Only 12 percent of American 12th graders know enough history to score “proficient” in the 2010 National Assessment of Educational Progress. Only 17 percent of eighth graders and 20 percent of fourth graders achieved similar levels of grade-appropriate knowledge.
The good news is that all three groups did fare better, on average, than those who took the test in 1994, according to the Nation’s Report Card released today.
So instead of astoundingly ignorant they are just stupefyingly ignorant. Now that’s progress! Rejoice!
Just 13 percent of high school seniors who took the 2010 National Assessment of Educational Progress, called the Nation’s Report Card, showed a solid grasp of the subject. Results released Tuesday showed the two other grades didn’t perform much better, with just 22 percent of fourth-grade students and 18 percent of eighth-graders demonstrating proficiency.
But I bet they have been overloaded with “self esteem” and touchy feely social liberalism. They can tell you how evil the founders were to slaves but not what they actually stood for. They can tell you everything there ever was to know about Lady Gaga or American Idol. They can type incomplete texting words at the speed of light but couldn’t tell you what the Constitution says. You know, The really important stuff.
“The history scores released today show that student performance is still too low,” Education Secretary Arne Duncan said in a statement. “These results tell us that, as a country, we are failing to provide children with a high-quality, well-rounded education.”
Time to spend even more money throwing it down the liberal social justice rat hole. Oh, and paying Teachers even more and hold them accountable even less.
That will fix it! Always does!
“We need to make sure other subjects like history, science and the arts are not forgotten in our pursuit of the basic skills,” said Diane Ravitch, a research professor at New York University and former U.S. assistant education secretary.
Here I thought History was a basic skill. And Science.
Oh that’s right, you can’t teach the little skulls full of liberal mush that the White Man anything other that an evil bastard and stole the Indian’s land and killed Mexicans and enslaved blacks and now enslaves you because corporations are your new slavemasters! Oh, and that the forefathers were cruel, white people who enjoyed crushing black people under slavery or any other liberal nonsense.
And of course, you don’t teach people about the Constitution. That way you can manipulate them into thinking the way you want them to. Facts! Who needs facts when you have an ideology to indoctrinate!
To be considered proficient, they had to get certain scores out of 500. For fourth-graders, the score was 243. Eighth-graders needed 294, and 12th graders had to get a 325.
So that’s less than 50% for 4th Graders. Less than 60% for 8th Graders and 65% for 12th Graders.
So a grade on a test that would get you an F is “proficient” and the Liberals can’t even manage that!!!!
Oh, that’s right, Grades hurt kids self-esteem because they discriminate against those who don’t so as well. It’s bad.
First grader is learning to spell but doesn’t have spelling tests. The mother who is on the PTA asks the principal about this asking how they reinforce the spelling. He responds with “Isn’t that what spell check’s for?”
2. Third grade boy failing math. Why? Because he actually does the math problem. We are talking about subtraction. Instead of doing the long subtraction where you need to cross out and add ten to the last number to get an exact answer they are supposed to “round” a certain direction and provide and “reasonable” answer. The correct answer as you would have it is NOT reasonable. The poor kid learned subtraction from his father over the summer and now can not grasp why his right answer is wrong.
Mother asked about it and was told “that’s how the test grades it”. Third grade is a state test here. (babyzone post)
From 1999 magazine article:
Researchers have found three consistent effects of using – and especially, emphasizing the importance of – letter or number grades:
1. Grades tend to reduce students’ interest in the learning itself.
2. Grades tend to reduce students’ preference for challenging tasks.
3. Grades tend to reduce the quality of students’ thinking.
4. Grades aren’t valid, reliable, or objective.
5. Grades distort the curriculum.
6. Grades waste a lot of time that could be spent on learning.
7. Grades encourage cheating (has this person ever heard of “grade inflation” where the teacher artificially makes the grades higher to make themselves look better??)
8.Grades spoil teachers’ relationships with students.
9. Grades spoil students’ relationships with each other. (Alfie Kohn)
Reaching for the barf bag yet?
And if you hold these teachers responsible, you’ll get Wisconsin-style riots of indignation!
How dare you!
And let’s not even get into “whole language” theory or teaching kids in Spanish in the classroom rather than English.
<<reaching for the Barf Bag>>
Here in Arizona, there is the AIMS test that is supposed to rectify deficiencies.
When AIMS became a graduation requirement in 2006, lawmakers were “shocked” by the potential number of seniors unable to graduate because they failed AIMS, said Andrew LeFevre, Arizona Department of Education spokesman.
So legislators passed a law allowing students to increase their AIMS scores by up to 25 percent with good grades. The law topped the percentage at 15 in the 2008-09 school year and at 5 percent this year, making it even tougher for students with average grades and failing AIMS scores to graduate.
For example, students with an A average in honors classes could increase their scores by 25 percent, while a C-average student could augment by up to 12 percent. Now a C-average student can increase his or her AIMS score by up to 2 percent. (AZ Central)
So even if they pad their scores, some kids fail. And that is not a problem??
Gee, I would like to have padded my grades when I was younger. I was an A student in History B’s in most things, except English and Science were usually C’s. I would love to have padded that out a bit then I might not have had to take English 101 twice in college then. You know that hurt my self-esteem!
But I managed. I buckled down and I graduated from College Cum Laude.
I guess I was too stupid to just coast along and let the liberals feel sorry for me and blame “the man” for all my problems.
The government can come to my rescue and make me feel better!
Gee, I feel cheated now!
Educators said history is critical to students learning how to become better citizens and understanding how the country’s political and cultural systems work. Students need to not only recognize leaders like Martin Luther King Jr. and Abraham Lincoln, but also understand why they were important to the development of the country.
But then, they would know that the Liberal establishment is lying to them and we can’t have that.
They’ll could come racist Tea Partiers or worse Neo-Cons!
“Overall the quality and success of our lives can only be enhanced by a study of our roots,” said Steven Paine, former state schools superintendent for West Virginia. “If you don’t know your past, you will not have a future.” (ABC)
The liberals are doing a very good job with that though.
From extreme leftist at FiredogLake:
Could you imagine the wingnut version of the American history exam you’d have to pass if these assholes got their way?
“Ronald Reagan — even more kickass than Jesus. Discuss.”
“Minorities: When should they stop guilt-tripping Normal America? Discuss.”
“The Free Market: Who really earned your tax dollars, you or Goldman Sachs? Discuss.”
History, who needs it. Now, Class & Race Warfare, now that’s something worth teaching!
|To know and not to know, to be conscious of complete truthfulness while telling carefully constructed lies, to hold simultaneously two opinions which cancelled out, knowing them to be contradictory and believing in both of them, to use logic against logic, to repudiate morality while laying claim to it, to believe that democracy was impossible and that the Party was the guardian of democracy, to forget, whatever it was necessary to forget, then to draw it back into memory again at the moment when it was needed, and then promptly to forget it again, and above all, to apply the same process to the process itself — that was the ultimate subtlety; consciously to induce unconsciousness, and then, once again, to become unconscious of the act of hypnosis you had just performed. Even to understand the word ‘doublethink’ involved the use of doublethink.||”|
|“||The power of holding two contradictory beliefs in one’s mind simultaneously, and accepting both of them….To tell deliberate lies while genuinely believing in them, to forget any fact that has become inconvenient, and then, when it becomes necessary again, to draw it back from oblivion for just so long as it is needed, to deny the existence of objective reality and all the while to take account of the reality which one denies — all this is indispensably necessary. Even in using the word doublethink it is necessary to exercise doublethink. For by using the word one admits that one is tampering with reality; by a fresh act of doublethink one erases this knowledge; and so on indefinitely, with the lie always one leap ahead of the truth.|
I is an edgeukated amerikan!