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View Diary: Report Exposes DeVos Plot To Destroy Public Education (176 comments)

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  •  Public schools can't do the job. (0+ / 0-)
    "If the public school were allowed to use those methods (rather than being saddled with the no-educated-child-left rubric), and were allowed much smaller class sizes, the students would do better there."

    First, charter schools are subject to NCLB, also.

    Second, Public schools had plenty of time to try other methods during the 20 years before NCLB. They didn't.

    "Charters catering to well-off communities and to middle-income and upper-income inner-city students do no better (and often do worse) than public schools."

    I didn't click your link, but I'll take your word for it that this is true. My answer: <strong>Who Cares? The suburbs have great public schools already. There is no need for charters.

    "Regarding the inner-city schools...starting entirely new schools just to offer a different methodology...is not an effective use of our tax dollars when the same changes could be implemented for all students."

    No, they can't be "implemented" for all students. It is politically impossible. Here in NYC it is politically impossible to fire the bureaucrats who weigh down the cost structure, to shift teachers around, to cancel the lucrative textbook contracts, to raise the taxes needed to shrink class size.

    Charter schools solve this problem by going around the mess. It is not an elegant solution, but it is the only one that we have.

    •  Yes, they can, if parents organize (0+ / 0-)

      First: Charter schools do NOT have to comply with NCLB. There is a suggestion (official term: regulatory guidance) which is NOT law that states should consider applying the NCLB rules to charters. There is no law requiring it, and most states don't require it. If they did, experimental schools (such as those that focus on engineering, or the arts, for example) simply could not exist.

      Second: charters do NOT have to accept all students - they have the privilege of cherry-picking.

      Third: Public schools have been decimated since Reagan took office and started screwing with public funding.

      These cutbacks had a disastrous effect on cities with high levels of poverty and limited property tax bases, many of which depended on federal aid. In 1980 federal dollars accounted for 22 percent of big city budgets. By the end of Reagan’s second term, federal aid was only 6 percent.

      The consequences were devastating to urban schools and libraries, municipal hospitals and clinics, and sanitation, police and fire departments – many of which had to shut their doors.

      You can't cut the budget every single year for more than 30 years, while simultaneously forcing "standards" that continuously reduce the avenues for flexibility, and still expect the schools to somehow rise above all that silly funding and regulation stuff. Tie their hands, and their hands will still be tied, no matter how much you yell at them.

      Fourth: Politics is decided by the people in the community who choose to fight. When enough parents make enough noise, things will change. Things become politically possible when the polity makes them so.

      Fifth: Once again, you are arguing for the false premise that the average school-wide score on a test that is scored via well-documented fraudulent means has ANY implications for the quality of education your child will receive.

      And finally: The one most consistent factor in predicting a child's educational attainment is the parents' active engagement in the child's education. Siphoning money away from the community to achieve a goal you can attain by simply being engaged is likely to make no difference at all to your child, while it promises to be devastating to an already reeling school system.

      •  All of your points... (0+ / 0-)

        ...except #3 and #6 are simply not true in NYC. Here in NYC we have specific political problems that for which Charters are a well-documented working solution.

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