HARMFUL DEFECTIVE STUDENT THEORY IMPACT ON STATE BOARD OF EDUCATION

7-28-17

Greetings, Iowa State Board of Education and all—

HARMFUL  DEFECTIVE STUDENT THEORY IMPACT ON STATE BOARD OF EDUCATION

This is the 4th in a series of superior educator Dr. Sue Atkinson’s posts on Iowa K-12 ‘education’ performance.  The first three are accessed with the following links.  This post  deals with the harmful impact of the percentage of defective student theory possessed by State Board members, falsely blaming students for poor K-12 school performance.  Some ‘educators’ etc. would immediately interrupt anyone hinting at poor school performance, with an attack on defective students.   It was so bad the  federal  Every Student Succeeds Act (ESSA) was passed to put a stop to such public displays.   Now they do it privately among themselves, but not out of reach of Iowalive net workers who know of their refusals to recognize the need for, and to make serious commitments to, fixing education.    That is why previous fixes failed, and will continue to fail until the defective theorists are identified and rooted out of ‘education’ management and leadership positions.  http://www.iowalive.net/failuresandfix.htm

The estimated harm, defective student theorists alone cause to decisions rendered by the Iowa State Board of Education, reduces student achievement results by at least 65%.  Anyone claiming to have better numbers than those posted herein is asked to provide them.

 SPECIAL EDUCATION COSTS DRIVEN BY DEFECTIVE STUDENT THEORY

IOWA SCHOOLS INFLATE 'A' GRADES AND STUDENT PROFICIENCIES

RESPONSE TO 2nd ESSA DRAFT

CHART SHOWS THE HARMFUL TREND OF THE STATE BOARD OF EDUCATION BLAMING STUDENTS FOR POOR SCHOOL PERFORMANCE

 

According to the Mission Statement of the Iowa State Board of Education, they work with the Iowa Department of Education “to provide oversight, supervision, and support for the state education system that includes all public elementary and secondary schools, nonpublic schools that receive state accreditation, AEAs, community colleges, and teacher preparation programs.”  Blaming students for poor school performance isn’t listed!!

The Board members have completely and utterly failed at many of their specific duties.

·      They have failed to establish higher standards and procedures – and effectively reviewing – teacher preparation programs up to at least national grade level.  Iowa’s standards are still below national standards, and Iowa NAEP proficiencies are falling in ranking (with 4th grade reading now ready to drop into the bottom 50% of the country).  In December 2016, the National Council for Teacher Quality still found only four of Iowa’s elementary teacher prep programs training teachers in all five of the reading concepts known as the science of reading. 

·      Iowa’s grade standards continue to lag national and international standards, as the education culture still falsely believes it is the students that are defective rather than the education process.  Iowa’s teachers still do not understand “effective remediation”: effectively teaching concepts (using student learning styles) from the lowest level up to the level the child can progress to.  Students being failed by the schools can only access effective remediation if they pay for it privately (or sue the schools to force them to pay for what they should know how to do but do not) – OR by using online education.

·      According to a report from the National Council for Teacher Quality in 2016, educators continue to “medicalize” reading deficiencies as a defect instead of accepting responsibility for ineffective teaching.

http://www.nctq.org/commentary/article.do?id=290  This lack of accepting responsibility means they do not want the government to hold them accountable for the poor results they cause.

·      IF they approve the proposed accountability response to ESSA, they will embarrass the state every bit as much as when the math educators attempted and failed to write a math curriculum (showing they knew absolutely nothing about math concepts).

·      IF the board truly cares about the concerns of parents and the welfare of students, then approve the automatic licensing of teachers from states out-educating Iowa (according to NAEP results) for online education, because that is where Iowa students will have access to the effective remediation Iowa-licensed educators lack the training (and belief in) to provide.

·      The board should insist that any student Proficiency Standard be at least as stringent as the  65th National Percentile Rank (NPR) national grade level.  If educators  can’t prove equivalency, the board should reject the proposed proficiency standard.

·      The board should also insist on educators setting measurable, noun objectives/numbers and dates stating when they will be  met—and at what cost or savings.

The following table identifies the percent of defective student theory held by each board member, all of whom are appointed by the governor.  Their failures and more are cited above and can be fixed once board members are replaced with those rejecting the defective student theory. Resignations of the  worst 3 (70%, 90% & 95%) are in order immediately, for the kids!!! 

 DEFECTIVE STUDENT THEORY INFLUENCES STATE  BOARD OF EDUCATION MEMBERS

ALL STATE BOARD OF EDUCATION MEMBERS ARE INFLUENCED WITH DEFECTIVE STUDENT THEORY WHICH BLAMES STUDENTS FOR POOR SCHOOL PERFORMANCE.  Source:   Iowalive  7-27-17

IOWA STATE BOARD OF EDUCATION MEMBERS

AVERAGE % INFLUENCED BY DEFECTIVE STUDENT THEORY

Charles C. Edwards, Jr., President

15%

Michael Knedler, Vice President

5%

Brooke Axiotis

70%

Michael Bearden

5%

Bettie Bolar

90%

Diane Crookham-Johnson

95%

Angela English

5%

William "Mike" May

5%

Mary Ellen Miller

5%

Robert Nishimwe, Student Member

3%

AVERAGE

30%

Weighted Average--Defective Student Theorists Are More Assertive Than Others

60%

Anyone  claiming to have better numbers is asked to provide them.

 

Until the leadership in Iowa’s education system accepts responsibility and stops falsely blaming students, Iowa will continue to drop in the national rankings, placing students low in demand in the global workforce.  How will the state begin to make up for its income loss using such a tactic—not to mention up to $1 billion annually spent on Special Education for school failures?

Reference:  Iowa State Board of Education: https://www.educateiowa.gov/about-iowa-state-boards-education

http://www.iowalive.net/

Sincerely,

Sue Atkinson, PhD

P. O. Box 301

Baxter IA 50028

641-227-3786

 

Iowalive   A growing network of volunteer citizens and professionals for improving Iowa