Op Ed: National Testing Kills Local Education; NCLB Represents Fascistic System

Bush's No Child Left Behind movement destroys the “common school” experience, one of the strongest and far-seeing foundations for our democracy.

(EUGENE, Ore.) - Built on the commonsense concept that the local residents would naturally know best what their children really needed for education, “local control” was part of the original, then radical, concept for republican democracy.

It is at least as important today as when it was first set up to provide the steady flow of workers and entrepreneurs demanded in our earlier days.

NCLB was the Bush neocon-cabal opening, their destructive first-shot to deny and defeat that long-standing basic principle in our American educational system.

The intent remains to impose extremely rigid and demanding test-situations to force system failures, even as NCLB’s own obvious flaws force systematic change.

That strengthens and will perpetuate the cabal demonstration, in education, of actions taken in other areas, devastating morale and function in far too many.

The Hughes-S/J (9/4) column claiming “fraud” for the test requirements of NCLB is right, on one detail; but on examination turns out to be Far Right, in both observation and philosophy; and thoroughly disconnected from the realities of education easily observed by any professional seeking solid background on our system.

What that column does do, by happenstance or otherwise, is to distort educational realities and pervert the resulting public understandings involved in complex and difficult choice; such as has been forced upon us all by the Bush cabal eight-year “regime of radical redetermination for our democracy.”

It also reflects precisely the corporatist philosophy and activities we’ve learned to expect from the Gannettoid publication still operating in Salem.

States DO provide their own tests, annual or more frequent, as now demanded in modern learning methods.

That is and has always been an essential end-result of the Constitutionally-mandated state function to establish, maintain and extend state control of education, strongly established in our early national development; covering what is taught, how it is taught, by whom, and under what physical situations.

Those basic elements of any educational system, always under state control, are fundamentally more essential and important even than state-level funding efforts, since they establish the types, levels and application of final impacts on the learnings and the attitudes of most of our children.

Curriculum control --both choice of content and required proving-metrics-- differs widely among all the states --as it indubitably and surely should.

That’s an unavoidable consequence of our very-natural 150-year-long national educational development.

As basic function within and for every state, that in turn shapes whatever the testing situation to prove up the learning product may need to be; at whatever level, in whatever subject areas so chosen for measurement.

Thus “reading is reading is reading; math is math is math” becomes misleading misinformation when used for persuasive example without due check vs “the system”.

But it does serve to conceal the actualities of specific concept-level placement, areas of special concern, specific needs-met in various areas; and other differences from state to state, and even region to region within states; which demonstrate, remorselessly and irrevocably, the conceptual and applicational sure-failure of any system of national testing.

In fact, via easy-check with authorities, it is simple to show up striking examples of precisely this very large stumbling-block, naturally-grown in education over all those decades.

But even more revealing is the absolute lack of any understanding of modern teaching methods and of their overall application, these days, of the information-age technologies so widely applied, now, across every area of modern life --definitely including education, albeit with less-than-cost/effective number-and-volume.

ANY “national testing system” --by definition-- must begin-and-end with choice of precisely and in very minute detail every aspect of the curriculum function so wisely placed with each and every state.

Common sense demands one must know WHAT is to be taught, HOW, by WHOM, and under WHAT conditions --if one is to devise adequate and reliable metrics to make sure the product is produced as demanded.

Which is, of course, to re-state why such consolidating, coordinating, forced-cooperation operation of the educational system is sought: in short, “corporatizing” the outcomes.

THAT is precisely what we DO NOT NEED or WANT to now occur in our American educational system, just as we enter the 21st Century.

What we DO need is further development of many new methods and approaches; extension and adaptation of tried-and-proven older ones, with required additions of learning-system media; and close application of new methods for evaluation and, in some cases and situations, precise new techniques for actual cognitive-measurements of learning outcomes.

Many new and intriguing teaching/learning approaches are already on hand; with multiple others under rigorous and rapid development, in both academic and in-field situations.

These --with careful adaptation, strengthening, and skillful use of learning media via computer-delivery never before possible, make the sure death of any concept now available for a national testing system entirely superfluous and even somewhat silly.

What is really at stake here --perhaps explaining this close corporate attention-- is the kind and extent of relationship with teacher and teaching materials which, in truth, is by far the most essential and also the most demanding of components in ANY learning situation --at ANY level, for ANY purpose-- as tons of educational research has proven and taught us ever since the early 18th Century.

Decisions for sweeping further developments and much more effective national funding in their support is what is demanded NOW from our national government.

That is what will provide us with students learning democratic values and the levels and kinds of skills and thinking-abilities demanded for this coming Century.

Any emphasis on further testing is simply that much more motivation for all teachers to teach-to-the test, for local districts to fund-and-staff for the test; and finally, for the state to alter, adapt and decimate true and honest demands for learning results -- all to avoid the heavy capital and school-reputation punishment which, by proven result, shows the intent and the future of NCLB.

Any capitol-city daily newspaper intent on its Constitutional responsibilities to inform and teach its community and its state should be able to determine that demand --and react responsibly and honestly.

What we do not need, sure to be rejected by those who study and learn for themselves, is more corporate-interest distortion and perversion of easily-determined fact-and-system.

Henry Clay Ruark is the one of, if not the most experienced, working reporter in the state of Oregon, and possibly the entire Northwest. Hank has been at it since the 1930's, working as a newspaper staff writer, reporter and photographer for organizations on the east coast like the Bangor Maine Daily News.
Today he writes Op-Ed's for Salem-News.com with words that deliver his message with much consideration for the youngest, underprivileged and otherwise unrepresented people.

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Henry Ruark September 21, 2008 11:56 am (Pacific time)

C-son: Miss your invited, expected, action-demanded Op Ed, per special challenge here recently. Why delay confrontation if you have solid case to make, and facts to report with sources checkable by readers ? No better way to extend honest dialog than by detailed and documented additional statements. That's heart of democratic conversational process, for which we elect representatives to carry law-making load, with our carefully concentrated action to assist their full attention --right ? So let's get on with it. OR are you now having difficulty in developing presentable case for scrutiny and evaluation by readership here ? Time's a-wasting,friend C-son, fo me AND you ! Political fun and games intriguing but soon we vote --on most critical and definitely change-point shot we've had for a half-century. Education is key issue, and we need to build understanding of what is now demanded, starting with discard and death of this fascistic-step NCLB.

Henry Ruark September 16, 2008 7:08 pm (Pacific time)

C-son; Your last re 3 PDF's on funds for candidates follows detailed explanation already supplied. Do not normally bother for such minor points but here do need to remind you that no-ID deserves no-response, since that demands time, attention, and distracts from serious work as still-hungry f-lance writer/consultant. If you not serious enough to bother with normal courtesy of those in normal conversation, why should I bother, either ? Invitation remains for ID to Editor and continue any point, issue, problem or event you wish via direct dialog and an exchange of sources and/or anything else to promote our mutual learning and understandings.

Henry Ruark September 16, 2008 11:47 am (Pacific time)

To all: For well-documented article re realities of NVLB, "see with own eyes" Hooked On Phonies; Josh Harkinson: MOTHER JONES; Sept-Oct/08. MJ just won most prestigious magazine award as best in nation. Points covered clearly extend, complement, strengthen, justify, and support what Op Ed stated, written well before I read this one. Again, forgive me: "You read it here first !"; and now you can check it out with own eyes in one of best national mags.

Henry Ruark September 15, 2008 8:04 pm (Pacific time)

Friend C-son: You are partially correct re my intent. Full-fact study will disclose many other factors but your feelings here re D.C./national climate then is close to mark. History as unfair to LBJ as to Hoover and/or Coolidge; all captured by collapsing events in their time, all forced to some bad steps,simple mistakes on others. But disastrous consequences followed nevertheless and we are still paying for those when strong Constitutional guidance could have, should have made avoidance possible. Those lessons should surely now guide us to better usage of what we should have learned from that surely "checkered" political/cultural/economic past experience. That's one of most essential steps true open, honest dialog can perform for all citizens now, which is why we try to protect S-N as we surely do. Thank you for your continued probing questions, helpful to clarify some of what we intend here to serve, share and help Demanded learnings for all.

Carlson September 15, 2008 6:22 pm (Pacific time)

Henry et al. What you are saying is that Wayne Morse was exposing LBJ and the bogus way he got us to start putting more U.S. Military into Vietnam? My notes and experiences during that time period made a big impression om me as to how reviled Morse was by active miltary and veterans in general.

Henry Ruark September 15, 2008 4:27 pm (Pacific time)

S-bad: (No pun intended !) You wrote: "...in the final analysis..." as direct reference to historical events Are you unaware, sir, that most historians today will be not only exasperated but dismayed by this demonstration of real historical understanding ? For them --and correctly so (I again avoid "right" for obvious reasons !)-- there is NEVER a "final analysis". They are completely aware --as you should be if your sensitivities were directed to reality rather than political palaver-- that history comprehesively and continually adds to and changes its own i record It is not only amenable to change for the sake of reality-later-realized, but also for their own more perfect guidance to help share and more perfectly record what continues to happen. That is inevitable so long as the human race continues to proliferate, and is that much more essential to our own understandings of what has actually occurred --as in the current characterization, more correctly, for Sen. Morse and his work. SO one must learn-and-grow, if one is to be able to face any mirror without the woeful complication of sudden solid impact to self-confidence when realization finally does break through.

Henry Ruark September 15, 2008 2:19 pm (Pacific time)

To all: Further simple check with the current status in both wars we now strain to continue will prove up the continuing consequences of the Vietnam mistake. It was from that situation, in large part, that the demanded rebuilding of armed defense for this nation was allowed to burgeon out of control, leading to the hugely disproportionate dollar-drains we now encounter with Defense Dept. (!) budget surpassing that of all the rest of the world totalled together. SO WHAT broke our economic and political system ? WHO forced it still further as weapon to prove up false dogma re "State Can Neve Do ANYthing Right !", with forced failures then useful to push still more treasure in a Right direction Even a former famous General named IKE felt conscientiously demanded to warn us, as did the first President to be demoted there from General, named Washington. Yet we as a people have now allowed apathy, fear and very simple manipulation via msmedia,now corporate owned and thus controlled, to both distort and pervert what is easy-control --if only we will exert wit,wisdom,will of the people. we can start by holding fully responsible "them as broke it: --and never, ever letting them get hands-on "to fix it" --which they will surely do, not as remediation but surely to protect, preserve and push further and deeped their now-partial but degenerating current control.

Vic September 15, 2008 9:13 am (Pacific time)

"Morse's uneducated and ignorant statements about Vietnam "....I think the 55,000 Americans who died in that fiasco would disagree with you. History proved Morse right and the "Domino Theory" fear/war mongers wrong.

Henry Ruark September 15, 2008 9:00 am (Pacific time)

S-Bad et al: You wrote:"I recall talking to a number of Vietnam veterans (via many private conversations) who were outraged by Morse's uneducated and ignorant statements about Vietnam and am sure various American Legion and VFW (they cannot endorse by the way) members were not big boosters of this individuals short-sighted and ill-informed positions regarding the military and SEATO (Southeast Treaty Organization---akin' to NATO)." For the record, I was engaged in precisely the same level of dialog with precisely the same groups and others, in pursuit of factual statements for published materials then --and got an entirely different view of Morse-views-and-values, far from your current smear-words characterizations here. He opposed empire-driven U.S. attack in those situations then, and history has confirmed he was closer to correct than many others who did otherwise then or since. He had the courage to oppose the fallacious view then, which is what Senators are pledged to do --seek the commonweal as they truly see it-- by their Constitutional oath of office. So, again, comes down to whose beliefs stand the test of real historical significance all these years later, despite uncalled-for smears by unqualified observers (read "anon"-by-choice !) Which is why this added-note here, to correct obviously distorted view you supplied of courageous stand by honest public servant. (Who never was forced into resignation by sexual predation, either !, as was his replacement chosen by those you cite.) The truth will surface, given time and democratic test, as in open, honest, democratic dialog not only here but in now-corrected history/records. Do your own survey of current history sources for solid and undeniable proof of points.

Henry Ruark September 15, 2008 8:42 am (Pacific time)

To all: For relevant comment on Op Ed content, replacing irrelevancy re bb/feelings from past politics, here's "see with own eyes" for you, right on the news from D.C.: In Rush to White House, 'No Child' Is Left Behind Obama, McCain Reveal Little on Updates for Plan By Maria Glod Washington Post Staff Writer Monday, September 15, 2008; www.wpost.com For the next president, one of the first domestic challenges will be to reshape the No Child Left Behind law, hailed six years ago as a bipartisan solution to America's education troubles. But in their race for the White House, Sens. John McCain (R-Ariz.) and Barack Obama (D-Ill.) are distancing themselves from what has become a tainted brand. Education experts say the candidates have offered, at best, a fuzzy vision for the future of the No Child Left Behind law. Obama pledges to "fix the failures" of the law, while McCain seeks to avoid mention of it. "This is the 10,000-pound gorilla, and yet nobody wants to talk about it. At both conventions, you hardly heard anyone say the words 'No Child Left Behind,' " said Michael J. Petrilli, vice president for national programs and policy at the Thomas B. Fordham Foundation, a nonprofit organization that seeks to raise education standards. "I think that says a lot about how unpopular the law is, or at least the brand. Politicians, not wanting to take unnecessary risks, are keeping quiet." -------- Irrelevant comment catching attention is continues pattern of neocon attack-here, which is why-cited. Note also complete evasion by both candidates, solid proof that NCLB so toxic now they dare not even talk about any way to fix it, since it has now become well recognized for what Op Ed states it to be: First step towards total federal-imposed curriculum, killing off "local control" at heart of our democracy ever since Founders first established education as the "common school experience" sharing beliefs and values for all to learn.

Sinbad September 14, 2008 12:14 pm (Pacific time)

What I see from the postings that deal with the late Wayne Morse, is that in the final analysis he was defeated, thus he was rejected by the voters for essentially why most politicans are, their services were not wanted anymore. Packwood has been out of office for quite a while now, it just seems like so much tire-spinning addressing this individual who at least resigned. Why has not Kennedy resigned for his behavior? And so many others in congress? I recall talking to a number of Vietnam veterans (via many private conversations) who were outraged by Morse's uneducated and ignorant statements about Vietnam and am sure various American Legion and VFW (they cannot endorse by the way) members were not big boosters of this individuals short-sighted and ill-informed positions regarding the military and SEATO (Southeast Treaty Organization---akin' to NATO). His time had come and he was removed. A good thing and a big morale booster for both our military and our war veterans, not to mention our state political health, till Goldschmidt showed up.

Henry Ruark September 14, 2008 11:50 am (Pacific time)

S-bad: There you go again, sir ! Misinformed understandable, but yours perverts proven record on unions et al. That's myth put into popular usage by neocon determination to drive down ed/costs, as is proven by public record. IF you assume union control then you deny, defy local bd. work--can you provide reliable source for such statements ? See mine on Op Ed comments re personal freedom from any union influence; ditto NEA, on record with opposition and the consequences via their list, when we won copyright protection for media stolen via "preview" copying. NYCity had over $500,000 in product obtained "the easy way". SO, sir, where's your solid data from reliable sources ? For you, too, Op Ed option always open if you can provide ID without tearing away your concealment via meaningless name.

Henry Ruark September 14, 2008 10:37 am (Pacific time)

C-son et al: Yours 9/13;12:53pm reveals precisely my point re truth of impossibility to avoid family and class status shaping what you write --except via effort demanded in Op Ed format. Yours are "feelings" (read "beliefs" if you prefer) re Morse, vet-reactions, other points, not true "informed" opinion justified by study, facts, documentation. Surely "informed" is to be preferred for public shaping of understandings re crucial issues, events, happenings, and citizen-responsibility decisions --which is why we offer Op Eds here. OR do you have proven-value research-level studies for each and every one of your "beliefs" here ? That's surely highly unlikely, yet you speak for whole class of vets and others. Yours re Morse precisely opposite of mine, which backed by years of positive work with him on a variety of projects. Did you ever have that privilege ? OR did you work with Packwood prior to his famous fall from privileged status ? Do you recall years of P-wood concealment by Oregon media ? Famous "mea culpa" by the OREGONIAN ? Happens that came about in part via Forum demand right in Salem public view, on record in Forum archives. Did you do anything with that effort ? If so, cite it; for mine, can do from files here. SO much for "feeling" vs factual public record. SO much for your own admitted judgment, re Packwood, surely symptomatic of other issues. Misunderstanding here of true worth of "feelings" re "informed opinion" based on solid study is, unfortunately, widespread and extremely damaging to open and honest dialog, from which we suffer here via cheap-shot comments; see def. for cheap shot for you, in another thread. Re "feelings" vs "informed", often find my conclusions well shaped-differently after work for Op Ed presentation; and must then accept truth-found rather than original feelings. You ever find self in same predicament ? Painful but also very progressive to change as facts and functions demand. Forgive "progresssive", but that's truth, too...

Henry Ruark September 14, 2008 10:11 am (Pacific time)

James et al: Thank you for your attention and interest,sir. Re '25 texts, needs today far different from then, so hardly relevant. Re content-taught, now determined by professionals who have reason for choices. Are you one of them > Re social-context: 21st Century demands attention, as current status of middle class and surely lower-groups now prove without question. Re gov. schools-then, depends on state, area, other considerations; check out ed. history for details. Earliest colonies had some schools, usually church-tied; but governance even then added others, rapidly, for survival demands and then social developments, too. Please continue your participation and share any more points as you see them.

Sinbad September 14, 2008 8:01 am (Pacific time)

James you hit the nail on the head! I am old enough to remember when students had to go to summer school to make up for not meeting minimum standards and there were some who were held back. This was a time when peer pressure and sanctions were a prime motivator for students. Now for far too many years we have had those who have coddled the low performing students coupled with a lowering of standards so they could advance those low performers. So now we have some high school graduates who cannot even find their own state on a map. My opinion is that as the unions gained strength (think political clout) and to protect low performing teachers, the system started to detiorate. Those who defend the current system, who do not also acknowledge the breakdown of teacher standards, simply are either blind or they shill for the unions.

Henry Ruark September 13, 2008 7:40 pm (Pacific time)

C-son et al: Note yours re "personal lifetime involvement with educational policy." (Paraphrased but do believe accurate in overall meaning.)
THEN you wrote:"...providing vouchers may be the best way to make sure our taxpayers and our students can get away from some of the more
ineffective schools."
THAT makes me question what you just stated, for very good reasons, since it negates basic principle on which our American education system was founded.

SO how about we simplify things for you, and tackle only that one point in your Op Ed? "Us old geeks need all the help we can get"--at
least, I do. How old are you?

You "shoot first" and try to justify your own statement; in depth, detail, with whatever documentation you wish to use, from whatever
sources of help and succor.

It'll be my pleasure then to respond --via Op Ed, not cheap shot as Comment!--in like detail, with similar and perhaps even stronger depth
and documentation, mostly from own experience, but I do have sources, too.

Thus we present here in strong, if not perfect, form precisely what general public needs from specialists with knowledge, insights, and
some expertise, gained the hard way via professional experience.

Okay? WHEN do we GO? As IBM-ads now insist "Stop talking. Start doing".

For starters: Charter schools for me are precisely the kind of "get off hook" substitute the upper class offers to al others, knowing
impossibilities involved for most, while seeking better and best for their own via their growing superiority in means.

They provide ostensible "way out" for some few of what will be woefully-deprived families, while really only helping to strengthen
over-class denial of demanded needs definitely proven by national record and continuing frustrations for most families.

For me, that negates the Founders' principle for the "common school experience", per this very Op Ed, so is entirely relevant and useful
here. I'll be surprised if you agree, as just stated, on this very painful and also very illuminating single point in our complex system,
now on edge of catastrophic failure.

"SO?" (Quoted to sharpen it as response from Cheney when confronted by charge he was neglecting commonweal. Many billions he spent elsewhere could well have done large part of job still remaining
untouched.)

I await your acceptance, and the date on which your Op Ed will initiate our intriguing dialog here, with open, honest, democratic channel for others to folo --as intended for S-N.

JAMES September 13, 2008 1:40 pm (Pacific time)

BS on the present gov ed system... I have text books from 1925 which are for various grade levels. Very few students can pass those basic tests today. Simple answer is, academics are not being taught. Critical elements of basic learning skills are missing or replaced by social drivel. There were no Government schools in 1925. The standard for school achievement was performance. I remember many students failed the grade they were in and had to repeat or retest at the end of the summer to be able to continue on to the next grade level. We never do that today in the public schools. Basic levels of performance must be re-established for each grade level. We would not be able to pass any students who are unable to achieve the minimum standard. Bye-bye

Carlson September 13, 2008 12:53 pm (Pacific time)

Morse was not one to spend time with people of little consequence regardless of how some may want to embellish their importance. There were many factions that wanted Morse gone, and Oregon veterans easily tipped the balance to Packwood. Just as veterans in some battleground states will do the same for McCain/Palin. Regardless of ones political ideology, fixing the public educational system is of primary importance to my family and those in our social orbit. Putting responsible and capable people in office is the quickest way to begin a cleansing process and remove both incompetent administrators and teachers. Both the unions and cronyism have put us in this situation. If the election this November fails to get the right people in office, it may be too late to wait another 4 years.

Henry Ruark September 13, 2008 12:03 pm (Pacific time)

C-son: Nice to see your conscience finally coming to the surface, sir ! Re your points, most already covered in some ten or more Op Eds in two-three years here, depending on main thrust of some of them. See via Archives, and sorry you did not see fit to check that easy access out before offering ongoing cheap-shot uninformed stuff... Re family, mine parallels yours, with members as teachers, others writing re education (cousin Robert Ruark, for one) and whole string of others 'back to origins in Maryland in 1780s. (First in steerage from Ireland, evading bloody-Brit perpetrators !!) Re "what to do NOW" suggest you set out what you have learned from family and own experience --what other simple and sensibile source for any informed opinion, except then-demanded documenting research to see if one is right or wrong, and why ? Op Ed here sincerely offered since that provides heart of honest, open dialog, as we demonstrate every day in S-N. Re Morse, happens he spent day before that debate at meeting I managed, and was returning from exhausting trip, accompanied by Mike Mansfield. No excuses needed: Debate record does him proud. (Which is more than can be said of yours re Kennedy et al, surely unnecessary here except as smear-tactic.) Vote outcome, as you must know, came from heavy-funded special-attack set up for the purpose. Those sustaining Packwood knew his character well, but "did it, anyhow !" Note mea culpa by OREGONIAN long after event, and complete avoidance of topic by S-J for years on end, despite open public invitation to explain via Forum channel, in depth and detail. Morse brought Oregon NDEA, which is basis for much good in national education, as I have reason not only to know but to have researched and written ten national surveys as one result. What Packwood brought was shame and beginnings of the damaging distrust millions now feel for government --as those backing him should have known. SO let's GO ! YOU do YOUR Op Ed and I'll reciprocate...if you will pardon that term, useful shortform for what will surely follow. Welcome to S-N open dialog, as conscience-revealing note how shows you see, finally, what we aim for here...if, indeed, you have the stuff to set out for all to "see with own eyes" and then evaluate with own mind. My previous Op Eds re the educational dilemma we both recognize are readily accessed via Staff section "Written by..."line; you may wish to start there for realities. Perhaps we can even lay aside nonsensical trivialities and make some commonsense consequence come about in public understandings of a very complex, demanding and absolutely essential radical and revolutionary necessity for change invaluable to this nation --which we both love, for sure, or we would not write as we both do...

Carlson September 13, 2008 9:30 am (Pacific time)

Henry et al. Oregon moved out of an archaic political humdrum when Sen. Morse was defeated in 1968. Actually I worked very hard to see him get defeated, not for Packwoods victory (who people like Ted Kennedy actually make Packwood look like a saint), but because Morse represented everything that was so wrong for Oregon and what we needed to advance our nation, our citizens and yes, even our public educational system. He was a very bad fit for Oregonians, and we are so lucky he was removed by a "vast" majority of voters who no doubt felt exactly as I do. So I belong to the "vast" majority in this matter. I come from a family that has members that have been involved with the public educational systems going back to when Willamette University was founded in 1842. My personal background in educational policies is enough to know that we have been on a bad track for quite sometime now, do I have solutions? I wish I did, but I have family and friends who are working on our educational shortcomings. For the immediate future, providing vouchers may be the best way to make sure our taxpayers and our students can get away from some of the more ineffective schools. There is a big battle developing, and that is why it is so important to vote for those candidates who offer a change of course, and have real life executive experience. The people who have been in charged for around 40 years now have absolutely devastated our public school system, not all of the schools to be sure, but if given more time, they will. Those who claim all this experience, well why is the system in such decline?

Henry Ruark September 12, 2008 3:20 pm (Pacific time)

To all: Small story: When 4 yrs. old, Mom started me on books...first one was Uncle Wiggily, wild tale of radical rabbit, with framed pages to insert different illustrations so you could alter story. So maybe I caught virus all early... Reminded of u/W-book by last few from friend C., with the frame-insertion of whatever changed the story, to fit the current need. Re "myth of state control". ask anyone who ever tried to change any part of any curriculum or teaching process or even textbook choice. Fact of distortion in that easy to check truth applies to all else in his stuff, as you can test for yourselves. If you wish further re my views on education, Archives hold some twenty or so Op Eds, some with detail re new ways to do old stuff, all building true American attitudes and values while readying kids for 21st Century...which is what's really spooking friend-C.

Henry Ruark September 12, 2008 2:35 pm (Pacific time)

C-son: Invitation for own Op Ed still open on this one, too. You've evaded that test of solid statement, solidly then documented from reliable sources, on several other occasions. Why ? You sure of stuff you state ? Then why not use full 1000-wd. shot to lay it out in detail, depth --and documentation-- for allofus to "see with own eyes" ? DOES require ID to Editor, but for good faith to share that should be no problem --OR is it really heart-of-matter and major reason you resort to short cheap-shot evasions ? If you really afraid, come direct by ID to Editor and we can proceed like civil and normally-decent friends in open, honest, dialog as if face-to-face...OR if you want that, can be arranged easily provided you ain't afeared of old geek like me...

Henry Ruark September 12, 2008 2:26 pm (Pacific time)

C-son et al: Your key phrase is:"Those educational personnel(and others equally incompetent) who blame all the educational problems on NCLB are ignoring what the educational reality was before that program." NCLB is tip-end of ongoing attack fought by some of us for twenty years before NCLB. Publications on record in major magazines, including ten year Survey-set of mine but bolstered by piles of pages from others, too, proves that point without possible question from you or anyone. Re NEA "boilerplate" now, happens I opposed NEA on law changes in copyright --and we saw every one of our points installed in the new version. Have been on NEA's list ever since, with documented proof. Re "real solution", happens I wrote 20pp-media/list in NDEA, inserted by Sen. Morse word for word, resulting in $9 millions for Oregon, many more millions for other states. Newton Minow, later FCC chair, took my copy personally to Morse. I have personal note documenting that fact Re proof of pudding, 12 Oregon districts did first AVC field demonstration (Project Springboard) nationally of new approaches essential to what you suggest, with national 35-city ten-man special-tour paid for by AV-educational association to show its success across the nation. The ten were NDEA counselors in that many states, part of ed-association I conceived, established, led for ten years. (ACSSAVO) (You asked, so here's fact.) You speak as long-term teacher, sir ? At what levels ? For how many years ? With what legal license, college and further grad-school preparation, and special-course work ? What national-survey set have you produced ? What media and printed learning materials and reports on their use ? With yr credibility at stake, we need answers to offset your obvious personal attack here, so far with nothing to prove any part of what you wrote --your usual pattern on other threads, too. Your participation richly appreciated, sir, and not only by me, I'll guarantee...

Carlson September 12, 2008 8:41 am (Pacific time)

State control of the educational process is the real myth. Just review Federal Judical decisions over the years(decades) to see who sets the real agenda. The McCain/Palin Administration will change that and allow local control to once again be the primary setter of policy. It's time to remove, impeach if neccesary, those federal judges (and dissolve the unions) who legislate from the bench. We need experienced executives calling the shots, not wannabes who have already failed our students with their fatuous educational policies that far predate the NCLB. These toxic indivduals who permeate our educational system need to be excised immediately. Fresh insight coupled with established and proven educational templates from the past will best serve our students to prepare for todays and tomorrows world. Those educational personnel(and others equally incompetent) who blame all the educational problems on NCLB are ignoring what the educational reality was before that program. They didn't know what they were talking about then, and ditto for this time frame. Though they can be quite eloquent when they blame others or question the background of others (all boilerplate from NEA), they provide no real solutions. Time to move on, ergo fesh ideas merged with the old proven educational methodologies.

Henry Ruark September 11, 2008 7:04 pm (Pacific time)

sts et al: Carlin indeed "funny man" with fine, strong insights well shared via cutting humor. Federal share in education started in colonies even before our Revolution, with emphasis on what was then an essential for survival, and same principles have guided direction ever since. Myth about control, as you state it, "old stuff" and only partially true, with local control essential element thus under stress to take over in full, impossible with funding so diverse, divided, decried and decimated at all levels. Care and deepening concern for kids-and-future may well change fundamental possibility for real progress; we can only hope --and make sure to pick side open for change, too.

sts September 11, 2008 2:25 pm (Pacific time)

laymens terms... the federal government got involved in the public education system decades ago if not longer. Teach them to be smart enough to pay taxes, but not smart enough to question their authority. They have done well. I suggest going to youtube, and searching "george carlin the american dream". Many other resources, but this one is funny and easy to listen to, and only a few minutes long.

Henry Ruark September 9, 2008 1:39 pm (Pacific time)

To all: Space limitations here force only summarized generalization on hampering consequences of national-standardized course of study required for system of standardized tests. For real-world realities re what's now demanded in all of our educational levels, see: "50 years from today: 60 f world's greatest minds share their vision of the next half-century"; Mike Wallace, editor; ISBN 978-0-8499-0370-0 You will find that nearly every one of these future views emphasizes changes in education built on and around new technologies for learning and communication. This ref. chosen simply to accentuate radical thinking now demanded for every issue, given determined effort to make status quo and laissez faire the order of the day. 1960s thinking simply will not now "cut the mustard", as thousands of educators have understood for the last decade --which is why NCLB is well recognized as fascistic first step flying in the face of progress, making it first-line target for delay, denial and destruction since strongest threat vs return to feudalism and fascist society. Salem deserves better from its monopoly daily newspaper even under that malign regime.

Henry Clay Ruark September 8, 2008 5:16 pm (Pacific time)

To all: For detailed, documented information specific, urgent changes occurring in test development since the 1960s, see: New Assessment Beliefs for a New School Mission; Rick Stiggins: Phi Delta Kappan; Sept. 2004 Many other references from writer's files and data re cognitive advances from the Internet and other sources in this area were also consulted for this Op Ed, unlisted for space limitations. The list is available on request to Editor with ID.

Henry Clay Ruark September 8, 2008 11:05 am (Pacific time)

To all: Disclosure: I am not now, nor have I ever been, a member of the National Education Association. I am not now, nor have I ever been, a member of any national union. As professional reporter I have held myself free of any union-motivated or influenced belief or expression. My teaching experience and close-work with other teachers applying learning media covers every level in education from k-12 through h.s., college and graduate school, corporate and association seminars. My preparation includes a 3-yr. Certificate ('37 !) from Maine "Normal School"; work years later at OCE; M.Ed/OSU, and D.Ed/Indiana U. abd. I was invited to join early national association in D.C. to assist in preparation of National Defense Education Act (1958)and sacrificed work on my dissertation to do so. Later I served ten years in the Oregon Dept. of Education as Learning Media Consultant and administering NDEA here. For ten years, I did Annual Survey on Education and Media published in then-leading learning media magazine, 50 years "in the business", which I later published and edited in Chicago. This shared here simply to put Op Ed into its demanded context of source, often a neglected responsibility for any writer to the potential readership; as for any other reliable conversation or honest dialog.

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