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Miss Ravitch Chapter 3 Summary

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Miss Ravitch begin the chapter 3 by describing how President George H. W. Bush met in January, 1989 to set goals for 2000. The goals that were set was that American students would be first in the world, in respect to subjects such as Maths and Science, at least 80 to 90 percent of students would graduate from high school, all children would have control over subjects that are challenging in nature, all adults would be literate, and every school would be free of alcohol, drugs and violence. In 2000, none of the goals were attained. From the reading I notice that a strong point was made that the greatest obstacle to systemic reform was the number of stakeholders such as textbook publishers and test publishers. The chapter also spoke about literacy, touching on the subjects of how students are taught to read as well as the differences between the strategies used to teach. The different strategies were explained such as studies in certain school districts and their results. Miss Ravitch also spoke about the statistics of the …show more content…

To highlight the noticeable link Payne makes between the failure of the Organizational irrationality and Best practices discourse. Payne writes that the breakdown is due to a lack of consideration of the particular condition in which the school is embedded. He also said that, practice in certain contexts could be a harmful practice in other schools or areas. In other words, schools with no clear goals or organizational structure display a tendency to introduce external models to their own environment. The problems associated with this model is that it respond to specific contexts or backgrounds or even conditions, and whenever the organization has no coherent functioning it is less likely that any external model will work out. Even worse, they could create more confusion and

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Ovid Futch’s story of the war’s prisoners, takes the reader through the journey all of the ins and outs of the lives of the captives taken by the Confederate Soldiers. Mr. Futch actually died before his book was published. He did many years of research before finally passing away, digging into books and records that had never been put out to the public. He went through all of the documents that even barely related to the book he was attempting to write and then sorted out what was actually first hand and true, from the things that had been passed down from generation to generation and been changed so many times it was hardly true anymore. He finally had his book together after many years of work, but passed away before he ever saw it published.

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Author Elizabeth Hinton makes a major point in chapter 4. She makes a point that Nixon and Johnson’s presidency initially began the process of imprisoning people of color. In discussing both Nixon and Johnson’s policies and describing how there programs functioned in efforts to improve the violence that occurred in urban communities, it was emphasized that Black low-income communities became a target. The shift between Nixon and Johnson altered the great society and the new frontier by expanding it. Social programs and reforms that were created, influencing the way policing is structured.

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Her concept of labeling schools arises from two important points. One, it’s a very huge investment and second, increase in annual tuition rates by 125% over thirty years. She conveys the canonical facts of inflation indebtedness students lug after completing college or joining a job. Government and Education policymakers should be acutely aware of the plight of a student coming from a lower class or lower middle class family. Being educated from Harvard in English Literature, she has developed and researched the topic and laid out the facts and figures very beautifully for the

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Lisa Delpit in Chapter 4 was questioning, What Should Teachers Do? Delpit was arguing as an educator that you shouldn’t force a child to speak English that’s from another country or culture. Constantly forcing the child will cause a gap in a relationship with the student; destroying confidence of learning and questioning or possibly even disrespecting. Instead of being too critical, Delpit states that you should learn the child’s culture/country to form a positive bond between the student and teacher. Some ideas that were given was creating a bilingual dictionary for both the teacher & student, having the students teacher each other language/culture, reading entertainment such as comic books, recording the students speak English to perfect

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He wants to present data to his readers in a way they can understand, using simple and in a way that is persuasive language in the hopes of encouraging change and the way we think about the world and the people within it. It is especially the educators, policy makers and parents These identified groups of people who are the ones most likely to to be able to produce a change in the way peoplewe think about achieving success in the world. These people have the ability to influence and alter educational policies presently in effect that were primarily influenced by Stanford professor Lewis Terman. According to Terman?s incorrect hypothesis, his very influential studies that tracked children, known as ?

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This act emphasized standardized testing a great deal and placed a lot of pressure on schools to get their students passed the proficient level. No Child Left Behind isn’t the only historical context event that affects Ravitch’s text. In the early years after the establishment of No Child Left Behind, many schools had trouble paying for materials. This is only one of the many examples that historical context is found in Ravitch's

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Savage Inequalities Book Review Savage Inequalities by Jonathan Kozol is an in-depth analysis of America’s public school system and the problems that encompass it. Kozol’s book examines some of the poorest public schools in the United States and attempts to explain how the school or school district plummeted so far into the depths of poverty. Kozol believes that the biggest problem public school faces is segregation, which is still very real in many parts of the United States. Racism and a lackadaisical attitude toward the education of minority groups in America are the roots of the problems that public schools face.

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“Teachers of English and literature have either submitted, or are expected to submit, along with teachers of the more "practical" disciplines, to the doctrine that the purpose of education is the mass production of producers and consumers” (Berry). Berry uses the word practical to describe the way in which we produce students as though they were massed produced. School systems today demonstrate specialization, and with that follows oversimplification. “In our society, which exists in an atmosphere of prepared, public language-language that is either written or being read illiteracy is both a personal and a public danger” (Berry). While schools relax their education standards and primarily focus on profitability, we become vulnerable to loss of literacy through

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One of the biggest concerning the need for an increase in rigor in instruction in American schools. She discusses that in Poland students must stay in academic classes for an extra year and teachers are paid bonuses to engage in professional development work. She also notes that in Finland they “rebooted their teacher-training colleges, forcing them to become much more selective and rigorous.” In an article written by Sarah Tantillio on Only Good Books, she recognizes the validity of these statements, but comments that in America “the Common Core States Standards, which most states have adopted, they are definitely rigorous, But how they are implemented (and assessed) from state to state and school to school is still a Very Big Question.” Further in her article she points out the large population differences between Finland, Poland, and the United States, and how this affects our education system.

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n “The Failure of American Public Education” (February 01 1993), John Hood explains the sundry perspectives on the American education system. Hood tactfully uses cause and effect to demonstrate the viewpoints of a myriad of individuals regarding American schools and their approaches to effectively educating students; he explains how “free-market thinkers believe that applying market competition to the public schools will solve many of America’s educational problems” (Hood) ; “critics believe that public education reforms fail because they are compromised or sabotaged by the education lobbies—teacher associations, administrators, and the legislators in their pockets” (Hood) and “many conservatives believe that American public education is in

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In Chapter 2, a specific reform that was discussed in American education were both accountability and choice, how the standards movement turned into the testing movement. This reform was introduced through President George W. Bush's No Child Left Behind program and a Nation At Risk report. My thoughts on this reform are much similar to the author of the book, Diane Ravitch. She states her opinion throughout the chapter as well as the whole book. I agree with her that there should be a curriculum taught not just test taking.

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The idea of classroom causing problems for America’s society is elaborated when President Johnson explains that many children in America don’t have enough money to afford school. “There your children’s lives will be shaped. Our society will not be great until every young mind is set free to scan the farthest reaches of thought and imagination.” In order for a society to be great, education is the foundation; schools are where child learn about their world, and what it is they will do in the future to earn money to live a good life. And to better prove his idea Johnson states, “Each year more than 100,000 high school graduates, with proved ability, do not enter college because they cannot afford it,” then questions what will happen in years when time has become elapsed to conclude any efforts are needed to come into play for there to be a Great Society.

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Rhetorical Analysis on Race to Nowhere The text being analyzed is a film called “Race to Nowhere” by Jessica Congdon and Vicki Abeles. In this film, the directors talk about the stress and pressure placed on students to do well and to succeed in today’s educational system. There are multiple speakers in this film including students, teachers, and parents.

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The current plight of the American education system is partly due to a serious shortage of teachers who can effectively instruct the students on the material and skills expected of their grade level and beyond. One reason may be because the current requirements for all teacher candidates are quite soft, as in many states, candidates are subject to only a number of requirements, including a bachelor’s degree, the completion of teacher training, an exam of school content knowledge, and other certifications (“Teacher Certification and Licensing Guide”). The most likely reason, however, of low-quality instruction in school is due to an inherent lack of intrinsic motivation and discipline in many teachers to do their best for students to excel in school and life, and if the teachers are too lazy and incompetent to do their jobs, students are more likely to follow that example and do so likewise in their own lives. This is shown in a chapter from Theodore R. Sizer’s book Horace's Compromise: The Dilemma of the American High School called “What High School Is,” where a story is told from the perspective of Mark, a typical high school student in the United States, including

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Education Reforms Education reform is legislation to improve the quality of education in the United States. Once, grades were the most important achievement for students. However, politicians and the public were concerned that our standardized test scores were not as good as those of other countries. Therefore, state and national governments started making laws to make school more challenging and to test kids more. One of those laws was “No Child Left Behind”.

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