Wednesday, January 16, 2013
Tuesday, January 15, 2013
Thursday, March 1, 2012
Monday, February 20, 2012
Monday, January 16, 2012
Thursday, January 5, 2012
Tuesday, December 27, 2011
Thursday, December 1, 2011
Poor Schools Shortchanged on Funding, Ed. Dept. Says - Politics K-12 - Education Week
This is why locals should demand spending data down to the school level. But, this is hard work and we will not do it. And the shortchanging will continue.
Poor Schools Shortchanged on Funding, Ed. Dept. Says - Politics K-12 - Education Week
Poor Schools Shortchanged on Funding, Ed. Dept. Says - Politics K-12 - Education Week
Sunday, November 27, 2011
A Portrait of the Black Family
This document was prepared by Save America Ministries. The group leader is an attorney, minister, and author.
The popular declaration "figures don't lie but liars sure can figure" or some variation of that statement, must be kept front and center when any set of numbers are pushed forward in support of a position.
But, I have seen many of these figures in other formats, and know them to be fairly reliable. However, I had not seen this arrangement tagged PORTRAIT OF THE BLACK FAMILY. Ouch!
I am inclined to study the message rather than question the motives of the messenger,as is so often the first instinct. Actually, could this document be more correctly titled Moynihan 2010?
If even 1/3 of these allegations are accurate, then another popular saying comes to mind.."Houston, we have a problem."
CLICK THE LINK BELOW TO VIEW THE DOCUMENT.
portrait_black_family_1-28-10.pdf (application/pdf Object)
The popular declaration "figures don't lie but liars sure can figure" or some variation of that statement, must be kept front and center when any set of numbers are pushed forward in support of a position.
But, I have seen many of these figures in other formats, and know them to be fairly reliable. However, I had not seen this arrangement tagged PORTRAIT OF THE BLACK FAMILY. Ouch!
I am inclined to study the message rather than question the motives of the messenger,as is so often the first instinct. Actually, could this document be more correctly titled Moynihan 2010?
If even 1/3 of these allegations are accurate, then another popular saying comes to mind.."Houston, we have a problem."
CLICK THE LINK BELOW TO VIEW THE DOCUMENT.
portrait_black_family_1-28-10.pdf (application/pdf Object)
Friday, November 25, 2011
Friday, November 4, 2011
Can Politicians Really Create Jobs? - NYTimes.com
An excellent read. Clearly there is a need for us to "learn things" during this economic crisis and thus be prepared to participate in the recovery. Black folks, this is a heads-up.
Can Politicians Really Create Jobs? - NYTimes.com
Can Politicians Really Create Jobs? - NYTimes.com
Friday, October 21, 2011
Saturday, October 1, 2011
Improving No Child Left Behind - NYTimes.com
One thing is for sure, without No Child Left Behind, with all its warts, we would not be nearly as focused on education in general, and poor/black children specifically, as we are now. Having acknowledged the laws' impact on the "focus" on education, it will never "fix" education. In my view, there will always be some degree of inequity present as well. However, the inequality should not be "government" driven. Local school district and/or state financing mechanisms should not discriminate against children simply as a result of their zip code.
In addition, I feel so strongly that improved performance within the poor and/or black communities will be driven mainly from within those communities. You can not legislate "desire and motivation." You can facilitate those traits, but you can not create them. The creation of "desire and motivation" come from deep within us. It will take a mass movement nationwide to get that message out, and thus tap into the real power to excel.
Until then, we can tinker with this and other legislation as long as it makes us feel good, but it will not generate improved and sustainable academic outcomes. Your thoughts?
Improving No Child Left Behind - NYTimes.com
In addition, I feel so strongly that improved performance within the poor and/or black communities will be driven mainly from within those communities. You can not legislate "desire and motivation." You can facilitate those traits, but you can not create them. The creation of "desire and motivation" come from deep within us. It will take a mass movement nationwide to get that message out, and thus tap into the real power to excel.
Until then, we can tinker with this and other legislation as long as it makes us feel good, but it will not generate improved and sustainable academic outcomes. Your thoughts?
Improving No Child Left Behind - NYTimes.com
Saturday, September 24, 2011
It Takes a Village - NYTimes.com
Nice to read a warm and fuzzy story about our children once in a while. I like this one.
It Takes a Village - NYTimes.com
It Takes a Village - NYTimes.com
Tuesday, September 13, 2011
Middle-Class Schools Fail to Make the Grade - WSJ.com
The data does not lie but it is often tortured to prove any point. Here the point is poor kids are getting too much of the action and attention.
Middle-Class Schools Fail to Make the Grade - WSJ.com
Middle-Class Schools Fail to Make the Grade - WSJ.com
Saturday, August 27, 2011
ACT Results for 2011
On August 24, 2011 the Louisiana Department of Education (LDE) released 2011 ACT results at the district-level. School level results should follow very shortly.
Caddo produced a composite score of 19.8 for 2011 which is unchanged from 2010.
This compares with a State composite score of 20.2 and a National score of 21.1.
The district results include only public school scores, while the State and Nation results include public and nonpublic school scores.
A review of the state summary report provides some additional information of interest.
By race, black National score 17.0 as compared with a State score of 17.5.
White National score is 22.4 as compared with a State score of 21.7.
Asian National score is 23.6 as compared with a State score of 22.3.
In addition, a recent Education Week (EW) article indicates that 2011 saw at least 25% of test takers meet ACT college-readiness benchmarks. This is up slightly from 24% in 2010.
However, it appears there are still problems with significant gaps in performance. The EW article goes on to state that "But troubling gaps persist, something Mr. Erickson said "reflects the inequity of the rigor of the curriculum and of school systems as a whole." Only 4 percent of African-American students met the ACT's college-readiness benchmarks in all four subjects, for instance, compared with 11 percent of Hispanic students, 31 percent of white students, and 41 percent of Asian students."
This site advocates for blacks aiming for a 24 on the ACT. Such a score is associated with higher college completion rates. In addition, if black students would elect the TOPS curriculum, a 24 score(although not required) would earn much needed merit financial aid.
Results will not improve unless and until we first seriously set high expectations for ourselves and then strive to hit the mark.
Caddo produced a composite score of 19.8 for 2011 which is unchanged from 2010.
This compares with a State composite score of 20.2 and a National score of 21.1.
The district results include only public school scores, while the State and Nation results include public and nonpublic school scores.
A review of the state summary report provides some additional information of interest.
By race, black National score 17.0 as compared with a State score of 17.5.
White National score is 22.4 as compared with a State score of 21.7.
Asian National score is 23.6 as compared with a State score of 22.3.
In addition, a recent Education Week (EW) article indicates that 2011 saw at least 25% of test takers meet ACT college-readiness benchmarks. This is up slightly from 24% in 2010.
However, it appears there are still problems with significant gaps in performance. The EW article goes on to state that "But troubling gaps persist, something Mr. Erickson said "reflects the inequity of the rigor of the curriculum and of school systems as a whole." Only 4 percent of African-American students met the ACT's college-readiness benchmarks in all four subjects, for instance, compared with 11 percent of Hispanic students, 31 percent of white students, and 41 percent of Asian students."
This site advocates for blacks aiming for a 24 on the ACT. Such a score is associated with higher college completion rates. In addition, if black students would elect the TOPS curriculum, a 24 score(although not required) would earn much needed merit financial aid.
Results will not improve unless and until we first seriously set high expectations for ourselves and then strive to hit the mark.
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