Enter the Prichard Committee for Academic Excellence, the chief protector of failed bureaucratic education policies that have held Kentucky back for decades.
The Bluegrass Institute's education analyst Richard Innes congratulated the Prichard folks for coming out of hiding to debate their policy positions a week ago when they started their own blog.
But now they appear to not be posting his comments. Bad form, Prichard. Here is my attempt to smoke them out:
Withstanding criticism of your ideas is hard work. And what kind of watchdog organization prohibits comments about unethical conduct? Could it be that Prichard just isn't up to the task of defending its practices?
20 comments:
Censorship happens. You won't see me on Newsbusters.org or Redstate or other right wing blogs. I've been banned, not because of anything other than I disagreed with them. Some others have gone to moderating comments to slow the dialogue so they can handle it. But that just kills their blogs.
Opposing viewpoints are always welcome on here and Bluegrass Policy Blog. Also, the reconstruction of Kentucky Votes is almost complete. I think the back and forth on there will be like nothing else in the state.
What gubbament cheese establishment
"education" entity can defend its practices?
While the Prichard Committee is probably out of touch so is the Bluegrass Institute.
Richard Innes at last look was not a teacher but perhaps an air plane pilot.
Again KP, David Adams and Richard Innes are the voice of those who have extreme viewpoints against public education.
The Prichard Committee represents the liberal elitist view point concerning public education.
Both are rather extreme when it comes to considering the best interest(s) of children and public education in a free society.
2:09, Richard Innes' ability to analyze data is by no means diminished by not going to a college of education. Can't begin to imagine how you might think it would be.
Which views would you have us moderate? (Okay, name just one. But please explain your reasoning.)
Both the Prichard Committee and KP & Co. fail to consider the role of the local community and local board of education in public education.
Prichard Committee makes demands without realistic consideration for funding.
KP&Co. believe everything can be solved with vouchers without considering what its Republican NCLC has imposed on local communities and their elected boards of education.
Neither KP & Co. nor Prichard really talk about the need to instill consideration of eduation in the values of all Kentuckians and Americans.
3:40,
If you know enough about what I have written to criticize me based on what you think I "consider" or "believe" -- which criticisms I reject as ridiculous -- then you should be able to critique something I have actually said or written.
Not sure what you mean in the bit about "the need to instill consideration of eduation." I wouldn't talk about it so much if I didn't believe in the value of education.
Re: Anonymous 2:09 PM’s Comments
Many years ago, when I was in high school, I was introduced to the logical fallacy of Ad Hominem arguments. They don’t make your case and are usually a good clue that you really don’t have one to make.
Let’s talk about why an aviator might possibly be able to make some pretty good comments about education programs.
To begin, you need to know that the entire aviation industry is an education hotbed. Aviation is constantly changing, and that means instruction and learning go on in the flying community all the time. Because of the very high training and education load, the aviation community is always on the lookout for ways to do that more efficiently and effectively.
For example, aviation involves some of the most sophisticated instructional programs and technologies on (or, for that matter, above) the planet. Most people are familiar with flight simulators, those full motion cockpit replicas that allow pilots to learn both ordinary and high risk maneuvers in a safe environment. But, most people outside of aviation don’t know about all the other educational techniques and methods common to the flying community.
Yes, there are fairly classical classroom sessions (usually accompanied with great training aids, instructional videos, and high quality graphics), but there are also things like computer labs with interactive, self-paced instructional modules.
There are all sorts of assessments, as well. Those assessments include standard written tests, both multiple choice and open-response, and grueling oral examinations comparable to doctoral dissertation defenses (some open book, mostly from memory). And, there are all sorts of check rides in both the simulators and the actual aircraft – the ultimate performance events!
As an instructor pilot in the Air Force, I was programming the first generation of interactive training aids – using outcome based education theory, by the way – in 1971, decades before public school teachers were even thinking about the potential.
So, I’ve dealt with some of the theories our teachers are trying to make work in P to 12 classrooms longer than many of them have been alive. I’ve lived real high stakes testing, including real performance event items, for all of my considerably long adult life. And, as a classical example of a life-long learner giving back to the community, I am now bringing that experience to bear in a slightly different, but surprisingly familiar, area.
So, common, Anonymous 2:09 PM. Let’s deal with facts. If I am wrong about something specific, point that out and let’s discuss it. Maybe you can change my mind. Maybe you will learn something new, too. But, Ad Hominem attacks only reflect poorly on you. I knew that even before I graduated from high school, and I suspect the vast majority reading this blog know that, too.
Here’s something you might consider. When I was flying, I always listened to my passengers’ concerns about something on the aircraft. Even though the vast majority weren’t pilots, and almost every time their concern was unfounded – if a passenger had a concern, I listened, and I checked it out. So, it’s hard to understand why some of the people involved with public education are closed minded to anyone not from the “in” group. In my past profession, that was a good way to get into a lot of “high stakes” trouble.
It's as I said before, KP blog is stirring up the misanthropes who, instead of informed debate, reduce their position to attacks and name calling.
Perhaps they are still upset after learning Obama has no clothes?
The Dems now own the most expensive welfare bill in history under a president who now knows not what to do! Will they become even more empowered?
Stand against the libs, David, they won't stop with silencing talk radio. Concervative blogs are lined up for the next wave.
We cannot let them shut down the free flow of information, ever!
Friends
As administrator of the Prichard Blog, I apologize to anyone who has been inconvenienced. For the last two days, I have had four candles and a small gas fire for light and heat, but no internet access. I've now got some temporary access, but blog work is likely to be slow for another couple of days.
Question--based upon Ms. Westrom's comment are you going to try again??
KP,David Adams & Innes--
When are you going to discuss in respect to education policy---
How much should local school districts contribute to public education?
How much should the state contribute?
What about Pre-school and Kindergarten?
Should there be all day kindergarten?
These are legitmate policy issues which need to be addressed.
2:24,
Probably.
1)More money for local school districts should come from local taxpayers to keep more of the control local.
2)It is impossible to answer funding questions with much precision because how the money is spent is so well hidden, but for the same reasoning as provided in (1), a lesser percentage of school funding should come from the state.
3) and 4) Preschool should exist, if at all, for children in need of special services. I am adamantly opposed to universal preschool and also opposed to full-day kindergarten.
The Prichard Committee is named after an election stealing felon. Nuff said.
Why are you opposed to universal preschool and full-day kindergarten? I'm not. I think we should do both. I'll give you an example. My son went to a private preschool last year and his learning was not all that great for what I paid for it. Now, he is going to a public school's full day kindergarten class and I'm amazed at how much he learns everyday. I think his public school's teachers are great (not the administration there...that leaves much room for improvement) and I am proud to send him there.
I'm okay with preschool for kids with special needs and I'm willing to define that term pretty broadly in order to give some kids a boost when it could really be the difference between success or failure. But most if not all of the boost most kids get from preschool is indistinguishable in academic achievement by the 4th grade. My kids benefited greatly by spending all their prekindergarten years at home with my wife. So I'm very hesitant to grant the government another step toward mandating that toddlers have to be in school. I know not everyone has a stay-at-home mom and that is why I think there is a place for public preschool, though. I've seen kids get services they really needed from preschool. Just wouldn't want to be forced into it and think the questionable benefit for most kids justifies not setting it up as a government program that gets much bigger than it already is.
Kindergarten is a transition year to get kids used to going to school. I would have to see some overwhelming evidence that kids are given twice as much preparation and that that gains hold up past 4th grade, before I would be convinced that half-day kindergarten is not sufficient to get most kids ready for 1st grade.
I'm glad you had a stay-at-home wife. Must have been nice.
Definitely worth the effort, 8:54.
David,
The Supreme Court has already ruled that it is the nontransferrable duty of the General Assembly to provide adequate schools throughout the state. Education is a fundamental right for all Kentucky students - not just those who happen to live in a place where the local adults chose to raise local taxes. What if a poor Kentucky county decides not to do so? Under your plan, that's just tough luck for those kids. We've already seen a time in our history when funding disparities exceeded 8:1 and I seriously doubt that was a state record.
Your plan, that "More money for local school districts should come from local taxpayers to keep more of the control local" would promote unconstitutional inequities. Does BIPPS see the constitution as a barrier at all - or are you suggesting a constitutional amendment?
Your plan also repeats a discredited conclusion improperly drawn from Bill Hoyt's recent study on educational spending (which is not discredited).
When is BIPPS going to fess up?
(http://theprincipal.blogspot.com/2008/12/bad-science-its-not-study-its-spin.html)
You all knew the accurate data and even highlighted it on your website. Then when it came to reporting the data in the press and on the blogs, you all exaggerated what the study said, despite warnings by the author not to do so. Your partners in the study, The Friedmann Foundation, wisely chose not to hype the data.
Where's the credibility for BIPPS in exaggerating the findings?
Everybody makes mistakes. But BIPPS ought to admit that one before moving on.
Your comment here, which repeats that unsupported conclusion, seems to suggest that the exaggeration was intentional.
Isn't BIPPS concerned that knowingly repeating the error might further unmdermine an already damaged reputation?
Richard
Richard,
Your bias against school choice has clouded your judgment at least as much as my bias for it has clouded mine.
Your point (from your blog post) is basically that BIPPS is wrong and stay silent because we disagree with you.
It goes without saying that I have no plans to apologize for that.
David,
First, yes, we're all biased. That's why solid habits of scholarship are required. Otherwise, we're "just" guys with opinions - but without authority - lying with statistics - in which case, no one should listen to us.
Since I have worked with Dick Innes in the past, I have always assumed that BIPPS aspires to do high quality work. (I have know you all to do high quality work - for example, early concerns over KIRIS, Barbara Erwin, Graduation rates.) If not - if it's all just political wrangling - then BIPPS deserves its criticism.
But bias against school choice? I was the first principal in Kentucky to try to start a charter school during the Patton administration. The problem is that charters (like any highly localized system) tend to be disequalizing and accordingly I think are of questionable constitutionality in Kentucky. Aside from that, as a principal, I really like the idea and would have seceded from the union by the late '90s if I had been allowed.
Plus, my son recently began teaching in a charter school in Atlanta, for what that's worth.
But, if Kentucky passes a charter school law, (or much more likely, if Obama includes provisions in NCLB that impact Kentucky, as I suspect he might) it's going to take me about 30 seconds to adjust.
Vouchers are a different matter and, in my opinion, should be opposed.
My point is that BIPPS should strive to become what it claims to be and that means conforming to certain scholarly restraints. But that's up to you guys.
Y'all were wrong to hype Hoyt's study and, in my opinion, should walk it back. That's all.
Richard
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