When educrats use the term proficient in relation to
academic achievement, it means meets minimum requirements; it does not
mean well advanced. This neologism
is a misleading interpretation that directs public attention away from poor
academic performance. Sadly, what is
currently deemed proficient was recognized as failure in 1960. Today, low expectations are the norm. Nearly one-quarter of high school graduates
who take the US Army qualification examination fail it.
People who are seeking employment in the Army are not future
Rhodes Scholars. For many, the Army is
an employer of last resort that keeps them from working dead-end jobs in fast
food chains, retail outlets, or as unskilled laborers. However, scores on the tests required for
graduation fail to reflect such a low level of competence.
Test scores have stagnated in the last 35 years, and the
gaps in performance by demographic category have remained constant and in
direct proportion to intelligence levels.
In contrast, academic assessment has changed radically. Putting imaginary clothes on the educational
emperor requires great creativity. Educational
terminology reflects some of that creativity.
One such term is to differentiate.
One might believe that it means to recognize or give
expression to a difference. In academia,
it means to segregate by demographic category.
To differentiate instruction means to provide a different learning
experience for every individual student in the class. This means that for Yan or Colin, earning an
A grade—this begs the question as to whether grades are still earned—requires much
greater effort than for Yashanda, Yolinda, or anyone else whom government
classifies as Qualified Women and Minorities (QWAM's).
This academic welfare is the new inclusion, or equal pay for unequal work. It is
because Multicultural, anti-Western, and feminist ideologies take precedence
over any substantive or useful ideas about how to teach. One result is that an ESL student who has
difficulty reading Dr. Seuss gets the same grade as someone who writes a concise and coherent explication of Waiting for Godot.
Ersatz education of this sort results from intellectually barren
and ethically challenged education professors indoctrinating
education students who, in turn, brainwash elementary school children. It is little wonder that education majors in
college score lowest of all disciplines on standardized tests. Apparently, education colleges recruit people
who are easily misled, yearn for approval, and are strongly
inclined toward herd instincts. Teaching
to the lowest level of potential achievement requires little intellectual
vigor.
What is required is the gullibility needed to embrace
educational fads. The different
styles approach is but one example.
It is predicated on the propaganda that no one is any more or less
intelligent, productive, or motivated, despite the self-evident falsity
of that claim. Students who will succeed
in medical school or earn doctorates in astrophysics are forced into learning
groups with lazy semi-literates, and all of the students receive
the same grade, regardless of performance or productivity.
It is now unacceptable to simply teach a lesson to a class,
and assess the students according to how well [each] demonstrates his knowledge of
the content…providing 'differentiated instruction' to each of a
teacher's 150 students is simply laughable.
In high schools around the country, teachers only teach 20% of students,
the top and bottom ten percent of achievers.
The top ten are more gifted than many of the teachers, so their primary
focus is to change D- students into C- students. Jobs are going to India and China because there are too few qualified Americans to fill them.
May your gods be with you.
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