Hanging out with Ms Teacher (see here and here) we talked about barriers to student achievement. She teaches in a tough district. If her student Sue Donym has, in the course of the year, lived with her mother, her aunt, and a cousin....do you think Sue's ability to access the curriculum will be the same as her student E.Z. Street, who lives with both parents and the mom is at home?
I often wonder whether people really mean or have thought much about what they say about educational achievement. What I see too often are ugly, inaccurate, slovenly statements that may reflect foolish thoughts (ugly in their irrationality; inaccurate in the message they are meant to convey; slovenly in ways we associate with linguistic incompetence).
Today, I read something in The Washington Post that prompted me to write this little essay. In an article about Washington, DC school chancellor Michelle Rhee, writer Bill Turque wrote (let’s consider this Exhibit A), “Rhee wants more teachers who share her central belief about education reform: All children can become high academic achievers, regardless of the disadvantages they face outside the classroom” (p. B1).
Now, regardless of who says such nonsensical things (whether Rhee or Turque or anyone else), I think such language is inexcusable.
Go read the rest, and comment there.