Just remember.
There were far few educational problems before the formation of the DoE than after.
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Just remember.
There were far few educational problems before the formation of the DoE than after.
Really?
lolz.
What do you propose then?Quote:
Originally Posted by Winehole23
Let states and communities run schools as they see fit.
Have applicants pass merit based entrance exams for college admission. A high school diploma no longer cuts it.
End age grade schooling; base advancement on demonstrated mastery of curriculum at the student's own pace, rather than a student's age.
Decredential schools and teachers. Let each prove their mettle and earn their reputations.
You mean like they used to, and pass kids up a grade or two, or flunk others...Quote:
Originally Posted by Winehole23
Let teachers pay be based on merit also. Not just step advances or advances based on their schooling.Quote:
Originally Posted by Winehole23
Beef up the vo-tech track for those less academically inclined. Let those disinclined to go to school at all drop out. Mandatory school attendance serves education badly.
I'll repost this.
Base assumptions: Funding will be adequate and a combo of local/state/federal funding.
In the TeyshaBlue ISD, all teachers pull the same base salary. All teachers get an additional stipend for extra-curricular duties with the caveat that all extra-curricular stuff, from Drama to Athletics get the same stipend. I'll award bonuses to the top teacher in each discipline. Criteria will be a combination of student-faculty input/pass-fail % relative to their respective classes...ie...a teacher's pass fail index increases 15% over last year, and no other teacher can beat that, then that teacher should be in the running for the bonus.
The super (me) will pull down exactly 2x the base salary for a teacher. Each Principal will pull down 1.5 x base salary. Each adjunct to the above will be paid 1.25 base salary. All positions will be eligible for inflation-indexed cost of living increases as determined by the local school board.
In TBISD, all students will not succeed in the contemporary sense. Instead, students will be treated as the individuals they actually are. College bound kids will be prepped accordingly. If college is not in a kid's future by dint of aptitude and ability, then vocational training will be their course of study. This determination can be made as early as their freshman year. Success is measured by their accomplishments both in and out of their programs. It is earned, not awarded. If a student does not succeed in the college prep program, that student will be placed in the vocational program.
It is possible that a student will not succeed in either. We hate that. We also acknowledge that outcome but cannot be tasked to accomodate it.
Facility planning, financing and bonding will be the responsibility of the finance committee comprised of a rotating assignment of teachers, board members, and myself.
Curriculum decisions, including graduation/promotion criteria, will be made by the actual teachers, acting in committee and can be revised as needed. They will make these decisions based upon their experiences with the local population and their own personal knowledge-base. I will have the final say on all curirculum design/revision.
Our curriculum may be wildly different than the ISD in the next town. We don't care unless they are demonstrably better. If so, we'll co-opt what is applicable to our local district.
Attendance will not be compulsory. However, upon enrollement, it becomes compulsory. If, after enrollment, a student chooses not to attend class, for reasons classically assigned to truancy, then that student and by extension their family, will be fined a per diem fee based upon actual cost of education. Payment of the fine will be voluntary. However, any fine balance precludes promotion or graduation/certification.
The line forms to the left.
Before the DoE started mandating spending and courses, many high schools used to have "skill centers" that prepped kids for high paying jobs that didn't require college.Quote:
Originally Posted by Winehole23
TeyshaBlueISD :lolQuote:
I will have the final say on all curriculum design/revision.
(en serio, i like it)
I know. Winehole ISD sounds better.:lol:toast
*shudders to think of the school mascot*
:rollinQuote:
Originally Posted by TeyshaBlue
Forgive my youth/ignorance, but isn't this roughly how it was before the DoE was established?Quote:
Originally Posted by Winehole23
Isn't that up to the individual colleges? I would think the states themselves should determine if they want to have exams for all college entrances. (And then again, if a school was willing to accept students without the exams, shouldn't they have the right to?)Quote:
Originally Posted by Winehole23
Makes sense to me, though I could see where inability to master certain parts of a curriculum may keep a child stuck. For instance, what if the child knows math at an 8th grade level, but English only at a 6th grade level? Do the classic grade distinctions still work?Quote:
Originally Posted by Winehole23
Not well versed enough to comment in this area.Quote:
Originally Posted by Winehole23
Makes sense to me, though you might get a "You're quitting on the kids" view from the public.Quote:
Originally Posted by Winehole23
That's a big assumption :DQuote:
Originally Posted by TeyshaBlue
Not bad, actually. :tuQuote:
Originally Posted by TeyshaBlue
Conforming to all my stipulations? I doubt it. There was a much greater degree of local control than there is now. Local control isn't a cure all, but the levers have to be kept close to the community served IMO.Quote:
Originally Posted by LnGrrrR
Yeah, that's a desideratum, not a mandate. A reversion to a status quo ante, if you like.Quote:
Originally Posted by LnGrrrR
I see no problem there. Few students will excel at everything.Quote:
Originally Posted by LnGrrrR
Bring it on. I ain't skeered.Quote:
Originally Posted by LnGrrrR
Dude! It's rocket surgery!Quote:
Originally Posted by LnGrrrR
Nicely done. Good ideas.Quote:
TeyshaBlue ISD
Is an entrance exam all that useful for predicting success? It's one thing to be a good test taker, but in a decent college you'll end up doing a lot of work on problems too difficult to answer in a 2-3 hour exam.Quote:
Originally Posted by Winehole23
This idea seems extraordinarily expensive. I don't see how you could have a student:teacher ratio any higher than about 4:1 or so if each student gets his own lesson plan.Quote:
Originally Posted by Winehole23
This is the biggest change that needs to be made. I know lots of people will be up in arms about schools in poorer communities teaching more people to become plumbers than college students, but I think it's a way more realistic way to get money flowing into the community and hopefully equalize things in the future. The alternative is basically expecting things to change in one generation.Quote:
Originally Posted by Winehole23
:rollinQuote:
Originally Posted by TeyshaBlue
Why limit yourself to a two or three hour exam? Test all areas intensively. You can't predict success with an entrance exam, but you can determine who already has the chops to cut it.Quote:
Originally Posted by baseline bum
The German gymnasium system wasn't extraordinarily expensive. What I have in mind is something a bit like that.Quote:
Originally Posted by baseline bum
I think the failures of the DoE are leading me to that belief as well. The idea behind "No Child Left Behind" is admirable, but I think the execution may be impossible.Quote:
Originally Posted by Winehole23
I don't think I was clear. I mean, in your theoretical school, if you mastered one part of the curriculum, but not another, would you still advance in the parts you mastered? And if so, then how would that work in a classical "grade" setting? Would said student take 6th grade English and then 8th grade math? (It seems that would demolish the idea of a "grade" in the first place. Not saying that's bad.)Quote:
Originally Posted by Winehole23
It would at least give the kids some motivation to do well. :)Quote:
Originally Posted by Winehole23
Perhaps I wasn't clear. I'm for the destruction of the age/grade system. Advancement has to be based on demonstrated chops in each course of study, not one's age.Quote:
Originally Posted by LnGrrrR
should it be? it could be.Quote:
Originally Posted by baseline bum
but capitalism demands steady and increasing dividends to capitalists(shareholders), so many companies buy other companies, allowed under pure capitalism, n'est-ce-pas?, resulting in consolidation of business sectors, less competition, and very often a cartel with price fixing and non-compete agreements.
Ah, I thought that was what you were getting at. Just my pedantism getting in the way again. :toastQuote:
Originally Posted by Winehole23
Sounds like a video game, to be honest. "Your child just passed Math, Lvl 3! Received one CALCULATOR!"
Your child Gained:Quote:
Originally Posted by LnGrrrR
3 exp pts.
2 puzzle solving pts.
5 leadership acumen pts.
4 nerd pts.
I'm just not a fan of in-class exams. I don't think an 8-hour exam is going to be great indicator of someone's intelligence and work ethic to meet a semester deadline, a 2-week deadline, etc. on projects where a someone can get his hands dirty and really learn/demonstrate something. Not only can in-class exams not ask questions that are all that hard, but nerves play a huge part in them too.Quote:
Originally Posted by Winehole23
I'd love to see that implemented in the United States. I interpreted your statement as one that children need more personal attention, like a Ph.D student would get for example. Germany has a lot of great solutions to complex problems that we should, but sadly never will emulate.Quote:
The German gymnasium system wasn't extraordinarily expensive. What I have in mind is something a bit like that.
Your child has now learned: DETERMINANT lvl 2x2Quote:
Originally Posted by TeyshaBlue
:lol You know, why haven't they developed an RPG based on schooling? I'd play it...Quote:
Originally Posted by TeyshaBlue
Don't think I insisted on an in-class exam. What you're describing sounds just fine to me.Quote:
Originally Posted by BaselineBum
Maybe the school system could come up with something akin to the way the AF does Enlisted Performance Reports, which is made up of three parts:
1) A score determined by a supervisor based on year-long work
2) A score determined by an annual exam on job/AF knowledge
3) A score determined by time in service/rank
Number 3 might not apply, but a modified form of 1 and 2 combined might be useful.
And a +3 Pencil of AlacrityQuote:
Originally Posted by TeyshaBlue