Paint It Black

8 Replies to “Paint It Black”

1. Statement from DFER:

   “The last thing we need is someone stepped [sic] in a culture that for far too long tolerated mediocrity and placed harmony ahead of progress.While Ms. Black’s style may differ from Chancellor Klein’s, we firmly believe that Mayor Bloomberg’s unwaivering [sic] commitment to reform will shine through.That is what our schools need.And given her proven ability to manage people, manage large organizations, and implement change, the skills and approach she will bring to the job far surpasses [sic] any statutory preference for someone with a history in the education world.”

   Wow! Nice grammar! Were the DFER folks past graduates from NYC high schools and provided evidence of the low standards of NYC high schools?

2. That’s a reductionist and snarky argument. We don’t need that on Eduwonk.

   “Keeping It Clean For 11 Years Straight.”

3. I find it puzzling that so many people keep saying that New York schools have improved. My understanding is that scores on the NAEP have been flat, Regent tests are no better, high school graduations have not improved and SAT, ACT are no higher. What gives?

   See “New York schools have failed the test” National Times (Sydney) Nov. 12, 2010

4. Linda,
   New York Times
   Nov 10th, 2010
   http://www.nytimes.com/2010/11/10/nyregion/10klein.html?_r=2&pagewanted=1&ref=todayspaper
   paragraphs 29-31 (out of 33) The opposition was further emboldened when the state announced this summer that the test scores on which Mr. Klein’s accountability system hinged were inflated because the exams had grown too easy to pass.

   A correction brought test scores nearly back to the starting levels of the mayor’s tenure, replacing a narrative of historic gains with one of slow progress.

   While Mr. Bloomberg and Mr. Klein said their achievements — opening 470 new schools, and raising graduation rates by 20 percent, for example — were beyond question, they acknowledged that there was much more to be done.

5. It turns out that the increase in graduation rates was due to handing out credits thru credit recovery programs to any one who could breather.

   The right-wingers follow Paige’s example–cook the books, take credit, make some cash, then hit the speaking tour. Don;t worry about whether kids actually learned anything.

6. Hopefully the general public is beginning to see what a lot of us see: The “reform” movement is mostly about money and manipulation of data, also known as “smoke and mirrors.”

7. The Anti-Chris:

   “Wow! Nice grammar! Were the DFER folks past graduates from NYC high schools and provided evidence of the low standards of NYC high schools?”

   Not only is this childish (as is your handle), but you also made a couple grammatical errors in your latest comment. What does that say about you?

   *****

   Linda:

   “I find it puzzling that so many people keep saying that New York schools have improved. My understanding is that scores on the NAEP have been flat, Regent tests are no better, high school graduations have not improved and SAT, ACT are no higher. What gives?”

   As already evidenced on this blog, whatever your understanding entails, reality tends to disagree:

   1) Most of the NAEP scores have steadily increased:

   +11 since 2003 (Math, Grade 4)
   +11 since 2002 (Reading, Grade 4)
   +7 since 2003 (Math, Grade 8)

   The only wash was in Reading, Grade 8.

   And before someone chimes in with another bogus argument about error, yes these are statistically significant differences (as they were when we did this little dance over DCPS test scores).

   2) High school graduations HAVE improved– that is a fact. What you are implying here is that the graduation rate is being artificially bolstered, but you are not giving evidence for why we should take the claim seriously.

   3) SAT/ACT scores are poor measures of student achievement since they are taken by a self-selected group of students, rather than a more representative sample.

   4) For the love of all that is good and wholesome in the world: STOP CITING EDITORIALS AS EVIDENCE.

   *****

   Phillip:

   Not sure what your added emphasis is supposed to suggest: is it that “slow progress” means that schools have not improved?

   *****

   The Anti-Chris (again…):

   Give the evidence for that claim.

   *****

   Linda (again…):

   “Hopefully the general public is beginning to see what a lot of us see: The “reform” movement is mostly about money and manipulation of data, also known as “smoke and mirrors.””

   I think they’d be more willing to buy what you’re selling if you were to give yourself a rhetorical leg to stand on every once in a while.

8. and curse your emoticons, eduwonk.

   Grade 8) –> Grade 8