I'm concerned, but not surprised, by ladybballcoach's statement that the state "has made it the PRIMARY goal of schools to produce a test score..."

It should be the primary goal of schools to educate students so that they can move on to college and/or the workforce.

 

Real life is not a "test score" but, by teaching the test (so to speak), school systems and the department of education look good when, in fact, they are defrauding the public.

Just to make sure it is clear, the money does not automatically follow the student to the out of district school system. The school system the student lives in has to agree for it to follow. Some do, some don't. About 10 years back Robertson County, Deming, did not allow the money. Our school district was going to charge tuition for the teachers in OUR district if there kids attended school here while living in Robertson County.

 

Our school board changed their mind when they realized they were going to lose good teachers and good students that would help with the CATS scores.

Thanks---I did not realize that it was the schools choice.

My only question is "Why would you as a school permit that to continue when you are coming up on the short end of the stick":confused:

They are losing students and then OKing the check to be sent to the other area school.

I am referring to the schools in the article.

I'm concerned, but not surprised, by ladybballcoach's statement that the state "has made it the PRIMARY goal of schools to produce a test score..."

It should be the primary goal of schools to educate students so that they can move on to college and/or the workforce.

 

Real life is not a "test score" but, by teaching the test (so to speak), school systems and the department of education look good when, in fact, they are defrauding the public.

I would not argue with your concern or your primary goal. The politicians will argue that teaching the material on the test is what the students should be learning. And in theory that is correct.

 

But a lot of things, penmanship and grammar to name a few, are getting lost because they are not part of the test score. Now the "experts" (don't include me in that category) will tell you that with computer we have moved on from those things that the students NEED to be expert at. Spellcheck and typing has made those things less of a need.

 

As I have maintained since this forum first started, if there was a Christian school within a reasonable driving distance, my children would be attending it. And more and more, public school teachers are fed up with what Frankfort has made schools into.

Thanks---I did not realize that it was the schools choice.

My only question is "Why would you as a school permit that to continue when you are coming up on the short end of the stick":confused:

They are losing students and then OKing the check to be sent to the other area school.

I am referring to the schools in the article.

Don't want to pretend that I speak for those schools in the article, so let me give a real life situation. Podock County High School has John Doe County bordering them. Those students that live on the border of the two counties have a 90 minute bus ride to PCHS while they have a 10-minute bus ride to JDCHS. School boards have allowed this for each other and let the $$$ follow.

 

If my child is a student with special needs that the county I live in does not have capability to teach but the school down the road does, than they would let my child attend there and let the money follow.

 

My child has attend JDCHS for 11 years and move into the Podock County school system her senior year. The school board gratiously allows my daughter to still attend JDCHS her senior year and let the $$$ follow.

 

Those are some scenarios off the top of my head that would be allowed.

Don't want to pretend that I speak for those schools in the article, so let me give a real life situation. Podock County High School has John Doe County bordering them. Those students that live on the border of the two counties have a 90 minute bus ride to PCHS while they have a 10-minute bus ride to JDCHS. School boards have allowed this for each other and let the $$$ follow.

 

If my child is a student with special needs that the county I live in does not have capability to teach but the school down the road does, than they would let my child attend there and let the money follow.

 

My child has attend JDCHS for 11 years and move into the Podock County school system her senior year. The school board gratiously allows my daughter to still attend JDCHS her senior year and let the $$$ follow.

 

Those are some scenarios off the top of my head that would be allowed.

I totally agree with you on any of those situations.

I was just looking at the #s of students in that article and was really surprised.

I would venture to say when hundreds of students are coming out of district only a select few have a "special" reason like the examples you cited.

I would think the majority go to the school that they think have the most to offer them, whether it be academic, social, or athletic.

With that said I have no problem with any one choosing any school, I was just surprised by the large #s cited in the article.

I would not argue with your concern or your primary goal. The politicians will argue that teaching the material on the test is what the students should be learning. And in theory that is correct.

 

But a lot of things, penmanship and grammar to name a few, are getting lost because they are not part of the test score. Now the "experts" (don't include me in that category) will tell you that with computer we have moved on from those things that the students NEED to be expert at. Spellcheck and typing has made those things less of a need.

 

As I have maintained since this forum first started, if there was a Christian school within a reasonable driving distance, my children would be attending it. And more and more, public school teachers are fed up with what Frankfort has made schools into.

 

Very material and revealing post. Let's just hope that all those batteries in those calculators and computers don't wear out because our present day students cannot function without them. Actual brain usage is becoming obsolete.

Very material and revealing post. Let's just hope that all those batteries in those calculators and computers don't wear out because our present day students cannot function without them. Actual brain usage is becoming obsolete.

I am not sure that is accurate. The push is to give problems and questions that make students have to think. On-Demand writing questions have no one right answer and is part of the CATS process. You give them a topic and they have to write on it and can go many different ways with their answer.

 

Portfolio pieces are definitely an area that students have to think. They create and edit the piece. If they have a misspelt word, I can ONLY circle it and tell them it is misspelt. I cannot give any suggestions to them on how to spell it. Campbell County HS got in trouble for this kinda think several years back.

 

One of the things that has been sacrificed is the rote memorization of basic skills. You know how much time is spent on practicing penmanship skills on those big sheets of paper that we used to write on. Very miminal to known as they move through elementary school. Grammar rules are discussed very, very little. Basic memorization of multiplication tables or the ability for a student to respond with 2 seconds when you ask them what 15 + 16 is. (BTW, that is 31. )

 

For example, the freshmen read To Kill A Mockingbird and then work on projects to study the death penalty and start the process of thinking of where do they stand on that issue. The Saddam case has brought the relevance of that issue to light in regards to the book.

I have repeatedly posted my concern for the lack of proper instruction in the basic rules of grammar and sentence construction. I am appalled that newly "trained" English teachers have very little command of or knowledge of these skills.at the lack of these skills. They certainly cannot teach what they do not know.

 

As for fourteen and fifteen year olds developing a "stand" on the death penalty, I would submit that they are not ready to form a solid opinion on that issue. Further, I would be concerned about the approach of the teacher and the possible "slant" used by the materials. Students of that age are quite vulnerable to being manipulated.

 

Finally, when questions have "several right answers", the grading becomes subjective rather than objective. Thus, as a professor once told me, the grade can be whatever the grader chooses. Whenh schools are rewarded or punished based upon test scores, the motivation to "pad" certainly exists.

Local school taxes is a small part of the financial situation. The big money come from state money, and if a child qualifies, federal money. This money follows the child.

Local school taxes is a small part of the financial situation. The big money come from state money, and if a child qualifies, federal money. This money follows the child.

State money does not unless the school board allows it. Federal might, I don't know that.

 

Also, need to point out that if the school board says "Nah baby nah, money doesn't follow you to the new district," they don't get it either. It stays with the state.

State money does not unless the school board allows it. Federal might, I don't know that.

 

Also, need to point out that if the school board says "Nah baby nah, money doesn't follow you to the new district," they don't get it either. It stays with the state.

 

However, if these county districts quit being fools and showed some backbone, the independent systems would be mucdh less likely to accept transfers from their districts. No money, no transfers- unless, of course, the transfer is 6'10" tall and handles the ball like a guard.

However, if these county districts quit being fools and showed some backbone, the independent systems would be mucdh less likely to accept transfers from their districts. No money, no transfers- unless, of course, the transfer is 6'10" tall and handles the ball like a guard.

Or a nice running back. Of course for those, you take them without the money following.

 

As for fourteen and fifteen year olds developing a "stand" on the death penalty, I would submit that they are not ready to form a solid opinion on that issue. Further, I would be concerned about the approach of the teacher and the possible "slant" used by the materials. Students of that age are quite vulnerable to being manipulated.

 

Finally, when questions have "several right answers", the grading becomes subjective rather than objective. Thus, as a professor once told me, the grade can be whatever the grader chooses. Whenh schools are rewarded or punished based upon test scores, the motivation to "pad" certainly exists.

Scooter I think you have identified one of the problems in teaching morals in schools. My church teaches that the death penalty is wrong and I would have to assume that this teaching is reflected in Catholic schools. It is a moral issue. Are you comfortable with a public school teaching these same morals? What about other issues? Whose version of morality should they teach? For what it is worth I believe that public schools should be teaching kids to form moral judgements on these subjects. The tough part comes in how much of the teachers belief system is imparted to the students. On many moral issues the teacher can't win. Pro life? Pro choice? Can't win. Pro death penalty? Anti death penalty? Can't win. Gay rights? Can't win. It is easy to see how tough it would be to lead kids to form moral judgements without letting their own positions out. I'm not sure that the teacher could ask the kids to form moral judgements without being willing to reveal their own.

Scooter I think you have identified one of the problems in teaching morals in schools. My church teaches that the death penalty is wrong and I would have to assume that this teaching is reflected in Catholic schools. It is a moral issue. Are you comfortable with a public school teaching these same morals? What about other issues? Whose version of morality should they teach? For what it is worth I believe that public schools should be teaching kids to form moral judgements on these subjects. The tough part comes in how much of the teachers belief system is imparted to the students. On many moral issues the teacher can't win. Pro life? Pro choice? Can't win. Pro death penalty? Anti death penalty? Can't win. Gay rights? Can't win. It is easy to see how tough it would be to lead kids to form moral judgements without letting their own positions out. I'm not sure that the teacher could ask the kids to form moral judgements without being willing to reveal their own.

One of the issues that is a problem is that morals are not being taught ANYWHERE to certain children. Not getting it at home and teachers are not allowed to teach them in school because they may be slanted based upon their religious feelings.

 

So in our fear of a society that we may someway talk about religion in school, a good grouping of students are not hearing about morals anywhere.

 

We had this exact discussion this morning during our discussion time that students are losing their view of boundaries and what is right/wrong.

I fully understand the teaching of moral absolutes in private schools such as the Catholic schools. These schools, in and of themselves, usually represent a certain viewpoint on these issues. Those who send their children to those schools do so with complete knowledge of what to expect. I support that wholeheartedly as I am a graduate of a fine Catholic school and my daughter a graduate of a fine Baptist school.

 

However, the public schools are in a difficult position. They must educate the masses which will include segments of various and sundry beliefs and standards (or lack thereof). My experience with public school teachers, which is extensive, indicates that, with few exceptions, these are fine, moral people who care about the social issues of life.

 

However, many are hesitant to express any personal beliefs or judgments or even to discuss volitile issues because of the danger of a backlash from "irate parents" or some other source. These teachers, for the most part, know that, in a dispute, they will not be supported by their superiors. They are left out on a limb to fend for themselves.

 

In the world of today, it is difficult to be a public school teacher who wants to teach his/her students more than the basic curriculum.