Students: ‘Us deserve respect’

At an F-rated New York City high school, failing students earn quick credits through online courses, the New York Post reported.

While it’s called “blended learning,” the credit-recovery “courses” don’t include interaction with a teacher. One teacher is assigned to 475 students trying to earn credits in a wide variety of subjects. Murry Bergtraum High for Business Careers specializes in overage or held-back students who lack credits.

After the Post story ran, students wrote to defend the program. Nearly all the letters were filled with spelling, grammar and punctuation errors, reports the Post.  

A junior wrote: “What do you get of giving false accusations im one of the students that has blended learning I had a course of English and I passed and and it helped a lot you’re a reported your support to get truth information other than starting rumors?.?.?.”

Another wrote: “To deeply criticize a program that has helped many students especially seniors to graduate I should not see no complaints.”

One student said the online system beats the classroom because “you can digest in the information at your own paste.”

“Us as New York City Students deserve respect and encouragement,” one letter read. “We are the future of New York City and for some students, The future of the country.”

I doubt if that future will include business careers.

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Comments

  1. Roger Sweeny says:

    The students are right about a very important thing. The program has helped many of them to graduate.

    • And, it’s a wonderful example of the catastrophic disconnect between the possession of a HS diploma and the knowledge and skills which the diploma formerly signified; now reduced to far less than passing 8th grade used to signify. Of course, this scenario, either with or without “blended learning”, is replicated across the American HS landscape in ever-increasing numbers. As a recent post suggested, it would be vastly cheaper, and no less fraudulent, to issue a HS diploma at the end of 8th grade and reserve HS for those able, prepared and motivated to do real HS work. Sigh

  2. Indeed they do deserve respect and encouragement. What they do not deserve is the utter crime of being lied to and told that they are doing well when they are not.

  3. In reading some of these passages, they’ll never be able to handle college coursework or pass the ASVAB to have a potential career in the military.

    Blended learning to get a years worth of class credit in a short amount of time is pure idiocy, plain and simple. Also, I’m in agreement with others, these students may have a diploma, but it’s about as useful as toilet paper (and perhaps not even that, since it’s probably hard and scratchy) :)

    • SC Math Teacher says:

      I’ve had students fail my class and walk the line at graduation about a week or so later. Good for the grad rate, but not good for learning.

  4. Mike in Texas says:

    If I remember correctly this was the idea of a “reformer” who needed the stats to make his plan look good.

    • Roger Sweeny says:

      Too many people in education, reformers and traditionalists alike, prefer happy fantasy to cruel reality.

    • Feel free to provide support, which won’t happen, but it’s a district school. Apparently the school’s administration is not only OK with this deceit but are almost certainly complicit. More then likely the district administration is complicit as well. Whoever that mysterious “reformer” might have been they obviously didn’t have a tough sell to convince the administration to make a mockery of their responsibilities.

      But so what? It’s the employees that are important, not the students so if someone who’s got the clout to insist wants improvement in the graduation rate why they’ll get “improvement”.

      If the kids don’t learn anything it’s no big deal. It’s not like they can sue or anything. And when they get tired of “attending” classes and “learning” it’s hasta la vista, baby and on to the next, pathetic batch who think they might get something worthwhile out of this “failure factory” until they’re also disabused of the notion and shoved out the door.

      • PhillipMarlowe says:

        Dear dear allen.
        The “reformer”s would be Joel Klein and Michael Bloomburg. Don’t let ignore get in the way.

        • PhillipMarlowe says:

          Er, Bloomberg, the foe of Super Big Gulps.

          • Roger Sweeny says:

            allen would probably tell you that as long as they try to work within the public schools, whether they call themselves reformers or traditionalists, they are basically standing with the status quo, trying to make the genteel socialism of the government-run schools work.

            As you point out, Bloomberg isn’t a great respecter of people’s choices when he thinks he knows better.

          • Thanks Roger but I’ve got this.

            “Reformers” in the World of Mike are anyone who doesn’t understand the public education system should be run for the benefit of those it employs, primarily teachers. That means accountability schemes because they may negatively impact some teachers whose picayune crime is that they don’t give a damn whether the kids learn anything.

            In Mike’s topsy-turvy world the fault for cheating on accountability schemes lies with the test since absent the test there wouldn’t be any cheating.

            So by Mike’s standards Michael Bloomberg’s a reformer since he has the temerity to think anything other then all teachers are saints and beyond the measure of mere mortals. That Bloomberg’s as wrong about public education as he is about public beverage preferences is immaterial. He holds heretical views of teachers and that puts him among the damned.

  5. Mike in Texas says:

    Yawn! How typical of you Allen. Ignore the facts and spread the insults. The credit recovery program was started under Joel Klein and Mike Bloomberg. Case closed

    • PhillipMArlowe says:

      Mike, Roger,
      allen does more flips, twists, and contortions that Mary Lou Retton or Dominique Dawes.
      His ability to read is bested by his ability to view pictures and videos.

    • So I guess neither one of you has any worthwhile comments on the academic fraud perpetrated by this teacher, and certainly his direct superior?

      About par for the course and not just for you two lightweights. Other then embellishments the two of you encompass the defense of the public education establishment. That’s probably a good deal of the reason faith in the public education system’s collapsing. Any idea that attracts defenders such as you two is obviously deeply flawed.

      Still, you do get to live through the demise of the public education system and in some ways that’ll be a more momentous event then the collapse of the Soviet Union.

      • PhillipMarlowe says:

        allen,
        my dear children once behave as you do now, sticking their fingers in their ears and saying “nah, nah, nah” trying to block out what they couldn’t accept, mainly that they were wrong.
        But that’s OK.
        This situation is a result of the reforms championed by Klein, Rhee, Bloomberg, Deasy et. al.
        But you have been predicting the collapse of public schools for quite some time now, much longer than the quest of Jason.

        • “This situation is a result of the reforms championed by Klein, Rhee, Bloomberg, Deasy et. al.”

          Indeed. But the cheating’s the product of the wise, compassionate, deeply-concerned paycheck-pullers who, never having been responsible to educate kids before in their professional lives, would rather cheat on the tests then perform their jobs.

          Nothing unusual about that response though. Cheating’s become relatively common since the public began demanding proof that the public education system’s, you know, educating.

          Oh, and the public education system, idiotic idea that it is, took the better part of a hundred years to steamroll all resistance. I think a decade or two of erosion of the faith the public’s resided in the institution is really quite a breathtaking turn of events by comparison, before the final collapse.

      • It’s not the teacher’s fault. The principal assigned him to be teacher of record for 475 students.

    • Roger Sweeny says:

      To step back for a minute: These students don’t seem to have learned much in the regular, traditional classrooms. They haven’t learned much in the “credit recovery” program begun by the reformers.

      Both groups have failed to educate these kids.

      Now, that may be an impossible task. But both groups say they can and both groups have not succeeded.

      Perhaps both “camps” need to do some rethinking.