This ranks right up there with when I went to look at the books up for approval for Dothan City Schools and the series they chose was the one that came with the most remedial materials!
Duh! As my grandchildren would say. Does that not indicate that the series is a FAILURE and therefore they need more remedial materials. Not that it is effective, let's buy this one!
I forgot to tell him that nearly one out of three 9th graders give up by the 12th grade and drop out.
I am not the only one driven crazy by this lunacy! Dr. Patrick Groff wrote of it in his book, Preventing Reading Failure.
A final reason why the myths of reading instruction have found favor among reading professionals rests in the nature of the financial makeup of the public school system. First, the public schools of the nation obviously dominate the educational scene. They have achieved this position of eminence and authority because they receive most of the monies that are allocated for education. None of these funds can be directly spent for the support of nonpublic schools.
As a consequence, the public school has become an educational monopoly. As such, it faces no serious competition from any other system of education in our society. It is normal for monopolies to stifle competition. Monopolies which face no competition, also do not have to be accountable for the quality of their product. These conditions are reflected in the current school system.
I emailed the principals of the three lowest scoring schools, Springfield, Lucille Moore, and Oscar Patterson Elementary and told them of the program that was so successful in Parks Elementary in Natchitoches, Louisiana. John Winston's school served three housing projects and was predominantly minority. Look up above at the "special" status listed above the schools, Title I, Percent of Minority students, Percent of Economically Disadvantaged Students. For the school system, these are excuses for poor performance, a continuation of the BIGOTRY OF LOW EXPECTATIONS AND THE CRUELTY OF CONDESCENSION -- and the source of a LOT OF MONEY to come into the system.
You see John Winston IS A BLACK MAN. He knew the potential of those children in the housing projects, labeled disadvantaged, and refused to accept those excuses. He found a program that worked! Unfortunately, it was VERY INEXPENSIVE (meaning not expensive) AND, IT ONLY TOOK A TEACHER WITH A PIECE OF CHALK AND A BLACKBOARD. He brought those students from the 25th percentile in reading to the 80th, from 40 identified dyslexics to one or two, and discipline problems diminished. THEY COULD READ! Oh, then, of course, they gave them something worth reading.
Whoa! No computers? No laptops? No Pearson Online books? No testing by Bill Gates?
Who's going to make any money off of this? (I'll never forget that Principal in Dothan telling me "We have too much invested in this to change now!" And another said, "Let's not let anybody get hurt here.")
Do you hear that gagging reflex? Pardon me, that is just my reaction to their words and true feelings! Do you see the children anywhere in that response? Effective education?
Oh no, let's not let Administrators look bad! Let's continue failing our children because it might cost us some of those dollars coming in from Washington and elsewhere! If we succeed, what will happen to the Yes We Can Movements? All of those supporters and cheerleaders that continue to raise money for the projects we have in our schools. Then we cannot produce those situations that need those social projects if our curriculum were actually to produce educated students! Where would we be on the social rankings of those most helpful to our community! No awards for using our students to raise money for .... whatever. How about Homeless, since illiteracy has already produced such a large number of them.
Why our children might actually be successful and be able to read manuals for those jobs that the Economic Development committees work so hard to bring here.
By the way, only one principal, emailed me back. A very nice response. She said she would look into it. They were beginning to work on writing, however, not reading. (Beginning to work on writing before the child can read? Well, fortunately, the Spalding WRITING ROAD TO READING actually addresses all of the above.)
Please look at the favorable twist the News Herald gave the scores. More than half passed! (53%) That also means that nearly half (47%) DID NOT!
Look at the independent scores and then ask yourself how those scores added up to the score at the end.
Dr. Samuel Orton began noticing school induced dyslexia in the 1920s. The Lincoln School in New York was a leader in Progressive education. The Rockefeller children attended there. Remember now, they only slap another name on the methods that failed. For example, Look-say/Sight Method/Whole Word/Whole Language has evolved into the "We Do Teach Phonics" Eclecticism that sounds so erudite, but is actually teachers falling back on the Whole Language Method rather than doing the drill and repetition for a good phonics program.