[AAACE-NLA] Freire and Standardized testing
arthur at ellijay.com
Thu Sep 30 08:20:58 EDT 2004
Sort of along this line I have a question. Many programs have entertained
the 'open entry-open exit' type program as part of a philosophy that
includes non-mandated attendance for adult literacy services. Many didn't
go there and integrated attendance and progress contractual agreements with
students in order for them continue receiving services and/or the program to
continue receiving funding.
What do you feel is the percentage of programs, state by state if you wish,
that have already incorporated the contractual type 'managed enrollment'
programs and who is hanging on to the voluntary attendance concept.
And why ? State order, federal order ? Philosophical tendency ?
Gainesville GA has been making some smart moves recently in the field of
education. Vision of things to come ?
----- Original Message -----
From: <AWilder106 at aol.com>
To: "National Literacy Advocacy List sponsored by AAACE"
<aaace-nla at lists.literacytent.org>
Sent: Wednesday, September 29, 2004 10:20 AM
Subject: [AAACE-NLA] Freire and Standardized testing
> There is a nice article in today's New York Times (available online) that
includes both Freire and standardized testing.
> It's under "Education," "On Education," by Freedman.
> The school is elementary, in Georgia (hello, Art!).
> It seems to encapsulate, or integrate, two of the dilemmas we have talked
about here. As a former school teacher and administrator, it feels right;
> Finding a father at the local laundromat and getting him to participate in
educating his daughter; talking to the priest and getting him to change
church class times, seems like working with the boundaries of the local
problem, very much in the Freirian tradition--also, the Kozol position in
"Illiteracy in America."
> The difficulty for us, of course, is that attendance is not mandated for
> Also, without a national system many efforts are ad hoc and patchwork.
Read the many emails here and one must be struck by the multiplicity of
efforts and contributing organizations. The structure seems to come in the
funding and whatever measures for accountability are used. If one really
tried to map adult education efforts in a comprehensive way I think one
would go mad.
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