Comments » 53

meghank writes:

in response to memEd89:

My understanding is that the ASD will only control each of these schools for 5 years. I think the charge of ASD schools being run like prisons is a bit of an exaggeration, but its highly unlikely that the ASD will ever control a "large percentage" of schools across the state. If they keep up with 14 schools a year the highest they'd get is 70, less than half the number of public schools in Memphis, nevermind the whole state.

Well, you're wrong about the five years. The charter contract with the charter schools is for TEN years. I can find that information listed in a source if you're interested in my scrounging that up for you.

You think it's a bit of an exaggeration to compare it to a prison, but do you know? I don't know for sure, as I haven't visited (I intend to), but they COULD run it like a prison if they so desired; there is nothing stopping them.

tigerfan71 writes:

in response to turnbert:

I apologize for my comment on bullying, that was hyperbolic and unnecessary. But I am also not a liar.
I agree, they have done some good work now and in the past. But I'm wary of their practices, increasingly so since they are already in the business of buying and selling property. Now I (and all) should be wary of the buying and selling of education.
My agenda is ensuring transparency and cooperative community involvement and so if my agenda is transparent, all the better. The ASD and, in this instance, Cornerstone has not been. For example there was little community consultation in the beginning. Granted there was no AAC for advisement on what charter takes what, but there should have been some body of community members to aid in steering the Cornerstone ship. Why do you think the community is so angry now? And it was either by design, ignorance, or indifference. And there is no excuse. When Cornerstone began holding community meetings, which I attended, there was little done to get community members out. When asked about it, they said they called the numbers and emailed the addresses they already had. There was no letter campaign or door-to-door canvasing (basic community organizing tactics). Furthermore, there was little advanced notice, further complicating attendance. The ASD has used similar tactics. I've attended several of their meetings as well, knowing of them by word of mouth.
And the specifics of "the image" doesn't matter, the fact is that it is not a shared one cultivated with the community. That's why there is no buy-in now and the community is angry. This situation is quite simply an imposition and another commentator described it appropriately: draconian - where children must sit a certain way, act a certain way, wear a specific shirt with a specific, and Christian, symbol. And as I’ve said before, there have been instances where parents were turned away from volunteering. If that’s not happening now, great, but it’s unacceptable to have occurred at all.
I'm not for the "status quo" as you say. But I believe change comes from within and I cannot be imposed on a person, a community, or entire generation of children. I don't think these organizations have the same mindset when it comes to educating our young people. If that was the case they would have had more of the presence in Lester, which they didn't. They were not school adopters. Individuals did volunteer, I'm certain of that, but as organizations they were not involved. Instead they pulled children - those of relative privilege that had to test in to the school and then whose parents' had to provide their own transportation - out to the Christ United Methodist. They then buddy uped to the ASD, another outsider, in order to gain control of the school.
I’m sure the people with these organizations have their heart in the right place. They honestly believe they are doing good work. But their mind isn’t, not at all. If it was, meetings like these wouldn’t happen.

I am a product of MCS and have been involved with schools in Binghampton for years. They too ask children to sit a certain way, act a certain way or dress a certain way but maybe just in a way you like better.
I don't want to keep going back and forth but these organizations, specifically CUMC, have adopted schools in Binghampton. I know for a fact, for many years, that CUMC, Hope, 2nd Pres and other churches have had a huge presence at Lester. The organizations you say were not that involved, in fact, took the lead in organizing volunteers to participate in tutoring programs, mentoring, financial giving, and other assistance. This assistance came directly to the schools or to students who live in the neighborhood. As you know, Lester isn't the only school CUMC has assisted with in Binghampton. Brewster and East high too. CUMC doesn't need a thank you or any recognition for this assistance. It is actually what they should be doing because CUMC has been blessed with resources that could benefit the community.
I am passionate about Binghampton like yourself. However, some of the information you posted is just not accurate.
I would ask you to spend a few Sundays at CUMC to see what they are about. Go talk to Shane Stanford or Maxie Dunim.
As for Cornerstone, the community should voice their opinions but I would hope they are being given accurate information. Frankly, I don't believe having Thaddeus Matthews agitate is helpful to a true conversation about the future education of these children. Plus, I do know, for a fact, that they did more than just trying to call and email parents. If you are not a parent of a child at the school and found out about the meeting then I think they did a good job of getting the word out.

TruthBeTold writes:

in response to Moderator:

Ok, let's suppose that you are correct -- some students have been 'counseled out' or 'sent out.'

So, here are the options:
(1) Since some students are struggling more than others, let's hold ALL the children back so that the ones who are struggling don't feel left out. This way SOME of the children who have greater potential will fail to achieve their potential but they will at least be equal (as in equally not reaching their potential).
(2) Allow those students who need extra help to return to a system (MCS) that has the federal dollars and appropriate resources to help these students achieve their potential in an environment that is best suited for them to succeed. Those students who are doing relatively well can remain in the ASD and receive the instruction at a pace and level that allows them to succeed and reach their highest potential.

Now, which one will work best for ALL students?

What educators learned a long time ago is that not all students learn at the same pace or at the same level. Johnny may be struggling more than the other students but because we are afraid of damaging Johnny's self-esteem, we prefer to teach at Johnny's pace rather than the pace of the majority. Does it not make more sense to group students according to ability so that EVERY student receives the instruction they need at a pace and environment that fits them and allows them to succeed?

We're back to the same age old problem in American education -- we dumb down the system to the lowest level, thus "leveling" the playing field for everyone. The only problem is that those who have the ability to excel don't because they aren't being challenged. This is one reason why large urban systems are perpetual failures.


That is exactly correct.
