It’s worse than the money. There is the moral/ethical part of this.
What chance do these kids, with their brain neurons physiclly shaped by this...er..stimulus environment?
What is the effect on a young person, on millions, especially minority kids minds of going through these soft, but steady and persistant low quality mental enviorments?
In a way, they have to be brain damaged.
I think in a way, the drop outs sense this. Something in them is telling them to get out, that even the streets are a bit better, than the schools.
The KKK could not of designed a more racialists abusive machine than the modern urban school.
By the way, returning to the production/quality annology, the manufacture usually has to pick up repair costs for a year, or more aft wards. So some of the costs of police, social services, etc should also be passed back to the ‘school system’.
If I was a lawyer I’d have the largest class action suit in the world. I think there is enough race/equal opportunity case law out there. It would be huge and would bust/bankrupt cities and states. Good. The racket is not reformable. It needs to be destroyed. The only thing we have to lose are the costs and the mental assaults on generations of children.
However this was done in the Kansas City school system were a federal judge issued a billion dollar ...something...which basically went into the hands of contractors, teacher unions and administrator. Surprise.
We have to go to vouchers and free, uninhibited intellectual spending. If a kid wants to spend ten years in electric guitar school, let him. At least he had his dream, an interest for him, and it was upon him. Now it is just dullness and passivity with a life long dislike of learning.
It is almost as if the government doesn’t want people to like to learn. You couldn’t design a better system for shutting down peoples brains and making them long living welfare dependents.
They want them to learn. They just don't want them to be able to think.
The KKK could not of designed a more racialists abusive machine than the modern urban school.
You're right when you say urban schools can't be "reformed". Perverse incentives stubbornly in place will stop any real reform effort.
I also agree the KKK could not do greater damage to young black Americans than what their schools are doing to them now... It's a sad situation - thanks for sharing.
What chance do these kids, with their brain neurons physically shaped by this...er..stimulus environment?
Sorry - couldn't resist one more comment about your reply: I'm thankful you're a freeper, Leisler. You're replies on the education mess were insightful, fair, and caring. Ideas matter. Again, thanks for sharing.
http://www.slate.com/id/2257453
Click on the link for more - a great read...
But suppose integration doesn’t change the culture of underperformance? What if integration inadvertently created that culture in the first place? This is the startling hypothesis of Stuart Buck’s Acting White: The Ironic Legacy of Desegregation. Buck argues that the culture of academic underachievement among black students was unknown before the late 1960s. It was desegregation that destroyed thriving black schools where black faculty were role models and nurtured excellence among black students. In the most compelling chapter of Acting White, Buck describes that process and the anguished reactions of the black students, teachers, and communities that had come to depend on the rich educational and social resource in their midst.
Buck draws on empirical studies that suggest a correlation between integrated schools and social disapproval of academic success among black students. He also cites the history of desegregation’s effect on black communities and interviews with black students to back up a largely compelling—and thoroughly disturbing—story. Desegregation introduced integrated schools where most of the teachers and administrators were white and where, because of generations of educational inequality, most of the best students were white. Black students bused into predominantly white schools faced hostility and contempt from white students. They encountered the soft prejudice of low expectations from racist teachers who assumed blacks weren’t capable and from liberals who coddled them. Academic tracking shunted black students into dead-end remedial education. The effect was predictably, and deeply, insidious. The alienation typical of many young people of all races acquired a racial dimension for black students: Many in such schools began to associate education with unsympathetic whites, to reject their studies, and to ostracize academically successful black students for “acting white.”