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Hats off to Widener University for coming up with this idea.
With the demise of inBloom, the threat of loose ends of our children’s data becoming unclaimed property, and then being claimed by someone we parents don’t approve, is real..
We are already in the computer era. We can’t really go back to shuffling papers.
The answer is simple. We give every child a secret number. That child is known from the earliest entry into the educational system only by that number. (The parents keep it) The child doesn’t need to know. Somewhere deep in our educational bureaucracy will be a master list that for the most part never gets seen. Only there can one look up the name and find the number.
So if number 8675309 gets an “A”. that is how it gets published. Open source, everyone can see 8675309 got an “A. ” If 8675309 gets top honor on their test; that is how it gets published. Everyone can see that 8675309 got top honors on their test. When you as a parent want to review your child’s file, you go to an open source, where all the data is viewable to all, and look up the number. No one else ever knows who that number represents.
This allows data to be processed for sociological studies without ever being traced back to this kid or that kid…. This allows the freedom to see how a school is doing student by student, and posting it out in the open, without anyone knowing or being able to find out who those real human beings are….
Instead of chasing around every single byte of data connected to a child’s name in effort to secure it. we just have to secure the master list that correlates real people to fake numbers…
Thank you Widener University.
From the CBO, we have it outlined like this… If we raise minimum wage to 10.10, we lose 500,000 jobs. If we raise it to $9.00 we lose 100,000 jobs…
Is it better to work and receive more money, or is it better to have more people working for less, but at least they are working….
Great question. There were 3.3 million people making minimum wage in 2013…. The wage will jump from $7.25 to $10.10 or jump from $7.25 to $9.00. The first is an increase of $2.85; the second is an increase of $1.75… The impact of that increase on 3.3 million people are as follows.
3.3 million X $2.85 = $9.405 million/hour increased purchasing power
3.3 million x $1.75 = $5.775 million/hour increased purchasing power
3.3 million X $0 (no change) = $0.00 No change; same as it every was.
But wait. Job losses are bound to occur. If we take the CBO’s estimate, we get the first minus 500,000; the second minus 100,000.
(3.3 million -500,000) X $2.85 = $ 7.98 million/hour economic benefit
(3.3 million -100,000) X $1.75 = $ 5.60 million/hour economic benefit
(3.3 million- 0) X $ 0 (no change) = $0.00 no change from the past
There you go… We get more economic push by going with the $10.10 number despite the possible loss of jobs. .We got an answer. Gee. What was so hard about that?
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Appendix:
Someone else brought up the idea that those people put out of work, have a negative influence upon the equation… To be honest prior to their mentioning it, at first, I really hadn’t thought about it. It never occurred to me, because mathematically they would be zeros. Interesting, huh? How the brain works? My focus was on how much positivity a minimum wage increase would generate… And because of my positivity I have trouble accepting that there is a negative influence for letting those people go. But just in case there is, let me put it down here as well since someone brought up the fact that those leaving the work force would be decreasing the total pool of potential earnings by their future estimated earnings with which had they been previously working. Which in this case, would be the minimum wage rate… applied at both the levels of 500,000 and 100,000….
((3.3 million -500,000) X $2.85) – (500,000 X $7.25) = $ 4.355 million/hour economic benefit
((3.3 million -100,000) X $1.75) – (100,000 X $7.25) = $ 4.875 million/hour economic benefit
(3.3 million- 0) X $ 0 (no change) = $0.00 no change from the past….
That changes the impact. There are several problems with this last model. One, is that its total, is a theoretical rate representing everyone working per hour. Those being laid off can’t really be a negative against this because everyone who is still working, IS making that much… This is the net increase amount which will be reported, earned, and taxed. Secondly, if you are out of work you are making zero dollars, and not an actual negative amount which challenges whether the principle is sound to deduct a cost away from the benefit when making this particular comparison. One could do so, if one was expostulating a potential benefit which would have to be benchmarked against full employment, and not against the incremental amounts. For example if we had access to the number of hours worked at minimum wage in this country over a set time period, we could actually make that comparison by plugging in these two rates..
As it stands we can already compare these totals to the status quo, and there is a definite positive bump in economic activity… Plus, if those temporarily laid-off people get other jobs, ones that actually pay more than minimum wage, then they are off the chart, and that negative is not there at all. The underlying assumption for there to be an existing negative, is that these people losing their jobs, immediately and forever stop contributing to the economy…
Therefore probably the best comparison to achieve that would be painted like this…
3.3 million X $2.85 = $9.405 million/hour increased purchasing power – (.5 million X 7.250 = $9.405 – $3.625 = $5.78)
3.3 million x $1.75 = $5.775 million/hour increased purchasing power – (.1 million X 7.250 = $5.775 – $0.725 = $5.05 )
3.3 million X $0 (no change) = $0.00 No change; same as it every was.
That probably is the best description since it contrasts against the potential possibility of earnings.
But as policy this shows Delaware’s Tom Carper to be very wrong when he was quoted as saying that the lower amount of increase would be best for this country…
..
Hey, Joe… we need you to vote this way on this one… oh, ok.
Versus…..
Hey Steve… we need you to vote this way on this one…. Why?
I’d certainly prefer someone who uses thought and logic to determine what is best for all, as opposed to someone who simply holds space and takes orders from those higher up… I believe you do too….
This was a surprise. Today the Federal Appeals Court ruled against the FCC, and for Comcast and Verizon and AT&T…….
If you’ve always loved your cable company, XOXOXO, then have no fear. But….if they have ever pissed you off in your lifetime, GRRRRRR, …be afraid, very afraid.
Essentially what this ruling “could do” is give them unlimited power over what you see, or not see on the internet….. As well as unlimited power over what they can charge for the privilege (no longer your right) to see what ever it is they choose to show you…..
The internet is set become another payola as was the radio…. no matter what station you tune, you hear the same 10 songs, unless of course, you always listened to WVUD….. And the reason you hear the same 10 songs, is because those record companies paid the 10 highest fees to the corporate entity overseeing the music selection….
Now do you see where we are headed?
Ever heard of Netflicks? Of course you have. Dump your stock. They will now be charged between $75- 115 million extra a year, just to have their movies carried by Comcast, Verizon, and AT&T..
Prefer to use Google over the Alta Vista search engine on the Comcast Site? Expect to pay a premium. Wish to see a video from your children in South Africa? Expect to pay for it…. YouTube? Will now be pay in advance….
At stake is “common carriage”. It is a centuries old premise that if someone operates in the public arena, one must allow all the same option to use it. One can’t for example, run a ferry and not allow his mother in law to cross, or Ted Cruz… If one is providing a public service, under common carriage principles he must not discriminate between parties….
This was one of the tenants that helped strike down bus segregation in the Old South, the fact that this age old principle was violated.
However… what happened…. was in 2005, the Supreme Court in their “Brand X” decision, decided that broadband (and wireless), was NOT a common carriage entity under existing law… Phones, yes; old cable, yes; but broadband… no… The current court used that decision to say that since broadband was NOT a regulate common carrier provider (even though obviously it is), it did not have to comply with the common carriage principles every other entity has to follow….. Broadband is not a telecommunications network, and therefore FCC rules DO NOT APPLY.
The 2011 FCC rules being challenged in this court case, essentially state that broadband providers cannot block competing traffic on their network or discriminate against another company’s services that ride over its network in order to benefit its own competing services.
Here are the fears.
This happened immediately after the decision. Try going to the EFF site, Electronic Frontier Foundation, an organization hostile to corporate takeover of the internet. It takes 5 minutes to load each page, and all other sites take under a second. I tried it repeatedly with always the same results. Prior to the decision, it had always been in an instant. So obviously now that companies can do what ever they want, any website critical or your cable company, is getting dissed… (No wonder Chris Coons uncharacteristically is sucking up to the Cable Industry.) If Christine O’Donnell runs again, she will be the only candidate in the race, according to the internet…. unless you do “their” bidding.
Mozilla responded with this…
And that is the solution. The FCC can simply redirect broadband and wireless to be back in the public domain, and net neutrality can continue.
Or Congress can pass legislation demanding he same.
Or the Supreme Court can overturn the Appeals Court’s decision.
It comes down to our rights to free access of knowledge, versus a corporation’s right to make money. As has been the trend lately, the Court decided the trump suit was a corporation’s right to make money….
Courtesy of Arizona Daily Star/Fitzsimmons
Finally data is proving the point. In Florida, the Department of Education publishes their study showing :
- Of the 209 schools in Miami-Dade and Broward with at least 90 percent of students receiving free or reduced lunch, 78 percent received a grade of C or worse. Roughly 39 percent of these high-poverty schools received a D or F.
- Of the 43 local schools with much lower poverty rates (30 percent or fewer students receiving free or reduced lunch), 86percent received an A, and none received a D or F.
This is in spite of Florida’s (aka Jeb Bush) concentrated attempt to bridge the gap. Florida’s school letter grades are heavily influenced by standardized test scores. Because test scores drive the calculation — and because research shows that poorer students don’t perform as well on those tests — the better grades assigned to wealthier schools are not a complete surprise.
So are testing grades measuring how well a school teaches kids, or are they simply a reflection of how much money the parents of those students have?
The grades have remain lopsided in Florida even after the state added student learning gains to the formula in 2002. In theory, adding student growth was supposed to give poorer schools a better shot at success, as they would be rewarded for boosting the performance of students
It appears that in spite of all we can do…. and I mean all we can do…. that education will continuously have a direct correlation with income of each student’s parents. One entry grade teacher remarked you can tell who will be good coming in, just by how comfortable they are in holding a book.
(Editor’s Note: Here is where you throw your hands up in the air)
Time to try something new. I present the kavips Formula for funding schools.
Take the test results from the past year 2013. Off to the side is a percentage of students receiving free lunch. Use that percent of increase as a modifier for this year’s budget. If a school is at 19% low income, they get 119% of their previous budget. If a school is at 90% low income, give them 190% of their budget. All others in between, use the same formula.
What we are doing is applying money at the point where the problem is. All too often, incompetent administrators blame parents. Blah, blah, blah, parents, blah, blah, blah. Well, except for shaming one or two, making a dent in that is entirely out of everyone’s control What we should be focused on, is how do we make an impact considering all the poverty surrounding these school’s neighborhoods?
So how did civilization survive the Dark Ages of medieval times? There were far more of them, than us back then. Civilized man built fortresses, behind which he could retreat if necessary. They preserved civilization inside the high walls, because it sure wouldn’t last outside them. Taking a clue from that, we make our schools fortresses. Not pillars of forebodence, but a welcoming place separate and safe from the real world. A place of no bullies, a place of lots of healthy food, a place to do homework after school, a place to sing, a place to paint, a place to read or get read to. A place to discuss life in the neighborhood, where people really were interested in what you had to say. A place to bring mom. or dad. that had things for them to do. Heck, even let them catch up and finish their missing degrees.
But a fortress to protect civilization. To be sure there will be those who try to crush it. Just as during the medieval time slot, dark knights would try to undo the good they correctly saw taking away their livelihood of crime.
So. lets jump forward one step further and look at this example. You are a new teacher. You get a choice. You can go to the inner city where you will make a huge impact, change lives and perhaps the course of history, and have 90% increase to spend in supplies over what you would if you stayed in the safe suburbs. Or perhaps you are a new principal out to make a name for yourself. You can take over an inner city school, with almost double (+90%) the state money of a suburban school, or stay in your suburban and doggedly try not to slip backwards with less funding.
This counters the reality of today’s practices. Today we cut back and starve our inner-city schools, yet lavish funds on our suburban affluent ones.
And we wonder why test scores mirror the poverty line almost exactly! If someone is ignorant, testing 47 times isn’t going to teach anything. You get the same answer each time.
Money to testing, is just being thrown away. Better instead, to allow a school to receive more, the higher its student’s poverty levels are! That would be “real” education reform….
(Note, this concept was on Rodel‘s original plank (2008), but if you look up their recommendations now, increased funding is completely out of their syllabus.) (The 1%’rs got squeamish)…
Examples:
In Cape Henelopen District:
Brown (W. Reily) Elementary School with a low Social Economic Score of 76.7% gets a 77% budget increase.
Dover Air Force Base Middle School with a low Social Economic Score of 14.0 % gets a 14.0 % budget increase.
Fifer (Fred) Middle School with a low Social Economic Score of 57.2 % gets a 57.2 % budget increase.
Frear (Allen) Elementary with a low Social Economic Score of 52.0% gets a 52.0% budget increase.
Postlethwait (F. Niel) Middle School with a low Social Economic Score of 45.7% gets a 45.7% budget increase.
Simpson (W.B.) Elementary School with a low Social Economic Score of 51.6 % gets a 51.% budget increase.
Star Hill Elementary School with a low Social Economic Score of 37.3% gets a 37.3% budget increase.
Stokes (Nellie Hughes) Elementary School with a low Social Economic Score of 62.7% gets a 62.7% budget increase.
Welch (Major George S.) Elementary School with a low Social Economic Score of 28.2% gets a 28.2% budget increase.
Data compiled from here.
This was fascinating; exploring all the ideas as to “why” these countries are rated as high as they are.
Those who have traveled extensively, would probably agree with the assessment. I was pleasantly surprised that all my favorite nations scored high.
How did yours do?
Irregardless, one can see some very viable trends.
Please read Steve’s reports on Delaware’s offshoot of Homeland Security here, here and here….
We are getting our money’s worth with this bunch, that’s for sure… I wonder when they’ll let civilians drive it? I think the monster mile would be a good test track for civilians to get the opportunity….
Can you imagine seeing this thing pass you on the Delaware Memorial Bridge and at the apex it goes sailing off into the sky? What will they think of spending our money on next…
(I want one btw. )
In a new parlor game, reminiscent of one played in Uncle Scrooge’s nephew’s house on Christmas Day present, the question was:… what is the biggest difference between the Head of Delaware’s Senate, and the Head of Delaware’s House?
………………………. Finally after multiple answers, all correct but deemed wrong, we get the answer.
One licks the governor’s butt on rare occasion; the other licks it all session long.
That was too poetic not to pass on.
Common Core is being defeated. Some states like Delaware are doubling down which is about as effective as using children fo stem the Russian Invasions of Berlin. Most states are abandoning the idea before they lose their investment…..
Common Core is actually uniting various groups once thought completely unmixable, bonding them in opposition to its implementation. Called “Obamacore” by Conservatives.. Called a “Mistake” by Teachers Unions. Called a “Boondoggle” by state legislators trying to find ways to pay for its cost. Called a “National Disgrace” by Progressives worried over its damage to our international competitiveness. Called a “Tyranny” by the Tea Party, outraged over the complete loss of local control…
One entity still defends it. Wall Street and those who serve it.
For those of you who don’t know, Common Core was actually developed by our state’s Governors. Jack Markell was a one of the leaders who pushed this. The program was then adopted by Obama and under his secretary of Education, Arne Duncun, all federal money as been tied to its implementation.
In fairness, I like Common Core. It embodies most of the ideas I have stressed since blogging. However, though it sounds great in theory, I must admit, it is not working. Our children are being denied a great education because we are teaching remedial math and remedial English over and over again for one reason…. to boost test scores. The reason for this focus on test scores,is because that is how we determine which schools we will close down, which principals will be forced to resign, and which teachers will be fired.
Obviously in that environment, all a child will learn, is how to take the test, and how to score the most points with their answers. Nothing of which will help them or help us in the real world when they become our newest generation of the employed….
The problem is not with the principles or aims of Common Core. The problem lies with the tests and their current use as a weapon to hold over people’s heads. The tests were meant to be used as a tool for analysis… How much did Johnny know in September. How much does Johnny know in January? How much will Johnny know in June? What a great tool if it were honestly applied and not doctored up, contorted, or flagrantly adjusted in order to prevent a horrible outcome that has absolutely nothing to do with each student’s educational needs!
From the American Teachers Union –Randi Weingarten….““The Common Core is in trouble, There is a serious backlash in lots of different ways, on the right and on the left.”
Across the nation states are rushing out tests based on the new standards without preparing teachers and designing new curricula… Here the states are saying… “Take this test you’ve never seen. If you don’t do good, you’ll lose your job.” “Kid, on this test you’ve never seen, you did bad. You can’t graduate despite your 4.0 average.” “Ladies and Gentlemen; parents of this district! Your attention please! We have to close this school because your students, failed this test on stuff they’ve never seen.”
That is why parents are fighting back. 8 moms in Texas have pushed a bill in Texas to roll back the number of tests required to graduate from 15 to 5. Governor Perry will veto it.
That is why one child in five fails the Texas standard tests.
Alabama, Indiana, Georgia and South Dakota have legislation ongoing to pull or modify Common Core Standards.
Kentucky just had a 30-40 point drop in scores because of Common Core. The assessment you took this year was much more rigorous than anything that you’ve had before. It takes three or four years for the teachers and the kids to catch up.
But legislators are not the ground level.. Teachers are. New York put a message board so teachers could comment on issues they were having with Common Core implementation….. Most of the comments are negative.
My sixth grader was in tears after the second day of the test. Didn’t even get to the essay – has NEVER had that happen before. What’s the point of making kids feel this awful about themselves? He’s a good student, now he feels terrible
What’s up with reading four pages of directions to the kids before they start? My English Language Learners were in a daze…
Watched my child do test prep booklets, test prep mornings, test prep afterschool, even test prep Saturdays. Then she didn’t even get to finish the test. Taking her to a bookstore this afternoon to find some real reading..
Third graders had to keep rereading and rereading these long answers to find them in the passages. Is that really what we want third graders doing? I’m worried about them poring over these small details forever.
The test wasn’t hard at all but timely. Students couldn’t finish the exam. How can we judge students on an essay when they weren’t able to do the essay because of timing. Common core wasn’t written to test speed reading it was written I believe for deeper comprehension. Its almost as if we set up our students for failure. Also for a company to use text from their books in an exam seems unethical and unfair. Lastly I wonder if the writers of the test should be judged on some of the grammatical errors that occurred in the answers that seemed not to make sense and often times looked like two choices could answer the questions…..
Including questions that were both tedious to interpret and would require the stamina of an Olympic athlete to answer is at best unrealistic, and at worst, cruel. I am also baffled by the decision to include texts that are recommended on the Engage NY website in terms of level of complexity for 7th graders, on a 5th grade exam. Is the message for teachers then that grade-level reading is now inadequate and instead, all students should be reading several grades above their level?…
Is your blood boiling yet? If you have children, I’d be willing to bet it is….
Spend an evening reading what is really going on with Common Core….
Then, do something about it….. Start with calling your Governor….
Lucy Calkins, a professor at Teachers’ College at Columbia University: “I’m a big supporter of the Common Core. I wrote the best-selling book about it,” Calkins said. “But this makes even me question it.”