State of the Union Address

[droski]

Suggesting well-to-do kids go to college more than poor kids gets a "Well, DUH!" sticker, droski.

an interesting read on this subject:

Jonah Lehrer: How Poverty Hurts Young Children, and Why Rich Parents Don't Matter - WSJ.com

 

[droski]

Actually, he's in a worse spot than you give him credit for.

This all started because I said teachers were paid poorly, and therefore most people (who might otherwise be good at it) will not even consider a teaching career.

He countered by saying that poorly paid teachers in small religious private schools outperform public school teachers.

So, in his data, he cannot include elite private schools like (say) Webb or McCallie, as those are actually contrary to his whole argument.

http://www.endowmentnyc.org/download/measuring_catholic_school_perf.pdf

read it and weap commie

 

[lumberjack4]

Whats crazy is that Trade and Vocational Schools have bad stigmas. If you want to fix my car for a living you don't need a 4yr degree. There are plenty of trade professions that out pay college degrees. Yet we live in country whose mindset is that those who don't go to college has no chance to be successful.

 

[StepCross]

http://www.endowmentnyc.org/download/measuring_catholic_school_perf.pdf

read it and weap commie

1. I'm not a communist

2. I didn't even make a claim about the data

3. We all agree that private schools = better graduation rates, and we all stamped it with a "duh." Gibbs's claim was about cost vs. benefit, wasn't it?

4. What, exactly, is your argument? Mine is that one way to improve education would be to make the educating job more attractive, so we get better teachers. You've argued that the job is awesome, and you've argued on the other side that worse pay = better results. Which proves what, exactly? Seriously, I don't know what your position is, and so I'm not sure how to address it.

 

[MG1968]

the best way to make becoming a teacher a more attractive job is to eliminate the NEA and the teachers' unions

followed by allowing teachers the ability to permanently remove disruptive influences from their classroom

followed by discontinuing the practice of mainstreaming developmentally disabled children