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July 2, 2009

Rabbi Abraham J. Twerski: The hallmark of a person

Abe Novick: Up, up, and aliya

July 1, 2009

Rabbi Avi Shafran: The Road Taken

The Kosher Gourmet by Marialisa Calta: Get into the holiday spirit with these Star-Spangled desserts

June 30, 2009

Rabbi Binyomin Ginsberg: What makes a great parent?

Caroline B. Glick: Ideologue-in-Chief

June 29, 2009

The Jewish Ethicist by Rabbi Dr. Asher Meir: Beware of 'Caveat Emptor'

Steven Emerson: ACLU pushing for more money for Hamas

June 26, 2009

Rabbi Yoni Posnick: Learn the secret to a healthy marriage from a scriptural villain

Caroline B. Glick: Barack Obama vs. International Law

June 25, 2009

Rabbi Shimon Apisdorf: The Absurd Power of Truth

Jordan "Gorf" Gorfinkle's strip: Everything's Relative

June 24, 2009

Rabbi Yonason Goldson: Advancement of technology is a wake-up call for humanity

The Kosher Gourmet by Andrea Weigl: Summer on a stick: Making frozen treats can be easy, creative and fun

June 23, 2009

Martin M. Bodek: 'On Surnames': And so, We Begin

Caroline B. Glick: The Obama Effect

June 22, 2009

The Jewish Ethicist by Rabbi Dr. Asher Meir: Working for a corrupt firm

N. Richard Greenfield : Where are American Jews?

June 19, 2009

Rabbi Abraham J. Twerski: Emotion v. intellect

Caroline B. Glick: Israel's rare opportunity

June 18, 2009

Jonathan Rosenblum: Sometimes it is more essential to define the nature of evil than good

Jordan "Gorf" Gorfinkle's strip: Everything's Relative

June 17, 2009

Rabbi Yonason Goldson: The Language of Confusion

The Kosher Gourmet by Linda Gassenheimer: Nothing pleases Dad more than a thick, juicy onion-smothered steak. Add home-Baked Potato Chips and …

June 16, 2009

The Jewish Ethicist by Rabbi Dr. Asher Meir: Career v. Careersism

Caroline B. Glick: Obama's losing streak and Israel

Richard Z. Chesnoff: ‘Palestinians’: Never Missing an Opportunity …

June 15, 2009

Israeli Prime Minister Binyamin Netanyahu: How Judea and Samaria can become 'Palestine'

Daniel Pipes: Where Netanyahu's speech failed

June 12, 2009

Rabbi Abraham J. Twerski: Some big thoughts about not acting so big

Caroline B. Glick: Obama's High Commissioner

June 11, 2009

Victor Davis Hanson: Our historically challenged President

Mitch Albom: Beware the True Believers

Lewis Grossberger: What we learn from the new Hitler photos

June 10, 2009

Mort Zuckerman: What Obama and his advisors won't -- or refuse to -- grasp about Israel and the Muslim world

The Kosher Gourmet by Steve Petusevsky Lotsa pasta: Tips, techniques and (amazing) taste

June 9, 2009

Anne Bayefsky: Obama's stunning offense to Israel and the Jewish people

Frank J. Gaffney, Jr.: America's first Muslim president?

June 8, 2009

The Jewish Ethicist by Rabbi Dr. Asher Meir: Merchant must take responsibility for careless shopper?

Mark Steyn: A superpower that feeds on mediocrity cannot survive for long on leftovers from the past

Richard Z. Chesnoff: How do you say 'kumbaya' in Arabic?

June 5, 2009

Rabbi Abraham J. Twerski: In quest of spirituality

Caroline B. Glick: Obama's Arabian dreams

Charles Krauthammer: The Settlements Myth

June 4, 2009

Paul Greenberg: The War Comes to Little Rock

The Kosher Gourmet by Judy Hevrdejs: Splash it on! Tap your inner jazz musician and improvise when stirring up a vinaigrette

June 3, 2009

The Jewish Ethicist by Rabbi Dr. Asher Meir: Q. Should terrible teacher be exposed?

Jonathan Rosenblum: The Israel Lobby: Missing in Action

June 2, 2009

Dennis Prager: The Speech President Obama Won't Dare Give in Egypt

Frank J. Gaffney, Jr.: Pressure on Israel raises war risk

Oct. 29, 2003
Mortimer B. Zuckerman: Graffiti On History's Walls (MUST-READ!)

Jewish World Review April 24, 2008 19 Nissan 5768

Education lessons we left behind

By George Will


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http://www.JewishWorldReview.com | If an unfriendly power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.
      — "A Nation at Risk" (1983)


Let us limp down memory lane to mark this week's melancholy 25th anniversary of a national commission's report that galvanized Americans to vow to do better. Today the nation still ignores what had been learned years before 1983.


Sen. Daniel Patrick Moynihan once puckishly said that data indicated that the leading determinant of the quality of public schools, measured by standardized tests, was the schools' proximity to Canada. He meant that the geographic correlation was stronger than the correlation between high test scores and high per-pupil expenditures.


Moynihan also knew that schools cannot compensate for the disintegration of families and hence communities — the primary transmitters of social capital. No reform can enable schools to cope with the 36.9 percent of all children and 69.9 percent of black children today born out of wedlock, which means, among many other things, a continually renewed cohort of unruly adolescent males.


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Chester Finn, a former Moynihan aide, notes in his splendid new memoir ("Troublemaker: A Personal History of School Reform Since Sputnik") that during the Depression-era job scarcity, high schools were used to keep students out of the job market, shunting many into nonacademic classes. By 1961, those classes had risen to 43 percent of all those taken by students. After 1962, when New York City signed the nation's first collective bargaining contract with teachers, teachers began changing from members of a respected profession into just another muscular faction fighting for more government money. Between 1975 and 1980 there were a thousand strikes involving a million teachers whose salaries rose as students' scores on standardized tests declined.


In 1964, SAT scores among college-bound students peaked. In 1965, the Elementary and Secondary Education Act (ESEA) codified confidence in the correlation between financial inputs and cognitive outputs in education. But in 1966, the Coleman report, the result of the largest social science project in history, reached a conclusion so "seismic" — Moynihan's description — that the government almost refused to publish it.


Released quietly on the Fourth of July weekend, the report concluded that the qualities of the families from which children come to school matter much more than money as predictors of schools' effectiveness. The crucial common denominator of problems of race and class — fractured families — would have to be faced.


But it wasn't. Instead, shopworn panaceas — larger teacher salaries, smaller class sizes — were pursued as colleges were reduced to offering remediation to freshmen.


In 1976, for the first time in its 119-year history, the National Education Association, the teachers union, endorsed a presidential candidate, Jimmy Carter, who repaid it by creating the Education Department, a monument to the premise that money and government programs matter most. At the NEA's behest, the nation has expanded the number of teachers much faster than the number of students has grown. Hiring more, rather than more competent, teachers meant more dues-paying union members. For decades, schools have been treated as laboratories for various equity experiments. Fads incubated in education schools gave us "open" classrooms, teachers as "facilitators of learning" rather than transmitters of knowledge, abandonment of a literary canon in the name of "multiculturalism," and so on, producing a majority of high school juniors who could not locate the Civil War in the proper half-century.


In 1994, Congress grandly decreed that by 2000 the high school graduation rate would be "at least" 90 percent and that American students would be "first in the world in mathematics and science achievement." Moynihan, likening such goals to Soviet grain quotas — solemnly avowed, never fulfilled — said: "That will not happen." It did not.


Moynihan was a neoconservative before neoconservatism became a doctrine of foreign policy hubris. Originally, it taught domestic policy humility. Moynihan, a social scientist, understood that social science tells us not what to do but what is not working, which today includes No Child Left Behind. Finn thinks NCLB got things backward: "The law should have set uniform standards and measures for the nation, then freed states, districts and schools to produce those results as they think best." Instead, it left standards up to the states, which have an incentive to dumb them down to make compliance easier.


A nation at risk? Now more than ever.

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