I'm gonna be bad, and deviate from the topic again, cuz Christina's comments about our school system really hit a raw nerve.
I'm a mechanical engineering graduate who earned his teaching certificate and went to work in the public schools to teach math and science at the age of 57. I did so exactly because of what Christina was saying - the perception of low standards in public education. Plus a huge desire to put a spark for science and technology in some kids' phyche's.
I'm frustrated as can be in some ways, because I deeply believe in the idea of high standards. My students would tell you that VERY loudly - around 1/2 of my 9th grade science students failed the semester that ended last week. 57% of students in my high school failed at least one class last semester. That's horrid. But here's the problem as I see it.
1. Overemphasis on 'feeling good'. That's a societal/cultural bias that public schools reflect, not create. That emphasis biases against struggling with academics or struggling to compete in business as an employee.
2. We are living in perhaps the wealthiest period of any society in history. The poorest of the poor have a fine safety net to not go hungry. Check out
http://www.cia.gov/cia/publications/factbook/ and pay special attention to gross domestic product per capita. The U.S. is FAR ahead of everybody else. Such wonderful economic success absolutely does not breed strong desire to improve! Life is good, and as one consequence, education is not highly valued as a means to elevate one's standard of living.
Many of my students are from low-income homes. They do not see education as a path to improving their lot. They are accustomed to giving up, remaining hopeless for a better life through education, in part because their life really isn't all that bad from a fundamental perspective.
Last year I taught "honors physics". I was appalled that many of my students couldn't do freshman algebra. Students sitting beside them were students who had already completed or were currently enrolled in calculus. Both groups were cheated. Neither received the physics instruction that would be most beneficial to their educational status and goals. The students were together due to the bias in educational circles of "inclusion". Put everybody together rather than suggest that ability or readiness should be a factor in class placement. That arises from problem #1 above.
So, Christina - I agree with you, but I disagree with the implication that the schools are to blame. Our public schools are guided very much by local school boards, and reflect closely the values of their community. Of course there are external mandates, such as the Federal No Child Left Behind Act, that are intended to raise standards, but the bottom line in my classroom come Monday morning, is the WILLINGNESS of my students to engage. That level of willingness will be largely influenced by parents and community.
The COMMUNITY must highly value education before public education can take wing. Go to to your school board meetings. I can tell you, as a former school board member, you will be carefully listened to. Christina, PLEASE go tell the school board what you have said here. And have some ideas for policy-level improvement. One idea is "tracking", segregation of students by ability and readiness. A very non-politically-correct concept I push at every opportunity. Come up with different words. The word "Tracking", will close everybody's ears and minds. Try something like "developmentally aligned" or some such jibberish.
Ok, sorry for the hijack. But just a little. This is a HUGELY important topic.
Now, like I was saying, about the Sherpa - - that aircraft has taken, and is continuing to take a giant dedication to improvement. If our society shared the determination and persistence of Byron and his colleagues, this country would look different.
Whew!