News, Views and Careers for All of Higher Education
Dec. 28, 2006
— Scott Jaschik and Doug Lederman
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Eulogies for Father James Loughran will praise rightfully his commitment to academic excellence, to educational opportunity for minorities, to education as preparation for service, and to his gifts as a leader. Some of us knew him as a dedicated member of The Drake Group. Those who dismiss TDG as incorrigible cynics must not have met Father Jim. A mixture of good humor, clear thinking, careful listening, and articulate expression, he enjoyed lively debate with a fondness for the libation and fellowship that followed. Father Jim was one of those rare people who combined the most rigorous of personal principles and professional standards with high tolerance for views different from his own. Seldom have I witnessed this balance between principle and tolerance handled so well. His loss hurts. Deeply.
Jon Ericson, The Drake Group, at 4:35 pm EST on December 28, 2006
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“Distributing” leadership and accountability?
One only has to look at public education (on all levels) in Texas—some of the worst in the nation— to know what the Texas cartel in the Bush Administration’s Department of Education will try to do to the rest of public education in the United States. This is where memorization and scores on standardized tests becomes the standard for all education; where all non-tested curricula is stripped from schools; where failed voucher and charter schools initiatives are heavily funded by Big Corporate sponsors such as the infamous Leininger failed efforts.
How does a government agency go about “distributing leadership” and accountability to the rest of the nation’s schools? How does one even make sense of the phrase “distributing leadership” and accountability? These are twisted concepts (of venerable ones) coming from the masters of twisting education to suit their ideological and corporate goals.
Leadership and accountability must be cultivated at local levels; they are not commodities held by some governmental agency “on high” to be parceled out in the form of standardized tests and sterile corporate-driven measures that lead to so much harm, as is evidenced in Texas.
As one great teacher for over 40 years says: “Teaching answers to standardized tests should not be called “education,” especially when problem-solving will be the most important tool for a generation of students destined to inherit the incredible problems we will leave as our legacy.”
“To repeat the answers we feed, is at best, preparing future “patriots” for greater acceptance of official policy. The consequences of this blind trust have become painfully apparent. . .”
“. . .Testing and retesting is no substitute for investment in education. . . If the military needs more money, it is appropriated, as it would be for police, fire, or highway departments if we thought their product was substandard. But, if irrelevant tests suggest that schools are struggling, our solution is to cut funding, rather than to give them what they need.”
“Will our generation be remembered as the most self-centered in history?”
Jack Blatherwick, PhD
ZH, at 11:45 am EST on December 28, 2006