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The Question is the Balance

The question is the balance and I think in some areas, I looked at crime control, welfare, and education; we got soft in the' 60s, Softer than we needed to be.

The question is the balance and I think in some areas, I looked at crime control, welfare, and education; we got soft in the' 60s, Softer than we needed to be. The people that were hurt most by the poor and the disadvantaged. Kids coming from affluent neighborhoods are going to do pretty well in life in most cases whether they've got high-school sock or soft ones, it's the kids in the ghetto that have real competition and accountability.

And where are we today, hard or soft? I think education we are moving toward a harder society. We have for some time. And you say education is one of the softer when you wrote the book. Like welfare and crime control,
 the initiative has come not in the center, not here in Washington D. C. , Not in the federal government, not from our most prestigious universities. It has come from the pro referee. It's come from education reformers in the state's. Governors like republican governors like George w. Bush of Texas, democratic George hunt of North
Carolina up with accountability measures resulted in increased test scores and resulted in particular disadvantaged kids learning more.

And the federal no child left behind law is an attempt to encourage and require other states to have policies that are similar in some ways to that. They've got up against institutional obstacles in the  teachers union which like most unions would like to see its members get more money and be held less accountable, less liable to be disciplined or to lose pay if they don't perform. And the education schools which seem to be incubators of bad ids for the most part. And I think over the years, as the days of John Dewey Columbia Teachers College all sorts of reasons are concocted why kids shouldn't be liable to learn.

This article appeared in the CSPAN 2 National Cable.

CSPAN 2 National Cable (National)   

 

Published Monday, Jul. 2, 2007

The Question is the Balance

The question is the balance and I think in some areas, I looked at crime control, welfare, and education; we got soft in the' 60s, Softer than we needed to be. The people that were hurt most by the poor and the disadvantaged. Kids coming from affluent neighborhoods are going to do pretty well in life in most cases whether they've got high-school sock or soft ones, it's the kids in the ghetto that have real competition and accountability.

And where are we today, hard or soft? I think education we are moving toward a harder society. We have for some time. And you say education is one of the softer when you wrote the book. Like welfare and crime control,
 the initiative has come not in the center, not here in Washington D. C. , Not in the federal government, not from our most prestigious universities. It has come from the pro referee. It's come from education reformers in the state's. Governors like republican governors like George w. Bush of Texas, democratic George hunt of North
Carolina up with accountability measures resulted in increased test scores and resulted in particular disadvantaged kids learning more.

And the federal no child left behind law is an attempt to encourage and require other states to have policies that are similar in some ways to that. They've got up against institutional obstacles in the  teachers union which like most unions would like to see its members get more money and be held less accountable, less liable to be disciplined or to lose pay if they don't perform. And the education schools which seem to be incubators of bad ids for the most part. And I think over the years, as the days of John Dewey Columbia Teachers College all sorts of reasons are concocted why kids shouldn't be liable to learn.

This article appeared in the CSPAN 2 National Cable.

CSPAN 2 National Cable (National)   

 

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