What good is technology if it doesn't help with education? Does it even educate?
- Re: NYTimes.com Article: A Miracle Revisited: Gains
in Houston Schools: How Real Are They?
Sub-title? What good is High-Tech if it doesn't
--- joschka fischer a écrit : > This article from
> has been sent to you by grabarowic@... .S-Curves, nano-nonsense and faster cpus, leave us not
> Ah...in all our discussions of singularities,
forget the "FUTURE" of education.
>Clifford Stalls' Book: Silicon Snake Oil.
> With all these high-tech gadgets,
> and innovation ( or so they tell us )
> why did America rush to judgement and
> make the Texas Educational paradigm
> national law, only to find out that
> the Texas Educational system, much like
> the former Texas Governer's new clothe's
> were at best "Moth Mottled"?
> Comments on technology and if it has anything
> "Positive" to do with education are welcomed.
> However I will throw in your faces, yet again - Mr.
> joschka fischer
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>=== message truncated ===
> A Miracle Revisited: Gains in Houston Schools: How
> Real Are They?
> December 3, 2003
> By DIANA JEAN SCHEMO and FORD FESSENDEN
> HOUSTON As a student at Jefferson Davis High
> Rosa Arevelo seemed the "Texas miracle" in motion.
> years of classroom drills, she passed the high
> school exam
> required for graduation on her first try. A program
> college prep courses earned her the designation
> At the University of Houston, though, Ms. Arevelo
> discovered the distance between what Texas public
> called success and what she needed to know. Trained
> write five-paragraph "persuasive essays" for the
> exam, she was stumped by her first writing
> assignment. She
> failed the college entrance exam in math twice, even
> with a
> year of remedial algebra. At 19, she gave up and
> went to
> trade school.
> "I had good grades in high school, so I thought I
> could do
> well in college," Ms. Arevelo said. "I thought I was
> getting a good education. I was shocked."
> In recent years, Texas has trumpeted the academic
> gains of
> Ms. Arevelo and millions more students largely on
> the basis
> of a state test, the Texas Assessment of Academic
> or TAAS. As a presidential candidate, Texas's former
> governor, George W. Bush, contended that Texas's
> methods of
> holding schools responsible for student performance
> brought huge improvements in passing rates and
> strides in eliminating the gap between white and
> The claims catapulted Houston's superintendent, Rod
> to Washington as education secretary and made Texas
> a model
> for the country. The education law signed by
> President Bush
> in January 2002, No Child Left Behind, gives public
> 12 years to match Houston's success and bring
> virtually all
> children to academic proficiency.
> But an examination of the performance of students in
> Houston by The New York Times raises serious doubts
> the magnitude of those gains. Scores on a national
> that Houston students took alongside the Texas exam
> 1999 to 2002 showed much smaller gains and falling
> in high school reading.
> Compared with the rest of the country, Houston's
> gains on
> the national exam, the Stanford Achievement Test,
> modest. The improvements in middle and elementary
> were a fraction of those depicted by the Texas test
> were similar to those posted on the Stanford test by
> students in Los Angeles.
> Over all, a comparison of the performance of Houston
> students who took the Stanford exam in 2002 and in
> showed most did not advance in relation to their
> counterparts across the nation. More than half of
> either remained in the same place or lost ground in
> and math.
> "Is it better or worse than what's going on anywhere
> said Edward H. Haertel, a professor of education at
> Stanford University. "On average it looks like it's
> Stanford University has no relationship to the test.
> In an interview, Dr. Paige defended Texas's system,
> that it had gradually raised the standards for
> success over
> the last 20 years. "Texas measures far more than
> skills," he said. "The bar is far above what other
> districts use."
> But questions about Houston's accomplishments are
> increasing. In June, the Texas Education Agency
> rampant undercounting of school dropouts. Houston
> officials have also been accused of overstating how
> high school graduates were college bound and of
> failing to
> report violent crimes in schools to state
> The Houston officials strenuously defend the
> Kathryn Sanchez, head of assessment for Houston's
> said students were doing well on both the Texas exam
> the Stanford test, given the city's large number of
> and minority students. Ms. Sanchez said that Houston
> students had also done well on the National
> Assessment of
> Educational Progress, a federally mandated test
> referred to as "the nation's report card."
> On that test, fourth graders in Houston and New York
> children in four other cities in writing, to score
> at the
> national average. Fourth graders in New York and
> also led children in other cities in reading, yet
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