Re: Subject line

[George Cunningham <gkc@LOUISVILLE.EDU>]

Ken,

Do you realize you just sent a message complaining about Jerry not putting
anything in the subject line and your message had a blank subject line?

Is this an example of do as I say not as I do?

George K. Cunningham
University of Louisville
  -----Original Message-----
  From: Assessment Reform Network Mailing List
[mailto:ARN-L@LISTS.CUA.EDU]On Behalf Of kber
  Sent: Saturday, February 23, 2002 9:43 AM
  To: ARN-L@LISTS.CUA.EDU
  Subject:


  to Jerry (and everyone else)
  Jerry  -  this is about the thrid or fourth time recently you've sent out
an e-mail with nothing in the subject line.  Just a caution - some mail
screening programs will immediately put such an e-mail into the cyber
garbage pail, since the filters check both for sender names and certain
characteristics of messgae lines, and many are set to reject all blank
subject line messages.   You might just wnat to put something in on the
topic.

  Also, for some of us who are very busy, we like to have some idea about
the topic of the emssage to determine whether we need tor ead it right away.


  Thansk


  Ken Bernstein

  gerald bracey wrote:

      Here's something a little different.  I want to present some data and
then ask a question. It's a real question, not a conclusion in the form of a
question. The data come from the TIMSS Benchmarking study.  In that study,
38 nations, 13 states, and 14 distric ts or consortia of districts
participated.  Among these 65 entities, the First in the World Consortium
finished 7th in math.  Chicago public schools finished 53rd. Yet on the
following two problems, Chicago did better than FITW:  4.722-1.935 = , and
7003-2925 = .For the first problem, the international average was 77%
correct.  Some 83% of Chicago kids and only 73% of FITW kids got it right.
For the second, the international average was 74% with Chicago kids checking
in at 80% and FITW and 74%. Here's the question:  Given FITW's overall
stellar performance, do the above data not indicate that mastery of "the
basics" is not necessary for the acquisition of advanced mathematical
skills? In the college town where I grew up, it was a cliche that
mathematicians couldn't cope with arithmetic.  Are arithmetic and math
independent of each other?  My guess is yes. I await your responses.