As an interviewer Lou Dobbs tends to be more laid back than most of his fellow hosts on the Fox Network, but he did seem upset by two figures author Hanushek claimed showed the inadequacy of our public schools:
one, students in the US were rated 32nd of 65 nations in math proficiency;
two, US students ranked 17th in reading proficiency worldwide.
According to Jeff Gelles, Philadelphia Inquirer Business Columnist, the Philadelphia public schools are short on money.
‘Imperiled’ is the word used to describe public schools in the area.
Worse, even the money that is there is being distributed unfairly as evidenced by the grade of “D” the Education Law Center's National Report Card on school-funding fairness gave the state of Pennsylvania for how it distributes school funds.
Students rightly feel unfairly treated by the state.
Student’s at Philadelphia’s Central High School are particularly fed up with this seeming lack of interest by politicians in the school’s decay.
Student’s on physics teacher Daniel Ueda’s award winning robotics team wrote up a petition detailing some of the ways the schools were being short changed and what they thought needed to be done to make things right.
Interested parties are asked to sign this petition.
Have you ever wondered why students don’t like school?
Most of us haven’t given the question much thought; disliking school just seemed to come naturally.
Personally I disliked sitting in one place for such a long time.
But maybe the author of "Why Don’t Students Like School", cognitive scientist Daniel Willingham, is on to something with his “sweet spot.”
“The problem,” for each student, Willingham says referring to teaching in general, “must be easy enough to be solved yet difficult enough to take some mental effort,” He calls this the “sweet spot” of difficulty.
Goldilocks would have understood: the bed couldn’t be too hard or two soft (easy); like all of us she was looking for “just right!”
In an online edition of Scientific American, Michael Wysession, an earth and planetary scientist at Washington University in St. Louis, wrote, “Though we live in a thoroughly modern scientific world, our science education structure is now 120 years old.”
That sounds like a criticism, but it’s really just a statement of fact.
Mr. Wysession breaks the last 120 years of science education into four separate eras or milestones.
The article is openly contemptuous of what he terms the "self-proclaimed educational ‘reform’ movement" which in his opinion "is busy packaging Common Core standards with high-stakes assessment, scripted curriculum, packaged test prep, the de-professionalism of teachers and the privatization of school support services".