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John Stark,
"Given that fewer than 1 in 4 TG students is able to demonstrate proficiency in Math, I guess it's reassuring that they feel "safe" in the process. And this is not something $190M will not fix."
Quite true. $190 million is not going to fix the philosophy of catering to the lowest functioning students to the detriment of higher functioning engaged students. There is too much emphasis on inclusion. This goes back at least 10 years. This and prior school administrations have forced this agenda on the schools. It is typical for classrooms to have special needs/ special education students, as well difficult behavior students and regular ed students in one classroom. While well intended and perhaps financially motivated, the results have been predicatively bad.
The classroom teachers have no say in where the students are placed. I.E.P's are ignored or worse yet not done. Teachers and students are constantly exposed to disruptions in the classroom. Many students and teachers are " are interested in Excellence, Achievement, or Merit." However, they are not being provided a learning environment where that can be pursued in a consistent manner.
While many of the schools do need maintenance. The real crux of the matter is getting the students into the appropriate classroom that is suited to their needs.
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