All freedom loving, taxpaying citizens are welcome to attend.
Gov. Beshear’s desire to force kids to remain in school until age 18 gets a failing grade for many reasons. It fails to consider: the dramatic cost involved, the effect it would have on students who actually want to be in school and the fact that similar policies in other states generally do not result in dramatic increases in graduation rates.
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A new study of student performance has just been released from the National Center for Education Statistics.
The study “presents information about the types of courses that high school graduates in the class of 2009 took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school course taking records and performance in mathematics and science on the National Assessment of Educational Progress (NAEP) is also included.”
Sadly, if you read the “America’s High School Graduates, Results of the 2009 NAEP High School Transcript Study” report’s executive summary, you would never know what the Education Trust says is shown in the report. EdTrust points out:
“High-Level Curriculum Not Always ‘Rigorous’
Students need rigorous coursework to prepare them for success in college and the workplace. Years of advocacy and policy change have resulted in more students—particularly students of color—taking high-level courses. Now, a new study reveals that access to these classes does not always equate with high-quality instruction. Some courses appear to be “rigorous” in name only.
Data from the 2009 High School Transcript Study, by National Assessment of Educational Progress (NAEP), show that the more rigorous coursework is helping, but disparities still exist. African-American graduates who took a rigorous curriculum scored 45 points higher on the NAEP mathematics exam than those who took a standard curriculum.
However, performance gaps persisted between cohorts of students completing what is, supposedly, the same level of curriculum. Latinos completing a mid-level curriculum, for instance, performed about as well on the NAEP mathematics and science assessments as white graduates completing a below standard curriculum. African-American graduates taking the most rigorous curriculum, meanwhile, performed about as well as white graduates following a mid-level curriculum.
To prepare students for today’s global economy, all must have access to rigorous courses that live up to their name.”
You have to go all the way to page 40 in the report and interpret the graphs for yourself to see that EdTrust is right.
Why didn’t the people who created this federally funded report spot that?
Good show, EdTrust.
Pay more attention to the endemic gaps, NCES!
Today, the unemployment numbers came out for Kentucky, with the kind of spin that only a government bureaucrat is talented to offer.
Even though the March unemployment rate of 10.2 percent was the same as November’s, Justine Detzel, chief labor analyst for the Kentucky Office of Employment and Training, analyzed that to mean: the economy’s improving.
“Now, the best teachers are often paid the same as the most ineffective ones, and arbitrary employment standards mean that when school districts are forced into layoffs, a more-effective younger teacher will frequently lose her job before a potentially less-effective colleague who has simply been there longer.” –Jocelyn Huber, Democrats for Education Reform, Director of Teacher Advocacy