An Independent Voice That Advocates For The Classroom Educator Without The Corrupting Politics Tied To Our Union And DOE Leadership.
Friday, January 12, 2018
When Statistics Lie.
Mark Twain once said "there are lies, dammed lies, and statistics". The DOE, principals, and teachers have taken that saying to heart to falsely show student academic progress. Let's look at how each group uses statistics to show student academic achievement when the truth is otherwise.
Department Of Education::
The DOE is the biggest abuser of false statistics. For example, the DOE budget increases every year but more and more of the money goes to the Central Bureaucracy and not to the students. The schools still suffer from the recession era budgets and are underfunded by between 10%to 13% of their fair funding, while the DOE's budget increase every year. Until recently, they had a motto called "children first...Always" when the truth is the schools are starved for resources and many schools are overcrowded with the largest class sizes in the State. Moreover, the DOE will falsely claim that all their teachers are certified but far too many are teaching subjects they are not certified to teach. Finally, they will loudly program they have the highest graduation rate ever but they ignore the fact that only one in five ever complete an associates degree in college and even less for a four year bachelor's degree.
Probably the biggest abuser of fake statistics. They are the reason so many students graduate unprepared for higher education or the adult world. They run "diploma mills" where many students are pushed out by massive doses of credit recovery courses, pressuring teachers to pass failing students with a 65%, or change grades, despite objections from the teachers. Academic fraud by these principals are ignored by the DOE and most principals realize their are no consequences for their actions.
Teachers in many of these diploma mill schools must meet scholarship goals, passing 80% of their roster and must show that they kept a running log to demonstrate how hey contacted the parent and other steps taken to get the student to pass the class. This administrative pressure forces the teacher to take the easiest road possible to achieve an effective rating, that is to pass as many st6udents as possible to meet the school's administrative goals. Furthermore, in many Living Environment classes, teachers can artificially raise their Regents passing rate by barring struggling students from taking the Regents. The result is that many of the students pass the class but gets no Regents credit. Finally, in some schools teachers will pass the student if they just show up to class since the teacher must meet the above mentioned scholarship goal.