tag:blogger.com,1999:blog-8611810694571930415.post1126470048611618737..comments2024-03-29T05:30:01.292-04:00Comments on the daily howler: GAPS AND PLANS CONTINUED: Additional thoughts on the high school plan!<b>bob somerby</b>http://www.blogger.com/profile/02963464534685954436noreply@blogger.comBlogger17125tag:blogger.com,1999:blog-8611810694571930415.post-56718595025368580492021-07-30T11:20:21.102-04:002021-07-30T11:20:21.102-04:00It is a very hard situation when playing the lotte...It is a very hard situation when playing the lottery and never won, or keep winning low fund not up to 100 bucks, i have been a victim of such a tough life, the biggest fund i have ever won was 100 bucks, and i have been playing lottery for almost 12 years now, things suddenly change the moment i came across a secret online, a testimony of a spell caster called dr emu, who help people in any type of lottery numbers, i was not easily convinced, but i decided to give try, now i am a proud lottery winner with the help of dr emu, i won $1,000.0000.00 and i am making this known to every one out there who have been trying all day to win the lottery, believe me this is the only way to win the lottery.<br /><br />Dr Emu can also help you fix this issues<br /><br />(1)Ex back.<br />(2)Herbal cure & Spiritual healing.<br />(3)You want to be promoted in your office.<br />(4)Pregnancy spell.<br />(5)Win a court case.<br /><br />Contact him on email Emutemple@gmail.com<br />What’s app +2347012841542<br />Website Https://emutemple.wordpress.com/<br />Facebook page Https://web.facebook.com/Emu-Temple-104891335203341Anonymoushttps://www.blogger.com/profile/15412911890439251035noreply@blogger.comtag:blogger.com,1999:blog-8611810694571930415.post-25761308118091222312018-07-14T12:55:28.825-04:002018-07-14T12:55:28.825-04:00My name is Handford Ann,i base in canada.i want to...My name is Handford Ann,i base in canada.i want to share my wonderful testimony on how i got back my ex-lover of my life back, he left me for another woman for no reason and i try to make things work for both of us yet things where getting worse and i love him so much and there is nothing i could do to get my ex back until i met a testimony share by Maria from USA on the internet talking about a powerful spell caster who brought his ex lover back within 48hours and i decide to give it a try and to my greatest surprise he also did it for me just as he did for Maria and i have a lot of people complaining of fake spell caster but this one i met was a real spell caster who help me to solve my problem i have no solution to,i introduce many of my best friends that have a similar problems,and their problem were solve with the great help of Dr.Trust. 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He always hello, now i call him my father.contact him now he is always online email gbojiespiritualtemple@yahoo.com or gbojiespiritualtemple@gmail.com contact him on his whatsapp mobile line +2349066410185jolene rodriguezhttps://www.blogger.com/profile/13133347107662813684noreply@blogger.comtag:blogger.com,1999:blog-8611810694571930415.post-56851775553499435372018-07-02T21:47:01.174-04:002018-07-02T21:47:01.174-04:00Here, for instance, are Howler posts from 2004 and...Here, for instance, are <i>Howler</i> posts from 2004 and 2008 which used that same technique:<br /><br /><a href="http://dailyhowler.com/dh062703.shtml" rel="nofollow"><b>LINK</b></a><br /><br /><a href="http://dailyhowler.com/dh030608.shtml" rel="nofollow"><b>LINK</b></a> CMikehttps://www.blogger.com/profile/13481861530761114492noreply@blogger.comtag:blogger.com,1999:blog-8611810694571930415.post-63071387216471016042018-07-02T19:13:18.587-04:002018-07-02T19:13:18.587-04:00@Anon 3:30: A second reply....this time on your se...@Anon 3:30: A second reply....this time on your second paragraph.<br /><br />I would phrase the issue you raise differently, and, I would argue, in a way that prejudges the answer less. Here's my formulation: The real question comes down to the best way to educate children with a very wide range of achievement...the achievement gaps that Somerby keeps referencing, and, I think you have agreed exist.<br /><br />It seems to me that there are three broad models of how to address this challenge: 1) track students into different schools by achievement, 2) Have mixed achievement schools, but track by achievement within the schools or 3) educate children with widely different achievements in the same classroom (track individual children!).<br /><br />Each approach has, it seems to me, strengths and weaknesses, and I remain open to persuasion as to which works best (and, of course, "best" is multi-dimensional, so there are choices to be made in its definition). I am old enough to remember when the progressive educational community seemed to argue (implausibly to my ear) that 3) was the way to go, but I seem to hear that much less now.<br /><br />However, it is clear what choice NYC has made; it has chosen 1). Choice 1) has a set of fairly obvious advantages if done right: children of widely differing achievement plausibly require substantially different teaching, so that schools with a narrower range of achievement can focus better. Kids of similar ability can engage with, and encourage, one another more easily. Those performing worst may not feel happy about their performance, but they would not be faced daily with peers performing at wildly different levels. <br /><br />At the same time, there are disadvantages and risks to 1). It is regularly argued that lower-achieving kids are demoralized by being in the "bad" school. That's plausible, although I'm always a bit surprised that this effect seems to outweigh the demoralization of having to confront "young Sheldon" every day at a mixed achievement school. (I'm happy to let the data, honestly analyzed, determine that one). There is also a risk that one segment of the achievement spectrum (most likely the low end) is under-resourced, but that's a risk in all three models. And, as we all agree, choice 1) naturally means that, for the foreseeable future, different schools will, sadly, end up with very different racial make-ups.<br /><br />However...NYC has clearly made the choice to go with 1). That means accepting schools with very different racial characteristics in order to get the other benefits. It makes no sense to make choice 1), and then try to shoe-horn a racially homogenizing process on top. As we all seem to agree, the racial achievement gaps are just too large.<br /><br />De Blasio and Carranza could make the argument that choice 1) was a mistake...that we should not have special high schools at all...we should not have the achievement tracking that, as you say, permeates the whole system. They could propose a plan to convert the system to something closer to choices 2) or 3), daunting though that would be. But it is hard to make sense of the idea of special high schools for the highest achievers that are artificially made racially representative.Markhttps://www.blogger.com/profile/18279699469077090424noreply@blogger.comtag:blogger.com,1999:blog-8611810694571930415.post-55253400590379143832018-07-02T18:23:04.267-04:002018-07-02T18:23:04.267-04:00@Anon 3:30: "I can't really evaluate DeBl...@Anon 3:30: "I can't really evaluate DeBlasio's specific plan that affects eight specific schools in one city in one state". That's fair enough...neither can I...but I do think it's incumbent on de Blasio and Caranza to make the case for what they're doing...be clear at least on what they are trying to do, and why that's the right thing to do. To my ear, it really sounds as if the argument is simply that there aren't enough blacks and Hispanics being admitted, so we'll arrange to admit more, as if that were self-evidently better. Your hypotheses that follow the opening sentence I quoted would, if supported by honest analysis, constitute arguments that I might find convincing...but a) I don't believe those analyses have been done and b) I have become cynical enough of us liberals on matters of race that I lack confidence that such analyses, if performed, would be performed with integrity. Alas, in these matters, Liberals, like conservatives on other topics have come to use analysis in the way a drunk uses a lamp-post...for support rather than illumination.<br /><br />It is worth noting that the Board of Ed has access to data that could be quite convincing of certain hypotheses: If, for example, blacks and Hispanics admitted to the special schools out-performed their SHSAT scores, then that would suggest that the test was indeed disadvantaging them in measuring their future performance...that although perhaps less well prepared, they are in fact able to take as full advantage of the special schools as their higher scoring competitors.Markhttps://www.blogger.com/profile/18279699469077090424noreply@blogger.comtag:blogger.com,1999:blog-8611810694571930415.post-24125087316352457292018-07-02T15:30:44.107-04:002018-07-02T15:30:44.107-04:00Mark, your questions are good ones. I can't re...Mark, your questions are good ones. I can't really evaluate DeBlasio's specific plan that affects eight specific schools in one city in one state. It is possible that a certain set of students who would not have gotten in before but who now do may do fine. I.e. The academic achievement of those students may improve, plus it provides them with opportunities in later life that they might not have had before. It may give students in every middle school an impetus to do better, knowing that they might get into schools they might otherwise have missed out on. (This includes some white and even some Asian students).There are studies that show that, within a range, lower performers benefit from being in the same school/class with higher performers. At any rate, if after doing a cost-benefit analysis, the costs outweigh the benefits, then DeBlasio's plan probably ought to be opposed. But his plan isn't about narrowing achievement gaps, because it can't be. <br /><br />The real problem goes to the structural inequities in the NYC public school system. Due to all the screening (and NY does a lot of it), you end up creating what amount to private academies embedded within the public school system. The siphoning off of the most academically talented students to a subset of screened middle and then high schools turns low performing schools into lower performing schools, and thus exacerbates the existing structural problems. The history of school choice and charters is relevant here. And it's important to keep in mind the whole idea of providing free and public schools, and to ask if school screening is undermining that mission. Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8611810694571930415.post-37902966035437005142018-07-02T14:24:29.176-04:002018-07-02T14:24:29.176-04:00@Anon 1:52...Yes! So much agreement!
"...We ...@Anon 1:52...Yes! So much agreement!<br /><br />"...We still have large percentages of black and now Hispanic children who are essentially prevented from achieving by factors that may be beyond their control." Totally agreed!<br /><br />As an addendum, I would also say that we have significant, though smaller, percentages of whites and Asians for whom the same may be said. The families and cultures into which each of us is born have enormous effects on our ability to achieve academically. <br /><br />And, you say @11:03, there is little that schools can do to affect that. Perhaps...and disappointing if true.<br /><br />So...what is to be done? Changing the admissions process for the specialized schools would seem to have no beneficial effect, given these premises. Seeking to address the cultural factors that limit the opportunities for less fortunate children (of all races) seems challenging, but would at least address the fundamental issue. See, "headstart," for example. Finally, and most importantly, we need to ensure that our society has a place for all its members, irrespective of factors such as educational achievement...places of dignity and decent levels of material comfort. By comparison, mucking with the processes designed to elicit the highest contributions from those of our children with the most to offer just seems self-destructive, perhaps even a little spiteful.Markhttps://www.blogger.com/profile/18279699469077090424noreply@blogger.comtag:blogger.com,1999:blog-8611810694571930415.post-21017706686068357442018-07-02T14:01:32.620-04:002018-07-02T14:01:32.620-04:00@Anonymous 11:03, An interesting and worthwhile se...@Anonymous 11:03, An interesting and worthwhile set of observations...thanks.<br /><br />Here's what struck me: "...focus on achievement gaps takes us outside the realm of what schools can actually do...". If (racial) achievement gaps cannot be fixed by schools, then presumably admitting more members of lower-scoring racial groups to the special high-schools is not going to fix those gaps either. With that in mind, what is the reason for wanting to admit more members of lower-scoring racial groups? <br /><br />If those scoring gaps are indeed immune to a schooling solution, then how can it be that what "...NYC's screening process does is solidify the inevitable achievement gaps"? Surely, the screening would leave the gaps unaffected...their being "inevitable".<br /><br />I fear this may seem like sophomoric "gotchas" to you...but that is not my intention. What I'm hoping to do is persuade you to state clearly the educational benefit to some group of students from the proposed changes in the admissions process. Perhaps the answer is none, but it would be interesting to see that made clear.Markhttps://www.blogger.com/profile/18279699469077090424noreply@blogger.comtag:blogger.com,1999:blog-8611810694571930415.post-50145747135626934552018-07-02T13:52:41.337-04:002018-07-02T13:52:41.337-04:00My point (I am anon 11:03) is to question your ass...My point (I am anon 11:03) is to question your assumption of what "capable" means or implies. If what determines "capability" is a factor external to schools, and external to genetics, then it is our society that is segregated. We still have large percentages of black and now Hispanic children who are essentially prevented from achieving by factors that may be beyond their control. <br /><br />This is what segregation means. Millions of these kids do not have the opportunities that others do. Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8611810694571930415.post-4860067509644813512018-07-02T13:32:23.447-04:002018-07-02T13:32:23.447-04:00Specifically it's segregating incapable studen...Specifically it's segregating incapable students from capable students.<br /><br />It's just crazily dishonest to deliberately conflate that with racial segregation.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8611810694571930415.post-56323713349641299012018-07-02T11:03:00.677-04:002018-07-02T11:03:00.677-04:00"We say "in theory" because, in pra..."We say "in theory" because, in practice, attempts to create such outcomes [racial and ethnic balance] have often led to enmity, turmoil, strife, dislocation and hatred."<br /><br />That was certainly the argument put forward by segregationists to oppose the Brown v Board decision. That decision said that separate was inherently unequal. It essentially mandated integration of the schools, and by extension, other aspects of society. The "strife" and "dislocation" were seen as a painful but necessary part of the goal of removing the second-class stigma that had been imposed on black citizens. And the goal wasn't "racial balance", nor was it equality of outcome, but rather it was equality of opportunity. <br /><br />Somerby:<br />"it isn't clear that perfect "racial balance" in Gotham's schools would lead to improved academic performance"<br /><br />Somerby is being unclear when he says "improved academic performance". Does he mean academic achievement or achievement gaps? These are two separate issues. <br /><br />If he means "academic achievement", but not gaps, there is evidence that academic achievement can be improved by various methods, including mixing of student bodies based on academic and socioeconomic factors among others. <br /><br />As far as the gaps, contrary to what TDH readers may believe, there is copious research on achievement gaps spanning decades in academic circles. The consensus is that achievement gaps exist before children enter school, and that schools can't do much to change them, at least for a given cohort. There is evidence that the gaps persist even in racially mixed schools. <br /><br />In general, Somerby's focus on achievement gaps takes us outside the realm of what schools can actually do, and raises all kinds of difficult, almost intractable problems relating to socioeconomic and other factors that are politically contentious. <br /><br />Essentially, what NYC's screening process does is solidify the inevitable achievement gaps, ensuring that black and Hispanic students are shut out of academically high-performing schools essentially from birth. <br />And that is a form of segregation. Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8611810694571930415.post-10814150558504816492018-07-02T10:04:53.842-04:002018-07-02T10:04:53.842-04:00Somerby has his As and Bs mixed up at the beginnin...Somerby has his As and Bs mixed up at the beginning of today's post, where he first talks about the middle school principal. Whatever happened to proofreading?<br /><br />Meanwhile, this is what media criticism should look like:<br /><br />http://nomoremister.blogspot.com/2018/07/no-issues-please-im-chuck-todd.htmlAnonymousnoreply@blogger.com