Does anyone actually believe this? It would be more than naive to do so. On r/teachers just the other day, I was reading about one of them complaining that all they really are, are baby-sitters so they parents can work dayshift. Even they know what they're for.
But if everyone were to suddenly be willing to speak this truth aloud, it'd be too absurd to continue. People are shamed and guilted into paying the taxes for education. No one could be shamed or guilted into paying for someone else's teenager daycare.
> The math situation is a clear signal that school administration/education departments do not prioritize education, and in fact find it unfair that some students actually manage to learn something, and want to stop that.
I was in first grade in 1980 (1981?). It was like this for me the entire run of it. Wanting to learn more, hungry for it, with them rationing what I could learn to tiny little crumbs a few times throughout the school year. Studies were paced out for the dumbest kid in class. I think I made it to my sophomore year of highschool before I gave up, and when I did, that was my fault too.
It was bad even then, and at least back then they were still pretending that it was about education.
GP clearly believes it, since they wrote this. I believe it too, and I think this is a mainstream belief, not a "more than naive" one. Your one anecdote based on a Reddit rant (and, I assume, personal bias) is not nearly convincing enough to change my mind.
My anecdote, such as it is, is hardly uncommon. It is in fact, nearly a cliche at this point, or a stereotype. I sincerely doubt that me having communicated it to you is your first encounter with the idea.
As to your mind, I don't wish to change it. I am content with you remaining naive. My own children receive advantage from this. Please continue to screw up the public education system for decades, my entire lineage can only prosper the longer this continues.
So we're clear, when a teacher complains about being daycare, what they mean is they're:
- an educator
- an administrative assistant
- daycare
And so you complain about the unreasonable things, but don't mention the reasonable one... because it's literally the job.
Taking kvetching about ancillary mandates to mean that education isn't happening or isn't still the primary job is weird.
When someone disputes this, what they really mean is that they are uncomfortable with the realization that it is daycare, that it hurts them to consider that something so profoundly part of their status quo is rotten to the core, and it makes their own lives seem dishonest. They would rather than misperception that education still occurs to persist unchallenged.
> because it's literally the job.
Hasn't been, for years. It's not improving/reverting. You're willfully blind to it.
> or isn't still the primary job is weird.
Please don't mistake me. I'm not claiming that education has been secondary to other concerns. I'm saying that it doesn't happen at any significant rate at all, isn't in anyone's list of priorities, and that when it does happen it is accidental and unrepeatable.
Or, they disagree, and they have their own thoughts.
> Please don't mistake me. I'm not claiming that education has been secondary to other concerns. I'm saying that it doesn't happen at any significant rate at all, isn't in anyone's list of priorities, and that when it does happen it is accidental and unrepeatable.
As someone with two parents, multiple family members, and past partners in the profession of education, early childhood and other... we will have to agree to disagree.
I'm sure your opinions are formed from your own experiences.
Mine disagree.
Hehe, this is simply not true. Where did this conspiracy theory come from, and why do you think this poorly of people who are spending their time trying to help kids despite low pay and a constant barrage of harsh critical opinions from parents, law-makers, and hordes of armchair critics on the internet?
You’re making wild assumptions and using the worst possible motivation to build a straw man criticism. If you can do better, maybe you should get involved or consider being a school administrator?
I don’t like it when there is less support for the motivated students, and it happened to me in high school. But you are aware the situation we’re discussing is due to needing to educate 100% of the student body up to a minimum standard, right? Public schools are almost always underfunded and short-staffed. Nobody’s trying to actively prevent the smart kids from learning, they’re trying to avoid using all their resources teaching the kids that don’t need it as badly from leaving the larger group of kids who’s families have less money completely behind. Your comment is completely ignoring what happens to the students who are behind in math already, and how to get them enough help.
What is always true is that what’s best for the group isn’t necessarily best for the individual. In this case, you’re suggesting the opposite of prioritizing education for all, and thus you’re not talking about prioritizing education, you’re talking about prioritizing resources toward students that already meet the minimum standards. Schools, teachers, and administrators are trying to prioritize education for all, and they have an explicit duty to get every last kid up to basic minimum standards. If they don’t meet those goals of getting the bottom half of their classes passing, they could lose their jobs and they would be failing to prioritize education for all.
This is false. Why else ban teaching algebra district-wide to 8th graders? The explicit justification is that it helps some students get too far ahead of other students and causes inequitable access to take calculus classes later on, which is considered a bad thing.
Teachers even complain if you help your child accelerate through the textbook for the year.
If a state did the same thing with LGBT topics or evolution, I suspect you'd take no issue with calling it a ban.
Hahaha you mean the topics that are actually getting banned in states like Florida and Kentucky?
> giving directives that schools are not to devote any resources to teaching 8th grade algebra is in every sense equivalent to “banning teaching algebra”
Again, please provide some specific examples of this happening. Are you getting all worked up over something that is mostly made up or taken completely out of context? No way to know unless you cite the actual problem and demonstrate the magnitude of the problem.
Of course there absolutely is a huge difference between not having the resources for a class and banning it by law, and you know it. You can argue the outcomes might be equivalent, if you want, but it undermines your own argument to exaggerate.
I can't speak to local school board politics outside of SFUSD, but here's a particular example:
https://www.sfexaminer.com/forum/put-algebra-1-back-in-eight...
Opinion piece, but substantive.
https://www.sfchronicle.com/bayarea/article/sfusd-algebra-ma...
A more recent piece.
Googling it I can see that SFUSD is reconsidering https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/...
> The question is not if we can increase acceleration options, but how we can meet that need equitably and while upholding our SFUSD values
Says it all. They have the resources, but still don't want to do it because outcomes will (obviously) diverge.
Why are so many that hate public schools so focused on these two things? I don't think there's an evolution class, but it would be covered in biology.
They do want those things banned in schools and since they can't get them banned have rage quit the system.
Here you go: https://www.bostonglobe.com/2023/07/14/metro/cambridge-schoo...
I'm sure you'll move the goalposts and say it doesn't count.
Banning advanced math is just another instance of this. A slower paced class for lower performing students would actually help them. Bringing down advanced students only serves to make the school look more equitable.
> A slower paced class for lower performing students would actually help them.
Agreed, bingo! If you don’t have the resources to cater to people who are ahead, the only choice to help those who need help is to lower the bar.
The thing about tracking is that it doesn't require more resources. If you have 6 classes in a year, you can put e.g. the top 17% together, and they can move at a faster pace than the bottom 17%. Or you can let kids take classes with mixed ages. Gifted kids don't need more resources. Literally you could have them go sit in the library and do what they want and they'd probably learn more than sitting in a class where they're forced to pay attention to something they've already mastered. When I was in calculus I was bored enough that I would also read my uncle's discrete math book that he let me borrow, but most teachers don't like when you ignore them, and when you're in a class with the lower end of the aptitude curve, there's negative peer pressure around being a nerd.
Hehe of course it does. You’re talking about more curriculums, more book and material acquisition, more teachers with more training, etc. And maybe lots of schools don’t have 6 different math classes.
> Gifted kids don’t need more resources.
Agreed! That’s maybe why some schools are focusing on the kids who do need more resources?
In fairness to your argument, I think “gifted” kids do need support though, it’s just that they are statistically better at either having it given to them outside of school, or of finding it on their own. What’s left is just a rather weak argument about not letting them get bored. Solving boredom should take a back seat to solving education for the less fortunate, IMO.
> What’s left is just a rather weak argument about not letting them get bored. Solving boredom should take a back seat to solving education for the less fortunate, IMO.
Okay, then let the advanced kids go sit in the library, go outside and play, or go home. Making them sit in class is, if anything, going to make them anti-social and create resentment toward the "dumb" kids. I don't think torturing a kid making them sit bored out of their mind among people they don't like for 15% of their life for no reason is a "weak" thing to argue against.
Ostensibly education is why the schools exist. If they're not going to do that, let's at least let the kids go play in the park or something. They'd probably get better socialization that way anyway.