Guest
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 Posted: Mon Oct 20, 2003 3:40 pm Post subject: Deep DAFN Disparitiez... |
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The perceptive journalist doth address the *Future* of IQ-75 DAFNhood:
http://www.jsonline.com/news/metro/oct03/175561.asp
*********************************** excerpt ************************
It>s almost an article of universal faith among people involved in
the world of teaching mathematics: In today>s world and in the future,
it is and will be important for almost every adult to be able to
do math to succeed in life. [ - lots more good background SNIPPED - ]
....the argument for being literate in math - being comfortable with
the kinds of things that crop up in the everyday life of millions
of people - is powerful. Competence in math can open the door to
high-paid jobs; the technology of our times increasingly means people
are operating computers or working in settings where the foundation
is built on math; our daily lives lead us to call on math for every-
thing from understanding a tax bill to following the news to figuring
out what 30% off on a pair of shoes means [ -more good stuff SNIPPED-]
That the discipline and reasoning of math strengthen your thinking
in general. As Roger Huberty, a veteran teacher at Case High School
in Racine, put it, any attempt to strengthen math skills is effort
well-spent because "people who are really good at math tend to be
REALLY GOOD AT EVERYTHING." [ -even more common sense stuff DELETED- ]
**[now comes the really hard Factz_of_IQ-75_OOW_Breeding Life]**
The gap between the students who perform well and those who don>t has
been the focus of increasing attention, in large part because the gap
has such strong economic and racial characteristics.
For example, in the 2000 NAEP results, 35% of white eighth-graders were
rated as proficient or better in math, up from 19% in 1990. But the
figure was 6% for black eighth-graders, up just one percentage point
since 1990.
In Wisconsin, the gap between black and white students in math is huge.
At the 10th-grade level, 23% of black students were rated as proficient
or better in math, in testing during the 2002-'03 school year; for
white students, the figure was 76%. At the other end of the scale,
40% of black students were rated at the "minimal" proficiency level,
the lowest category, compared with 10% of white students. [...]
**********************************************************************
There are only so many jobz available teaching DAFN_Studiez to DAFNz,
what are the rest of them going to do...??
What Mother_Nature hath genetically created *Unequal*... |
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Eustace Bagg
Guest
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| Posted: Mon Oct 20, 2003 3:52 pm Post subject: Re: Deep DAFN Disparitiez... |
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<makemyday@worldnet.att.net> wrote in message
news:3F93BB90.1D95C1E6@worldnet.att.net...
[quote]
The perceptive journalist doth address the *Future* of
IQ-75 DAFNhood:
http://www.jsonline.com/news/metro/oct03/175561.asp
*********************************** excerpt
************************
It>s almost an article of universal faith among people
involved in
the world of teaching mathematics: In today>s world and in
the future,
it is and will be important for almost every adult to be
able to
do math to succeed in life. [ - lots more good background
SNIPPED - ]
...the argument for being literate in math - being
comfortable with
the kinds of things that crop up in the everyday life of
millions
of people - is powerful. Competence in math can open the
door to
high-paid jobs; the technology of our times increasingly
means people
are operating computers or working in settings where the
foundation
is built on math; our daily lives lead us to call on math
for every-
thing from understanding a tax bill to following the news
to figuring
out what 30% off on a pair of shoes means [ -more good
stuff SNIPPED-]
That the discipline and reasoning of math strengthen your
thinking
in general. As Roger Huberty, a veteran teacher at Case
High School
in Racine, put it, any attempt to strengthen math skills
is effort
well-spent because "people who are really good at math
tend to be
REALLY GOOD AT EVERYTHING." [ -even more common sense
stuff DELETED- ]
**[now comes the really hard Factz_of_IQ-75_OOW_Breeding
Life]**
The gap between the students who perform well and those
who don>t has
been the focus of increasing attention, in large part
because the gap
has such strong economic and racial characteristics.
For example, in the 2000 NAEP results, 35% of white
eighth-graders were
rated as proficient or better in math, up from 19% in
1990. But the
figure was 6% for black eighth-graders, up just one
percentage point
since 1990.
In Wisconsin, the gap between black and white students in
math is huge.
At the 10th-grade level, 23% of black students were rated
as proficient
or better in math, in testing during the 2002-'03 school
year; for
white students, the figure was 76%. At the other end of
the scale,
40% of black students were rated at the "minimal"
proficiency level,
the lowest category, compared with 10% of white students.
[...]
************************************************************[/quote]
**********
[quote]
There are only so many jobz available teaching
DAFN_Studiez to DAFNz,
what are the rest of them going to do...??
[/quote]
Apparently you don>t have to be a DAFN to teach DAFN
history. DAFNz lose again. I take that back, EVERYBODY
loses again.
Check out the photo on the bottom half of the page.
E.B.
Black history class returns
http://www.jsonline.com/news/metro/oct03/175561.asp
For the past decade, students at Jefferson Davis High School
interested in black history had to wait for February to
become fully immersed in the subject.
All of this while the Montgomery County public school
district became increasingly predominantly black --
currently 74.5 percent.
Today, Jeff Davis is making history. It is the only public
high school offering the course as a choice for an elective,
although it evolved by accident. Across the system, however,
black history for the past three years had become a thing of
the past. Each school selects the electives it offers.
School officials said some of the reasons for the demise of
the course include the increased emphasis on the high-stakes
graduation exam and remediation for struggling students, the
reduction in the teaching force for financial reasons and
waning student interest.
But at Jeff Davis, 53 students enrolled in the course
mistakenly placed on the course selection choice sheets, but
no one seems to know why except that old forms may have been
recycled. Now three classes are offered.
"I didn>t want to be in the class at first," student
Fernando Garrison said, "but what caught my attention was
this older Caucasian woman saying the Nubian queen,
Cleopatra, was black.
"You won>t find too many people who think that," 16-year-old
Fernando said. "I started taking it seriously."
That "old white lady" -- as she describes herself -- is
history teacher Bonnie Shanks, a 35-year veteran in
education. The course is taught without a textbook, but
Shanks finds loads of information through sources such as
books and the Internet. Teaching history in chronological
order, she>s learned, bores students. Instead, she uses the
thematic approach.
"There is so much information, I don>t know which way to
turn sometimes. It>s high maintenance and in continual
creation," said Shanks at the end of a day>s lesson on the
Harlem Renaissance movement and how it was more than art and
literature, but a "consciousness of self."
The lesson included a discussion of the works of
19th-century writer, Zora Neale Hurston, and her court
battle against allegations of child abuse.
Shanks, a "lover of history," easily transforms into a
facilitator for what she calls those "teachable moments."
That>s when students do their own research and instigate
lively discussion. ... |
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