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Why Are Republican Presidents So Bad for the Economy?
My comment was about stock market performance.
The stock market is not the economy.
If there is a correlation between stock market performance and a sitting president's party,
I am not aware of it. I believe the conditions at the time of inauguration are important factors.
For example, the price of stocks, interest rates, investor sentiment, and the phase of the economic cycle can greatly influence stock's returns during a president's tenure.
(as of last summer)
Oh, come on! This is simply not true. Why do you assert bunk like that? There are lots of data and hard outcome studies, from Head Start to forms of UBI and WIC / food-related cash to affirmative action showing lasting outcome differences. But you know this. From reading tutors to police training to arts subsidies. The list is endless.
must see what the followups show
gonna stop paying attention to your statements
..........Throwing $$$ at programs is helpful relieving symptoms. A reorientation toward a just society is needed. Universal health care. Education that actually upholds learning standards, so that kids leave school actually educated. So a diploma actually means something again. I know a teacher in rural Ohio who tells me that her Principal and higher-ups require her to shuffle even kids who are failing, up to the next grade level. Teachers are not allowed to flunk the poor little snowflakes. No accountability.
We'll all never be equal. But equality of opportunity is essential. And standards, rather than coddling. A society that tolerates and expects there to be an underclass should be collectively ashamed. But parents who just don't have time to be parents... I guess they forgot the contraception. Oops.
Ah. Got it. Okay then.
And flunking kids. Great idea.
And thinking of them as snowflakes. I trust you are not subbing anymore.
To be successful, coming from little, you require a work ethic, opportunity, and a respect, and indeed, reverence for education...or...you simply have to be innately smarter than others. Learned people should be respected, not denigrated by 'jokes' about "absent-minded professors"; for example. 'Americans', generally, don't respect educated people, listen to them, or follow their example; the nonsense being seen during this pandemic being a prime example. Throwing money around isn't going to change that - but it IS easy to do; especially if it is someone else's money! 8^b
Gotta admit, I stopped reading your post there.
Following that logic (?), do you also hold that if you've never played professional sports, you can't possibly be an insightful professional sports commentator, writer or analyst? Or is that somehow different? And if so, how?
Lemme know so that I can wash my brain of anything I ever learned from Vince Scully, Bob Costas, Tom Verducci, Paul Zimmerman...
Me, I went to school for ~20 years, have two relatives (both with PhDs) who taught for years, am married almost 45 years to a retired school teacher, live in a neighborhood overstocked with retired school teachers, and have audited the books of about 20-25 schools. But, OK, I've never been a teacher. Do I, and others with similar bios, also NOT have any insight on the issue?
Racqueteer, this may not be the best month to trot out the tired bootstraps argument yet again. It does remain perennially popular among some of us nonminority types, and even among some minorities too. Why can't everyone be like the Jews and the Asians and others similarly situated? What racism? What structural inequality?
As for my career, I have been a teen worker, HS teacher, university TA, and most recently sometime HS coach and sub. Also parent and grandparent. Also married to an elem-schoolteacher for a decade. I do know the gut feeling of being in a difficult classroom. It all can be very discouraging, not to say difficult to have insights about.
But I know that this is pernicious crap at the talk-radio level: 'You can't solve real, significant problems --- not at the root --- by throwing money at those problems.'
Having spent almost 30 years teaching mostly chemistry and physics in a heavily minority district, I know that I was drawing my classes from about half the population. Even THAT population was underperforming its potential; a situation which became WORSE over my career, Discipline issues became a greater and greater issue as time went by; since the schools didn't want to have 'bad statistics'. This despite the fact that, in a class of 1,000 students, there were probably only a dozen kids accounting for 75% of the serious instances. Instead of controlling THOSE kids, 'we' lightened up on enforcement and the problem spread.
I don't want ANY kids to fail, but the reality is that, if you set standards, SOME will not meet them. The 'solution' isn't to lower the standards so that EVERYONE 'succeeds'. If you don't end up actually KNOWING anything, how is that 'succeeding'? Anyway, by all means, make it possible TO succeed, but don't expect that you can make everyone DO it.
It seems that some may be concentrating on how to solve the BIG, LT education system issues, while others may be concentrating on the immediate, urgent need to address the issues of reopening schools due to COVID. I dunno, bit I do know my head hurts trying to determine that.
If so, I suggest that these are TWO vastly different issues and debates that, though not mutually exclusive, should be debated separately.
The first was deeply dived into in the iconic, must see, 2010 documentary, Waiting for "Superman". Despite its critics, hard to express/expose the deep rooted issues and possible solutions any better than that.
The second is chronicled pretty nicely here:
I do NOT want to get into this debate any further than to suggest reading that link and understanding that the bulk of the "money being thrown at the problem" in the next stimulus bill is primarily to combat the unique issues related to COVID, and IMO, essential to solving those issues. Solving the deep rooted education system issues is a whole 'nother story, and one that the average person who is/was NOT a teacher (or have a bio akin to mine), may not be fully aware of had they not watched the referenced documentary.
There are certainly two separate issues, and, fortunately, this thread quickly diverged from the initial partisan headline to more substantive issues. I'm not sure we've talked much about COVID-focussed money, though. Once the lawmakers/politicians get involved, my teeth start to clench; so may be that's just as well. What HAS become clear is that the current situation is not being well-served by the previous arrangement wherein the goal was to achieve some (low) minimum educational goal, for minimal cost, while cramming as many students into as little space as possible. NOW, with student density mandated to be basically cut in half, with goals, time, and money left unchanged, we have an impossibly situation; ESPECIALLY for teachers who THEMSELVES have kids to care for at home! People can't work because their kids are home at least half the time; provided they HAVE jobs. By all means, let's force kids into crowded school conditions where they (and their teachers) are at risk. Think there will be low-wage subs available for the sick teachers? If it's not ok to be in crowds anywhere else, why would it be ok in school?
How do we 'fix' our schools? I think you have to recognize that you have to set reasonable goals, provide students with the tools they need and an equal opportunity to learn, provide well-trained teachers (and demand they not be disrespected), disallow behaviors which negatively impact the learning of others, and recognize that setting reasonable standards of accomplishment and behavior will result in SOME kids 'failing'. You can't have it both ways...
Private schools? If you want something that isn't on the menu, expect to pay the bill yourself. This assumes that all the prior stuff I wrote is the case. If kids are allowed to run riot and disrupt the learning of others, then we might have to do something differently.
This untrue belief is so handy that it has become among the very most pernicious around these days. But that is a different subject, and I would rather reread the thoughts of a 30y science teacher.