I can’t say for sure, because I am not a teacher, but it seems like the younger grade levels spend time rushing through learning so they can prepare the kids for “the tests” - meaning the standardized tests. If we took more time to actually make sure the majority of kids, not just the smart ones, were actually competent and understood th…
I can’t say for sure, because I am not a teacher, but it seems like the younger grade levels spend time rushing through learning so they can prepare the kids for “the tests” - meaning the standardized tests. If we took more time to actually make sure the majority of kids, not just the smart ones, were actually competent and understood the material before being allowed to move onto the next level, that would be helpful. I can’t tell you how many times my kids were passed along even though I knew they didn’t have a great understanding of the material - THAT is why Harvard needs to offer remedial Algebra classes. It all catches up at some point.
Perhaps I can offer some insight. A huge part of a school administrator's career advancement opportunity comes from being able to show improved test scores. Therefore, there is an incentive to support classes that teach testable subjects (reading, writing, math.) Nothing wrong with this per se, but some administrators give undue resources to these core subjects at the expense of other important things like music, art, health, etc. I knew a band director who had his band room commandeered by his principal for test prep purposes. He was expected to hold band rehearsal in the cafeteria during lunch.
Some administrators are able to balance their leadership of all subject areas with career aspirations. Others sell the farm in order to raise test scores.
Studies have shown that students heavily involved in activities like band have higher academic achievement on average. Hurting the development of well-rounded students hurts them on all fronts.
"Teaching to the test" isn't so terrible anyway, if it's a good test like an AP. I suspect the real problem some have with testing is that measuring and quantifying performance might possibly lead to accountability.
I usually hear the argument that schools can't provide these programs because of budget cuts. But we had all of these when we were kids....so what has changed.
We have schools with hydroponics labs and planetariums too, but no drafting tables, sewing machines or woodshops anymore....
I was for the most part a C- D+ student but that was before the creation of DOE. I struggled with academic education all the way into my mid thirties. I even got a shot a Cornell after serving in the Peace Corps. We have to stop placing all the emphasis on formal education and start recognizing learning in the work space. The monoply on degrees held by insitutions of higher education has to be challenged. Start offering business a government subsidy for training. Set up test sites that pop up when a registered number of works are ready to be tested, easily done using the internet. This isn't an orginal idea by me. This is something that has been studied.
I was always a good student. The fundamentals of education, math and language skills are indispensable. But I believe that apprenticeship programs are completely underrated. Skills learning from a master is one of the most rewarding things I've ever experienced, and I learned so many concepts so quickly. For me, being able to apply the instruction in a practical way is so rewarding. We should be doing more of that, the kind of learning which Mike Rowe promotes. We all don't need to be math majors.
I actually went to a post college program to learn my career - interior design. I liked the way the school was set up because it was based on the way architecture and design was always taught - in the field on the job. So you were required to have a part or full time job while going to school at night. Perfect for me looking to pay the rent, keep the cost of education low and learn a career that I didn't pursue in college. I'm not sure there is one job that can be learned in a classroom; the actual work experience teaches us far more.
I can’t say for sure, because I am not a teacher, but it seems like the younger grade levels spend time rushing through learning so they can prepare the kids for “the tests” - meaning the standardized tests. If we took more time to actually make sure the majority of kids, not just the smart ones, were actually competent and understood the material before being allowed to move onto the next level, that would be helpful. I can’t tell you how many times my kids were passed along even though I knew they didn’t have a great understanding of the material - THAT is why Harvard needs to offer remedial Algebra classes. It all catches up at some point.
Perhaps I can offer some insight. A huge part of a school administrator's career advancement opportunity comes from being able to show improved test scores. Therefore, there is an incentive to support classes that teach testable subjects (reading, writing, math.) Nothing wrong with this per se, but some administrators give undue resources to these core subjects at the expense of other important things like music, art, health, etc. I knew a band director who had his band room commandeered by his principal for test prep purposes. He was expected to hold band rehearsal in the cafeteria during lunch.
Some administrators are able to balance their leadership of all subject areas with career aspirations. Others sell the farm in order to raise test scores.
They're failing on that front, too. Test scores are in the gutter, where the Dept. of Education belongs.
Studies have shown that students heavily involved in activities like band have higher academic achievement on average. Hurting the development of well-rounded students hurts them on all fronts.
You don't need that to come from Washington DC, which spends the cost of a full orchestra to provide the equivalent of one kazoo. Next..
Agreed.
And yet test scores continue to plunge.
"Teaching to the test" isn't so terrible anyway, if it's a good test like an AP. I suspect the real problem some have with testing is that measuring and quantifying performance might possibly lead to accountability.
I usually hear the argument that schools can't provide these programs because of budget cuts. But we had all of these when we were kids....so what has changed.
We have schools with hydroponics labs and planetariums too, but no drafting tables, sewing machines or woodshops anymore....
I was for the most part a C- D+ student but that was before the creation of DOE. I struggled with academic education all the way into my mid thirties. I even got a shot a Cornell after serving in the Peace Corps. We have to stop placing all the emphasis on formal education and start recognizing learning in the work space. The monoply on degrees held by insitutions of higher education has to be challenged. Start offering business a government subsidy for training. Set up test sites that pop up when a registered number of works are ready to be tested, easily done using the internet. This isn't an orginal idea by me. This is something that has been studied.
I was always a good student. The fundamentals of education, math and language skills are indispensable. But I believe that apprenticeship programs are completely underrated. Skills learning from a master is one of the most rewarding things I've ever experienced, and I learned so many concepts so quickly. For me, being able to apply the instruction in a practical way is so rewarding. We should be doing more of that, the kind of learning which Mike Rowe promotes. We all don't need to be math majors.
I actually went to a post college program to learn my career - interior design. I liked the way the school was set up because it was based on the way architecture and design was always taught - in the field on the job. So you were required to have a part or full time job while going to school at night. Perfect for me looking to pay the rent, keep the cost of education low and learn a career that I didn't pursue in college. I'm not sure there is one job that can be learned in a classroom; the actual work experience teaches us far more.