Did you write me? If so, I completely missed that. We had no intention of excluding Mack from the discussion. Your principal was one of the first people I invited, though I have yet to hear back from him. Some folks from the alumni association plan to join us too. Please come and participate!

I’ll keep you posted.

The black children are thought of as less than real people. That’s how I characterize the treatment the urban schools give them. Think of it as a triage situation where they are written off as hopeless. What do you do in triage for the people you write off as going to die anyway? Palliative treatment. You make them as comfortable as you can but don’t fix anything. You certainly don’t waste treatment that might “hurt”.

Thus the overriding concern for ““self-esteem” “love” “kindness” “culturally responsive” and other buzz words.” Actions speak louder than words. Educrats want to kill ‘em with kindness – since they are thought of as dead anyway. It’s just better that way.

So no discipline and no corrective actions on them. That might hurt, you know.

You don’t see such loving concern for the Korean immigrants – or the Jewish kids, or any other group assigned to the success groups.

Perhaps the black students were much better off in segregated schools run by black returning military faculty and admin. Like Dunbar High… See how much babying they handed out.

Brave New World.

The answer is of course that there are no plans. There is no expectancy that the “behind” kids will survive in the Brave New World. And the Educrats take no responsibility for that fact. As far as they are concerned it’s the “parent(s)” fault. This is a basic (emotional?) self-protection mode for the Educrats.

It’s not that they’re evil, it’s just that they feel no responsibility for what happens to any of these kids. It’s just a paycheck.

This is why as presently constituted, the public schools will not change – they will only deteriorate further. If the teachers don’t like it they should quit and take a better job elsewhere.

Think of it as evolution in action.

I have not seen any planning on how to take students from the skill set they have NOW through at least one full grade level of learning in a school year. In some cases the students are so far behind that they would have to compact two or more years in each school subject to pass the exit exam. What are the plans?

Have you determined that longer hours are the only way to address the problems of inner city education?

Would you consider a boarding school model like the Harlem Children’s Zone?

where else has this worked? why do you think it will work here?

what specific measurement data will you have to see to determine if this is a success?

Why are you confident you have chosen the best principal and administrative staff to oversee this, given their past levels of failure?

is the Union reaction (against) what you anticipated?

If this works, will you export this model to other struggling schools?

I invited Kevin Taylor, Mack’s principal. It’s possible he will join us, though he had another meeting at that time.