H/T Mr. Conservative
H/T Right Scoop
Gov. Bobby Jindal sought Wednesday to derail Louisiana’s use of standardized tests tied to the Common Core education standards, but state education leaders say the governor’s executive order is meaningless.
The Republican governor opposes the English and math standards adopted by most states as an attempted federal takeover of education, and he said he’s committed to stopping Louisiana’s participation in the Common Core.
“Common Core’s become a one-size-fits-all model that simply doesn’t make sense for our state,” Jindal said at a news conference.
Both state lawmakers and the Board of Elementary and Secondary Education have voted in support of the standards. Jindal’s executive authority is limited, so he sought to strike at testing from the Partnership for the Assessment of Readiness for College and Career that is linked to the standards as a backdoor way to get Louisiana out of Common Core. He also says he’ll ask lawmakers next year to revisit the standards.
Among a series of anti-Common Core actions announced Wednesday, the governor put out an executive order requiring a competitive bid process for public school standardized tests.
The Department of Education and the Board of Elementary and Secondary Education planned to use Common Core-related testing for students in third- through eighth-grades, but the tests haven’t yet been purchased for the upcoming school year. Jindal said the tests in question appear to be most expensive available, so he’s confident they couldn’t be chosen in competitive bidding for standardized tests.
But Superintendent of Education John White and Board of Elementary and Secondary Education Chairman Chas Roemer say the governor’s executive order won’t change the roll-out of Common Core in classrooms or the use of the PARCC test.
White said his department can buy test questions under an existing contract with an outside vendor. The Jindal administration disagrees.
“We’re planning on going ahead and implementing the plan that’s in accordance with state law and with what we’ve been doing for four years,” White said.
Where the dispute heads next is unclear.
Jindal’s office didn’t immediately say whether the governor would consider taking state educations officials to court over the testing, to try to stop the use of PARCC.
The Chicago Public School system is pretty bad. Students are not learning – not by a long shot.
Forty percent of freshmen in the school system do not go on to graduate and more than nine out of ten need remedial courses in college because they don’t know basic high school math and English. Only one-quarter of graduates are ready for college.
But those are just numbers. It’s quite another thing entirely when this lack of education smacks you right in the face.
The picture above, sadly, is not a joke. It’s the card for this year’s prom, with the theme: “This Is Are Story.”
Paul Robeson High School is on Chicago’s south side – a poor and dangerous part of town and one of the not-so-shining stars of the city’s massive public school system.
Who is to blame for this? Parents certainly, but most of them are stuck with these shoddy schools. Teachers there don’t seem to care. Their average salary is $76,000. They just received a 17 percent raise. The median annual income in Englewood, where Robeson High School is located, is about $12,255 per person. The unemployment rate is 23.6 percent.
What future do these children have when the public school system fails them so miserably? Who will stand up for them in a bureaucracy where teachers get massive raises while they graduate children who are unprepared for anything except manual labor?
A California judge ruled today that current tenure statutes for teachers deprive students of their right to an education due to evidence so compelling that “it shocks the conscience.” This ruling will be submitted for further appellate review.
Furthermore, he specifically stated that judges should focus solely on the law when making a decision, and ignore politics and personal opinion. How wonderfully adroit.
That this Court’s decision will and should result in political discourse is beyond question, but such consequence cannot and does not detract from its obligation to consider only the evidence and law in making its decision.
At issue in the lawsuit, filed by nine public school students, are statutes of the CA Education Code that violate the state’s constitution by resulting in “grossly ineffective teachers obtaining and retaining permanent employment.”
In other words, the functional impossibility of firing “grossly ineffective” teachers and the resultant letting-go of “competent” ones, especially in low-performing schools, kept kids from getting the quality of education to which they are entitled.
The lawsuit was vigorously opposed by the California teachers’ unions. Which is a shocking revelation in-and-of-itself, to be sure. The head of the L.A. teachers union said this in response:
This decision today is an attack on teachers, which is a socially acceptable way to attack children. You attack teacher and student rights.
So, a clear statement that children are being substantially harmed by current rules, is actually an attack against those very children? One wonders what planet teachers’ union leaders originate from and how reality is perceived of on that sad, alien world. Because it’s certainly different down here on earth.
The particular items at issue:
1. Permanent Employment Statute – 2 years is not sufficient time to establish sufficient competence. Most states have 3 to 5 year periods and 4 states have no tenure system at all.
2. Dismissal Statutes – it is almost impossible to fire “grossly ineffective” teachers once they’ve received tenure, so most districts do not even try.
3. Last-In, First Out – the newest teachers get let go first, regardless of gifting or performance.
The sixteen pages of the decision, with its unyielding indictment of the current tenure rules on every page, is stunning in its evisceration of the status quo. No wonder the unions are outraged. The status quo is them.
Via Daily Caller:
At least one pair of parents is fuming after their eighth-grade daughter came home from school saying that every student in her class had to indicate – publicly – how far they are prepared to go sexually.
The incident happened this week at Woodland Park Middle School in the San Diego, Calif. suburb of San Marcos, reports local ABC affiliate KGTV.
The parents, who don’t want to be named, say their 14-year-old daughter was embarrassed because the teacher in her family life and health class instructed her and all of her classmates to stand under one of several signs. Each sign was labeled with a different phrase.
Some of the labeled signs were innocuous, according to KGTV. These included “smiled at,” “hugged” and “kissed.”
Other signs, such as “above the waist,” “below the waist” and “all the way,” were to varying degrees considerably less innocuous.
I write a lot about the idiocy that is zero tolerance, but this is just as bad frankly. This is about a school OVERSTEPPING its role! This is not about sex education, or health, or anything but placing the school into the role of parent
Oklahoma Governor Mary Fallin has signed a bill that withdraws Oklahoma from the national Common Core standards. Not only is Oklahoma withdrawing from Common Core, but the new law stipulates that the new state standards must be sufficiently unlike the Common Core standards in order to prevent the readoption of Common Core under a different name.
Governor Fallin had this statement about why Oklahoma decided to withdraw from Common Core.
Unfortunately, federal overreach has tainted Common Core. President Obama and Washington bureaucrats have usurped Common Core in an attempt to influence state education standards. The results are predictable.
What should have been a bipartisan policy is now widely regarded as the president’s plan to establish federal control of curricula, testing and teaching strategies. We cannot ignore the widespread concern of citizens, parents, educators and legislators who have expressed fear that adopting Common Core gives up local control of Oklahoma’s public schools.
The words ‘Common Core’ in Oklahoma are now so divisive that they have become a distraction that interferes with our mission of providing the best education possible for our children. If we are going to improve our standards in the classroom, now is the time to get to work.
In typical “never let a crisis go to waste” fashion, the Obama administration is trying to nationalize education through Common Core. The Obama administration has been tying education funding to the adoption of Common Core. Common Core seems to overly complicate math problems, among many other flaws.
Oklahoma intends to revert to the Oklahoma Priority Academic Student Skills until new standards are drawn up, while drawing up its own standards to be more rigorous than Common Core.
A View From the Beach has your head exploding story of the day
A 16-year-old girl was arrested and expelled from school after she demonstrating the traditional ‘erupting volcano’ in class as a science experiment. Even a year later, she is still being haunted by the multiple felonies she was charged with.
Kiera Wilmot’s volcano was designed to demonstrate a chemical reaction simulating a volcanic eruption. Inside her volcano prop, was an 8-ounce water bottle with some toilet bowl cleaner in it. When the cleaner is exposed to aluminum, it creates an exothermic chemical reaction.
Her experiment got her in serious trouble on April 29th, 2013.
“When I put the aluminum foil into the bottle, the lid popped off an a little bit of smoke climbed out of the bottle,” Kiera described.
No one was hurt. No damage was caused. No harm was done.
. . .
She was charged with possession/discharge of a weapon on school grounds, and discharging a destructive device, both felonies.
Why is this kid in trouble again? What in the Hell is our education system doing? Why the Hell are we tolerating this?
Scientists in the Netherlands have moved a step closer to overriding one of Albert Einstein’s most famous objections to the implications of quantum mechanics, which he described as “spooky action at a distance.”
In a paper published on Thursday in the journal Science, physicists at the Kavli Institute of Nanoscience at the Delft University of Technology reported that they were able to reliably teleport information between two quantum bits separated by three meters, or about 10 feet.
Quantum teleportation is not the “Star Trek”-style movement of people or things; rather, it involves transferring so-called quantum information – in this case what is known as the spin state of an electron – from one place to another without moving the physical matter to which the information is attached.
Classical bits, the basic units of information in computing, can have only one of two values – either 0 or 1. But quantum bits, or qubits, can simultaneously describe many values. They hold out both the possibility of a new generation of faster computing systems and the ability to create completely secure communication networks.
A forest of optical elements that was part of the quantum teleportation device used by the team of physicists in the Netherlands. Credit Hanson lab@TUDelft
Moreover, the scientists are now closer to definitively proving Einstein wrong in his early disbelief in the notion of entanglement, in which particles separated by light-years can still appear to remain connected, with the state of one particle instantaneously affecting the state of another.
They report that they have achieved perfectly accurate teleportation of quantum information over short distances. They are now seeking to repeat their experiment over the distance of more than a kilometer. If they are able to repeatedly show that entanglement works at this distance, it will be a definitive demonstration of the entanglement phenomenon and quantum mechanical theory.
Succeeding at greater distances will offer an affirmative solution to a thought experiment known as Bell’s theorem, proposed in 1964 by the Irish physicist John Stewart Bell as a method for determining whether particles connected via quantum entanglement communicate information faster than the speed of light.
“There is a big race going on between five or six groups to prove Einstein wrong,” said Ronald Hanson, a physicist who leads the group at Delft. “There is one very big fish.”
In the past, scientists have made halting gains in teleporting quantum information, a feat that is achieved by forcing physically separated quantum bits into an entangled state.
Researchers teleported quantum information between two distant atoms for the first time in 2009.
Click on image below to open interactive graphic
But reliability of quantum teleportation has been elusive. For example, in 2009, University of Maryland physicists demonstrated the transfer of quantum information, but only one of every 100 million attempts succeeded, meaning that transferring a single bit of quantum information required roughly 10 minutes.
In contrast, the scientists at Delft have achieved the ability “deterministically,” meaning they can now teleport the quantum state of two entangled electrons accurately 100 percent of the time.
They did so by producing qubits using electrons trapped in diamonds at extremely low temperatures. According to Dr. Hanson, the diamonds effectively create “miniprisons” in which the electrons were held. The researchers were able to establish a spin, or value, for electrons, and then read the value reliably.
In addition to the possibility of an impregnable quantum Internet, the research holds out the possibility of networks of quantum computers.
To date, practical quantum computers, which could solve certain classes of problems far more quickly than even the most powerful computers now in use, remain a distant goal. A functional quantum computer would need to entangle a large number of qubits and maintain that entangled state for relatively long periods, something that has so far not been achieved.
A distributed quantum network might also offer new forms of privacy, Dr. Hanson suggested. Such a network would make it possible for a remote user to perform a quantum calculation on a server, while at the same time making it impossible for the operator of the server to determine the nature of the calculation.
Bob Belvedere gives us just the latest example
Another Obamaite Praises Red China…
From Steven Hayward, we learn:
Cass Sunstein, Obama’s former regulatory “czar” and one of the smartest and most devious thinkers on the left, has a highly revealing Bloomberg column out this week reporting on the results of a study of the way China has attempted indoctrination in its school system. This column and the underlying study (it’s an NBER paper, behind a paywall unless you have academic access) are useful as background reading for everyone who is rightly concerned about how Common Core standards will likely become the means of nationalizing a liberal school curriculum. (What? You mean you aren’t reassured by the promises from Washington that if you like your local curriculum, you can keep your local curriculum? Why ever not?)
Sunstein reports that
recent curricular reforms in China, explicitly designed to transform students’ political views, have mostly worked. The findings offer remarkable evidence about the potential influence of the high school curriculum on what students end up thinking. . .
The crucial finding from the study is that the new curriculum greatly affected students’ thinking. They became more likely to count the Chinese political system as democratic. They displayed a higher level of trust in public officials. They were more skeptical of free markets, and more likely to reject the view that a market economy is preferable to any other economic system. . .
Sunstein, a leading advocate for increased government power across the board, is likely envious of China’s prowess at indoctrination….
Very telling don’t you think? The Left has used, or should I say abused our education system for decades now. Their mission? To indoctrinate students to be good little subjects by discouraging individualism, discrediting American heritage, and the Founders, and maybe most importantly teaching them their rights come from government.
Parents of students at North Hill Elementary in Rochester Hills, Michigan, have reportedly been informed that all students are “winners,” therefore the “competitive ‘urge to win’ will be kept to a minimum” at the school’s annual field day.
The flyer, flagged by Progressives Today, reads in part:
The purpose of the day is for our school to get together for an enjoyable two hours of activities and provide an opportunity for students, teachers and parents to interact cooperatively. Since we believe that all of our children are winners, the need for athletic ability and the competitive “urge to win” will be kept to a minimum. The real reward will be the enjoyment and good feelings of participation.
Bennett Staph, who claims to be a parent with a child at the school, reportedly posted a photo of the field day notice on Facebook. She said she was “proud” of her daughter for “pointing out the ridiculousness of it.”
“I am speechless…the ‘urge to win’ will be kept at a minimum. What are we teaching our children? Everyone isn’t a winner, there are winners and losers. The kids that win and get awards drive those that don’t to do better,” Staph wrote, according to the website.
TheBlaze has reached out to North Hill Elementary and will update this story with any relevant information.
Radio hosts Gregg “Opie” Hughes, Anthony Cumia and comedian Jim Norton, of the popular “Opie and Anthony Show” on SiriusXM, went on a fiery tirade Tuesday against “trigger warnings” and the current culture on college campuses, which they argue is producing childish adults unprepared to deal with the “real world.”
Norton also scolded the progressive left for becoming “exactly what you hated.”
“You have become exactly [like] the conservative, religious book burners of the 40s and the 50s and the 60s. You are it!” he said. “You are the speech repressors, you are the hypersensitive ones, you are the ones who want people fired immediately, you are the ones calling for people’s jobs. You have become what you hated.”
The discussion that preluded his rant got heated after Norton brought up a recent story out of Wellesley College where “hundreds” of outrage college students objected after a lifelike sculpture of a sleepwalking man in his underwear was erected on campus. Students ended up creating a petition to have it removed.
“Oh my god,” Hughes responded. “We are raising a nation of pu***es, we’ve been saying it for years.”
In another example, Oberlin College in Ohio and other colleges have considered putting “trigger warnings” in college reading materials so that students don’t get upset or offended about controversial material. The New York Times recently reported that the warnings have “ideological roots in feminist thought.”
The warnings seek to shield students who may take offense from any racism, sexism, ableism, classism and other forms of potential discrimination or oppression.
“It’s really embarrassing this place the culture is in – there’s just no honesty in it,” Norton said.
“These little f***ing children are so afraid of reading about something unpleasant because it may trigger unpleasant feelings,” the comedian added. “They are coddled, hair-patted little babies.”
Hughes cringed thinking about what would happen when he was a student if he raised his hand and said, “I can’t read this, it’s triggering some emotions.”
“The teacher would tell you to shut your f***ing mouth, sit down and listen – and then you’d get home and get smacked,” Cumia joked.
Listen to the segment via “The Opie and Anthony Show” below ([trigger] Warning! Very strong language):
An Atlanta teacher is reportedly under investigation after dropping a series of F-bombs in a scream-filled tirade in front of her class.
The incident was recorded on a cell phone by one of her students at Crawford W. Long Middle School, whose slogan is, “Every child is a story yet to be told.”
“I’m trying to do something, and I can’t keep babysitting you. Close the door!” the frustrated teacher yells at one of her students. “I said close the f-ing door. Why would you walk away from it with it open?”
After slamming the classroom door herself, the teacher yells, “Stop! I ain’t f-ing playing with you. You want to play? Stay home with your mama!”
“I have a f-ing job. Half your mothers don’t,” she continues.
According to WSB-TV, the guardian of a student on campus said she was in the building when the principal found out what was going on, and seconds later, the teacher was pulled from her classroom.
Santosha Manuel said she instructed her niece to shoot the video.
“Two months ago, Yvette came home and said the teacher had said ‘F you’ to her and to sit down,” Manuel said. “I told her, if it happened again, to get proof, and that’s what her cell phone was for and to record it so that I would have proof this time.”
Manuel told the station the teacher needs to explain why, during her rant, she disrespected her student’s mothers.
“You are talking down to them, you are talking bad about their parents,” Manuel said.
The district confirmed the teacher works at the school, and issued the following statement:
“Atlanta Public Schools (APS) promotes a culture of ethics to which all employees are expected to adhere. This is a personnel matter that is currently being investigated. However, APS can confirm that the teacher is not currently assigned to work directly with students.”
Dr. David Pook, a professor at Granite State College, told the audience at the New Hampshire Institute of Politics that he helped write Common Core standards for English Language Arts in an effort to end “white privilege.”
“The reason why I helped write the standards and the reason why I am here today is that as a white male in society I am given a lot of privilege that I didn’t earn.”
The audience reacts with gasps, boos, and sounds of disbelief before a panel member yells “Hey!” to hush them.
So Common Core has racial and gender-based motivations – coming from this Administration’s Department of Education, who could be surprised? Promoting division has been a common theme throughout this presidency.
Progressive Privilege in Action -
Towson University won the 2014 Cross Examination Debate Association’s national championship on March 24, of this year. The team members inexplicably used the n-word repeatedly and babbled nonsense.
Pundit Press posted part of the debate transcript:
They say the n*****s always already qu***, that’s exactly the point! It means the impact is that the that the is the impact term, uh, to the afraid, uh, the, that it is a case term to the affirmative because, we, uh, we’re saying that qu*** bodies are not able to survive the necessarily means of the body. Uh, uh, the n***** is not able to survive…
…Uh, man’s sole “jabringing” object disfigure religion trauma and nubs, uh, the, inside the trauma of representation that turns into the black child devouring and identifying with the stories and into the white culture brought up, uh, de de de de de, dink, and add subjectively like a white man, the black man!
The topic this year was the War Powers Resolution.
Here’s the Towson Team in action:
This video is GOLD -
The public schools in Washington, D.C., spent $29,349 per pupil in the 2010-2011 school year, according to the latest data from National Center for Education Statistics, but in 2013 fully 83 percent of the eighth graders in these schools were not “proficient” in reading and 81 percent were not “proficient” in math.
These are the government schools in our nation’s capital city – where for decades politicians of both parties have obstreperously pushed for more federal involvement in education and more federal spending on education.
Government has manifestly failed the families who must send their children to these schools, and the children who must attend them.
Under the auspices of the National Center for Education Statistics, the federal government periodically tests elementary and high school students in various subjects, including reading and math. These National Assessment of Educational Progress tests are scored on a scale of 500, and student achievement levels are rated as “basic,” “proficient” and “advanced.”
In 2013, students nationwide took NAEP reading and math tests. When the NCES listed the scores of public-school eighth graders in the 50 states and the District of Columbia, D.C. came in last in both subjects.
D.C. eighth graders scored an average of 248 out of 500 in reading, and Mississippi finished next to last with an average of 253.
Only 17 percent of D.C. 8th graders rated “proficient” or better in reading. In Mississippi, it was 20 percent.
In math, D.C. public-school eighth graders scored an average of 265 out of 500, and only 19 percent were rated “proficient” or better. Alabama placed next to last with an average math score of 269, with 20 percent rated “proficient” or better.
Some might argue it is unfair to compare, Washington, D.C., a single city, with an entire state. However, D.C. also does not compete well against other big cities.
The Department of Education’s Trial Urban District Assessments program compares the test results in 21 large-city school districts, including Washington, D.C.
In these assessments, the scores of students from charter schools were removed and the average reading score for D.C. public school eighth-graders dropped to 245. That was below the national large-city average of 258, and tied D.C. with Fresno for seventeenth place among the 21 big cities in the TUDA.
In math, minus the charter school students, D.C. public-school eighth graders earned an average score of 260. That was below the national large-city average of 276, and put D.C. in a tie for sixteenth place, this time with Fresno and Baltimore.
The NCES database indicates that in the 2010-2011 school year, Washington, D.C. public schools spent a total of $29,349 per pupil, ranking No. 1 in spending per pupil among the 21 large cities in the TUDA.
New York City Public Schools ranked second among these large cities, spending $23,996 per pupil. That was $5,353 – or about 18 percent – less than the $29,349 the D.C. public schools spent.
Table 236.75 from the NCES’s Digest of Education Statistics compares per pupil spending among the states and the District of Columbia. It indicates that D.C. spent a little bit less per pupil – $28,403 – who enrolled in the fall in 2010-2011 school year. But that still ranks D.C. as No. 1, out-spending all the states.
How did the D.C. public schools spend $28,403 per student?
Among other things, they spent $10,584 per pupil on “instruction,” which “encompasses all activities dealing directly with the interaction between teachers and students.”
Then they spent $5,487 on “capital outlays,” which includes “the acquisition of land and buildings; building construction, remodeling,” etc.
Then they spent $2,321 on “operation and maintenance,” which includes “salary, benefits, supplies, and contractual fees for supervision of operations and maintenance,” etc.
Then they spent $2,124 on “interest on school debt.”
Then they spent $1,613 on “instructional staff,” $1,546 on “school administration,” $1,404 on “student transportation,” $1,208 on “student support,” $866 on “general administration,” $761 on “food services,” $450 on “other support services.”
Congress ought to give every family in Washington, D.C., a choice of whether or not they want a government school to spend this money on behalf of their children. The D.C. public school system should be required to provide every family in the district with school-age children with a voucher for each child that is worth every penny the district now spends per pupil in its public schools. Families should be able to use that voucher at any school they want, anywhere they want.