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#311288 09/25/08 09:29 AM
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Eyebrows raised over city school policy that sets 50% as minimum score

1+1=3? In city schools, it's half right

Monday, September 22, 2008
By Joe Smydo, Pittsburgh Post-Gazette


Pittsburgh Public Schools officials say they want to give struggling children a chance, but the district is raising eyebrows with a policy that sets 50 percent as the minimum score a student can receive for assignments, tests and other work.

The district and teachers union last week issued a joint memo to ensure staff members' compliance with the policy, which was already on the books but enforced only at some schools. Pittsburgh Federation of Teachers President John Tarka said the policy is several years old.

While some districts use "F" as a failing grade, the city uses an "E."

"The 'E' is to be recorded no lower than a 50 percent, regardless of the actual percent earned. For example, if the student earns a 20 percent on a class assignment, the grade is recorded as a 50 percent," said the memo from Jerri Lippert, the district's executive director of curriculum, instruction and professional development, and Mary VanHorn, a PFT vice president.

In each subject, a student's percentage scores on tests and other work are averaged into a grade for each of the four marking periods. Percentages for marking periods later are averaged into semester and year-end grades.

A student receives an "A" for scores ranging from 100 percent to 90 percent, a "B" for scores ranging from 89 percent to 80 percent, a "C" for scores ranging from 79 percent to 70 percent, a "D" for scores ranging from 69 percent to 60 percent and an "E" for scores ranging from 59 percent to the cutoff, 50 percent.

The district and union insist the policy still holds students accountable for performance.

"A failing grade is a failing grade," district spokeswoman Ebony Pugh said.

At the same time, they said, the 50 percent minimum gives children a chance to catch up and a reason to keep trying. If a student gets a 20 percent in a class for the first marking period, Ms. Pugh said, he or she would need a 100 percent during the second marking period just to squeak through the semester.

"We want to create situations where students can recover and not give up," she said, adding a sense of helplessness can lead to behavior and attendance problems.

"It's not grade inflation. We're not saying, 'Give people passing grades,' " Ms. Pugh said.

But the policy strikes some teachers and parents as rewarding bad work and at odds with the district's "Excellence for All" improvement campaign.

"Clearly, some people will not be pleased with this policy," Mr. Tarka said. But he added, "We stand by that decision."

Judy Leonardi, a Stanton Heights resident and retired district home economics teacher, said she objected to the notion that a student could "walk in the door, breathe the air and get 50 percent for that."

"I don't think it sets kids up properly for college, for competition in life," she said.

To Ms. Leonardi, a 20 percent score means a student isn't trying or needs more help with the material. Automatically putting 50 percent in the grade book, she said, doesn't help the student in either case.

"To me, it's morally wrong," she said.

Ms. Leonardi worries that the policy could cause high-performing students to goof off from time to time, safe in the knowledge that they wouldn't have to bounce back from anything lower than a 50 percent.

And she said one teacher she knows already worries about how awkward it will look when a student correctly answers three of 10 questions on a math quiz -- and gets a 50 percent.

The state Department of Education doesn't regulate grading scales, and schools and districts across the state use various models. Districts nationwide have debated use of a 50 percent minimum.

Northside Urban Pathways, a Downtown charter school, gives students zero credit for any work below a "C." Linda Clautti, chief executive officer, said that approach complements the school's college-preparatory mission.

"I have not had any complaints. We do parent surveys every year," Ms. Clautti said.

In a recent article in Harvard Educational Review, Freedom Area School District Superintendent Ron Sofo recounted an experimental program that he said helped to dramatically raise the math scores of struggling sixth-graders. Among other features, the program included "A, B, Not Yet" grading, in which students were required to redo work until it merited an A or B.

Some Freedom Area teachers opposed the special grading scale, calling it coddling of bad students, Dr. Sofo said.

In suburban Philadelphia, a Bensalem School District task force on testing and grading has recommended that 50 percent be the minimum score a student receive.

Superintendent James Lombardo said he's in favor of implementing the idea, partly as a fairness issue. He noted that a failing grade carries far more mathematical weight than any other grade if the "E" or "F" has a range of zero to 59 percent.

"I guess I laud the Pittsburgh district for recognizing some of the foibles of our numerical system," he said, adding low percentage scores sometimes are given to students because of their attitude or work ethic, rather than their level of accomplishment.

Asked whether she agreed with the 50 percent minimum, Regina Holley, principal of Pittsburgh Lincoln K-8 and president of the Pittsburgh Administrators Association, said: "Well, that's the board's policy, and that's what we have to use."

She said teachers and principals should take other steps to give parents a clearer picture of how their children are performing in class.

"Our school provides that to the parents in a conference. We provide it in a letter. We give it to the parents in a phone call," Dr. Holley said.



http://www.post-gazette.com/pg/08266/914029-298.stm

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Well, it looks like at least a number of teachers are openly against it. That much is reassuring.

However, just how in the hell do we keep putting the same type of nutjob that comes up with this stuff in charge in district after district, state after state?
My first inclination is to look at what benefit this has for the school district in terms of funding.... are they basically fudging the books by doing this?

e.g. did they perhaps look at all of the kids that had failing grades and determine that 'x' percentage would have actually passed overall had they set a minimum value on what a failure was.. .and thus they would increase the percentage of students passed and consequently get extra funding?


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For example, if the student earns a 20 percent on a class assignment, the grade is recorded as a 50 percent,"


Great plan, just keep lowing the bar and lowering the level of expectations and teaching kids that they will be rewarded even if they don't do the work..... that's working great.


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Like it's not bad enough that I have to tell the clerk at the McDonald's how much change I should get now, and they are standing behind a computer that could tell them the correct amount if they would input what I gave them.


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Both of the schools I have worked for ahve been doing this for years. You can't give a kid lower than a 50! At my last school we all just gave them zeros for not turning in thier work (Imagine that! actually not getting credit for what you don't do. ) but the school over rides all the grades to a 50. So kids who don't turn in anything all year in my class they get a 50.

Worse yet how about the kids who really tries hard, turns in all his work, but is just not that good at math....Really struggles to get a 70. The next kid sits around cuasing trouble, does not turn in his....or her work and gets 50's. Then does a few at the end, aces a test and get s 70 for the class. These two kids do not deserve the same grade. Is that so hard to understand. It baffles me the logic used when discussing how to teach our young people.

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K-12 education in America is one of the worst worldwide, amongst developed nations.


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Oh, goodie...let's make even more stupid kids than we already have. Stupid kids turn in to stupid adults. Very smart idea here.


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LONG.


Harrison Bergeron
by Kurt Vonnegut (1961)

THE YEAR WAS 2081, and everybody was finally equal. They weren’t only equal before God and the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the 211th, 212th, and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the United States Handicapper General.


Some things about living still weren’t quite right, though. April, for instance, still drove people crazy by not being springtime. And it was in that clammy month that the H-G men took George and Hazel Bergeron’s fourteen-year-old son, Harrison, away.


It was tragic, all right, but George and Hazel couldn’t think about it very hard. Hazel had a perfectly average intelligence, which meant she couldn’t think about anything except in short bursts. And George, while his intelligence was way above normal, had a little mental handicap radio in his ear. He was required by law to wear it at all times. It was tuned to a government transmitter. Every twenty seconds or so, the transmitter would send out some sharp noise to keep people like George from taking unfair advantage of their brains.


George and Hazel were watching television. There were tears on Hazel’s cheeks, but she’d forgotten for the moment what they were about.


On the television screen were ballerinas.


A buzzer sounded in George’s head. His thoughts fled in panic, like bandits from a burglar alarm.


“That was a real pretty dance, that dance they just did,” said Hazel.


“Huh?” said George.


“That dance – it was nice,” said Hazel.


“Yup,” said George. He tried to think a little about the ballerinas. They weren’t really very good – no better than anybody else would have been, anyway. They were burdened with sashweights and bags of birdshot, and their faces were masked, so that no one, seeing a free and graceful gesture or a pretty face, would feel like something the cat drug in. George was toying with the vague notion that maybe dancers shouldn’t be handicapped. But he didn’t get very far with it before another noise in his ear radio scattered his thoughts.


George winced. So did two out of the eight ballerinas.


Hazel saw him wince. Having no mental handicap herself she had to ask George what the latest sound had been.


“Sounded like somebody hitting a milk bottle with a ball peen hammer,” said George.


“I’d think it would be real interesting, hearing all the different sounds,” said Hazel, a little envious. “All the things they think up.”


“Um,” said George.


“Only, if I was Handicapper General, you know what I would do?” said Hazel. Hazel, as a matter of fact, bore a strong resemblance to the Handicapper General, a woman named Diana Moon Glampers. “If I was Diana Moon Glampers,” said Hazel, “I’d have chimes on Sunday – just chimes. Kind of in honor of religion.”


“I could think, if it was just chimes,” said George.


“Well – maybe make ‘em real loud,” said Hazel. “I think I’d make a good Handicapper General.”


“Good as anybody else,” said George.


“Who knows better’n I do what normal is?” said Hazel.


“Right,” said George. He began to think glimmeringly about his abnormal son who was now in jail, about Harrison, but a twenty-one-gun salute in his head stopped that.


“Boy!” said Hazel, “that was a doozy, wasn’t it?”


It was such a doozy that George was white and trembling and tears stood on the rims of his red eyes. Two of the eight ballerinas had collapsed to the studio floor, were holding their temples.


“All of a sudden you look so tired,” said Hazel. “Why don’t you stretch out on the sofa, so’s you can rest your handicap bag on the pillows, honeybunch.” She was referring to the forty-seven pounds of birdshot in canvas bag, which was padlocked around George’s neck. “Go on and rest the bag for a little while,” she said. “I don’t care if you’re not equal to me for a while.”


George weighed the bag with his hands. “I don’t mind it,” he said. “I don’t notice it any more. It’s just a part of me.


“You been so tired lately – kind of wore out,” said Hazel. “If there was just some way we could make a little hole in the bottom of the bag, and just take out a few of them lead balls. Just a few.”


“Two years in prison and two thousand dollars fine for every ball I took out,” said George. “I don’t call that a bargain.”


“If you could just take a few out when you came home from work,” said Hazel. “I mean – you don’t compete with anybody around here. You just set around.”


“If I tried to get away with it,” said George, “then other people’d get away with it and pretty soon we’d be right back to the dark ages again, with everybody competing against everybody else. You wouldn’t like that, would you?”


“I’d hate it,” said Hazel.


“There you are,” said George. “The minute people start cheating on laws, what do you think happens to society?”


If Hazel hadn’t been able to come up with an answer to this question, George couldn’t have supplied one. A siren was going off in his head.


“Reckon it’d fall all apart,” said Hazel.


“What would?” said George blankly.


“Society,” said Hazel uncertainly. “Wasn’t that what you just said?”


“Who knows?” said George.


The television program was suddenly interrupted for a news bulletin. It wasn’t clear at first as to what the bulletin was about, since the announcer, like all announcers, had a serious speech impediment. For about half a minute, and in a state of high excitement, the announcer tried to say, “Ladies and gentlemen – ”


He finally gave up, handed the bulletin to a ballerina to read.


“That’s all right –” Hazel said of the announcer, “he tried. That’s the big thing. He tried to do the best he could with what God gave him. He should get a nice raise for trying so hard.”


“Ladies and gentlemen” said the ballerina, reading the bulletin. She must have been extraordinarily beautiful, because the mask she wore was hideous. And it was easy to see that she was the strongest and most graceful of all the dancers, for her handicap bags were as big as those worn by two-hundred-pound men.


And she had to apologize at once for her voice, which was a very unfair voice for a woman to use. Her voice was a warm, luminous, timeless melody. “Excuse me – ” she said, and she began again, making her voice absolutely uncompetitive.


“Harrison Bergeron, age fourteen,” she said in a grackle squawk, “has just escaped from jail, where he was held on suspicion of plotting to overthrow the government. He is a genius and an athlete, is under–handicapped, and should be regarded as extremely dangerous.”


A police photograph of Harrison Bergeron was flashed on the screen – upside down, then sideways, upside down again, then right side up. The picture showed the full length of Harrison against a background calibrated in feet and inches. He was exactly seven feet tall.


The rest of Harrison’s appearance was Halloween and hardware. Nobody had ever worn heavier handicaps. He had outgrown hindrances faster than the H–G men could think them up. Instead of a little ear radio for a mental handicap, he wore a tremendous pair of earphones, and spectacles with thick wavy lenses. The spectacles were intended to make him not only half blind, but to give him whanging headaches besides.


Scrap metal was hung all over him. Ordinarily, there was a certain symmetry, a military neatness to the handicaps issued to strong people, but Harrison looked like a walking junkyard. In the race of life, Harrison carried three hundred pounds.


And to offset his good looks, the H–G men required that he wear at all times a red rubber ball for a nose, keep his eyebrows shaved off, and cover his even white teeth with black caps at snaggle–tooth random.


“If you see this boy,” said the ballerina, “do not – I repeat, do not – try to reason with him.”


There was the shriek of a door being torn from its hinges.


Screams and barking cries of consternation came from the television set. The photograph of Harrison Bergeron on the screen jumped again and again, as though dancing to the tune of an earthquake.


George Bergeron correctly identified the earthquake, and well he might have – for many was the time his own home had danced to the same crashing tune. “My God –” said George, “that must be Harrison!”


The realization was blasted from his mind instantly by the sound of an automobile collision in his head.


When George could open his eyes again, the photograph of Harrison was gone. A living, breathing Harrison filled the screen.


Clanking, clownish, and huge, Harrison stood in the center of the studio. The knob of the uprooted studio door was still in his hand. Ballerinas, technicians, musicians, and announcers cowered on their knees before him, expecting to die.


“I am the Emperor!” cried Harrison. “Do you hear? I am the Emperor! Everybody must do what I say at once!” He stamped his foot and the studio shook.


“Even as I stand here –” he bellowed, “crippled, hobbled, sickened – I am a greater ruler than any man who ever lived! Now watch me become what I can become!”


Harrison tore the straps of his handicap harness like wet tissue paper, tore straps guaranteed to support five thousand pounds.


Harrison’s scrap–iron handicaps crashed to the floor.


Harrison thrust his thumbs under the bar of the padlock that secured his head harness. The bar snapped like celery. Harrison smashed his headphones and spectacles against the wall.


He flung away his rubber–ball nose, revealed a man that would have awed Thor, the god of thunder.


“I shall now select my Empress!” he said, looking down on the cowering people. “Let the first woman who dares rise to her feet claim her mate and her throne!”


A moment passed, and then a ballerina arose, swaying like a willow.


Harrison plucked the mental handicap from her ear, snapped off her physical handicaps with marvelous delicacy. Last of all, he removed her mask.


She was blindingly beautiful.


“Now” said Harrison, taking her hand, “shall we show the people the meaning of the word dance? Music!” he commanded.


The musicians scrambled back into their chairs, and Harrison stripped them of their handicaps, too. “Play your best,” he told them, “and I’ll make you barons and dukes and earls.”


The music began. It was normal at first – cheap, silly, false. But Harrison snatched two musicians from their chairs, waved them like batons as he sang the music as he wanted it played. He slammed them back into their chairs.


The music began again and was much improved.


Harrison and his Empress merely listened to the music for a while – listened gravely, as though synchronizing their heartbeats with it.


They shifted their weights to their toes.


Harrison placed his big hands on the girl’s tiny waist, letting her sense the weightlessness that would soon be hers.


And then, in an explosion of joy and grace, into the air they sprang!


Not only were the laws of the land abandoned, but the law of gravity and the laws of motion as well.


They reeled, whirled, swiveled, flounced, capered, gamboled, and spun.


They leaped like deer on the moon.


The studio ceiling was thirty feet high, but each leap brought the dancers nearer to it. It became their obvious intention to kiss the ceiling.


They kissed it.


And then, neutralizing gravity with love and pure will, they remained suspended in air inches below the ceiling, and they kissed each other for a long, long time.


It was then that Diana Moon Glampers, the Handicapper General, came into the studio with a double-barreled ten-gauge shotgun. She fired twice, and the Emperor and the Empress were dead before they hit the floor.


Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told them they had ten seconds to get their handicaps back on.


It was then that the Bergerons’ television tube burned out.


Hazel turned to comment about the blackout to George.


But George had gone out into the kitchen for a can of beer.


George came back in with the beer, paused while a handicap signal shook him up. And then he sat down again. “You been crying?” he said to Hazel.


“Yup,” she said,


“What about?” he said.


“I forget,” she said. “Something real sad on television.”


“What was it?” he said.


“It’s all kind of mixed up in my mind,” said Hazel.


“Forget sad things,” said George.


“I always do,” said Hazel.


“That’s my girl,” said George. He winced. There was the sound of a riveting gun in his head.


“Gee – I could tell that one was a doozy,” said Hazel.


“You can say that again,” said George.


“Gee –” said Hazel, “I could tell that one was a doozy.”

http://instruct.westvalley.edu/lafave/hb.html


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Quote:

Is that so hard to understand. It baffles me the logic used when discussing how to teach our young people.



IMHO, it's not about how to teach them. I think educators have made great strides in actually how to teach kids, understanding that kids learn differently, developing different methods that help each kid, etc... I think we've come A LONG WAY as far as that goes... it's how we grade them and hold them accountable and teach them self-discipline that sucks. And our complete butchering of how important self-esteem is and how it is manifested is a total joke.


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Quote:

Harrison Bergeron
by Kurt Vonnegut (1961)




I read this short story as a freshman in high school. I pretty much HATE reading anything, and I've only read this once ... but for some reason I always remember this pretty vividly. The story itself is also kind of dumb (kissing the ceiling and then getting shot with a shotgun) .. but the basic premise always sticks in my mind, where our society wants to try and make everyone "equal" ... and then you see it actually happening little by little.

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*Must resist urge to talk smack outside of the shack*

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Pittsburgh Public Schools officials




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I agree with you.

The teaching methods are great. You are right, the difference in the way I was taught and the way teachers teach now are night and day, there have been great strides made in the way we study students and how we get them involved.

The way we run our schools when it comes to disipline and teaching kids how to be productive citizens are where the problems are.

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Good points. Some questions and other points...

Do we all relize what teachers and administrators can and can't do when it comes to disapline in schools today?

Are we all aware of the pass or fail power rights kids and parents have theses days? Can a student be held back against the parents wishes?

What percent of the kids K-12 are prepared, ( supported, fed, well rested, undertand respect, are properly disaplined, recieve proper hygene and are generally ready by their parents), when they hit the schools gates in the morning, on the first day of school or any day?

What are the most recent passing or graduating percentages form grade to grade from K-12 accross the country?

How does a teacher possibly provide a quality education for our youth, day in and day out, with 25 or more students in thier class, not enough provided supplies for thier studnets, no or few aids or parent voulenteers and more than half of thier students coming to class not capable or ready?

Caca in is caca out. You can't water a rock and expect it to grow.

Just making sure we are all on the same page before we state making general blanket type statmenets about public or any formal school.

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Boise based on what you said here, we are on the same page..

Quote:

Do we all relize what teachers and administrators can and can't do when it comes to disapline in schools today?



I know you can't whack 'em... but you can discipline without beating them... however the effect of that discipline is going to be directly related to how well disciplined they are at home...

Quote:

Are we all aware of the pass or fail power rights kids and parents have theses days? Can a student be held back against the parents wishes?



If you are talking about soft minded administrators... yea I fully agree that they are a much bigger problem than the teachers themselves.... why? In large part because school boards are elected... and from the local school board to the federal government, you can't run on the platform of, "I'm going to make your life more difficult, challenge you to do better and hold you accountable." That platform doesn't work.... the platform that does work on all of those levels is.. "If we only had more money, things would be better.. and don't worry, it's not your fault, it's somebody elses fault that you child didn't get enough sleep, doesn't do their homework, had a Snickers bar and a Dr. Pepper for breakfast and talks back to the teacher, etc. It's societies fault, it's their friends fault, it's the pressure that's put on them... it's George Bush's fault.. " (sorry, couldn't resist.. ) Yea, I know how that works. Of course part of this is the teachers union too.. who fights holding bad teachers accountable, yea some teachers are just bad... but unless they break laws they seem to be immune from discipline because they are protected by the union... the union whose leaders are picked BY THE TEACHERS... so are the teachers going to pick union leaders that are going to try to raise the expectations of teachers, make their life more difficult, and hold THEM accountable? Again I say, no.

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You can't water a rock and expect it to grow.




So based on this, what you are saying is that the administrators need to grow some stones and tell the parents to straighten up?


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The high school where I teach has a 60 percent as the lowest passing grade on our grade scale. Anything below that is failing, but we can put a 10% on the report card if that's what the student earns.

A few years ago, a student in my class earned a 59%. Normally, if the kid has worked hard and done all the homework, I'll bump them up to the 60 so they pass. In this case, the kid lost over 75 points on incomplete homework, so it was obviously his fault that he failed. When the principal heard this, he said, "I don't like 59's. Either give him the 60 or make it lower. 59 is too close, and I'll have to deal with a parent."

I told him I would only change the grade if he put it in writing that I was required to, which he refused to do. Of course the parent complained and the principal made me the bad guy by telling the parent, "I asked Mr. Patrick to give Johnny the 60, but he refused." What a jerk.

Accountability is definitely going out the window in public ed. today!


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Quote:

I told him I would only change the grade if he put it in writing that I was required to, which he refused to do. Of course the parent complained and the principal made me the bad guy by telling the parent, "I asked Mr. Patrick to give Johnny the 60, but he refused." What a jerk.



I'm just curious, when you explained to them whey he got the 59, how did they react?


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Do you even need to ask?

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I can hope for something different can't I?


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Quote:

A few years ago, a student in my class earned a 59%. Normally, if the kid has worked hard and done all the homework, I'll bump them up to the 60 so they pass. In this case, the kid lost over 75 points on incomplete homework, so it was obviously his fault that he failed.




This happened to me. 59 average for the year. I got A's on all my tests, i did nothing else. Junior year of highschool, had totally different priorities than chemistry......... Went to summer school and it was one of the best things that ever happened to me. I just graduated college with a gpa of 3.4, the school i went to was good because my uncle was on the board of directors. In many ways i cheated the system, i shouldn't have ever been allowed to go there, but I saw it as my second chance and wasn't going to screw it up.

I graduated with a degree in history and secondary ed. Teaching isn't what i'm planning on doing yet at least, but one thing I learned while doing it is that it is the STUDENTS who earn the grade. That kid earned a 59, period.

You did the right thing, it's not your fault, it's the idiot kid's.


AND I agree with DC, teaching has come a far way. It's the other things that go along with it which are messy. The babying and the way that we have misconstrued how to help a kid's self-esteem. A lot of this comes down to the school's themselves, but a lot goes on parents and our culture.

Everyone talks about how to fix our school systems and how kids are failing. If there was just some freakin way to make doing the work mandatory we'd go a lot further. Like may be mandatory afterschool homework sessions where someone knows the exact assignments the kids have and monitors them actually doing it instead of half-a(doublemoneysigning) it. That could be seen as babying right there, but at least it would guarentee that they are putting in the effort. Do this from elementary school and it would pay off, no matter how much extra we're paying in taxes.

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Schools aren't really about education as much as they are about conditioning children to conform to society.

Case in point; when I was in my Sophomore year of high school I was taking an algebra class. I ended the class with a 97% average on all my tests and quizzes---all A's, high A's. But I did not turn in one homework assignment---and my teacher failed me.

It wasn't about me knowing the material, as much as it was me doing what I was told. School is all about jumping through hoops anymore and I find it quite ridiculous. I got a C in a college history class a few quarters ago simply b/c I didn't attend every class. I got A's on all my tests and papers--but b/c I didn't follow the attendance rule they docked my grade to a C.

I find it ridiculous.


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well there are rules and guidelines to follow. that's like doing a good job at work but coming in when you feel like it. you do it enough times, more than likely you're going to be fired.

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Quote:

I find it ridiculous.




I find it rediculous that you don't inform yourself as to what counts towards what in the classes you take. If homework counted for so much in your algebra class, you should have been smart enough to do it.

I also find it rediculous that you're paying for a history class and not going. Think about the money that you are wasting. That's rediculous.

I don't miss classes anymore and i always do my homework now because of a similar situation to your algebra. Sure, I was smart enought to do better than everyone else on the test, but i did nothing else. So I failed. What is required of you is generally explained, and you know how many classes you are allowed to miss. You also know how much homework counts as.

As I was saying before, teachers don't just give students grades, students give generally earn the grades that they get. You didn't go to class, that's why your grade went down. You didn't do your homework, that's why your grade went down.

When I had to input grades into the gradebook for my students, I had a lot more trouble writing down a bad grade for a kid who paid attention in class and cared about doing well. I generally didn't have much trouble with the kids who put in less effort.


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Quote:

Schools aren't really about education as much as they are about conditioning children to conform to society.

Case in point; when I was in my Sophomore year of high school I was taking an algebra class. I ended the class with a 97% average on all my tests and quizzes---all A's, high A's. But I did not turn in one homework assignment---and my teacher failed me.

It wasn't about me knowing the material, as much as it was me doing what I was told. School is all about jumping through hoops anymore and I find it quite ridiculous. I got a C in a college history class a few quarters ago simply b/c I didn't attend every class. I got A's on all my tests and papers--but b/c I didn't follow the attendance rule they docked my grade to a C.

I find it ridiculous.




I actually used to share your same delusions. I've never had to study anything to do well. I took the S.A.T.'s in 7th grade, and at the time scored well enough to gain entrance to any state college in the country and was offered a full ride to Northwestern when I graduated high school... I was told I just had to carry a C average to graduation. I was able to sleep through any class I ever had on any topic and ace every test, but I never did homework and later on, I rarely showed up for classes... yet I always aced the tests.

Inexplicably to me at the time, I somehow still failed all of those classes. In the 1st half of my 2nd Junior year, I even managed to carry a 0.00 GPA as a result of it.

What I failed to grasp at the time, 20 years ago now, is that school is more than shoving information into a child's head... it is about preparing them for their life ahead..... information & knowledge is simply a part of that. Knowing what and how to do anything and everything is utterly useless to anyone and everyone, especially those that will be your employer. If you lack the self-discipline to show up and apply the knowledge and skills that come so easily to the work they assign you, regardless of how mundane you feel it may be, you and your wealth of knowledge and abilities are completely worthless.

Dude, as scary as it is, you remind me an AWFUL lot of myself when I was in my teens & 20's... stupid, relentless drug culture rhetoric and all. I got news for ya, you're wrong... but if you really are like me as I suspect you are, I also know that this is wasted on you right now as the one thing you/I can't learn is lessons from the mistakes of others and you will have to figure it all out on your own over time.


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... there goes Joe Thomas, the best there ever was in this game.

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j/c. I used to be like how a lot of you described yourselves. Ace the tests but never do any work. However, I've focused myself and go to all my classes and turn in the work. It's like everyone in here said, it's not about doing well on the tests, it's about showing you have the discipline to go in and do the work each day.


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