Re: Fwd: The Answer Sheet - New analysis of achievement gap: ½ x ½ = 1½
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- Subject: Re: Fwd: The Answer Sheet - New analysis of achievement gap: ½ x ½ = 1½
- From: James Horn <firstname.lastname@example.org>
- Date: Wed, 30 Jun 2010 06:49:36 -0400
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Art does not sleep--he waits under the bridge each nite for the 3
Billy Goats Gruff.
On Jun 29, 2010, at 11:20 PM, Drummond, Tom wrote:
You are the paradigm for acting in a way that loses respect. "All
you accomplish is to lose respect for yourself and your ideas." I
know you don't get hurt with these arrows, but you cast them about.
I assume you expect them to hurt others.
It is like calling for the next justice to not create law when the
team of five is creating law anew again and again. Call your enemies
as conspiring to do what you do, which you know is immoral.
Accusing them will allow you do the immoral for your own gain.
This is an evil act.
Here are M. Scott Peck's dimensions of evil:
An evil person...
Is consistently self-deceiving, with the intent of avoiding guilt
and maintaining a self-image of perfection
Deceives others as a consequence of their own self-deception
Projects his or her evils and sins onto very specific targets,
scapegoating others while appearing normal with everyone else
("their insensitivity toward him was selective")
Commonly hates with the pretense of love, for the purposes of self-
deception as much as deception of others
Abuses political (emotional) power ("the imposition of one's will
upon others by overt or covert coercion"
Maintains a high level of respectability and lies incessantly in
order to do so
Is consistent in his or her sins. Evil persons are characterized not
so much by the magnitude of their sins, but by their consistency (of
Is unable to think from the viewpoint of their victim
Has a covert intolerance to criticism and other forms of
The worst result of this evil thinking in public education is the
destruction of the most energetic, creative, and community supported
education system in the history of the world. Public money educated
my father. It educated me. It created a locally constructed and
externally evaluated teacher education program on my campus. It
funded teachers traveling to talk with other teachers and find new
ways to do teaching. It funded laboratory schools in teacher
education programs nationwide which gave a space for teachers to be
and teacher educators to examine teaching and learning and make it
At that time, it looked to me that we were going to create a better
culture, but then Reagan was elected, and we have lost the funding
and the freedom to develop locally what people who have been
thoughtful and educated about education know what the system should
provide. A torpedo to the bow of the ship.
Why? War. More war. More profit for the rich. More control.
Evil. Absolutely evil.lly
Art, you may sleep well at night, but I do not. I dream of what is
lacking for children to grow fully with the genetics they have.
From: email@example.com [firstname.lastname@example.org] on
behalf of email@example.com [firstname.lastname@example.org]
Sent: Tuesday, June 29, 2010 6:32 PM
Subject: Re: [arn-l] Fwd: The Answer Sheet - New analysis of
achievement gap: ½ x ½ = 1½
Claiming that the educational policy of the Bush administration
blamed teachers and that the Obama administration is continuing that
blame game is at best laughably uninformed and at worst overtly
demagogic. All you accomplish with this tactic is to lose respect
for yourself and for FairTest.
From: Monty Neill <email@example.com>
To: ARN-L <firstname.lastname@example.org>; arn2-strategy <email@example.com
>; firstname.lastname@example.org <email@example.com>; rethinkaccountdc <firstname.lastname@example.org
>; RLNPartners <RLNpartners@googlegroups.com>; epata <email@example.com
>; ARNfirstname.lastname@example.org <ARNemail@example.com>; firstname.lastname@example.org
Sent: Tue, Jun 29, 2010 8:36 am
Subject: [arn-l] Fwd: The Answer Sheet - New analysis of
achievement gap: ½ x ½ = 1½
The consequences of low-income kids in schools serving mostly low-
income kids - that is, of concentrated poverty. Worth a read - tho
as commentors note, it provides no solutions. It does suggest that
blaming teachers for teaching poor kids in under-resourced schools,
as the Bush-Obama administrations have done, is at best misguided
and at worst destructive. What the piece does not answer is how to
best use resources to improve teaching and learning - along with the
bigger picture of addressing entrenched poverty.
-- Monty Neill, Ed.D.; Interim Executive Director, FairTest; 15
Court Sq., Ste. 820; Boston, MA 02108; 857-350-8207 x 101; fax
857-350-8209; email@example.com; http://www.fairtest.org; Donate to
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