[Vision2020] MSD trends
Dale Courtney
dale@courtneys.us
Mon, 2 Jun 2003 04:00:56 -0700
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Donovan,
=20
A brief reply:=20
* The validity of my prediction for 2008-2009? I'm using an historical
analysis starting with the 1997 data that takes all the data points =
since
into account. You'll have to wait and see if I'm right. Let me tell you =
this
much: MSD did their enrollment projections (
<http://www.sd281.k12.id.us/GeneralInformation/files/Enrollment.pdf>
http://www.sd281.k12.id.us/GeneralInformation/files/Enrollment.pdf). =
Yours
truly was off by 3%. MSD was off by 216%. In fact, MSD predicted to have =
as
many students at the end of 2004 as they are starting with now (i.e., =
they
were off by a whole year). Not a great one-year prediction!=20
* Regardless of whether MSD reaches my predicted 50% point in 2009,
that doesn't invalidate the rest of my data.=20
* There has been a lot of research done about the cost of educating
children with disabilities. This is the standard liberal's bug-a-boo for =
the
cost of education. However, as expensive as it is, it doesn't account =
for a
3.7 times increase in total spending. If you would like, I can put you =
in
touch with those research findings.=20
* Your line "people should be taxed based on what they can afford"
sounds strangely like "From each according to their ability, to each
according to their needs". Now, where have I heard that before...=20
* Your fixed costs examples don't work. There are many school systems
in Idaho that do not have all those things you require. Furthermore, as =
MSD
continues to get smaller, there are things that we can no longer afford.
We're not a tier-1 school, though we're paying as though we were! (and =
not
getting the results to boot!).=20
* Your examples about the cost of educating going up are interesting,
but ultimately unhelpful. Private schools have been well able to control
spending significantly under that of the government schools; and they =
have
the results to show for it...=20
* I never said that SAT/ACT was an indicator of IQ. However, just
because SAT/ACT scores are inappropriately used doesn't mean that they =
are
inappropriate as an assessment. What they stipulate they measure. They =
have
stated objectives, and the validity and reliability of those tests =
compute
those stated objectives. As it is, there's a high corollary between ACT
scores and a college student's likelihood of doing well and graduating. =
It
is also one of the few objective tests that can be given. So, no, they =
don't
measure IQ (nothing does). But what they do measure is an appropriate
assessment.=20
One final question to you: what is the major concern about having a =
monopoly
in charge of education? A monopoly can set the price of the product to
whatever they want because their is no competition to drive it down. And
that's what we see with government education. If Americans treated =
education
like every other market good, we would have choice. Choice is always =
good;
and choice drives down prices and increases quality.=20
=20
Most liberals (rightly so) scream about monopolies. Yet, when it comes =
to
probably the most important aspect of our society, liberals insist on =
having
a government provided monopoly. Why is that?=20
=20
Best,
Dale
-----Original Message-----
From: vision2020-admin@moscow.com [mailto:vision2020-admin@moscow.com] =
On
Behalf Of Donovan Arnold
Sent: Sunday, 01 June, 2003 11:10
To: dale@courtneys.us; vision2020@moscow.com
Subject: RE: [Vision2020] MSD trends
Dale,
> >=20
>You wrote:
"First, concerning the validity of those numbers. I received them =
directly=20
>from MSD, and they had them printed out from the State Board of =
Education
in=20
>Boise. They are from the Board's payroll computer in Idaho by which =
they=20
>gather all of the statistics for the entire state. In those graphs, =
there=20
>were no massaging of numbers. What you saw plotted were the final =
numbers I
>received directly from them."
I was not questioning the graph plots for the costs. I know that =
information
is accurate. I am questioning the validity of the prediction that you or
anyone knows the population of students in the MSD for 2008-2009 with =
any
certainty(I want the confidence interval for this test and variables =
they
used). The numbers for the MSD have gone up and down by as much as 10% =
every
decade since the 1950's when my mom was going to school here. Back then, =
the
Catholic private school reduced the numbers for the public schools. Then =
the
population of Moscow increased and the school eventually did not do the =
same
percentage. Then the University population went up and down too, also
effecting the number of students going to K-12. Nobody can predict the
economy of the State and the University students in the year 2008-09.=20
>=20
>Second, those numbers are collected for every school district in Idaho. =
If=20
>there is a bias in the numbers, then there is a systematic bias across =
the=20
>state. That means an argument of "well, MSD has these special things"=20
>doesn't fly. We're one of 114 school districts in the state.=20
>=20
>"Third, concerning your question about disabilities:=20
>=20
>* Why do you think that the disability rate is increasing=20
>exponentially? Why would that be? Can you tell me what the disability=20
>numbers are for Idaho and MSD?"
I know that in the last few years the number of students diagnosed with =
a
disability has increased. The cost of diagnosing and treating a child =
with a
disability has increased. I also know that government regulations have
increased costs as well. In addition, the number of students with a
disability is more likely now to attend a public school then in the =
past.=20
>* How much more does a child with disabilities cost to educate over=20
>and above a non-disabled child? (BTW, I know the answer to that one).=20
>=20
>Fourth, the State of Idaho's spending only increased by a factor of 2.1
over=20
>the same period of time. MSD was 3.7. Guess where MSD got the extra=20
>$3,111,696? Yup, local taxes have increased by that much just for MSD!=20
This I agree fully with you. I am 100% against property taxes. I think =
it
should be illegal to tax people continuously on a piece of property they =
had
already bought and paid for and paid about 50% in interest on. In =
addition,
this form of taxation assumes, and often falsely, that if you own =
property
then you have money. People should be required to pay what they can =
afford,
not be forced to buy what they already have over and over and over =
again.=20
>=20
>"Fifth, concerning the fixed costs of educating a child, you could look =
at=20
>the smallest school districts in Idaho to see what their budgets were, =
then
>extrapolate from there. There are four school districts in Idaho =
(Prairie;=20
>Three Creek; Arbon; and Pleasant Valley) that fall into those =
categories.
Of=20
>course, fixed costs can be reduced when you have a downsizing of =
student=20
>enrollment. When MSD reaches 50% of its previous size (around =
2008-2009),=20
>then there's no reason to maintain the same amount of fixed overhead.
That's=20
>just good business sense. Using your example, if Ford had 50% fewer =
escorts
>purchased in 10 years, they would close a plant or two."
First, I apologize for the bad Escort example, that was poorly written =
and
can see how you misunderstood me. However, I don't think it is a good =
idea
to extrapolate on information from Three Creek, Arbon, and Pleasant =
Vally as
a basis for Moscow school district. This is an entirely separate area =
with
different problems and situations then these areas. Furthermore,
"Extrapolation" is considered a fallacy in almost all mathematical =
equations
and prediction unless there is absolutely no interference, or a vacuum,
since Idaho does not exist in a vacuum (although it feels like it =
sometimes)
this would be a fallacy to use. Second, we can't shut down the school
system. It is mandated that we have a math teacher, science teacher, =
history
teacher, english teacher, PE, and Health teacher a school building, =
nurse,
playground facilities,cafeteria, and quite a few other things . We have =
to
have these. Thus they are called "fixed costs". Fixed costs are the min!
imum amount we can pay and still meet all the government regulations, =
state
and local. After we meet these fixed costs we have more flexibility to
decide what we need and want after that. If it costs $500,000 for the =
fixed
costs and we have 50 children it is going to seem like a great of money =
is
being spent on one child. On the other hand, if in another district we =
have
to pay $500,000 in fixed costs and only $2000 per extra child and we =
have
150 children, guess what? The cost per child is going to seem much much =
less
but the quality of education is actually about the same.=20
The MSD can't shut down anymore Junior High or High Schools, it only has =
one
of each. It has shut down elementary schools.
>=20
>"Sixth, concerning the rate of inflation. That is what the discussion =
is
all=20
>about. By saying that education must inflate at a rate of 10% (MSD's =
has=20
>been inflating at 9.1% per year), we are buying into the notion that=20
>education is its own beast. I'm questioning that very logic.
Well, I am telling you why Dale, the costs of educating a child is more =
then
it was in the past.=20
Here is a list of following reasons:
Computers, software, fire regulations, ADA Regulations, federal and =
state
regulations, building codes, safety regulations for playgrounds, food
regulations, increased number of disabled students, increased number of
children further behind when entering school, inflation, increased =
number of
specialists to handle and make sure these regulations are followed,
increased number of specialists to deal with new technology problems,
increased number of specialists to deal with legal issues, increased =
number
of specialists to deal with violence, social, and cultural differences,
increased costs of maintaining, updating, and replacing educational
technologies, increased costs for new teaching tools such as Tv's, =
VCR's,
and overhead projectors, increased costs for construction, increased =
costs
for bond levies, increased costs for textbooks, increased costs for =
teaching
a wider varity of subjects such as computers, increased costs for =
medical
coverage of school district employees, ! and increased costs for =
insurance,
and smaller class sizes.
Now unless you want school principles to be able to regulate all these =
costs
and social problems that are currently out of their control, there is
absolutely nothing they can do about it and it is not their fault.=20
>"* We see that people in the past had significantly better educations"
I disagree, many disabled students were not even allowed to receive an
education. WOmen were not expected to get as high of an education as men =
in
certain fields. They did not have computers to do research or see =
foreign
lands or learn about them unless they actually went there. They were =
taught
Christopher Columbus found the new world. They were not taught women or
Black or Native american History. They were taught Latin, which is a =
dead
language. They didn't understand quantum physics, or cosmic notions, =
which
didn't exist then. They were taught many things that were untrue, and =
fewer
then 10% went on to college. Today about 25% of the adult population has
about 4 years of college. =20
>"than people today (just look at the SATs/ACTs and the level of writing
that=20
>we're getting from students today verses 30 years ago. Look at the =
college=20
>entrance requirements from 100 years ago verses today. Most professors =
at
UI=20
>couldn't pass a college entrance exam from 100 years ago!); and they =
did
it"=20
HA HA! SAT and other standardized tests to test student abilities is the
biggest freaking joke in America! Does the SAT test IQ, NO! Does it test
creativity, how about dancing, singing, debate, logical thinking skills,
cooking skills, computer skills, social skills, ability to draw, =
cultural
awareness? NO! This test doesn't even cover HALF the brain. Furthermore, =
the
test has questions that where the answers are wrong! A 12th grade =
student in
California even found one that was wrong. It asked which one of =
following
shapes can't be made using only a triangle shape. He cut up a bunch =
triangle
shapes and proved that everyone of the shapes list for A) B) C) and D) =
you
could make from a triangle. So if we are giving kids tests that are =
WRONG!
and HAVE WRONG answers listed as the correct answers, and it doesn't =
test
half the brian and has a statistical variance of + or - margin of six
points, and a significance rating of only .9, what is the point?
Furthermore, I, like about 90! % of my peers, did not give a damn about
those tests. They did not effect our grade in the class. In my class =
here in
1992 (which you said was the highest ever rated) I didn't even study for =
it,
not one minute, I couldn't care less. I didn't even care to read all the
questions except the government portion of the test, because I loved it. =
I
didn't know what those tests meant until my senior year when my =
councilor
called me out of class to talk to me about my tests score and stated I
ranked in the top 1-2% of the nation in the area of Government. I also =
know,
that if you did REALLY care about those tests and the "rating of your
school" you would just cheat on those scantron tests by running a #2 =
pencil
over the black square on the on side of each question. The computer will
count this as a correct answer! Furthermore, did you know that the SAT
removes all the questions that most of the students get right the next =
year
to ensure a normal distribution bell curve. Did you also ! know that =
some
students rank in the 1st quartile range of the test one year and the =
next
year they rank in the bottom quartile range and another student will =
rank in
the 3rd quartile range one year and then the 1st quartile range the next
year. Funny how about 50%+ of the student population gains and losses =
half
there intelligence in just one YEAR! Either that or the test is garbage. =
The
only thing Scantron multiple tests are good for is testing ones ability =
to
fill in a bubble without going outside the lines. You guess and have a =
25%
chance, jeez, is that stupid or what!
Thanks!
Donovan J. Arnold
_____ =20
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<DIV><SPAN class=3D667261600-02062003><FONT face=3DArial=20
color=3D#800000>Donovan,</FONT></SPAN></DIV>
<DIV><FONT face=3DArial color=3D#800000></FONT> </DIV>
<DIV><SPAN class=3D667261600-02062003><FONT face=3DArial =
color=3D#800000>A brief=20
reply: </FONT></SPAN></DIV>
<UL>
<LI><SPAN class=3D667261600-02062003><FONT face=3DArial><FONT =
color=3D#800000>The=20
validity of my prediction for 2008-2009? I'm using an historical =
analysis=20
starting with the 1997 data that takes all the data points since into =
account.=20
You'll have to wait and see if I'm right. Let me tell you this much: =
MSD did=20
their enrollment projections (</FONT><A=20
=
href=3D"http://www.sd281.k12.id.us/GeneralInformation/files/Enrollment.pd=
f"><FONT=20
=
color=3D#800000>http://www.sd281.k12.id.us/GeneralInformation/files/Enrol=
lment.pdf</FONT></A><FONT=20
color=3D#800000>). Yours truly was off by 3%. MSD was off by 216%. In =
fact, MSD=20
predicted to have as many students at the end of 2004 as they are =
starting=20
with now (i.e., they were off by a whole year). Not a great one-year=20
prediction! </FONT></FONT></SPAN>
<LI><SPAN class=3D667261600-02062003><FONT face=3DArial =
color=3D#800000>Regardless=20
of whether MSD reaches my predicted 50% point in 2009, that doesn't =
invalidate=20
the rest of my data. </FONT></SPAN>
<LI><SPAN class=3D667261600-02062003><FONT face=3DArial =
color=3D#800000>There has=20
been a lot of research done about the cost of educating children with=20
disabilities. This is the standard liberal's bug-a-boo for the cost of =
education. However, as expensive as it is, it doesn't account for a =
3.7 times=20
increase in <U>total</U> spending. If you would like, I can put you in =
touch=20
with those research findings. </FONT></SPAN>
<LI><SPAN class=3D667261600-02062003><FONT face=3DArial =
color=3D#800000>Your line=20
"people should be taxed based on what they can afford" sounds =
strangely=20
like "From each according to their ability, to each according to =
their=20
needs". Now, where have I heard <U>that</U> before...</FONT></SPAN>=20
<LI><SPAN class=3D667261600-02062003><FONT face=3DArial =
color=3D#800000>Your fixed=20
costs examples don't work. There are many school systems in Idaho that =
do not=20
have all those things you require. Furthermore, as MSD continues to =
get=20
smaller, there are things that we can no longer afford. We're not a =
tier-1=20
school, though we're paying as though we were! (and not getting the =
results to=20
boot!). </FONT></SPAN>
<LI><SPAN class=3D667261600-02062003><FONT face=3DArial =
color=3D#800000>Your=20
examples about the cost of educating going up are interesting, but =
ultimately=20
unhelpful. Private schools have been well able to control spending=20
significantly under that of the government schools; and they have the =
results=20
to show for it...</FONT></SPAN>=20
<LI><SPAN class=3D667261600-02062003><FONT face=3DArial =
color=3D#800000>I never said=20
that SAT/ACT was an indicator of IQ. However, just because SAT/ACT =
scores are=20
inappropriately used doesn't mean that they are inappropriate as an=20
assessment. What they stipulate they measure. They have stated =
objectives, and=20
the validity and reliability of those tests compute those stated =
objectives.=20
As it is, there's a <U>high</U> corollary between ACT scores and a =
college=20
student's likelihood of doing well and graduating. It is also one of =
the few=20
objective tests that can be given. So, no, they don't measure IQ =
(nothing=20
does). But what they do measure is an appropriate assessment.=20
</FONT></SPAN></LI></UL>
<DIV><FONT face=3DArial color=3D#800000><SPAN =
class=3D667261600-02062003>One final=20
question to you: what is the major concern about having a monopoly in =
charge of=20
education? A monopoly can set the price of the product to whatever =
they=20
want because their is no competition to drive it down. And that's what =
we see=20
with government education. If Americans treated education like every =
other=20
market good, we would have choice. Choice is always good; and choice =
drives down=20
prices and increases quality. </SPAN></FONT></DIV>
<DIV><FONT face=3DArial color=3D#800000><SPAN=20
class=3D667261600-02062003></SPAN></FONT> </DIV>
<DIV><FONT face=3DArial color=3D#800000><SPAN =
class=3D667261600-02062003>Most liberals=20
(rightly so) scream about monopolies. Yet, when it comes to probably the =
most=20
important aspect of our society, liberals <U>insist</U> on having a =
government=20
provided monopoly. Why is that? </SPAN></FONT></DIV>
<DIV><FONT color=3D#800000><FONT face=3DArial></FONT></FONT> </DIV>
<DIV><FONT color=3D#800000><FONT face=3DArial>Best,</FONT><BR><FONT=20
face=3D"Vladimir Script" size=3D5>Dale</FONT></FONT></DIV>
<BLOCKQUOTE=20
style=3D"PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #800000 2px =
solid; MARGIN-RIGHT: 0px">
<DIV></DIV>
<DIV class=3DOutlookMessageHeader lang=3Den-us dir=3Dltr =
align=3Dleft><FONT=20
face=3DTahoma size=3D2>-----Original Message-----<BR><B>From:</B>=20
vision2020-admin@moscow.com [mailto:vision2020-admin@moscow.com] <B>On =
Behalf=20
Of </B>Donovan Arnold<BR><B>Sent:</B> Sunday, 01 June, 2003=20
11:10<BR><B>To:</B> dale@courtneys.us;=20
vision2020@moscow.com<BR><B>Subject:</B> RE: [Vision2020] MSD=20
trends<BR><BR></FONT></DIV>
<DIV>
<DIV>
<P>Dale,<BR>> > </P></DIV>
<DIV></DIV>
<P>>You wrote:</P>
<P>"First, concerning the validity of those numbers. I received them =
directly=20
</P>
<DIV></DIV>
<DIV></DIV>>from MSD, and they had them printed out from the State =
Board of=20
Education in=20
<DIV></DIV>
<DIV></DIV>>Boise. They are from the Board's payroll computer in =
Idaho by=20
which they=20
<DIV></DIV>
<DIV></DIV>>gather all of the statistics for the entire state. In =
those=20
graphs, there=20
<DIV></DIV>
<DIV></DIV>>were no massaging of numbers. What you saw plotted were =
the=20
final numbers I=20
<DIV></DIV>
<DIV></DIV>
<DIV></DIV>
<P>>received directly from them."</P>
<DIV></DIV>
<P>I was not questioning the graph plots for the costs. I =
know that=20
information is accurate. I am questioning the validity of the =
prediction that=20
you or anyone knows the population of students in the MSD for =
2008-2009 with=20
any certainty(I want the confidence interval for this test and =
variables they=20
used). The numbers for the MSD have gone up and down by as much =
as 10%=20
every decade since the 1950's when my mom was going to school here. =
Back then,=20
the Catholic private school reduced the numbers for the public =
schools. Then=20
the population of Moscow increased and the school eventually did =
not do=20
the same percentage. Then the University population went up and down =
too, also=20
effecting the number of students going to K-12. Nobody can =
predict=20
the economy of the State and the University students in the year=20
2008-09. </P>
<DIV></DIV>
<DIV></DIV>>=20
<DIV></DIV>
<DIV></DIV>>Second, those numbers are collected for every school =
district=20
in Idaho. If=20
<DIV></DIV>
<DIV></DIV>>there is a bias in the numbers, then there is a =
systematic bias=20
across the=20
<DIV></DIV>
<DIV></DIV>>state. That means an argument of "well, MSD has these =
special=20
things"=20
<DIV></DIV>
<DIV></DIV>>doesn't fly. We're one of 114 school districts in the =
state.=20
<DIV></DIV>
<DIV></DIV>>=20
<DIV></DIV>
<DIV></DIV>>"Third, concerning your question about disabilities:=20
<DIV></DIV>
<DIV></DIV>>=20
<DIV></DIV>
<DIV></DIV>>* Why do you think that the disability rate is =
increasing=20
<DIV></DIV>
<DIV></DIV>>exponentially? Why would that be? Can you tell me what =
the=20
disability=20
<DIV></DIV>
<DIV></DIV>
<DIV></DIV>
<P>>numbers are for Idaho and MSD?"</P>
<DIV></DIV>
<P>I know that in the last few years the number of students diagnosed =
with a=20
disability has increased. The cost of diagnosing and =
treating a=20
child with a disability has increased. I also know that =
government=20
regulations have increased costs as well. In addition, the number of =
students=20
with a disability is more likely now to attend a public =
school then=20
in the past. </P>
<DIV></DIV>
<DIV></DIV>>* How much more does a child with disabilities cost to =
educate=20
over=20
<DIV></DIV>
<DIV></DIV>>and above a non-disabled child? (BTW, I know the answer =
to that=20
one).=20
<DIV></DIV>
<DIV></DIV>>=20
<DIV></DIV>
<DIV></DIV>>Fourth, the State of Idaho's spending only increased by =
a=20
factor of 2.1 over=20
<DIV></DIV>
<DIV></DIV>>the same period of time. MSD was 3.7. Guess where MSD =
got the=20
extra=20
<DIV></DIV>
<DIV></DIV>
<DIV></DIV>
<P>>$3,111,696? Yup, local taxes have increased by that much just =
for MSD!=20
</P>
<DIV></DIV>
<P>This I agree fully with you. I am 100% against property taxes. I =
think it=20
should be illegal to tax people continuously on a piece of property =
they had=20
already bought and paid for and paid about 50% in interest on. In =
addition,=20
this form of taxation assumes, and often falsely, that if you own =
property=20
then you have money. People should be required to pay what they can =
afford,=20
not be forced to buy what they already have over and over and over =
again. </P>
<DIV></DIV>
<DIV></DIV>>=20
<DIV></DIV>
<DIV></DIV>>"Fifth, concerning the fixed costs of educating a =
child, you=20
could look at=20
<DIV></DIV>
<DIV></DIV>>the smallest school districts in Idaho to see what =
their=20
budgets were, then=20
<DIV></DIV>
<DIV></DIV>>extrapolate from there. There are four school districts =
in=20
Idaho (Prairie;=20
<DIV></DIV>
<DIV></DIV>>Three Creek; Arbon; and Pleasant Valley) that fall into =
those=20
categories. Of=20
<DIV></DIV>
<DIV></DIV>>course, fixed costs can be reduced when you have a =
downsizing=20
of student=20
<DIV></DIV>
<DIV></DIV>>enrollment. When MSD reaches 50% of its previous size =
(around=20
2008-2009),=20
<DIV></DIV>
<DIV></DIV>>then there's no reason to maintain the same amount of =
fixed=20
overhead. That's=20
<DIV></DIV>
<DIV></DIV>>just good business sense. Using your example, if Ford =
had 50%=20
fewer escorts=20
<DIV></DIV>
<DIV></DIV>
<DIV></DIV>
<P>>purchased in 10 years, they would close a plant or two."</P>
<DIV></DIV>
<P>First, I apologize for the bad Escort example, that was poorly =
written=20
and can see how you misunderstood me. However, I don't think it is a =
good idea=20
to extrapolate on information from Three Creek, Arbon, and =
Pleasant Vally=20
as a basis for Moscow school district. This is an entirely separate =
area with=20
different problems and situations then these areas. Furthermore,=20
"Extrapolation" is considered a fallacy in almost all mathematical =
equations=20
and prediction unless there is absolutely no interference, or a =
vacuum,=20
since Idaho does not exist in a vacuum (although it feels like it =
sometimes)=20
this would be a fallacy to use. Second, we can't shut down the school =
system.=20
It is mandated that we have a math teacher, science teacher, history=20
teacher, english teacher, PE, and Health teacher a school =
building,=20
nurse, playground facilities,cafeteria, and quite a few other things . =
We have to have these. Thus they are called "fixed costs". Fixed =
costs=20
are the min! imum amount we can pay and still meet all the government=20
regulations, state and local. After we meet these fixed =
costs we=20
have more flexibility to decide what we need and want after that. If =
it costs=20
$500,000 for the fixed costs and we have 50 children it is going to =
seem like=20
a great of money is being spent on one child. On the other hand,=20
if in another district we have to pay $500,000 in fixed costs and =
only=20
$2000 per extra child and we have 150 children, guess what? The cost =
per child=20
is going to seem much much less but the quality of education is =
actually about=20
the same. </P>
<DIV></DIV>
<P>The MSD can't shut down anymore Junior High or High Schools, =
it only=20
has one of each. It has shut down elementary schools.</P>
<DIV></DIV>
<DIV></DIV>>=20
<DIV></DIV>
<DIV></DIV>>"Sixth, concerning the rate of inflation. That is what =
the=20
discussion is all=20
<DIV></DIV>
<DIV></DIV>>about. By saying that education must inflate at a rate =
of 10%=20
(MSD's has=20
<DIV></DIV>
<DIV></DIV>>been inflating at 9.1% per year), we are buying into =
the notion=20
that=20
<DIV></DIV>
<DIV></DIV>
<DIV></DIV>
<P>>education is its own beast. I'm questioning that very =
logic.</P>
<DIV></DIV>
<P>Well, I am telling you why Dale, the costs of educating a child is =
more=20
then it was in the past. </P>
<DIV></DIV>
<P>Here is a list of following reasons:</P>
<DIV></DIV>
<P>Computers, software, fire regulations, ADA Regulations, federal and =
state=20
regulations, building codes, safety regulations for playgrounds, food=20
regulations, increased number of disabled students, increased number =
of=20
children further behind when entering school, inflation, increased =
number of=20
specialists to handle and make sure these regulations are followed, =
increased=20
number of specialists to deal with new technology problems, increased =
number=20
of specialists to deal with legal issues, increased number of =
specialists to=20
deal with violence, social, and cultural differences, increased costs =
of=20
maintaining, updating, and replacing educational technologies, =
increased costs=20
for new teaching tools such as Tv's, VCR's, and overhead projectors, =
increased=20
costs for construction, increased costs for bond levies, increased =
costs for=20
textbooks, increased costs for teaching a wider varity of subjects =
such as=20
computers, increased costs for medical coverage of school district =
employees,=20
! and increased costs for insurance, and smaller class sizes.</P>
<DIV></DIV>
<P>Now unless you want school principles to be able to regulate all =
these=20
costs and social problems that are currently out of their control, =
there is=20
absolutely nothing they can do about it and it is not their fault. =
</P>
<DIV></DIV>
<DIV></DIV>
<DIV></DIV>
<P>>"* We see that people in the past had significantly better=20
educations"</P>
<DIV></DIV>
<P>I disagree, many disabled students were not even allowed to receive =
an=20
education. WOmen were not expected to get as high of an education as =
men=20
in certain fields. They did not have computers to do research or =
see=20
foreign lands or learn about them unless they actually went =
there. They=20
were taught Christopher Columbus found the new world. They=20
were not taught women or Black or Native american History. They =
were=20
taught Latin, which is a dead language. They didn't understand =
quantum=20
physics, or cosmic notions, which didn't exist then. They were taught =
many=20
things that were untrue, and fewer then 10% went on to college. Today =
about=20
25% of the adult population has about 4 years of college. </P>
<DIV></DIV>
<DIV></DIV>>"than people today (just look at the SATs/ACTs and the =
level of=20
writing that=20
<DIV></DIV>
<DIV></DIV>>we're getting from students today verses 30 years ago. =
Look at=20
the college=20
<DIV></DIV>
<DIV></DIV>>entrance requirements from 100 years ago verses today. =
Most=20
professors at UI=20
<DIV></DIV>
<DIV></DIV>>couldn't pass a college entrance exam from 100 years =
ago!); and=20
they did it"=20
<DIV></DIV>
<DIV></DIV>
<DIV></DIV>
<P>HA HA! SAT and other standardized tests to test student abilities =
is the=20
biggest freaking joke in America! Does the SAT test IQ, NO! Does it =
test=20
creativity, how about dancing, singing, debate, logical thinking =
skills,=20
cooking skills, computer skills, social skills, ability to draw, =
cultural=20
awareness? NO! This test doesn't even cover HALF the brain. =
Furthermore, the=20
test has questions that where the answers are wrong! A 12th grade =
student in=20
California even found one that was wrong. It asked which one of =
following=20
shapes can't be made using only a triangle shape. He cut up a bunch =
triangle=20
shapes and proved that everyone of the shapes list for A) B) C) and D) =
you=20
could make from a triangle. So if we are giving kids tests that are =
WRONG! and=20
HAVE WRONG answers listed as the correct answers, and it doesn't test =
half the=20
brian and has a statistical variance of + or - margin of six points, =
and a=20
significance rating of only .9, what is the point? Furthermore, I, =
like about=20
90! % of my peers, did not give a damn about those tests. They did not =
effect=20
our grade in the class. In my class here in 1992 (which you said was =
the=20
highest ever rated) I didn't even study for it, not one minute, I =
couldn't=20
care less. I didn't even care to read all the questions except the =
government=20
portion of the test, because I loved it. I didn't know what those =
tests meant=20
until my senior year when my councilor called me out of class to talk =
to me=20
about my tests score and stated I ranked in the top 1-2% of the nation =
in the=20
area of Government. I also know, that if you did REALLY care about =
those tests=20
and the "rating of your school" you would just cheat on those scantron =
tests=20
by running a #2 pencil over the black square on the on side of each =
question.=20
The computer will count this as a correct answer! Furthermore, did you =
know=20
that the SAT removes all the questions that most of the students get =
right the=20
next year to ensure a normal distribution bell curve. Did you also ! =
know that=20
some students rank in the 1st quartile range of the test one year and =
the next=20
year they rank in the bottom quartile range and another student will =
rank in=20
the 3rd quartile range one year and then the 1st quartile range the =
next year.=20
Funny how about 50%+ of the student population gains and losses half =
there=20
intelligence in just one YEAR! Either that or the test is garbage. The =
only=20
thing Scantron multiple tests are good for is testing ones ability to =
fill in=20
a bubble without going outside the lines. You guess and have a 25% =
chance,=20
jeez, is that stupid or what!</P>
<DIV></DIV>
<P>Thanks!</P>
<DIV></DIV>
<P>Donovan J. Arnold</P>
<DIV></DIV></DIV><BR clear=3Dall>
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