Tim:

I've got to disagree a little bit on this report as it pertains to being the union's fault or as the union complains, management's fault.

At least in CA, according to the Educational Employment Relations Act, (Rhoda Act) it is mandatory for the union and management to "bargain" on leave, transfers, and reassignment polices." Seniority rules are part of this bargaining as well along with a uniform salary schedule. Both the union and management must come to terms on these provisions under the bargaining law and this is all enforced by the Public Employment Relations Board (PERB), whose ruling are very rarely overridden in a court of law.

I don't think this is totally the unions' fault or managment's either. This has more to do with the legal environment that has been created since 1975 and the case law that followed.

Scott

Scott,

Honestly, I care less about WHY this is happening, than that it is actually happening. The fact that this is happening at all is a travesty, and it happens to the kids who need the most help.

It's almost like the war discussion. How we got in, and why we got in is basically irrelevant now - the question is how do we win?

I would ask the same parallel here. Inner-city schools are failing (see my other posts) - HOW ARE THESE KIDS GOING TO WIN?

Tim

Tim:

I think you should care why it happens as well as that it's happening. How can you propose a solution if you can't define the root causes of the problem, then propose a solution.

This is exactly in line with your comments that the Governor underreached on real reform in this past special election.

This reform would start with EERA in the education code. You would need to write a bill in the assembly and state senate changing the education code to say that " leave, transfers, and reassignment policies" no longer fall under "mandatory bargaining" and are herein moved "management perogative" where management can determine these policies.

You would also need the Governor to sign it and pass muster from a state supreme court challenge.

Tim: How else would you solve this problem?

Scott

The premise is wrong. They believe that because inner city kids are not doing as well as children in wealthy suburbs that it is the teachers fault. I guarantee that if you take those same teachers and put them in a school with good scores, and put those teachers in the inner city, that little will change, unless, you address the underlying problems of poverty, etc. The republicans failure is in addressing these problems, they create a road map with NCLB and then give them a car with flat tires to drive down the road with.

Arleigh,

Certainly poverty undermines student performance, but I would also like to add that the breakdown of the family and community bonds also attributes to the destruction of student achievement.

However, some of these students rise above these challenges and go on and live very productive lives. How is it some students can move beyond the breakdown of their family and a total impoverished environment, yet become a great attorney or doctor. How are these people doing it while others aren't?

We talk and celebrate the American dream of overcoming adversity and being successful, but what elements do you think could be replicated to create more students like this? Is it just innate in some people that they will rise while others will fall or is there something that can be done to foster this go-getter attitude...

Scott

One other thing...

Since school is the only community foundaiton some students have, how many classes or groups in school are teaching/advocating the concept of self-reliance and what it means to pull yourself up by your own bootstraps?

Scott

I think Arleigh said that teachers don't make a difference.

Jerre,

Where?

Scott

See Arleigh's post dated Nov 17, above. He stated "They believe that because inner city kids are not doing as well as children in wealthy suburbs that it is the teachers fault. I guarantee that if you take those same teachers and put them in a school with good scores, and put those teachers in the inner city, that little will change, unless, you address the underlying problems of poverty, etc."
I believe Arleigh is saying that it doesn't matter which teachers you pur where.

I think the article from this morning's Star from Phil Angelides contradicts Arleigh as well:

---quote---

Sadly, the state's lowest-performing schools, for which the need for trained teachers is most acute, are often the very schools that have the hardest time attracting the best-qualified educators. Students who attend schools that ranked in the lowest 25 percent of the statewide Academic Performance Index or who attend schools with predominately minority populations are five times more likely to have uncredentialed teachers than other California students.

---end quote---

Tim