Re: Fw: [LiteracyForAll] smart

[aburke5054@aol.com]

If people want to argue about whether Tyler or Crofton is better more 
power to them.  But if kids at Tyler are doing better than they did in 
the past. and are maybe doing better than people around them thought 
they could that progress is important.  Yes, tests are a narrow slice 
of school learning and an even narrower slice of life, but the learning 
they measure is important in itself.

Art

-----Original Message-----
From: GERALD BRACEY <gbracey1@verizon.net>
To: arn-l@interversity.org
Sent: Sat, 9 Feb 2008 8:52 am
Subject: [arn-l] Fw: [LiteracyForAll] smart

Jim,

Here's another example of the slurry.  My antgonist/correspondent 
actually
thinks the slurry is better.

----- Original Message -----
From: GERALD BRACEY
To: LiteracyForAll@yahoogroups.com
Sent: Saturday, February 09, 2008 11:42 AM
Subject: Re: [LiteracyForAll] smart


This might represent the ultimate triumph of testing over education:

In a prolonged series of emails on the DI listserv, I've talked about 
Linda
Perlstein's Tested, at one point observing the differences in the 
experiences of
the kids at Crofton, an affluent school, with those a Tyler Heights, a 
poor
school.  As a parent, you'd pick Crofton.  But one correspondent, a 
lawyer in MD
where the two schools are, claims that Tyler is better than Crofton.  
Because of
the intensity of focus on the Maryland test at Tyler, a higher 
proportion of the
kids at Tyler passed that test than at Crofton.  QED, Tyler is better.

 ----- Original Message -----
 From: Georgia HEDRICK
 To: LiteracyForAll@yahoogroups.com
 Sent: Saturday, February 09, 2008 8:43 AM
 Subject: Re: [LiteracyForAll] smart


  You know the worst part of NCLB's destroying abilities in the world 
of
teaching that I have observed as a retired teacher? Real teachers I 
meet in
Nevada only talk about raising scores now--they don't talk about the 
cute stuff
kids say, or how hard it is to get this or that concept across, just 
scores.
They talk (as we all work out at CURVES) about raising their kids' 
levels from
the yellow level to the blue level; they talk about leveled books and 
how kids
are going from pink dots to red dots or some such nonsense. I interject 
with the
words "but none of that stuff is teaching" and I swear to you all, they 
do not
understand what I am meaning.

 I now know the real WMD and it is NCLB. gh

  Susan Harman <susanharman@igc.org> wrote: Im working as Fairy 
Godmother in an
afterschool program. Yesterday, I
 taught three 2nd graders for an hour and a half: one a Latino jumping
  bean, one a Tongan giant, and one a morose African American. By the 
end
 of our time, they were all feeling pretty good. The AA kid didnt get
  picked up on time, though, and he went back to morose, his head on 
his
 hands and his hood over his head. I asked him what magic hed do if he
  were Harry Potter, expecting him to say Id be home, or My mom would 
be
 here for me. Instead, he said Smart.
  I wept all the way home. We cant go on killing our children like 
this.
 Join Operation Opt Out now.
 Susan

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