Chilren In Poverty Are Already Behinde When Start School How Public Schools Lie to Parents and Betray Our Children

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How Public Schools Lie to Parents and Betray Our Children

Under the No Child Left Behind Act, public schools whose students fail standardized tests can now be closed. To protect their jobs, teachers and principals are now under increasing pressure to cheat — hiding scores and report cards to fool parents and school administrators.

How do public schools deceive parents? Joel Turtel, author of the new book, “Public Schools, Public Menace: How Public Schools Lie to Parents and Betray Our Children,” lists some ways that public schools can “betray”:

1. Poor students are not allowed to take the exam.

2. Teachers assign tests as homework or teach tests in class.

3. Test protection is limited or non-existent.

4. Students are allowed more time than they are allowed by the exam rules.

5. Unexpected, unexpected changes from test to test are not checked or checked.

6. Teachers and administrators are not disciplined for flagrant violations of test procedures.

7. Test results are reported in ways that exaggerate success rates.

(from Myron Lieberman’s book, “Public Education: An Autopsy”).

In December 1999, after a special investigation in New York City schools, it was discovered that two principals and many teachers and assistant teachers were helping students cheat on math and reading tests.

Andrew J. Coulson, in his brilliant book “Market Education: The Unknown History,” provides an example of how public schools deliberately lie to parents about their children’s academic performance:

“Continuously receiving A’s and B’s on their children’s report cards, the parents of Zavala Elementary School were simply ignored thinking that the school and its students are doing well. The truth is, Zavala is one of the worst schools in the state. , and its students ranked near the bottom on nationally standardized tests. adults for misleading them with high grades. “

In 1992, the academic journal Educational Measurement: Issues and Practice published the results of an international survey on teacher cheating. Janie Hall and Paul Kleine, who wrote the report, asked 2,256 public school teachers, principals, school administrators, and test administrators if their peers had cheated on tests. 44 percent of those asked answered yes. In addition, 55 percent of the teachers who were interviewed said that they knew that many of their colleagues changed students’ answers, taught certain parts of the test before the test was administered, and gave advice to students during the test. Today, the pressure on teachers and principals to cheat is increasing because of the No Child Left Behind Act.

In 1990, three educationalists, Harold Stevenson, Chuansheng Chen, and David Uttal studied the attitudes and academic achievement of black, white, and Hispanic children in Chicago. They found a disturbing difference between what parents thought their children were learning and how the children behaved. Teachers in schools in extreme poverty gave A’s to students for assignments that would have earned them C’s or D’s in affluent rural schools.

In this study, black mothers of elementary school children in Chicago rated their child’s abilities and skills the highest and thought their children were doing well in reading and math. The children thought the same thing. Unfortunately, the researchers found that the parents’ and children’s self-assessments of their math and reading skills were above their own achievement.

There was a significant difference between their pessimistic self-evaluations and their poor academic performance on independent tests. Public schools were giving these children a false sense of their academic standards. In other words, these kids were headed for failure and no one bothered to tell them.

Parents are not wise to believe what teachers or school officials say about their children’s academic abilities, even in so-called “good” schools in rural areas. Parents should have an independent outside company test their child’s reading and math skills to determine how well their child is doing. If parents find that their child’s academic performance is lower than their public school led them to believe, they may want to withdraw their child from the public school and look for better educational options.

The Resources section of “Public Schools, Public Menace” shows parents the best, low-cost ways to educate their children, such as new online schools, learning computer programs for kids, and homeschooling. Turtel’s book and website, http://www.mykidsdeservebetter.com, also lists many literacy and math test companies that parents can use to determine their children’s reading and math skills.

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