Thursday, June 24, 2010
Sunday, June 20, 2010
Saturday, June 19, 2010
From Krashen
**Why kindergarten children are studying engineering "before they can spell it"**
Sent to the NY Times, June 14
**Kindergarten children are "Studying Engineering Before They Can Spell It," (June 14) because the US Dept of Education thinks we are behind in science and engineering. Not true. **
American students from well-funded schools and higher-income families outscore nearly every country in the world in science and math. Only our children in high-poverty schools score below the international average. Our average scores are low because we have the highest percentage of poverty of all industrialized countries: 25%, compared to Denmark's 3%. The real problem is poverty.
According to the World Economic Federation, the US is doing well in engineering and science, ranking fifth out of 133 countries in "availability of scientists & engineers," second in "quality of scientific research institutions," and third in the number of patents for new inventions per capita.
Contrary to popular opinion, there is no shortage of technology-trained professionals in the US. There is a surplus.
Stephen Krashen
http://www.nytimes.com/2010/06/14/education/14engineering.html?src=twt&twt=nytimes
Sent to the NY Times, June 14
**Kindergarten children are "Studying Engineering Before They Can Spell It," (June 14) because the US Dept of Education thinks we are behind in science and engineering. Not true. **
American students from well-funded schools and higher-income families outscore nearly every country in the world in science and math. Only our children in high-poverty schools score below the international average. Our average scores are low because we have the highest percentage of poverty of all industrialized countries: 25%, compared to Denmark's 3%. The real problem is poverty.
According to the World Economic Federation, the US is doing well in engineering and science, ranking fifth out of 133 countries in "availability of scientists & engineers," second in "quality of scientific research institutions," and third in the number of patents for new inventions per capita.
Contrary to popular opinion, there is no shortage of technology-trained professionals in the US. There is a surplus.
Stephen Krashen
http://www.nytimes.com/2010/06/14/education/14engineering.html?src=twt&twt=nytimes
Thursday, June 17, 2010
Thursday, June 10, 2010
An alternative to bureaucratic mandates and national standards
Although I believe some caveats about childhood poverty, etc, is in order, this is an interesting look at Finland:
Steady Work
Steady Work
What the richest country in history is willing to tolerate. . .
Childhood poverty in the U. S.
And here.
International reports have placed an even higher percentage at the feet of the U. S.
And here.
International reports have placed an even higher percentage at the feet of the U. S.
Wednesday, June 9, 2010
New Report on Low Income Students
See the new report from Institute for Higher Education Policy:
A Portrait of Low-Income Young Adults in Education
A Portrait of Low-Income Young Adults in Education
Do as I say, not as I do. . .
Krashen has shared a perceptive insight from Susan Ohanian that reflects the incredible hypocrisy and senselessness of political approaches to educational commentary and reform (the patsed information below is provided directly from Krashen's emailing):
A Violation of the Common Core Standards
Sent to the NY Times.
**In a press release announcing the launching of The Common Core State
Standards ("States Receive a Reading List: New Standards for
Education," June 2), former Colorado Governor Roy Romer is quoted as
saying: "Common standards ensure that every child across the country
is getting the best possible education, no matter where a child lives
or what their background is."**
Clearly, neither Gov. Romer nor any of those who reviewed the press
release have mastered Standard L.3.1f: "Ensure subject-verb and
pronoun antecedent agreement;" (grades 3-12) and Standard L.6. 1e:
"Recognize and correct inappropriate shifts in pronoun number and
person." (grades 6-12) (page 56 of the Common Core State Standards).
We are told that adoption of the Standards will ensure that Americans
will be able to compete in the 21st century global economy. How can we
hope to do this if we continue to make and allow inappropriate shifts
in pronoun number?
Susan Ohanian
Stephen Krashen
Additional information:
Gov. Romer also served as superintendent of Los Angeles Unified School
District.
Press release, US Department of Education, "National Governors
Association and State Education Chiefs Launch Common State Academic
Standards"
A Violation of the Common Core Standards
Sent to the NY Times.
**In a press release announcing the launching of The Common Core State
Standards ("States Receive a Reading List: New Standards for
Education," June 2), former Colorado Governor Roy Romer is quoted as
saying: "Common standards ensure that every child across the country
is getting the best possible education, no matter where a child lives
or what their background is."**
Clearly, neither Gov. Romer nor any of those who reviewed the press
release have mastered Standard L.3.1f: "Ensure subject-verb and
pronoun antecedent agreement;" (grades 3-12) and Standard L.6. 1e:
"Recognize and correct inappropriate shifts in pronoun number and
person." (grades 6-12) (page 56 of the Common Core State Standards).
We are told that adoption of the Standards will ensure that Americans
will be able to compete in the 21st century global economy. How can we
hope to do this if we continue to make and allow inappropriate shifts
in pronoun number?
Susan Ohanian
Stephen Krashen
Additional information:
Gov. Romer also served as superintendent of Los Angeles Unified School
District.
Press release, US Department of Education, "National Governors
Association and State Education Chiefs Launch Common State Academic
Standards"
More Giroux, brilliant as ever
Read the latest from Henry Giroux in truthout. . .
A key section:
"Public schools are under attack not because they are failing or are inefficient, but because they are public, an unwanted reminder of a public sphere and set of institutions whose purpose is to serve the common good and promote democratic ends, values and social relations. The forces poised to destroy public schools are ideologically motivated to destroy all vestiges of the common good, just as they are enraptured economically by the possibility of reaping big profits through an ongoing campaign aimed at promoting vouchers, privatization and charters, all of which are intended to slowly and successfully convince the public to disinvest in public schooling and transform it into a private rather than public good."
A key section:
"Public schools are under attack not because they are failing or are inefficient, but because they are public, an unwanted reminder of a public sphere and set of institutions whose purpose is to serve the common good and promote democratic ends, values and social relations. The forces poised to destroy public schools are ideologically motivated to destroy all vestiges of the common good, just as they are enraptured economically by the possibility of reaping big profits through an ongoing campaign aimed at promoting vouchers, privatization and charters, all of which are intended to slowly and successfully convince the public to disinvest in public schooling and transform it into a private rather than public good."
Tuesday, June 1, 2010
Defining poverty?
We must stay vigilant against attitudes that continue to trivialize poverty by suggesting poverty is somehow the fault of those living in that poverty.
This Op-Ed is a sad example of flawed ideologies about poverty—but ones that resonate with an American public enamored with the rugged individual myth. . .
This Op-Ed is a sad example of flawed ideologies about poverty—but ones that resonate with an American public enamored with the rugged individual myth. . .
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