@timpClimber---as a retired science, and math teacher, I totally agree with you.
I would add a #4. 4. Apply science to current events, and every day living.
As a teacher who has taught science in grades 1-24 there are three changes we
can make in science education that will improve the results. 1. Teach only the
metric(S.I.) measurements and math from K-12. All other countries do it and we
would gain time in every grade by getting rid of Imperial (King George)
measurements. 2. Study and learn from countries in Asia how they use robotics
(grades 1-12) to integrate science, math, logic, problem solving, programing to
develop such outstanding students. Then use number 3 to implement what we learn.
3. Pay teachers one month each summer to collaborate, upgrade skills, and
prepare materials for the next year. The few days they get at the beginning of
the school year is just enough to get their room ready.
To "carman" we have been measuring and recording the SAT and ACT results
for years. We have even thrown more money at education than we did 30 years
ago. But, contrary to what you think, the results of the testing have not
improved.If you want to get better results, you have to raise the
standards for teaching. Cut out all of the computer based learning. Computers
don't answer questions for kids very well.
This 2020 goal will never be reached. Utah is fooling itself. We're putting
about half as much funding into the system as we should if we were serious about
this goal. Other states that have reached this goal have done so, and we're
not about to cough up what's necessary. We're just plain too cheap.
What gender gap? The article said 43.7% of men have a college degree and 49% of
the women. Do you really think the womens group is helping to fund more men
getting a degree? Also, ( just had this conversation with my Jr. High and High
school aged boys last night). If we are so focused on post high school degrees,
than what good is High School? Why can't high school be more focused on an
actual career. My one son wants to be an orthodontist. Why can't he start
focusing on that now in high school? The other wants to be an engineer. But his
high school only offers an intoductory course on engineering. Kids with a high
school degree only show some sort of perserverance and no real applicable
Utah can talk all they want about improving their education but until they get
over their myopic view of themselves and address their curriculum, it will not
happen. Examples of this include:Elementary and Jr. High students
both have to take Utah History courses along with Utah County research projects.
Not only is this redundant, but nobody outside of UT cares about it’s
history.High school students have to spend a semester taking
Financial Mgmt courses because UT led the country in bankruptcy cases. Why
burden HS students with this useless course?The humanities
requirements in UT are as much as are the requirements for the STEM courses.
Nothing wrong with humanities but there are just not enough valuable courses
when compared to STEM subjects.CRT courses, supposed to be technical
courses, include subjects in sewing and home crafts. This is a required course.
Again, nobody outside of the state cares about these skills and they could be
taught at home.The curriculum and the perspective of UT educators
must change in order for UT students to be competitive nationally.
If local businesses want a trained populace to draw from as employees, tax the
businesses, not the people. Utah gives such great tax incentives to get
businesses here...but then what?
carman,I agree with you on K-12, but too much time, and expense with
measuring, and accountability.IMO, more trust need to be given for
teachers without standardized tests, and micro-managing.Teachers
take too much blame for failed policies. Most teachers are very good when using
their talents, and students benefit.
The end goal of a university education is not and should not be to make a 6
figure salary. You're derisively termed "degrees to nowhere" are
indicative of people who actually think for a change. You try teaching science
courses to someone who can't meet grade level standards for reading and
writing. It won't be a very successful venture.
It's called "report cards". Also, "SAT", and
P.s. While we have some problems with higher Ed, most of Utah's effort
should be spent on K-12. This is where the largest deficiencies are. This
article poses too many questions about post-secondary Ed. If we don't fix
our elementary, middle and high schools, it will do little good to pour more
resources into our colleges and universities.
Worf, what gets measured gets improved.
There is a question of value. Schools raise tuition prices, student debt reaches
record levels, and then what? No jobs. That takes the underpinnings out of
higher education. The problem of jobs will not get substantially better until
the agenda-driven EPA and good-intentioned but bad-resulting environmentalists
I welcome this renewed emphasis on helping individuals prepare for and obtain
some kind of post-high school training. In particular, there is great value to
having multiple entry and exit points for higher education that include
technical and professional training. Thanks to the local business community for
recognizing the need to push education. Thanks to Governor Herbert for being
supportive. Thanks to both Democrats and Republicans in our legislature who are
trying to figure out how to support these efforts. Thanks to parents and
students who see the value in higher education. Thanks to our teachers and
administrators who work hard to find ways to ensure better education throughout
the State. Education requires this kind of holistic effort. At the risk of
sounding like a cheerleader, this is an initiative that demands our support as
the quality of life in our State will largely depend on having a workforce and
citizenry that is educated for the future we face and the present we live.
He can't possibly believe this is really true can he? "Students who
never thought they were college material are now becoming the great inventors
and scientists of the world because finally they’ve been validated,"
he said. Oh yeah, now that I can take the ACT for free I am going
to be validated and become a great inventor or scientist. LOL.Ridiculous.All we really need to do is boost the pay of science
teachers. It is ridiculous that the sewing teacher (not to pick on sewing
teachers but just for an example) and a science teacher make the same amount of
money. It is a wonder we can get anyone to teach science when they can go out
into the "real world" and make at least double what they can make as a
teacher of the sciences. If we want quality we have to pay for
it.$43,000,000 for computer adaptive testing? Won't help a
bit. Wasted money. I bet a legislator has a business that will get a piece of
this pie!Get someone with some experience in education in on these
decisions instead of the old guys on the hill!
I have every hope that every american could afford a college education
regardless of riches but this is not how this program is intending to provide
higher education to those who want it.What is evident in this
proclamation is not a college eduction but debt to fund colleges. Higher
education is about the money and student debt to sustain the the private
colleges and banks with more debt than the education is worth. Jobs and wages in
Utah are negotiated by government to keep and maintain poverty and tax rewards
as a financial benefit for business to move here. It is not the
right of education or the state to indoctrinate they have to be in financial
debt and years of suffering that is not being disclosed. And this program keeps
more adults from looking for non existing jobs they hope to find after more
years of fake education courses in colleges.State and business way
has been destructive and impractical and lie about our childrens futures with
long term debts. This has made it impossible for many to recoup any long term
financial benefits and promotes indentured servitude of whole families.
Schools need to get away from testing, and prepare students for college.