tag:blogger.com,1999:blog-6534665086749553287.post5916010406789098004..comments2024-03-29T04:34:05.185-04:00Comments on CURMUDGUCATION: The Poverty DisconnectPeter Greenehttp://www.blogger.com/profile/16511193640285760299noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-6534665086749553287.post-27869925501552792312014-12-08T00:33:40.150-05:002014-12-08T00:33:40.150-05:00Peter, the sentence under section 2 about the poor...Peter, the sentence under section 2 about the poor that says, "But in the backwards world of reformsterland, the fact that high-poverty schools are getting less and less government support is proof that they should get more support" doesn't make sense to me. Did you mean "isn't" instead of "is" or "less<br /> instead of "more"?<br /><br />I think this sentence of yours is a really excellent analysis: "But showing a problem is bad only adds to the urgency and the believability of the problem-- it does not constitute proof that your "solution" actually works."<br /><br />The writer tries to use a statistic about Kentucky to prove it works: "Almost two-thirds of students in Kentucky are now considered college ready—up from 37% in 2011." But the article from the link provided doesn't SAY that. It says: "about 62 percent of students are considered ready for college OR A CAREER" and later says, "just 19 percent of Kentucky students are considered college-ready in math, science, reading, and English, according to the ACT." That's either dishonesty or really poor reading skills on the part of the writer, but either way she's saying things that aren't true.Rebecca deCocahttps://www.blogger.com/profile/13168718846105012814noreply@blogger.com