Bad Students, Not Bad Schools Review

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Bad Students, Not Bad Schools ReviewIn my 33-year career in public schools I've implemented one hare-brained scheme after another imposed by "well-intentioned" administrators, politicians and academic theorists. Finally, here is a book which exposes the total futility and impotence of the endless parade of one-size-fits-all cure-all programs which are foisted upon students, parents, schools and educators.
Thank you Professor Weissberg for having the fortitude, honesty and courage to confront the taboos and explain why expert solutions always fail. "Honesty" is the operative word. When parents seek out "good schools" or flee "bad" ones for their youngsters, how many face the truth about why schools earn these labels? Is it the bricks and windows which encompass them? Do you buy into the latest theories about teachers or administrators being responsible for a school's reputation? A careful reading of Bad Students, Not Bad Schools will convince any open-minded reader that full responsibility deserves to be shifted back where it always was: students.
The author bluntly identifies the real culprits in today's educational mess: lack of innate ability and sloth. If you run from the room when differences in IQ are mentioned, this book is not for you. If you think that The Bell Curve is junk science and low self-esteem explains student failure, I leave you to your delusions. If, however, you are a realist, this is a must-read. Robert Weissberg skewers the all the pet programs from both the left and the right that ignore ability and ambition.
Countless books may correctly identify "the problem" but never supply a real solution. Bad Students, Not Bad Schools is different and shuns all the politically correct clichés. What Weissberg offers is common sense at a time when common sense is in short supply.Bad Students, Not Bad Schools Overview'Our present generous system, sad to say, keeps on rewarding the failing, including students, and as any economist will tell you, if you reward it, you get more. If students refuse to attend school, forcing them is wasteful and hurts those wanting to learn'. Americans are increasingly alarmed over our nation's educational deficiencies. Though anxieties about schooling are unending, especially with public institutions, these problems are more complex than institutional failure. Expenditures for education have exploded, and far exceed inflation and the rising costs of health care, but academic achievement remains flat. Many students are unable to graduate from high school, let alone obtain a college degree. And if they do make it to college, they are often forced into remedial courses. Why, despite this fiscal extravagance, are educational disappointments so widespread? In "Bad Students, Not Bad Schools", Robert Weissberg argues that the answer to this is something everybody knows to be true but is afraid to say in public - America's educational woes too often reflect the demographic mix of students. Schools today are filled with millions of youngsters, too many of whom struggle with the English language or simply have mediocre intellectual ability. Their lackluster performances are probably impervious to the current reform prescriptions regardless of the remedy's ideological derivation. Making matters worse, retention of students in school is embraced as a philosophy even if it impedes the learning of other students. Weissberg argues that most of America's educational woes would vanish if indifferent, troublesome students were permitted to leave when they had absorbed as much as they could learn; they would quickly be replaced by learning-hungry students, including many new immigrants from other countries. American education survives since we import highly intelligent, technically skillful foreigners just as we import oil but this may not last forever. When educational establishments get serious about world-class mathematics and science, and permit serious students to learn, problems will dissolve. Rewarding the smartest, not spending fortunes in a futile quest to uplift the bottom should become official policy. This book is a bracing reminder of the risks of political manipulation of education, and argues that the measure of policy should be academic achievment.

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