In response to a message to Charles on ...
DT>CB>I agree that this is not all the fault of the schools, but where we 
DT>CB>fall down is in promoting and graduating children with sub-standard 
DT>CB>skills.  We must either provide alternatives for these kids or tutor 
DT>CB>them and bring them up to an appropriate level.
DT>
DT>I agree that many more children could be brought up to a higher level 
DT>than they are.  I have been told that it is not legal to withhold a 
DT>students high school diploma simply because they are sub-standard.  If 
DT>they complete the required work, even at a sub-standard level, they are 
DT>entitled to a diploma.
Improve the standards so that students never reach graduation, or 
even 12th grade, until they are able to read and write at the 12th 
grade level.  My point exactly - we need a a yardstick at every 
grade level to ensure that children do not progress until they have 
mastered the work at that level.
DT> One idea being tossed around is to issue a "Certificate of 
DT>Mastery" for students who meet and exceed standards.
We have something of that nature in New York State - a state 
certified diploma called the Regents diploma.  In order to earn one, 
students must meet both local and state criteria, including a number 
of state exams in all different areas.  The standards still aren't 
strict enough, however.
DT>I am speaking developmentally.  If a child is not developmentally ready 
DT>for a concept, no effort will bring about understanding.  But this is 
DT>not to say that this child should be exempt from meeting the minimum 
DT>standards.
We do not yet have the capability to adequately diagnose such 
problems, so we'll never know for sure whether or not a child is 
incapable or just failing.  We can only treat the problem - 
remediation, summer school, retention, or alternative programs.
Chuck Beams
cbeams@dreamscape.com
http://www.dreamscape.com/cbeams
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