Notes from Discussion 2

The Futures

Here are the summary notes for our second discussion.

Warm-Up:
-Main point of the article, “having different options for parents to choose from for their children”

Question 1:
-Disadvantage of the voucher, instead of giving this money to relocate students it should be used to improve the quality of less desirable schools.
-Using vouchers to send students to different schools can create even more of an imbalance in regards to quality of the school.

Question 2:
-Some people consider it unconstitutional to allow vouchers to be used to send students to schools that are religiously affiliated.
-Other people think it’s okay to voucher money for this purpose because the students are still learning basic educational requirements regardless of the schools affiliation.

Question 3:
-Tweet: “What you put into your education is what you get out of your education.”
-In regards to social obligation, is what’s good for you necessarily what’s good for society.
-Education should benefit you so that you can benefit society.

Discussion Ending:
-“Every American deserves to achieve as much as they are willing to work for.”

Equity Block Discussion 3

The Futures

Roles
Discussion Leader: Nicole
Time Keeper/Summarizer: Sonja
Devils Advocate Tweeter: Dylan & Sarah
Note Taker: Michelle
Twitter Monitor: Janinn

Warm-Up

Were there any points in the reading you found interesting or took an issue with?

Discussion Questions

1)Should schools be operated under the same ideas as a free market business?

2) Do you agree with the statement that “because public schools faced no meaningful competition from private schools, they were inefficient and inadequate” (p. 59)? Why or why not? Which school would you prefer for your children?

3) On page 58 it says “they [the students] would learn tolerance and respect for the diverse people and different points of view in the country.” Do you believe that children learn respect for the diverse people and different points of view in American schools? Why or why not?

Discussion Ender:
“The education marketplace acts pretty much the way most free markets do- people with money; information; the “right” social class, ethnicity, or gender; and powerful personal connections have access to “better” goods.”

Equity Block: Discussion 2

Team 2 The Futures

Roles
-Discussion Leader:Sonja
-Time Keeper: Janinn
-Note Taker: Dylan
-Twitter Monitor: Sarah
-Devil’s Advocate Tweeter: Melissa
-Devil’s Advocate Tweeter: Nicole

Discussion Questions:

1. Looking at the concept of the voucher, what do you believe are the advantages of this idea? What about the disadvantages of it? Can allowing children to use vouchers to go to schools with people with the same views be seen as a disadvantage? How so?

2. “Critics of vouchers question the use of taxpayer dollars to educate children in schools affiliated with religious groups” (p. 54). Would this belief be considered unconstitutional? Was it necessary for the Supreme Court to create a policy of “neutrality” in order to protect religious related funding in the name of education?

3. The reading continually associates choice with things such as social obligation and preparing students for higher education. It’s not uncommon for more financially secure schools to offer more choice and freedom to their students. The data suggesting that having more freedoms in school produces better prepared students is somewhat equivocal and doesn’t consider lurking variables. Do you think students that attend schools more geared toward offering choice and freedom have an advantage over other students that don’t have those same freedoms?

Discussion Ender:
“Every American deserves to achieve as much as they are willing to work for” (p. 57).

Equity Block Discussion 1 Notes

Team 2 The Futures

Feedback from Warmup “Describe your district”
-it was a wide range of responses from ” it sad really easy to move out of districts” to “it was basically impossible to to get out go a district”
-Some districts go to extreme measures to verify addresses, such as showing up to houses to check that the student actually resides there.

Question 1 Feedback
-Districts treat students like cattle, leading them to the school of their choice.
“Do district lines work?
~It’s all politics
~For the benefits of others not students
~Districts are like prisons because they take away freedom.
-Lines are great for the wealthy, but unfair for the less privileged.

Question 2 Feedback
-We can try to use programs that work in other locations and introduce them in new areas
-Realistically there are kids with parents who do not care, perpetuating the notion that all patents care will leave some children at a disadvantage.
-Point: “I want to be an educator because I do have the best interest of the child in mind”
-Ask parents to give feedback and to start recommending beneficial programs into the community
-There is too much pressure on parents to give input when it should be the children’s opinion that should be taken into account.

Ended discussion with a question, “If we allow students to leave to desirable schools, what will happen to the schools getting left behind?

Equity Block: Discussion 1

Equity Block: Discussion 1

 

Team 2: The Futures

 

Roles:

  • Discussion Leader: Sarah
  • Note Taker: Janinn
  • Twitter Monitor: Nicole
  • Twitter Monitor: Michelle
  • Time Keeper: Dylan
  • Devils Advocate Tweeter: Sonja

 

Discussion Starter 

 “The dividing lines are firmly maintained. Moving from school to school within a district often is difficult; moving from district to district (unless the family changes its residence) is almost impossible. Assigning students to schools on the basis of their residence minimizes parents’ choice about the school their children can attend” (p. 51). Take a moment to reflect back on the area you grew up in and the school district(s) you were a part of. Does the quote from the article remind you of the school district(s) you were a part of? Why or why not?

 

Discussion Questions

1. Are there any points in the reading that you found particularly interesting? Why? Were there any parts of the reading you strongly agreed/disagreed with? Why?

 

2. Besides parents, educators, health professionals, and business, people are concerned about the schools and programs that best serve children in our society. However, despite their best efforts, “none of them is as concerned about the welfare of an individual child as his or her loving and committed parents” (p. 51). What are some ways these experts can maximize their knowledge to help improve the quality of each individual child’s educational needs?

 

3. If parents were allowed to send their children to any school of their choice, what would happen to the less desirable schools? Do you think that rather than allowing a choice in schools, that it would be better to work to make all schools more “desirable?” What are some ways to make that happen?

 

Discussion Ender

 This section is about allowing parents “academic freedom” for their children. What implications will arise if too much freedom is given to parents? (i.e.: infringe on desegregation efforts? Or neglect poor or less desirable schools with zero effort for change? – more focus on improving “desirable” schools.

Reflection on Debate Forum

In this debate forum about assessment, there were a lot of good points brought up. In the forum, the panel members mentioned ideas that were eye opening. The speeches revolved around assessment and alternatives and as future teachers it’s important to keep an open mind, in knowing that all students are different, and they do not all fit into the cookie cutter mold that’s been used on everyone’s, assessment is not one side fit all. In order to be successful, it’s important that assessment becomes tailored to the student it’s assessing. The point of education is to create lifelong learners, and if that student gets turned off from education because of the standard assessment, the educational system failed them.