “free,” and that’s really that. Like with most (all?) of their big ideas, results on the field are irrelevant and to be ignored. All that matters are their intentions.
 
Dear impoverished women, have all the unprotected sex you want. If you don't want to be pregnant we'll provide a free abortion. If you do want to be pregnant we'll provide free childcare from birth to adulthood. Just make sure you aren't married so you're income eligible, never mind those pesky statistics showing a correlation between fatherless families and crime and poverty.
 
B_ImaRiot
@B_Riot212
·
1h
Replying to
@libsoftiktok

I don't see anything wrong with teaching anti-racism in school and

teaching that fellow class nates are human and American

regardless of their skin color


Joan Aurora
@AncientAurora
·
1h
Replying to
@libsoftiktok

Maybe these children actually believe Black Lives Matter.

No one looks forced to me.
 
when I was in Kindergarten we marched in Veterans Day Parade

we repeated pledge of allegiance

sang the star spangled banner

recited the lords prayer
////

I agree with the above commenters ( to the tweet you linked !!)
no one looks forced ( same as our parade)
and promoting and teaching anti-racism is a positive. Not a negative
 
The covid cowards do not want this to end. There are a lot of candidates for wost performances during this pandemic but teachers have to be near the top

[TW]1493654297187426306[/TW]
 
The good news the left is destroying their key engine for sustained power by being so insane even liberals don't want their kids in those situations

[Tw]1495783856447885319[/tw]
 
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