Posted on Sep 18, 2024
Tim Walz Spent Billions To 'Improve Child Literacy.' Reading Levels Remain Low, New Test Scores...
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Minnesota governor Tim Walz, now the Democratic vice presidential candidate, last year signed a flagship education bill that boosted K-12 education spending by more than $2 billion, a "signature accomplishment" that he said would "improve child literacy." New test scores reviewed by the Washington Free Beacon show that hasn't happened.
Tim Walz Spent Billions To 'Improve Child Literacy.' Reading Levels Remain Low, New Test Scores...
Posted from freebeacon.comPosted in these groups: 
Political Opinions
Political Opinions
Posted 3 mo ago
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Until teachers rule again in the classroom, spending money on underachievers and parents who blame teachers is a waste.
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Schools are a money pit these days. Today's kids would run screaming for their entitled parents the first day in a '60s school
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MSG Thomas Currie
I amazes me that in a time when children attend kindergarten, pre-kindergarted, and often some sort of pre-pre-kindergarten we are still unable to have an sort of decorum in the classrooms.
When I started school in the 1950s there was nothing before "1st Grade" -- 6 y/o children (and a few almost-6, like me) showed up on the first day of school, were assigned a desk, and sat there for 2½ or 3 hours until lunch break, we had lunch, we ran around outside playing for a few minutes, then back to our desk for another 2½ hours. By the end of the first day, we knew to sit still and be quiet, and how to raise our hand if we had anything important to say to the teacher.
My first grade class was 60 students, with one teacher and one assistant. From the second through 8th grades the class size was 30 with just the one teacher. Usually one period each day a different teacher would come in to teach a different subject like music or art. All the regular academic subjects were taught by the regular teacher.
This was a neighborhood school, everyone walked to and from school. The teachers all lived in the neighborhood so it wasn't really unusual for a family to bump into a teacher while out shopping or running errands. By the end of that first week, the teachers knew all their students on sight, knew most of the parents, and were fully capable of discussing the student's progress and performance with the parents at one of these impromptu encounters.
Fast forward a few decades, my wife and I are attending a scheduled parent-teacher conference at our daughter's school. Each family had an exact time when they were to meet with the teacher. We entered the room when called in at our scheduled time, the teacher introduced herself. We had to introduce our daughter because the teacher didn't know her own students (this was about two months into the school year). Despite this being a scheduled meeting, the teacher had to refer to her grade book and notes to tell us anything about our daughter's progress -- and she still got major facts wrong! Several times!! I was not favorably impressed.
When I started school in the 1950s there was nothing before "1st Grade" -- 6 y/o children (and a few almost-6, like me) showed up on the first day of school, were assigned a desk, and sat there for 2½ or 3 hours until lunch break, we had lunch, we ran around outside playing for a few minutes, then back to our desk for another 2½ hours. By the end of the first day, we knew to sit still and be quiet, and how to raise our hand if we had anything important to say to the teacher.
My first grade class was 60 students, with one teacher and one assistant. From the second through 8th grades the class size was 30 with just the one teacher. Usually one period each day a different teacher would come in to teach a different subject like music or art. All the regular academic subjects were taught by the regular teacher.
This was a neighborhood school, everyone walked to and from school. The teachers all lived in the neighborhood so it wasn't really unusual for a family to bump into a teacher while out shopping or running errands. By the end of that first week, the teachers knew all their students on sight, knew most of the parents, and were fully capable of discussing the student's progress and performance with the parents at one of these impromptu encounters.
Fast forward a few decades, my wife and I are attending a scheduled parent-teacher conference at our daughter's school. Each family had an exact time when they were to meet with the teacher. We entered the room when called in at our scheduled time, the teacher introduced herself. We had to introduce our daughter because the teacher didn't know her own students (this was about two months into the school year). Despite this being a scheduled meeting, the teacher had to refer to her grade book and notes to tell us anything about our daughter's progress -- and she still got major facts wrong! Several times!! I was not favorably impressed.
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