Saturday, November 21, 2009

DUMBO UNIVERSITY: Taxpayers foot $14,100 per student. 90% can't do basic algebra, 1/3 can't convert a decimal into a fraction..

Keeping students 'dumb' might explain why most of them vote democrat..

As George W. Bush famously asked, "Is our children learning?"

Apparently not in the twin capitals of liberalism, D.C. and New York.

In a ranking of 50 states and D.C. by how much each spent per pupil in public schools in 2005, New York ranked first; D.C. third. The state spent $14,100, and New York City just a tad less.

And the bountiful fruits of this massive transfer of taxpayers' wealth?

In D.C., nearly half of all black and Latino students drop out. Of those who graduate, nearly half are reading and doing math at seventh-, eighth- and ninth-grade levels. D.C. academic achievement ranks 51st, last in the U.S.

Yet last week came a report from New York that makes D.C look like M.I.T. Some 200 students, in their first math class at City University of New York, were tested on their basic math skills.

Ninety percent could not do basic algebra. One-third could not convert a decimal into a fraction.

If this was a representative sampling, nine in 10 CUNY students not only do not belong in college, they do not qualify for their high school diplomas. As for that third who can't do decimals and fractions, they should not have been allowed into high school until they could do sixth-grade math.

As 70 percent of all CUNY students are graduates of city schools, a question arises: What are the taxpayers of New York getting for the highest tax rates in the nation?

If a private business annually turned out products that were of inferior quality than the year before, management would be thrown out by the board. Yet, the education racket has been shaking us down for four decades, and turning out graduates that know less and less.

Scholastic Aptitude Test scores peaked around 1964. Ever since, the national average has been in an almost unbroken descent.

So embarrassing did it get that, a few years ago, the SAT folks retooled the test to produce higher scores. Now there are more 1600s. But the national average continues its decline, and the gap between blacks and Hispanics, and Asians and whites, endures.

Is it not a time for truth?

1 comment:

  1. I will definitely concur with the fraction-decimal comment.

    Recently, I was sitting in class, and -- in a "basic college math" course -- the instructor put on the board that ".375 = 375/1000". Someone in my class actually said, "Why is it over 1000?"

    And...she was serious. My wife will never claim to be a math wizard, but she even dropped a jaw, "'s in the thousandths place???"

    I've seen a number of examples of thing like this while at school. I don't know how some people made it out of high school with these math skills much less worked in "the real world".