Teachers Foresee `Retention Time Bomb'
This just in from the Miami Herald: making students actually qualify for advancement, rather than simply pushing them ahead as the years go by, is more difficult.
No shit. They figured it out all by themselves.
The only mystery left to solve is, why do they think of this as a bad thing? A student being disruptive to his classmates because he is sixteen years old and in the seventh grade is a student who needs to go ahead and drop out, not because he is stupid, not because he is destined to fail, but because he obviously -- for whatever reason or combination of reasons -- is unable to acheive within the established parameters of the public school system.
I myself suffered from this very problem when I was younger, and while no one would argue that I was a stupid kid (onthe contrary, I was constantly deluged with pep talks about how much *potential* I was wasting) no one could deny the fact that I was failing, miserably and repeatedly. Things seemed to have worked out for me reasonably well despite having left school after my second attempt at the tenth grade, and although another child's situation might be different from mine, the fact that situations vary from person to person is the precise underlying reason why public education, the mother of all one-size-fits-all public programs, simply doesn't work.
Phaedrus
This just in from the Miami Herald: making students actually qualify for advancement, rather than simply pushing them ahead as the years go by, is more difficult.
No shit. They figured it out all by themselves.
The only mystery left to solve is, why do they think of this as a bad thing? A student being disruptive to his classmates because he is sixteen years old and in the seventh grade is a student who needs to go ahead and drop out, not because he is stupid, not because he is destined to fail, but because he obviously -- for whatever reason or combination of reasons -- is unable to acheive within the established parameters of the public school system.
I myself suffered from this very problem when I was younger, and while no one would argue that I was a stupid kid (onthe contrary, I was constantly deluged with pep talks about how much *potential* I was wasting) no one could deny the fact that I was failing, miserably and repeatedly. Things seemed to have worked out for me reasonably well despite having left school after my second attempt at the tenth grade, and although another child's situation might be different from mine, the fact that situations vary from person to person is the precise underlying reason why public education, the mother of all one-size-fits-all public programs, simply doesn't work.
Phaedrus