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So it takes more than money?

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  • rogerf85
    ... no kidding: See article by Norton Grubb t sfgate.com -- http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2009/05/20/ED3B17N6EQ.DTL&type=education I think
    Message 1 of 2 , May 20, 2009
      ... no kidding: See article by Norton Grubb t sfgate.com -- http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2009/05/20/ED3B17N6EQ.DTL&type=education
      I think he hits the spot.

      "Five key factors show why money and outcomes are only weakly linked. First, all too often, money is wasted. It's spent on ineffective resources, promising reforms that new principals or superintendents reverse, or is spent without any plan.

      Second, sometimes schools and districts spend money on expensive, but counterproductive practices such as traditional vocational education, remedial programs, poorly conceived after-school programs or ineffective curricula.

      Third, many schools fail to understand the importance of instructional quality. This includes teacher control of the curriculum, support for innovation and teaching with more conceptual approaches.

      Fourth, schools and districts often ignore a range of abstract resources, from school climate (the relationships needed to make a school dedicated to academic improvement), to student commitment and trust, to the coherence of the curriculum (i.e., it is developed from a compatible set of assumptions about education) and the stability of the students (students who interrupt their education with frequent moves don't learn as well, often disrupt class and are at risk for dropping out.)

      Finally, almost no one pays much attention to diagnosing, and then correcting, the specifically racial and ethnic dimensions of achievement gaps among white, Asian American, African American and Latino students.

      For resources to be effective, they must be used with vision, leadership, cooperation from everyone in a school and district support. No store or Web site sells high quality teaching or improved school climate."
    • Charles Rachlis
      Which speaks to the point that the No Child Left Alive program and the prepare for the test methodology that has stripped education today of its art and
      Message 2 of 2 , May 20, 2009
        Which speaks to the point that the No Child Left Alive program and the prepare for the test methodology that has stripped education today of its 'art and science' and left us with a one size fits none system that neglects the most in need of help and barely meets the needs of the upwardly mobile.  It's time to dump systems that don't work and free teachers up to teach.

        --- On Wed, 5/20/09, rogerf85 <rogerf85@...> wrote:

        From: rogerf85 <rogerf85@...>
        Subject: [wccusdtalk] So it takes more than money?
        To: wccusdtalk@yahoogroups.com
        Date: Wednesday, May 20, 2009, 2:22 PM
























        ... no kidding: See article by Norton Grubb t sfgate.com -- http://www.sfgate com/cgi-bin/ article.cgi? f=/c/a/2009/ 05/20/ED3B17N6EQ .DTL&type= education

        I think he hits the spot.



        "Five key factors show why money and outcomes are only weakly linked. First, all too often, money is wasted. It's spent on ineffective resources, promising reforms that new principals or superintendents reverse, or is spent without any plan.



        Second, sometimes schools and districts spend money on expensive, but counterproductive practices such as traditional vocational education, remedial programs, poorly conceived after-school programs or ineffective curricula..



        Third, many schools fail to understand the importance of instructional quality. This includes teacher control of the curriculum, support for innovation and teaching with more conceptual approaches.



        Fourth, schools and districts often ignore a range of abstract resources, from school climate (the relationships needed to make a school dedicated to academic improvement) , to student commitment and trust, to the coherence of the curriculum (i.e., it is developed from a compatible set of assumptions about education) and the stability of the students (students who interrupt their education with frequent moves don't learn as well, often disrupt class and are at risk for dropping out.)



        Finally, almost no one pays much attention to diagnosing, and then correcting, the specifically racial and ethnic dimensions of achievement gaps among white, Asian American, African American and Latino students.



        For resources to be effective, they must be used with vision, leadership, cooperation from everyone in a school and district support. No store or Web site sells high quality teaching or improved school climate."






























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