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Year 3 Day 26- Doing the world a diservice, one inservice at a time

by admin on September 27th, 2005


So yesterday was the iin-servicei, I’m so eager for the time when they finally get honest, and call them what they really are- “dis“services. The people who set these things up, never, ever, ever, EVER, have any idea what they’re making us sit through. It’s like they think we’re mindless drones who sit there, and take everything said as gospel, andnot pay attention to any flaws in the speakers presentation

I bet the people in charge of iin-servicesi just find something and say, iHey, does it take up 8 hours of time? Is it even remotely educationally related? Good… then sign them up to sit through it.i

Yesterday’s was supposed to be… well…Seriously, I’m not sure what it was supposed to be other than an prime example of how showing a bunch of numbers can skew data into making any point the presenter wants. I think it was really to show us that school with large ethnic populations, and high poverty levels were having success. I think.

Here’s a bunch of examples of the way the data was so horrendously set up, or just plain irrelevant.

They showed this data that basically had the itopi achieving schools on one end and the bottom on the other in a state by state breakdown. The difference between top and bottom in points on a scale from 0-300 was about 10 points… really, not too significant, but they took out a section of about 30 points, so that the GRAPH would appear to have this HUGE gap between the top and bottom.

They broke down the US rankings in math, science, and language arts, compared to other countries. First off isn’t comparing language arts skills among different countries just useless in the first place? Seriously…

Secondly, you could have made a better case that Mediterranean climates were a bigger cause of poor test scores than teaching methods. Or that countries with Olive skinned inhabitants and larger Muslim minorities were to blame. The stats showed that as well as they showed that poor teaching was what was to blame for the US’s poor test scores.

But we were there to learn how to teach “smarter” *funny, the entire day they never told us what that meant, or how to do it…*

They also showed us a bunch of stats on different ethnicity groups and how they performed. You know what? The test scores for Hispanic children in New Hampshire, and Vermont, were higher than those in California, or New Mexico… .funny, same thing went for African American populations… Do you think that there MIGHT be a direct connection with the population of the said ethnicities that inhabit those states? You don’t hear too many tales of those New Hampshire and Vermont Barrios.

iStraight outta…Montpelier crazy M*****F***** named Winston… i

Oh, and Alaska had higher test scores for African Americans too… tha let’s say, Alabama or Louisiana.

The worst test scores in Alaska were from the Eskimo population, and nobody even made a glancing comment on that. It was appalling, Hispanics and African Americans were struggling with math and science, but nobody gave a crap the Eskimos were the worst.

Silly Eskimos

They also showed a bunch of numbers that would lead one to believe that once American kids got into Jr. High school the quality of education got worse, because their test scores did. It could be our culture, combined with puberty has something to do with it too? Most of the countries with more “liberal” cultures had higher test scores, not to mention harder classes. Something tells me that a culture like ours, that makes things like sex and drugs taboo to even discuss sets up kids hitting puberty to want to do that even more. I’m not saying HEY, let our kids smoke reefer, and poke each other behind the bleachers, but discussing it earlier, might help take away the mystery and escitement assoicated with it for kids.

…But was it a man reading a power point presentation?

After 3 hours of this guy reading his power point presentation, of which he iwas missing parts.i We got to sit down and examine schools who had high success rates, and then try and figure out WHY, and what we could do to implement these things in the comprehensive high school… (not even our high school… we were at a dis-service for the OTHER high school.) It was like our admin. just said…hell, we can’t find anything for you all to do today, so go sit here for 8, and tell us what you learned. Then someone tried to say our group left 30 minutes early, to get us all in trouble. Give me a break.
Nothing to me could have been a bigger waste, than sitting around trying to figure out how to make another school better.

The funniest part about the schools they told us to analyze were the things their schools had that our school/district doesn’t.

1) Higher amount of $$$ for each student per school year
2) Higher teacher pay
3) More colleges and universities near-by willing to help
4) More businesses willing to help, or donate

There were others too…but those were the biggest.

Amazing… you actually DO get what you pay for. The whole day was just awful. Everyone just set there, like little stones, and never brought up the fact thatoMONEY plays a HUGE part of quality of education. That should have been one of the key factors in the presentations… .let’s see how money spent, and teacher salaries affect education.

Not from these folks… it was about improving teacher quality first… and not even addressing the money part. I can get results in my art classes with the limited budget I have now, sure, but I can guarantee I get way better ones if you give me 4 times the budget.

One school made a huge deal about their 85% graduation rate, and if you actually read deeper you found they had a ‘rigorous credit recovery program’ for a lot of the more difficult classes… which could be completed on the computer. These irecoveryi classes are no harder than passing an online traffic school… .and when it says rigorous it means there were 100 questions instead of 30. That probably accounts for another 15% of their graduation rate. We have the same program here, and it’s way easier than any course work.


Today was fine. The funniest part of the day, other than the fact 3 of my classes were operating at 25% capacity or less, was a student who said he iaccidentally vandalized a walli

iYeah cop caught me accidentally vandalizing this wall… I was spray painting stuff on it.i

I had to laugh, and then ask for clarification. He couldn’t explain how someone accidentally vandalizes something.

Kids like that rule… and make my job very entertaining.

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One Comment
  1. Eduardo permalink

    I can see why Eskimos wouldn’t do well in school. I mean, why study Shakespeare if you know you’re destined to a life of bludgeoning seals and selling whale meat?

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