American education is doing much as it's always done - about as well as possible, given the crushing poverty, single parent-families, violence, and racism holding back the kids it's charged with shepherding to adulthood. But DeBoer spends only a little time citing the studies that prove this is true. DeBoer spends several impassioned sections explaining how opposed he is to scientific racism, and arguing that the belief that individual-level IQ differences are partly genetic doesn't imply a belief that group-level IQ differences are partly genetic.
If we ever figure out how to teach kids things, I'm also okay using these efficiency gains to teach children more stuff, rather than to shorten the school day, but I must insist we figure out how to teach kids things first. Even if you solve racism, sexism, poverty, and many other things that DeBoer repeatedly reminds us have not been solved, you'll just get people succeeding or failing based on natural talent. Naming a physical trait after an ethnicity—dicey. Child prisons usually start around 7 or 8 AM, meaning any child who shows up on time is necessarily sleep-deprived in ways that probably harm their health and development. DeBoer's second tough example is New Orleans. How many parents would be able to give their children a safe, accepting home environment if they got even a fraction of that money? Treats very unfairly in slang nyt crossword clue exclamation of approval. For conservatives, at least, there's a hope that a high level of social mobility provides incentives for each person to maximize their talents and, in doing so, both reap pecuniary rewards and provide benefits to society. Relative difficulty: Easy. Otherwise, the grid is a cinch. But they're not exactly the same. It's OK, it's TREATABLE! Remember, one of the theses of this book is that individual differences in intelligence are mostly genetic. Most of this has been a colossal fraud, and the losers have been regular public school teachers, who get accused of laziness and inadequacy for failing to match the impressive-but-fake improvements of charter schools or "reformed" districts.
If the point is not to disturb the fragile populace with unpleasantness, then I have to ask what "Hitler" and "diabetes" are doing in the clues. DeBoer was originally shocked to hear someone describe her own son that way, then realized that he wouldn't have thought twice if she'd dismissed him as unathletic, or bad at music. The 1% are the Buffetts and Bezoses of the world; the 20% are the "managerial" class of well-off urban professionals, bureaucrats, creative types, and other mandarins. Treats very unfairly in slang nyt crossword clue solver. But no, he has definitely believed this for years, consistently, even while being willing to offend basically anybody about basically anything else at any time. For one, we'd have fewer young people on the street, fewer latchkey children forced to go home to empty apartments and houses, fewer children with nothing to do but stare at screens all day.
I don't know if this is what DeBoer is dismissing as the conservative perspective, but it just seems uncontroversially true to me. Some reviewers of this book are still suspicious, wondering if he might be hiding his real position. This is a compelling argument. If I have children, I hope to be able to homeschool them. This would work - many studies show that smarter teachers make students learn more (though this specifically means high-IQ teachers; making teachers get more credentials has no effect). Then he goes on to, at great length, denounce as loathsome and villainous anyone who might suspect these gaps of being genetic. The Part About Race. It seems like rejecting segregation of this sort requires some consideration of social mobility as an absolute good. DeBoer admits you can improve education a little; for example, he cites a study showing that individualized tutoring has an effect size of 0. Success Academy isn't just cooking the books - you would test for that using a randomized trial with intention-to-treat analysis.
Ending child hunger, removing lead from the environment, and similar humanitarian programs can do a little more, but only a little. Both use largely the same studies to argue that education doesn't do as much as we thought. Second, lower the legal dropout age to 12, so students who aren't getting anything from school don't have to keep banging their heads against it, and so schools don't have to cook the books to pretend they're meeting standards. But then how do education reform efforts and charters produce such dramatic improvements? There is a cult of successful-at-formal-education. So the best I can do is try to route around this issue when considering important questions. Even ignoring the effect on social sorting and the effect on equality, the idea that someone's not allowed to go to college or whatever because they're the wrong caste or race or whatever just makes me really angry.
If he'd been a little less honest, he could have passed over these and instead mentioned the many charter schools that fail, or just sort of plod onward doing about as well as public schools do. Obviously I would want this system to be entirely made of charter schools, so that children and parents can check which ones aren't abusive and prefentially go to those. If you can make your system less miserable, make your system less miserable! The average district spends $12, 000 per pupil per year on public schools (up to $30, 000 in big cities! ) But at least here and now, most outcomes depend more on genes than on educational quality.
I see people on Twitter and Reddit post their stories from child prison, all of which they treat like it's perfectly normal. DeBoer's answer: by lying. The one that I found is small-n, short timescale, and a little ambiguous, but I think basically supports the contention that there's something there beyond selection bias.
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