On Education

Obama's Remarks on Education Get Mixed Reviews

February 26, 2009 RSS Feed Print
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In his speech to Congress this week, President Barack Obama said he wants the United States to have the highest proportion of college graduates in the world by 2020 and asked every American to complete a year or more of college or career training. He said federal stimulus dollars will expand education opportunities for preschoolers and college students who need financial help. But he also talked about the need for more reform in education, saying he wants to reward teacher performance and grow the number of charter schools. Here is how some education pundits reacted to his education remarks:

Jonathan Schorr, partner at NewSchools Venture Fund, a San Francisco-based group that seeks to improve public education, gave Obama high marks for pledging to increase the share of college graduates. According to the Los Angeles Times, the percentage of American adults of all ages with a four-year bachelor's degree was estimated at 17.1 percent in a recent Census survey. Schorr told the Times, "Anything that moves us in the direction of more of our students attending college is welcome and recognizes the economic realities we're living in."

Mike Petrilli, vice president of education programs at the conservative Fordham Institute in Washington, blogged that he was disappointed Obama did not address the causes of failure in schools, which in his view include tenure policies that make it difficult for schools to fire bad teachers: "I'm looking for substance, not sound bites. From where I sit, it looks like the education system just walked away with $100 billion in new federal spending, and all us reformers got in return was some poll-tested language [from the president]."

Diane Ravitch, an education historian at New York University, took Obama to task for promising to expand charter schools. She told Politico's "The Arena": "Doesn't he realize that they are a deregulation strategy much beloved by Republicans? Deregulation works brilliantly for some schools as it does for some firms. But it produces many losers, too. If he thinks that deregulation is the cure for American education, I have some AIG stock I'd like to sell him."

Other education commentators just saw Obama's pledge to improve schools as lip service. "The call for everyone to attend some higher education is a little new, but the theme isn't," blogged Sherman Dorn, a professor of education at the University of South Florida in Tampa: "The most obvious way to read the statements about reform, charter schools, and higher education is that President Obama is now the sixth president since 1960 to devote significant lip service to education."

It's your turn to give us your reaction to Obama's commitment to fix schools.

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education reform,
education,
public schools,
Barack Obama

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You hit the nail right on the head! Parents are the driving force in education. If a love of education is not instilled in a child, then they will not feel it is of any importance.

It is the quality, not the quantity of education that matters. Extending the school year and lenghtening the days is only extending the time students who do not value education get to disrupt the students who do.

J.Garrish of NC 3:12PM March 26, 2009

To the Director of Special Ed.

These are not myths but reality in our school system. How dare you state it does not occure! I know what I have to give the special ed students regardless of what they actually receive. And punishment - suspensions is only 10 days per year. These are not misnomers but reality in our school system

J. GArrish of NC 3:06PM March 26, 2009

“Politics has intervened, and if a child is identified as behavioraly disable they can only have a certain number of days suspended. Also students who have been identified can not receive below a 70 regardless of what their grade actually is.”

As a Director of Special Education, it never fails to amaze me by the commonness of misnomers that are popular among parents and general educators. By all means we can and frequently do suspend students who are identified with special needs, regardless of diagnoses. There are certain criteria that must be met including a manifestation hearing and discussion as to whether the child’s action was related to their identified disability or if there was a concern in the level of services being provided. In either case, if the child has demonstrated a pattern of significant behavior that places the safety or welfare of others or themselves at risk, the Safe Schools Act comes into play and other alternative shall be explored.

As for the second misnomer mentioned, that of the grading at “identified can not receive below a 70 regardless of what their grade actually is.” identified can not receive below a 70 regardless of what their grade actually is” (Garrish, Jean), this is a complete myth that I am unsure of the origin. Performance is performance and it is the role of the special educator to ensure that IEP goals and objectives are composed in such a fashion to address not only the identified needs of the learner, but also within the frameworks of their ability to learn within the least restrictive environment. If we are accepting even less than mediocre student performance, how can we assert we are adequately preparing them for post-secondary lives?

I accept that these are common misperceptions, but in the past 18 years I have worked with students, their families, advocates, special and general education teachers and administrators, and lawyers on these very issues. In one particular case a child was identified as having a Language Impairment. While Language can impede both Basic Reading and Written Language Skills, in this case, there was significant evidence to support this concern. After many notices that he was risking being retained for a second time in the fourth grade, the mother essential ‘bit her thumb’ at the teachers and administrators of the building and said that they couldn’t retain him because he has a disability and can’t be held accountable for his grades.

Of course the educational team had already conferred with me and provided all the data related to his potential retention and artifacts of his homework and grade performances. After analyzing the documents, it became clear that the child, while not a disruption, was opting out of any assignments sent home. His work while at school was complete and demonstrated maturity whereas those tasks sent home rarely returned and generally was unreadable. The issue seemed clear to me, after talking to the SLP that was working with my young fellow and

Jacqueline of MO 4:34PM March 21, 2009

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