Gaming the System

Here’s how the educrats in Sacramento make it look like they are actually doing their jobs:

Will C. Wood Middle School faced a vexing situation when last year’s test results came out in August. Most students had met the mark set by No Child Left Behind. But African American students’ math scores fell far short of it, bringing the school into failing status in the eyes of the federal law.

One hundred students were categorized as black when they took the test last spring. But if the school had fewer than 100 students in that group, their low scores wouldn’t count. So Principal Jim Wong reviewed the files of all the students classified as African American on the test, he said, and found that four of them had indicated no race or mixed race on their enrollment paperwork. Wong sent his staff to talk to the four families to ask permission to put the kids in a different racial group.

“You get a kid that’s half black, half white. What are you going to put him down as?” Wong said. “If one kid makes the difference and I can go white, that gets me out of trouble.”

Over the past two years, 80 California schools got “out of trouble” with No Child Left Behind after changing the way they classify their students, a Bee analysis has found. The changes nudged their status from failing to passing under the federal law.

Of course, the obvious solution of actually teaching these children how to count and multiply and divide is not even considered. And apparently the families of these poor ignorant students have no problems with the whole process either. Instead of the outrage of “why aren’t you actually correcting the problem and making sure my son/daughter can perform to standards” they shrug their shoulders. Which is also why their kids are destined to be the garbage workers of tomorrow.

the point of No Child Left Behind lies in separating test scores by race – then demanding educators bring all children to the same level. The law says all major demographic groups – categorized by race, income, English fluency and disability status – must meet test score targets that increase over time. If one group doesn’t meet the target, the entire school faces the stigma of low performance and a series of consequences.

Advocates see the consequences as extra help for struggling students – from after-school tutoring to more time in the classroom to a change in teachers. Many educators, however, view them as punishment.

Yeah, that whole actually doing your job thing interferes with summer holiday doesn’t it? Because the story notes that before NCLB schools could pass their overall test levels and let the blacks and Latinos stew in their stupidity. But the punishment (their word not mine) of working to bring their students up to standard is a lot harder than just calling them something they are not and then not having to do anything about it.

Just when will black parents start demanding something better? About the time that they quit having children at 13 and start actually being families again – instead of serial wombs for the next drug-dealing punk.

Illegal, Non-English Speaking, But Gifted

The Denver Public Schools continue down the path of “diversity” and degrading standards:

 More minority and poor students in Denver are being classified as highly gifted under a new system that gives extra credit to children who are economically disadvantaged or nonnative English speakers.

“It’s a much more holistic look at the kid,” said Diana Howard, principal at Polaris at Ebert, the district’s sole elementary school for the highly gifted and talented. “I wanted this system to look at much more than test scores. This is going to have a huge impact.”

All you need to hear is the world holistic.  That means its a mush-brained bunch of hippie-dippy crap dreamed up by someone who smoked a lot of dope in the 1970s and wants to implemented the stoned standard for all activities.

Here’s how it used to be done:

 Denver is the only district in the metro area that has a program specifically for “highly gifted and talented students.”

To determine who gets into the program, the district previously relied on oral tests that measure a student’s reasoning and IQ.

Here’s the new diverse way of determing that every child is above average:

To make things more equitable, the district now relies on a sum of measures to determine eligibility into the highly gifted program — cognitive tests, annual assessments, reading tests and teacher nominations. Next year, the district will consider artwork and writings.

Also, students get extra points toward entry into the program if English is their second language or if they receive federal meal benefits — a measure of poverty.

 Isn’t that special?  Can you imagine just how entitled these non-special, non English-speaking, non-gifted students will be once they graduate from this gifted program (assuming that everyone graduates of course – otherwise it might harm the student’s self-esteem)?

The money quote that encapsulates the whole thing:

We want to find the gifts that these children have, not exclude them,” she said.