https://wiki2.sitebuilt.net/index.php?action=history&feed=atom&title=Ideas_in_educationIdeas in education - Revision history2026-05-06T15:11:30ZRevision history for this page on the wikiMediaWiki 1.37.0https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3931&oldid=prev98.217.194.133: /* accuplacer */2010-05-08T00:17:09Z<p><span dir="auto"><span class="autocomment">accuplacer</span></span></p>
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<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>In the world of education there is no better name than, that paragon, the College Board unless maybe you are drawn to the warm fuzzy feeling you get when you think of Sally Mae. In this <del style="font-weight: bold; text-decoration: none;">time </del>of corporate opportunity in K-12 education, its seems it is time for the College Board to extend its brand. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>In the world of education there is no better name than, that paragon, the College Board unless maybe you are drawn to the warm fuzzy feeling you get when you think of Sally Mae. In this <ins style="font-weight: bold; text-decoration: none;">age </ins>of corporate opportunity in K-12 education, its seems it is time for the College Board to extend its brand. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The College Board is bringing its Accuplacer test to high school. Start 'em on it as juniors and hit 'em again as seniors. Think of the potential. Just the barebones test alone is $14 a pop. <del style="font-weight: bold; text-decoration: none;">Let's see </del>that's a potential </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The College Board is bringing its Accuplacer test to high school. Start 'em on it as juniors and hit 'em again as seniors. Think of the potential. Just the barebones test alone is $14 a pop. <ins style="font-weight: bold; text-decoration: none;">With potentially 3 million high school juniors taking 2 tests each we are talking ~$90 million. And </ins>that's <ins style="font-weight: bold; text-decoration: none;">just the tip of the iceberg, the real money is in all the ancillary material, school systems could easily spend 3x the test cost, </ins>a potential <ins style="font-weight: bold; text-decoration: none;">$1/4 billion every year. In 5 years one company could grab 1/4 of Obama's Race to the Top money.</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">So far we have had a about 6 hours of training for 2 administrators and 2 teachers. Each test will take 2 class periods out of Humanities and another 2 from Math.</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===</div></td></tr>
</table>98.217.194.133https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3930&oldid=prev98.217.194.133 at 01:15, 7 May 20102010-05-07T01:15:28Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 21:15, 6 May 2010</td>
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<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">===accuplacer===</ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">In the world of education there is no better name than, that paragon, the College Board unless maybe you are drawn to the warm fuzzy feeling you get when you think of Sally Mae. In this time of corporate opportunity in K-12 education, its seems it is time for the College Board to extend its brand. </ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">The College Board is bringing its Accuplacer test to high school. Start 'em on it as juniors and hit 'em again as seniors. Think of the potential. Just the barebones test alone is $14 a pop. Let's see that's a potential </ins></div></td></tr>
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<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Sonia Chang Diaz recently voted for a bill that will significantly shift the resources and power from public schools to the private sector. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Sonia Chang Diaz recently voted for a bill that will significantly shift the resources and power from public schools to the private sector. </div></td></tr>
</table>98.217.194.133https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3890&oldid=prevTim: /* AN ACT RELATIVE TO THE ACHIEVEMENT GAP */2010-02-12T20:38:41Z<p><span dir="auto"><span class="autocomment">AN ACT RELATIVE TO THE ACHIEVEMENT GAP</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 16:38, 12 February 2010</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Sonia Chang Diaz recently voted for a bill that will significantly shift the resources and power from public schools to the private sector. </ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>I recently received a [http://sitebuilt.net/files/Gmail%20-%20RE_%20Education%20Reform%20Legislation.pdf response] from my state senator, Sonia Chang Diaz, on the [http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf AN ACT RELATIVE TO THE ACHIEVEMENT GAP] legislation. In it Ms. Diaz claims to "sit firmly on both sides of many of the debates" on education yet her words and her vote belie her. In looking at the bill I find little evidence to support her claim that the bill will "systematically improve[s] student success". Chang Diaz further states that the bill will "increase accountability in school administration" yet it seems the administrations of these targeted urban school districts get a free pass in this legislation. There is no consideration or recognition of the mounting evidence that shows that the administration of the BPS is the true culprit in the delivery of a poor product to our students. Chang Diaz elucidates her position by listing her four core goals in education: a sense of urgency, equality of service, fairness and teacher participation. I could not help but respond to her misguided core values.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>I recently received a [http://sitebuilt.net/files/Gmail%20-%20RE_%20Education%20Reform%20Legislation.pdf response] from my state senator, Sonia Chang Diaz, on the [http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf AN ACT RELATIVE TO THE ACHIEVEMENT GAP] legislation. In it Ms. Diaz claims to "sit firmly on both sides of many of the debates" on education yet her words and her vote belie her. In looking at the bill I find little evidence to support her claim that the bill will "systematically improve[s] student success". Chang Diaz further states that the bill will "increase accountability in school administration" yet it seems the administrations of these targeted urban school districts get a free pass in this legislation. There is no consideration or recognition of the mounting evidence that shows that the administration of the BPS is the true culprit in the delivery of a poor product to our students. Chang Diaz elucidates her position by listing her four core goals in education: a sense of urgency, equality of service, fairness and teacher participation. I could not help but respond to her misguided core values.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Each local school district shall be required to grant a leave of absence t o any t eacher in the public schools syst em request ing such leave to t each in a commonwealth charter school. A t eacher may 1272 request a leave of absence for up to 2 years. 1273</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Each local school district shall be required to grant a leave of absence t o any t eacher in the public schools syst em request ing such leave to t each in a commonwealth charter school. A t eacher may 1272 request a leave of absence for up to 2 years. 1273</div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===widget===</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===widget===</div></td></tr>
</table>Timhttps://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3889&oldid=prevTim at 20:31, 12 February 20102010-02-12T20:31:25Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 16:31, 12 February 2010</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===</div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>I recently received a [http://sitebuilt.net/files/Gmail%20-%20RE_%20Education%20Reform%20Legislation.pdf response] from my state senator, Sonia Chang Diaz, on the [ http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf AN ACT RELATIVE TO THE ACHIEVEMENT GAP] legislation. In it Ms. Diaz claims to "sit firmly on both sides of many of the debates" on education yet her words belie her.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>I recently received a [http://sitebuilt.net/files/Gmail%20-%20RE_%20Education%20Reform%20Legislation.pdf response] from my state senator, Sonia Chang Diaz, on the [http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf AN ACT RELATIVE TO THE ACHIEVEMENT GAP] legislation. In it Ms. Diaz claims to "sit firmly on both sides of many of the debates" on education yet her words <ins style="font-weight: bold; text-decoration: none;">and her vote </ins>belie her. <ins style="font-weight: bold; text-decoration: none;">In looking at the bill I find little evidence to support her claim that the bill will "systematically improve[s] student success". Chang Diaz further states that the bill will "increase accountability in school administration" yet it seems the administrations of these targeted urban school districts get a free pass in this legislation. There is no consideration or recognition of the mounting evidence that shows that the administration of the BPS is the true culprit in the delivery of a poor product to our students. Chang Diaz elucidates her position by listing her four core goals in education: a sense of urgency, equality of service, fairness and teacher participation. I could not help but respond to her misguided core values.</ins></div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====my response====</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====my response====</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.</div></td></tr>
</table>Timhttps://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3888&oldid=prev71.234.133.230 at 20:11, 12 February 20102010-02-12T20:11:47Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 16:11, 12 February 2010</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===AN ACT RELATIVE TO THE ACHIEVEMENT GAP===</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">I recently received a [http://sitebuilt.net/files/Gmail%20-%20RE_%20Education%20Reform%20Legislation.pdf response] from my state senator, Sonia Chang Diaz, on the [ http://www.mass.gov/legis/bills/senate/186/st02pdf/st02247.pdf AN ACT RELATIVE TO THE ACHIEVEMENT GAP] legislation. In it Ms. Diaz claims to "sit firmly on both sides of many of the debates" on education yet her words belie her.</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====my response====</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====my response====</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.</div></td></tr>
</table>71.234.133.230https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3887&oldid=prev71.234.133.230 at 19:54, 12 February 20102010-02-12T19:54:38Z<p></p>
<a href="https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3887&oldid=3886">Show changes</a>71.234.133.230https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3886&oldid=prev71.234.133.230 at 23:38, 11 February 20102010-02-11T23:38:56Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 19:38, 11 February 2010</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;A sense of urgency: the bill looks rushed, sloppy, repetitive and ill considered.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>;Equality of service: "delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents." The law fails to do what you claim to want to do. This is a toothless law<del style="font-weight: bold; text-decoration: none;">. Why bother</del>. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>;Equality of service: "delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents." The law fails to do what you claim to want to do. This is a toothless law. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff "in conjunction with other community supports and service" to ensure that they are given equal consideration for enrollment. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff "in conjunction with other community supports and service" to ensure that they are given equal consideration for enrollment. </div></td></tr>
</table>71.234.133.230https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3885&oldid=prev71.234.133.230 at 23:37, 11 February 20102010-02-11T23:37:53Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 19:37, 11 February 2010</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;Equality of service: "delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents." The law fails to do what you claim to want to do. This is a toothless law. Why bother. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;Equality of service: "delivered by charter schools to high-need populations, such as special education students, English language learners, and students with less engaged parents." The law fails to do what you claim to want to do. This is a toothless law. Why bother. It boils down to a trading of mailing lists. The charters get the addresses of all the public school students for marketing purposes and they give back a list of the zip codes of their selected students. How is that equal? Charters are to make a good faith effort because in 5 years somebody may ask them about it when the charter is up for renewal. </div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff "in conjunction with other community supports and service" to ensure that they are given equal consideration for enrollment. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff "in conjunction with other community supports and service" to ensure that they are given equal consideration for enrollment. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as "Education Collaborative Trust Funds" seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as "Education Collaborative Trust Funds" seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids and using it hire consultants to develop and endless array of programs to be sold back to the schools. The corporate-ization of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption, and, the top leaders in the Department of Education <ins style="font-weight: bold; text-decoration: none;">have been </ins>implicated in the improper awarding of charters for new privatized schools, and, given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading charter school press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. </div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom if you located the boards on Wall Street. </div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. </div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. Most of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration and take little interest in thinking about how what they are told to do is working. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
</table>71.234.133.230https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3884&oldid=prev71.234.133.230 at 23:30, 11 February 20102010-02-11T23:30:52Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 19:30, 11 February 2010</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff "in conjunction with other community supports and service" to ensure that they are given equal consideration for enrollment. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:We could call this the Cherry Picking Assistance Act. If you, as a state senator actually want to work in the interest of high-need populations, such as special education students, English language learners, and students with less engaged parents and (can I add disruptive students here). I challenge you to help me place some of those students from my school into the charter schools. Just giving 3 or 4 students from each of my classes that opportunity could make an enormous positive difference in what gets accomplished in my classes and in my school. In meetings with students and parents I could give out charter school promotional material and then hand the family off to your staff "in conjunction with other community supports and service" to ensure that they are given equal consideration for enrollment. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as "Education Collaborative Trust Funds" seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids<del style="font-weight: bold; text-decoration: none;">, </del>using it hire consultants to develop and endless array of programs to be sold back to the schools. The <del style="font-weight: bold; text-decoration: none;">corporization </del>of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption and the top leaders in the Department of Education implicated in the improper awarding of charters for new privatized schools and given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>;Fairness in the funding mechanisms: The part at the end of the act seems to be some minor fiddling with the formula. The give-away of public resources and power listed as "Education Collaborative Trust Funds" seems both irresponsible and ill-considered. Let's see: each charter school gets its own school committee representative AND the power to go after the Federal and State money that the city of Boston kids are eligible for. What about my school and all the other Boston Public schools. Why don't we each get a board and school committee representation to ensure that we get a share of that money? You have given the green light for private companies to siphon off taxpayer money earmarked for Boston kids. One could interpret the recent history of Boston Public Schools as the same kind of dis-empowerment in letting organizations like the Boston Plan For Excellence siphon off grant and taxpayer money intended for Boston kids <ins style="font-weight: bold; text-decoration: none;">and </ins>using it hire consultants to develop and endless array of programs to be sold back to the schools. The <ins style="font-weight: bold; text-decoration: none;">corporate-ization </ins>of education is complete on your watch. I fear the concentration of power and the giveaway to charters. In a state among the most corrupt in the nation, where our disgrace of a government has had its last three House Speakers removed for corruption<ins style="font-weight: bold; text-decoration: none;">, </ins>and<ins style="font-weight: bold; text-decoration: none;">, </ins>the top leaders in the Department of Education implicated in the improper awarding of charters for new privatized schools<ins style="font-weight: bold; text-decoration: none;">, </ins>and<ins style="font-weight: bold; text-decoration: none;">, </ins>given that you campaigned on an anti-corruption platform, one would think you would be more cautious than to allow these 'trust' funds.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading <del style="font-weight: bold; text-decoration: none;">their </del>press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading <ins style="font-weight: bold; text-decoration: none;">charter school </ins>press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. </div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>:Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom <del style="font-weight: bold; text-decoration: none;">unless </del>you located the boards on Wall Street. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>:Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You create a mechanism that couldn't be farther from the classroom <ins style="font-weight: bold; text-decoration: none;">if </ins>you located the boards on Wall Street. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. </div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>:In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. <del style="font-weight: bold; text-decoration: none;">More </del>of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>:In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. <ins style="font-weight: bold; text-decoration: none;">Most </ins>of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration <ins style="font-weight: bold; text-decoration: none;">and take little interest in thinking about how what they are told to do is working</ins>. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure no matter what crumbs we get from Washington. By your vote I know where 'you sit'. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>students for the betterhappen in our district schools</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>students for the betterhappen in our district schools</div></td></tr>
</table>71.234.133.230https://wiki2.sitebuilt.net/index.php?title=Ideas_in_education&diff=3883&oldid=prev71.234.133.230 at 23:20, 11 February 20102010-02-11T23:20:04Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading their press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>;Teacher participation: You often claim the former teacher mantle and I guess there is nothing wrong with that. Many people try teaching for a couple of years and then decide that they want to move on to something else. So I can see how you would relate to the charter school model where young people teach for a few years, add it to their resume and then go on to law school or education administration or senator. What bothers me is your calculus. You compare ''seeing'' [some] district victories to ''knowing'' charters improved ''thousands'' of lives. There are 14 charter schools, many with very mixed records. There are 135 Boston Public Schools. How do you know thousands? By reading their press releases? By MCAS score comparisons? Do you correct for selection method, disability, factor in those who drop out to public schools. Who wrote the study you base your ''know''ledge on? There is nothing in this bill for teachers or for the vast majority of students in Boston. It is as top down as it can be. It is a sellout that you could never get away with in a rich suburban community. </div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>:Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You couldn't be farther from the classroom unless you located the boards on Wall Street. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>:Charters were originally these incubators of new ideas, ideas that would be shared with the rest of the schools. That rhetoric continues in your bill. As someone who has actively tried to find out the best practices, I have discovered that charters have little to offer in that regard. The only mechanism that you put in place in your bill are these Collaborative Boards of Directors. You <ins style="font-weight: bold; text-decoration: none;">create a mechanism that </ins>couldn't be farther from the classroom unless you located the boards on Wall Street. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:I suppose legislation can be seen as top down too; something you do to the people. You make your deals and we pay. The bill reads more like a corporate charter than a education document. You are pandering to the private sector in order to get your piece of the $4.4 billion that the kids of America must share. Meanwhile that same corporate America just divided $143 billion in yearly bonuses between 38 banks. </div></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>:In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. More of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>:In this bill, you end up in bed with an administration in Boston that may have far more responsibility for the problems in educating our kids than do the teachers they so much want to put in check. The problems in teaching may stem from a long term effort to tell them what to do rather than listen to what they can have to offer. Teachers have been damaged and are losing their ability to assess what is up with their students, and are losing their ability to communicate with each other. More of the 'bad' teachers in Boston can be found in those who comply and cater to the whims and directives of the administration. They will be the ones getting the 'merit' pay. I am a teacher and a student of teaching. In these 5 years of teaching I have learned a lot, mostly from my students. Second on the list of my effective mentors are my fellow teachers who are still teaching and are good at it. My third positive influence has been the historians and writers at the top of their fields in our universities in Boston. I have learned very little from the former teachers who are advancing themselves outside of the classroom and almost nothing from the myriad of consultants that the central administration have brought in to replace their own duties. The bill is all about top down and nothing about what we can learn from our students and the teachers who spend 6 hours a day with them. The bill is a dismal failure <ins style="font-weight: bold; text-decoration: none;">no matter what crumbs we get from Washington. By your vote I know where 'you sit'</ins>. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>students for the betterhappen in our district schools</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>students for the betterhappen in our district schools</div></td></tr>
</table>71.234.133.230