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> From: arn-l-owner@interversity.org
> Reply-To: arn-l@interversity.org
> To: arn-l@interversity.org
> Subject: [arn-l Digest] Vol. 3 No. 81 Messages: 6
> Date: Wed, 29 Mar 2006 05:20:58 -0600
>
> ARN-L Daily Digest
> Volume 3 : Issue 81 : "text" Format
>
> Messages in this Issue:
>   200603/217: Voices of Dissent: Interview With Susan Ohanian
>     Peter Campbell
>   200603/218: Developmental Tutoring??
>     Horn, James
>   200603/220: Re: Developmental Tutoring??
>     donna gastin
>   200603/219: Re: Developmental Tutoring??
>     ABurke5054
>   200603/221: Fwd: CEP's Annual Report on NCLB
>     Peter Campbell
>   200603/222: Re: Times article on NCLB narrowing curriculum prompts great 
> LTEs
>     Peter Campbell
>
> ----------------------------------------------------------------------
>
> Date: Tue, 28 Mar 2006 07:17:22 -0600
> From: Peter Campbell <campbellp@mail.montclair.edu>
> To: ARN State <ARN-state@yahoogroups.com>,
> 	ARN Main List <arn-l@interversity.org>,
> 	arn2-strategy <arn2-strategy@yahoogroups.com>
> Subject: Voices of Dissent: Interview With Susan Ohanian
> Message-ID: <42F0DFA0-2F7F-413F-A742-D8BDEFFB6C92@mail.montclair.edu>
>
> "All I know is if teachers remain silent, they are going to lose
> their profession. In many cases, the profession is dead: when you're
> reading a script, you are not a professional."
>
> http://netdrive.montclair.edu/~campbellp/susan_ohanian.mp3
>
> In my interview with her, Susan Ohanian calls on teachers,
> professional organizations, and unions to speak out against high-
> stakes testing. As she says, "You certainly can't be an activist if
> your mouth is shut."
>
> If you are a fledgling activist or just need a kick in the pants to
> get organized or stay organized, this is what you are looking for!
> Susan is an inspiration to us all.
>
> Peter Campbell
>
> ------------------------------
>
> Date: Tue, 28 Mar 2006 10:56:00 -0500
> From: "Horn, James" <jhorn@monmouth.edu>
> To: <arn-l@interversity.org>
> Subject: Developmental Tutoring??
> Message-ID: 
> <646CCA15396FD24586392DB998CCF021038202D9@WLB-EXCH-VS-01.monmouth.edu>
>
>
> View As Web Page
> The unadulterated idiocy of the testocrats is clearly without pretense or 
> remorse. These score-keeping visionaries are nuts and proud of it.
>
> In Indiana as elsewhere, there are plans for kindergarten and pre-K 
> standardized tests, and now there is talk of remediation children who are 
> "struggling" to develop:
>
>     "Currently, Indiana students start taking yearly ISTEP tests -- which 
> are given each fall -- in third grade. But [State Superintendent] Reed said 
> there are benefits to testing children in kindergarten, first and second 
> grade.
>
>     A kindergartner might not be able to use a No. 2 pencil to fill in 
> bubbles marking multiple-choice answers -- or even read such a test -- but 
> there are other ways to test young children.
>
>     One short test shows a set of pictures to kindergartners, who are 
> asked which picture begins with a certain sound. The results can help 
> teachers and parents work with struggling students to improve basic 
> alphabet skills before moving on to more difficult material."
>
>
> So let's see if I have this right--let's find an intervention strategy for 
> developmental differences in cognition!! Is that the game? WHERE ARE THE 
> MENTAL HEALTH PROFESSIONALS? Yes, to save the children, but more 
> importantly, to lock away these insane officials before they can do more 
> damage.
>
> Ms. Reed--get thee to a nuttery!!
>
>
> [Attachment of type text/html removed.]
>
> ------------------------------
>
> Date: Tue, 28 Mar 2006 09:38:14 -0800 (PST)
> From: donna gastin <velikathevamp2@yahoo.com>
> To: arn-l@interversity.org
> Subject: Re: Developmental Tutoring??
> Message-ID: <20060328173815.25174.qmail@web50605.mail.yahoo.com>
>
>
>
> "Horn, James" <jhorn@monmouth.edu> wrote:
>   View As Web Page
> The unadulterated idiocy of the testocrats is clearly without pretense or 
> remorse. These score-keeping visionaries are nuts and proud of it.
>
> In Indiana as elsewhere, there are plans for kindergarten and pre-K 
> standardized tests, and now there is talk of remediation children who are 
> "struggling" to develop:
>
>     "Currently, Indiana students start taking yearly ISTEP tests -- which 
> are given each fall -- in third grade. But [State Superintendent] Reed said 
> there are benefits to testing children in kindergarten, first and second 
> grade.
>
>     A kindergartner might not be able to use a No. 2 pencil to fill in 
> bubbles marking multiple-choice answers -- or even read such a test -- but 
> there are other ways to test young children.
>
>     One short test shows a set of pictures to kindergartners, who are 
> asked which picture begins with a certain sound. The results can help 
> teachers and parents work with struggling students to improve basic 
> alphabet skills before moving on to more difficult material."
>
>
> So let's see if I have this right--let's find an intervention strategy for 
> developmental differences in cognition!! Is that the game? WHERE ARE THE 
> MENTAL HEALTH PROFESSIONALS? Yes, to save the children, but more 
> importantly, to lock away these insane officials before they can do more 
> damage.
>
> Ms. Reed--get thee to a nuttery!!
>
> >>So let's see if I have this right-- lets find an intervention strategy 
> for developmental differences in cognition!! Is that the game? wHERE ARE 
> THE MENTAL HEALTH PROFESSIONALS?<<
>   I am afraid, itis the mental health professionals who are behind this 
> Orwellian idea.
>   >>Yes,to save the children,but more importantly, to lock way these 
> insane officials before they do more damage<<
>    The "professionals" aren'tthere to help thier self esteem They are 
> there to help "weed out " the weak in the genetic sense . Prepare them for 
> their role as low wage earners with little or no hope of sucess in this 
> world. Plus when it becomes convenient. and a law could be passed, andyes 
> it is possible that such a law could be passed. that  these groups are 
> already in areas together  and easily gathered and transported to where 
> ever the yare neeeded to be eliminated. It all starts with stigma, and 
> segregation. Eugenic ideas have used sociological and psychological 
> theories to back it's own twisted ideas to the masses. and how it uses them 
> is by using testing in schools such as high stakes testing and cognitive 
> testing in the lower grades.
>
>   Ok, I sound like I am way out of the ball park here. Even not in the 
> solarsystem. But  really have you really thought about it? How some groups 
> are just readily and easily segregated from the rest of the school 
> population and not given as much opportunities?
>
>   Sorry for wasting your time
>
>   Donna
>
>
> ---------------------------------
> Blab-away for as little as 1¢/min. Make  PC-to-Phone Calls using Yahoo! 
> Messenger with Voice.
>
> [Attachment of type text/html removed.]
>
> ------------------------------
>
> Date: Tue, 28 Mar 2006 12:04:46 EST
> From: ABurke5054@aol.com
> To: arn-l@interversity.org
> Subject: Re: Developmental Tutoring??
> Message-ID: <2a0.80a7536.315ac6ae@aol.com>
>
>
> In a message dated 3/28/2006 9:01:02 AM Pacific Standard Time,
> jhorn@monmouth.edu writes:
>
> ...So  let's see if I have this right--let's find an intervention strategy
> for  developmental differences in cognition!!...
>
>
> ______________________________________________
> We already have one.  It's called "education."   Art
>
>
> [Attachment of type text/html removed.]
>
> ------------------------------
>
> Date: Tue, 28 Mar 2006 14:12:29 -0600
> From: Peter Campbell <campbellp@mail.montclair.edu>
> To: ARN State <ARN-state@yahoogroups.com>,
> 	arn2-strategy <arn2-strategy@yahoogroups.com>,
> 	ARN Main List <arn-l@interversity.org>
> Subject: Fwd: CEP's Annual Report on NCLB
> Message-ID: <1E15103D-C424-4A9A-9E1E-D2CA0D54BEAA@mail.montclair.edu>
>
> FYI - the Center on Education Policy report is now out.
>
> Begin forwarded message:
>
> > From: Diane Stark Rentner <diane.rentner@cep-dc.org>
> > Date: March 28, 2006 1:10:13 PM CST
> > To: cep-news@cep-dc.org
> > Subject: CEP's Annual Report on NCLB
> > Reply-To: Diane Stark Rentner <diane.rentner@cep-dc.org>
> >
> > From the Capital to the Classroom: Year 4 of the No Child Left
> > Behind Act
> >
> > On March 28, 2006, CEP released its fourth annual report on the
> > implementation of the No Child Left Behind Act.  From the Capital
> > to the
> > Classroom: Year 4 of the No Child Left Behind Act, is a comprehensive
> > analysis of how the law is being implemented by the federal
> > government,
> > states, and school districts.  Based on survey information from 50
> > states
> > and 299 school districts, as well as 38 case studies of school
> > districts,
> > the report provides the most up-to-date information about the law's
> > implementation and shares the opportunities and challenges that it has
> > presented for states and districts.  The press release, report, and
> > case
> > study reports are posted on the Center's web site at
> > http://www.cep-dc.org/nclb/Year4/Press/
> >
> > Also, if you have not had a chance to complete the survey about
> > CEP, please
> > visit the following web site:
> >
> > http://www.zoomerang.com/recipient/survey-intro.zgi?p=WEB2252SN3TJV4
> >
> > Diane Stark Rentner
> > Director of National Programs
> > Center on Education Policy
> > 1001 Connecticut Avenue NW  Suite 522
> > Washington, D.C.  20036
> > Phone: 202.822.8065
> > Fax: 202-822.6008
> > Web: www.cep-dc.org
> >
> >
> >
>
>
>
> [Attachment of type text/html removed.]
>
> ------------------------------
>
> Date: Tue, 28 Mar 2006 15:12:14 -0600
> From: Peter Campbell <campbellp@mail.montclair.edu>
> To: arn2-strategy <arn2-strategy@yahoogroups.com>,
> 	ARN Main List <arn-l@interversity.org>
> Subject: Re: Times article on NCLB narrowing curriculum prompts great LTEs
> Message-ID: <A73A4730-A378-47E5-A627-E3F70AB1001F@mail.montclair.edu>
>
> Reading comprehension passages about Columbus does not a social
> studies curriculum make.
>
> On Mar 28, 2006, at 2:23 PM, Monty Neill wrote:
>
> > To the Editor:
> >
> > While it is true that many schools have reduced specified time for
> > other
> > subjects to produce more time for language arts and math to prepare
> > students
> > for No Child Left Behind testing, this does not necessarily mean the
> > elimination of social studies and science.
> >
> > During field visits to schools in more than a dozen states for a
> > book that I
> > recently completed for publication later this year, I found that
> > elementary
> > schools are increasingly teaching social studies and science during
> > part of
> > the time designated for language arts.
> >
> > Don't forget that children need subject matter about which to read and
> > write. Some school systems are deliberately designing their
> > language arts
> > programs to include more than basic readers and storybooks.
> >
> > Gene I. Maeroff
> > Edison, N.J., March 26, 2006
> > The writer is a senior fellow at Teachers College, Columbia
> > University, and
> > a former education reporter for The New York Times.
>
>
>
> ------------------------------
>
> End of [arn-l Digest] Vol. 3 No. 81 Messages: 6
> **********