In Our New Spirit of Cooperation . . .

Here’s a story that backs up some of what Markadelphia has been saying:

Who’s teaching L.A.’s kids?

A Times analysis, using data largely ignored by LAUSD, looks at which educators help students learn, and which hold them back.

August 14, 2010|By Jason Felch, Jason Song and Doug Smith, Los Angeles Times

The fifth-graders at Broadous Elementary School come from the same world — the poorest corner of the San Fernando Valley, a Pacoima neighborhood framed by two freeways where some have lost friends to the stray bullets of rival gangs.

Many are the sons and daughters of Latino immigrants who never finished high school, hard-working parents who keep a respectful distance and trust educators to do what’s best.

The students study the same lessons. They are often on the same chapter of the same book.

Yet year after year, one fifth-grade class learns far more than the other down the hall. The difference has almost nothing to do with the size of the class, the students or their parents.

It’s their teachers.

There’s a lot more, many pages. And the differences are, of course, measured by means of standardized tests. But the differences are real.

Yes, teachers make a helluva difference – I’ve never argued otherwise. What we’ve been arguing about is what they’re teaching. Or not teaching.

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