Gov. Deal spares no words in making case today for Opportunity School District

Nathan Deal signed campus carry today.

I’m not sure if Gov. Nathan Deal delivered a speech today on his education policies or a manifesto. I understand now why he ran over his allotted 30 minutes after receiving a copy of his remarks.

Pour a cup of coffee as this is a long read, but it reveals how important the Opportunity School District is to Deal. From the news story, it’s clear Deal went off script at least once with his comment about school superintendents and the OSD — “They’ve kept their mouths shut even if they don’t agree with it.”

Here are Deal’s full comments from the Georgia Education Leadership Institute this morning:

It’s a pleasure to be before this crowd again, as it always is when I get to speak to educators. There have been some out there who, not liking some of my policies, have suggested that I don’t much care for those in the field of education. Well, they couldn’t be further from the truth. I am not only the son of teachers, I am the husband of one as well.

That’s how much I love educators – I wanted to spend my life with one always by my side. And that’s how good of a lawyer I was too – I was able to talk her into agreeing to it.

So, indeed, I consider it a privilege anytime I address a group of educators, especially in the early weeks of a new school year, as we are now. I’m sure your respective faculties are excited about this new beginning as well. Although I once heard that a math teacher’s favorite sum is summer vacation, I’m sure they’re happy to be back as well.

Before I go too much further in my remarks, I’d like to take a few moments to talk about one of this event’s major sponsors – the Georgia National Guard. Many of you are no doubt familiar with the Youth Challenge Academy programs that they offer and the powerful impact they have on those students who have difficulty in completing traditional high school. It is a cost-free program open to all Georgia residents, and it has graduated almost 14,000 students since its inception in 1993.

I am told that it is the only program of its kind that provides graduates with a personal mentor for one year after graduation to help with the transition into adulthood, and that one of its key purposes is to empower participants to embrace responsibility, achievement and positive behavior. A multi-year study by the nonpartisan education and social policy think tank MDRC found that the program’s participants achieve impressive results in educational attainment and employability. Specifically, GED or high school diploma attainment for participants increased by 29 percent and college attendance increased by 86 percent.

Currently, there are two Youth Challenge Academy [YCA] campuses in Georgia, but a third will be opening in Milledgeville this October, with the first class reporting on October 16th.

On top of this good news, Georgia was selected along with two other states to pilot a Jobs Challenge program where we partner with Savannah Technical College to assist YCA graduates in becoming certified in a trade of their choice, including such in demand jobs as welding, automotive mechanics, culinary arts, and nursing assistance. I am happy to report that the first Job Challenge class in Georgia graduated at target and was the only one of the three programs nationwide to do so.

Georgia’s YCAs have been so successful that our National Guard YCA leadership have been asked to serve as national subject matter experts for the Job Challenge program, the YCA effectiveness Metrics and the YCA Admission Criteria working groups.

The Youth Challenge Academy programs in Georgia will soon have an even greater impact as it expands the high school diploma program by 35 percent in partnership with the Georgia Achievement Charter High School.

I think the men and women of the Georgia National Guard deserve a round of applause not only for the selfless work they do to serve and protect us in times of need, but also for the educational work they’re doing in the lives of these young men and women.

They are giving students who come from difficult backgrounds new opportunities to change the courses of their lives for the better. As we meet today in the early weeks of a new school year and reflect on that new beginning that each first day of class brings for both educators and students alike, I’d like for us to discuss ways in which we can have a similar impact on those educational metrics that remain stubbornly fixed or stagnant.

Our graduation rate, for instance. Although it has increased steadily over the past five years by 11 percent, it is still only 78.8 percent as of the close of last school year. Our literacy rate is similar in that, although it has increased over the past several years, only about a third of students can read at or above grade level by the end of third grade.

Our competency grades in English and Language Arts, Mathematics, Science, and Social Studies are also in need of attention. As of the 2015-2016 school year, an average of only about 39 percent of Georgia’s 3rd through 8th graders were considered “proficient” or “distinguished learners” in English and Language Arts, meaning the majority of our students that fell between those important gateway years were just “beginning” or “developing learners.”

In mathematics, less than 40 percent of 3rd through 8th graders were proficient or above, less than 37 percent in science, and only a little over a third in social studies. In every subject category, the majority of our students are considered less than proficient.

Those are issues that require solutions, not blame. That’s why I worked with the General Assembly to allocate a total of $8.9 billion in state funds for K-12 education in the FY 2017 budget. That includes:

  • $300 million in additional funds for salary increases for educators. If you didn’t receive that raise, I encourage you both to ask your school board why that was the case and to let my office know so that we can be aware of that failure to pass along funds meant for you.
  • Over $5 million for salary increases for school lunchroom workers, school bus drivers, school nurses, career, technical, and agricultural education program teachers, and Regional Education Service Agencies (RESAs),
  • Over half a million dollars to assist what are classified as low wealth school systems,
  • $750,000 to expand the REACH Georgia Scholarship program to additional school systems and to pilot a program for youth in foster care,
  • $29.4 million for growth in the Move on When Ready dual enrollment program,
  • $2.5 million for audio-video technology and film equipment grants, and
  • $2.8 million to support information technology applications utilized by local school systems.
  • Incidentally, over $100 million has been devoted to Connections for Classrooms and educational digital resources through the budgets from FY 2014 to this current budget.
  • The FY 2017 budget also includes more than enough funds to account for this year’s enrollment growth.
  • And on top of all those figures, we’ve added hundreds of millions of dollars in bond packages, including:

-Over $225 million in bonds for construction, renovation, and equipment for local school systems and the Georgia Academy for the Blind,

-$14.3 million in bonds for buses for local school systems,

-$8 million in bonds for vocational equipment for local school systems, and o $4.9 million in bonds for construction and equipment at the FFA/FCCLA centers in Covington and Fort Valley.

You know, it’s funny we often get accused of cutting spending on education, when in actuality we’ve increased it every year that I’ve been in office. In fact, my administration has spent more of the state budget on education than any administration in the past 50 years since Gov. Carl Sanders was in office. When our revenues dropped during the Great Recession, we adjusted all state spending downward to account for that decline except for education, which accounts for over 50 percent of our yearly budgets. While every other department or state entity saw a decrease in funding, we not only held the line on education, we increased the money we’ve devoted to it every year.

Yet we’re still accused of having made austerity cuts. Now, you don’t have to be a math teacher to know that doesn’t add up.

It reminds me of when I was a congressman in Washington where I was accustomed to hearing that we had cut certain expenditures. When I’d go to see just what those so-called “austerity” cuts were, I was very surprised to learn that in D.C., you can spend more than you did last year on something and still be accused of cutting. Unfortunately, when it comes to education, many people in Georgia have adopted the D.C. definition of austerity and maligned my office with it, all while we’ve spent more and more.

But as I said at this very same venue last year, the underlying issues facing our classrooms today – the challenges that often lead to academic failure – cannot be solved by simply throwing more state dollars at the issue. And we know that money alone does not result in improved student performance because over the forty-year period between 1970 and 2010, education spending nationally increased 185 percent in the United States while performance on our national exams remained the same.

And that, friends, is why I created the Education Reform Commission – to bring together the brightest stakeholders from all perspectives to study, more comprehensively than we ever have before, the reasons for educational stagnation. As part of their recommendations, I asked that they examine ways in which we can transform how we fund our schools so that districts can be empowered to tackle effectively the challenges of the 21st century. We cannot do that with a funding formula designed for another, bygone era. You may be interested to know that under the new formula the Commission proposed, every school system will receive at least the same amount of funding as they currently do, if not more. To put it bluntly, there will be no losers under this formula.

To ensure that we are doing this right, my office not only moved back the deadline for this commission’s recommendations so that they could be fairly examined by all those affected, but we also created the Teacher Advisory Committee this year to make sure that the concerns of those who report to you are accounted for. This committee is composed of 90 educators throughout the state who have experience from kindergarten through high school and across a wide range of subject areas, including the STEM fields, fine arts and special and gifted education.

In short, I am not like the young student who, failing to earn good marks in school, went up to the teacher one day and said, “I don’t want to scare you, but my Daddy says if I don’t get better grades, somebody is going to get a spanking.” I’m not here to blame teachers. I’m here to say the status quo is obviously not working, it hasn’t worked for quite some time, and it will not be tolerated any longer. These are issues we need to address together, and we have to do it now.

Because what we’re talking about when we discuss education is not just classrooms and lesson plans… we’re talking about the very future of this state, and even more directly the future of those individual lives you see walking your school hallways each day.

Those little people in pigtails and tennis shoes will one day – and quicker than any of us can believe – become adults with adult-sized problems. According to the Bureau of Labor Statistics, in 2015 alone, those with a bachelor’s degree or higher earned 68 percent more than their peers who had only a high school diploma.

If that’s not enough to convince us how crucial quality education is, maybe a look in our prisons is. As I’ve said many times, roughly 70 percent of those currently housed in a Georgia corrections facility do not have a high school diploma. Most of them can’t even read at an adult level. If you truly want what’s best for those young lives you and your staffs are responsible for during the school week, then we’ve got to address these deficiencies and do so as expeditiously as possible. We can’t afford to wait, and those eager minds shouldn’t have to.

According to a recent study of state education systems across 17 key metrics, Georgia ranked 35th out of all 50 states and the District of Columbia. Now, we’re certainly not at the back of the pack, which is good, but we can and must do better. That reminds me of a story about a teacher who said to a student, “Didn’t I tell you to stand at the end of the line?” And the student responded, “I tried, but there was somebody already there!”

Well as I say, we’re not at the back of the line, but I want us to be at the front of it, regardless of who’s already there.

To do that effectively, we’ve got to do something about our failing schools. And this brings me to a subject that tends to make educators a little restless, so brace yourselves.

You’ve no doubt heard much about the Opportunity School District measure that will be on the ballot this November. There was an article in the AJC just this week from Ty Tagami about school board reactions concerning the OSD proposal. The discerning reader will note that those school systems with the most failing schools tend to be the ones who oppose it. I would counter that if they spent half as much time addressing the problems in their systems as they do railing and working against OSD, it wouldn’t be necessary.

I’m reminded of what Dr. Geoffrey Canada said in a talk he gave about failing schools in 2013. For those of you who don’t know, he is the charismatic president and former CEO of the Harlem Children’s Zone in New York, a non-profit that, among other things, runs three charter schools which have not only raised test scores for its students compared to the surrounding area, but has also, according to a Harvard study, “effectively reversed ‘the black-white achievement gap in mathematics… and reduced it in English Language Arts.’”

He said about his experience in presenting innovation in education, and I quote, “if you come up with a plan to change things, people consider you radical… they will say the worst things about you… but the science is clear.” “We can’t stifle innovation. We have to innovate. People in our business get mad about innovation, they get angry if you do something different, if you try something new.”

Well, there are those in Georgia who are now calling me a radical and much worse because I’m daring to say we can do better and refusing to accept chronic failure as an inevitability. They will curse my name because they say they can’t see how doing something different will give us different results. Don’t let them ensnare you with that kind of myopic thinking and lethargy of bitterness.

All we ask is that a school earn a 60 or above on our College and Career Ready Performance Index. A 60… That’s a pretty low floor, don’t you think? And yet there are schools out there that haven’t received close to a 60 in over a decade. Those who experience that failure firsthand and want to look for excuses outside of the school make me think of the student who said to his teacher, “I don’t think I deserved a zero on this test!” To which the teacher replied, “I agree, but that’s the lowest mark I could give you!”

We would never allow our children to eat in a restaurant that scores anywhere near a 60 on their yearly ratings – which would be closed down, anyway – so why do we think it’s ok to send them to schools that do? Right now, 127 schools across our state are scoring below a 60.

These schools span the demographic divides. Some of them are urban… some are rural… some are predominantly minority-attended schools and others are not. So this isn’t just a problem for one group of people or subset of our population. It’s not confined to any one location or community. It’s a problem for all of us.

And no matter your particular feelings on what we ought to do, I think we can all agree that what we’re currently doing isn’t working for the 67,924 children who attend those schools – whose graduation rate, I might add, is an abysmal 55.7 percent. Far too often in education discussions, it’s adults talking about adults, not the children we’re supposed to be serving.

Let’s start talking about the children. Let’s make sure that our schools serve their best interests and change them when they don’t. Let’s end a status quo that does not produce results, despite ever-greater sums of money.

Let’s listen to the numbers – which have no agenda – instead of to the advocacy groups and resentful partisans who do. Let’s put our children first, not the adults who stand to lose from making our system better. Let’s explore, together, new opportunities to move the needle on gauges that haven’t changed in years.

Every new school day presents a new opportunity for student and teacher alike. Let’s seize this opportunity to make our schools better, our children’s future brighter, and our long-term economic success as a state more secure. Let’s begin today… together…

Reader Comments 0

54 comments
NikoleA
NikoleA

The nerve of Mr. Deal to quote Mr. Canada! Especially when he has no innovative plan for improving schools in this farce of an amendment. He should research the Harlem Children's Zone. He will find that that particular model is nothing like his takeover, and is actually an example of the community schools model that Democrats in this state have endorsed. 

Michael
Michael

I don't have an independent check on the Governor's statistics, but if he's right then having over 65,000 students in schools that don't reach a 60 on the Index, or a 55% graduation rate, is enough to convince me that his plan is worth trying. 

I also think he's right that we should put the kids educational futures ahead of the adults, or the "sanctity" of the tradition of local control. Local control should be conditional on successful performance, and it doesn't sound like the "local controllers" have been doing a good job!

L_D
L_D

@Michael Do you realize that by giving up local control, you are giving up your voice in the process?  That your tax dollars will be handed over to an appointee of the governor with no direct accountability to you?  That your locally funded buildings (and all they contain) will also be handed over to this appointee, but you, the tax payer, will still have to pay for the upkeep of the building (with no voice in what happens therein)? And, would you be so willing to give up local control if you knew there is already a state law (OCGA 20-14-41) that allows the state ALL THE SAME interventions, without taking your tax money and diminishing the power of your vote?


This issue is not about education - it is about governance. Yes, these schools are struggling. But, they are a reflection of their communities.  And the state is successfully intervening in many.


Please take some time to really investigate what seceding "local control" means in this case.  This isn't about school boards losing their power, principals and teachers being fired, or giving the community a greater voice.  This is about the governor's office taking our local funds with no accountability to us.  #voteNO

historydawg
historydawg

Deal is skillful at gross deception. He has mastered the use of children and education to protect his power and increase the wealth. We need someone to stand for the children, rather than the self-interest of a select few. How can Republicans in Ga stand for increased centralization of control in Atlanta and the takeover of local resources without any accountability and oversight? This violates the fundamentals of conservatism, sound ethics, and limited government.

sneakpeakintoeducation
sneakpeakintoeducation

I think we could look to Finland to find an answer to helping our teachers in the classroom. For one, they are all educated to the master's level and they don't have programs like Teach For America or other certification routes. The new teachers are mentored for 2 years to ensure that they are providing the best learning experience to their students. They have autonomy, they have protections in place that allow them to not fear job loss if they speak out, they have rigorous standards and don't teach to the test. 

Tim Langan
Tim Langan

I like a number of things Gov Deal has done, but the OSD proposal is a bad one. The wording of the amendment that we will be voting on is terribly misleading. Will it even survive the likely court challenge if it passes?

sneakpeakintoeducation
sneakpeakintoeducation

I wish Deal would just be honest because, if he was, he would confirm that he really doesn't care about the education of poor children. The proof is that the OSD has been tried and has failed in other states. If he is following a failed policy there has to be another reason he wants to put public education into the hands of the privateers. I wonder what that could be? 

sneakpeakintoeducation
sneakpeakintoeducation

I never said they were great.l so don't twist my words. I said put in strategies that we know work, that have been tried and dhow positive results. The OSD is a failure. Why would you want to institute failed policy in our schools. That's the sign of insanity.

dcdcdc
dcdcdc

@sneakpeakintoeducation Right.  Much better just to force poor kids to stay stuck in their awful local school system.  Like the eduacracy does today.  


I'm sure that will work out for them, if we just throw more money at the bureaucracy....


And no way we can trust parents to make smart education decisions for their kids.  Absolutely not!   Their kids must be stuck in the local school simply because their mom can't afford an apartment in a better district.

sneakpeakintoeducation
sneakpeakintoeducation

You could be funny but I can't see it past your huge ego. If you had paid attention, you would have understood that I meant this OSD is based on previous OSD policies tried in other states. All have shown miserable results. Deflect away.....

newsphile
newsphile

@Astropig @sneakpeakintoeducation Not all school districts who oppose OSD have failing schools.  Look at the list again.  Also, based on FACTS, Deal's proposal is tanking in NOLA and most everywhere. It's beyond believable that the party who touts they want less government is taking more authority from local control.

sneakpeakintoeducation
sneakpeakintoeducation

NOLA has been a failure. Read the research. To make it look like they are doing better, they lowered the bar for test scores to fudge the numbers. Plus tere are many who live on NOLA who still mourn the death of public schools and the chaos introduced by the for-profit charter industry.

NikoleA
NikoleA

@dcdcdc @sneakpeakintoeducation No one wants kids in failing schools. But if the governor truly cared, he'd do something about it. It's disingenuous to act like he needs a constitutional amendment in order to help failing schools.

Falcaints
Falcaints

Why can't Deal just tell the truth about raising teacher salaries.  He did not adjust the state salary scale which would have resulted in raises, he instead turned it over to local boards (the same ones he doesn't trust if they have failing schools) to pass on to the teachers.  He knew full well that some districts would not pass on those funds.  It was never a raise, some will get bonuses and some will get nothing.  It was not a raise.

redweather
redweather

Deal's comments about the budget looked a little slippery. The austerity cuts related to the Recession resulted from a reduction in state support of public schools. Is Deal saying that under his administration what the state pays for public education has returned to its pre-Recession percentage?

Astropig
Astropig

@redweather


Actually,Deal did something unpardonable-He told the truth about the corrupt budget process of government.


I wish he had the courage to adopt a zero-based budget with no "slippery" governmental nonsense.Make every department justify every dollar spent every year.


Another Georgia governor did that long ago-Democrat Jimmy Carter.

Astropig
Astropig

@redweather @Astropig


Sure hope so.Lots of educrat fat needs to be shaken out of the payroll.He alluded to that (BRAVO! by the way) in his statement on salary increases not being passed along.As usual,the money is intercepted by the eduacracy before it reaches its intended destination.He called the school boards out on that and I could not be more proud.

Wascatlady
Wascatlady

@Astropig @redweather How come the budgeting process for education now is corrupt, but wasn't under the 10 years plus it has been raided?


He can say, "this is higher" but he CANNOT say that education has been or is funded AS STATE QBE LAW REQUUIRES,because it ISN'T!


Get the funding up to what the law specifies.  Pay back what was "appropriated" to other causes.  THEN we will talk.


Oh, and he doesn't like QBE?  Well, he has had six years to change it, and has not.

newsphile
newsphile

I find Deal's comments about advocacy groups and "resentful partisans" to be very hypocritical. Deal demonstrated hateful/resentful partisanship in his comments to anyone who opposes OSD. 

dcdcdc
dcdcdc

@newsphile Right, can't tell the truth, because that's "hate speech".  


No wonder folks are tired of the eduacracy PC BS.

Astropig
Astropig

@newsphile


I disagreed with his comment about "resentful partisans" also. I thought that it didn't go nearly far enough.He should have also referred to them as "overt racists" and "liberal bigots". I hope he will do better next time.

charterbacker
charterbacker

These are not the Governor's full comments from this morning. The post excludes his most powerful arguments regarding the OSD. Specifically, that the school board members and superintendents who oppose the OSD do not send their children or grandchildren to the chronically failing schools that are eligible for takeover and that by law we are forcing children to attend failing schools.

It appears that the Governor's comments, as recounted in this post, are neither verbatim nor complete. I'm shocked...shocked I say.. that the AJC would conceal positive arguments regarding the OSD.

Astropig
Astropig

@redweather @charterbacker


"Typical charter backer."


Deal's right.The elites don't send their kids to these schools.This is simply telling things like they are.These are facts.


But then again,giving you facts is like handing Helen Keller a Rubiks Cube.

redweather
redweather

@Astropig @redweather @charterbacker If you could only read. charterbacker's post suggested that Maureen had withheld "positive arguments regarding the OSD," and this is the type of paranoia that some charter school advocates always resort to.

charterbacker
charterbacker

From this post.

Here are Deal’s full comments from the Georgia Education Leadership Institute this morning:

From Maureen's explanation

As I stated, this is the official copy of the speech released by the governor's office

Her explanation is not what she wrote in the post. I don't believe Maureen's mistake was malicious, but it mischaracterized this post. I stand by my perception that the AJC is substantially biased against the OSD and charter schools in general.

L_D
L_D

I find it interesting that he didn't mention that over 80% of students qualify for free and reduced lunch in each school that qualifies for take-over.  And please show me which school on the list is not predominately minority students.  While these school span geographic divides, they really do not span demographic ones. 

Starik
Starik

@L_D Surprise!  the hardest kids to educate get the weakest teachers. Last year Fulton offered bonuses for outstanding teachers to teach in South Fulton... How did that work out?

Wascatlady
Wascatlady

@Starik @L_D Sometimes they do; sometimes wise systems use the expertise of their best teachers.  You cannot generalize.

Astropig
Astropig

@Wascatlady @Starik @L_D


Actually,the curtain was pulled back a bit in the California tenure case last year when the judge there recognized that the worst teachers (and least politically connected within the eduacracy) wind up at the worst schools by some strange coincidence 100% of the time.He said that it "shocks the conscience" because it was so discriminatory.


No reason at all to believe that it doesn't happen here in Georgia also.In fact,I'd bet a large pile of matchsticks on it. (gambling being illegal)

L_D
L_D

@Starik My understanding is that a number of teachers chose to go teach in South Fulton last year.  As test scores haven't been released yet, it is hard to say how it went.  Also, it would be interesting to see the data aggregated by teachers who are taking advantage of the incentive and those who aren't.

Astropig
Astropig

@sneakpeakintoeducation


No it wasn't.The higher court declined to review-a very different thing. Doesn't change the facts in the case one iota-that the worst teachers end up in the worst schools and stay there because the eduacracy keeps them there.

sneakpeakintoeducation
sneakpeakintoeducation

@Astropig @sneakpeakintoeducation Wrong, the California Supreme Court refused to review the overturning of the Vergara decision. First, the Vergara decision came out against tenure (2014) in the Superior Court by Judge Treu. That decision was overturned by the Court of Appeals (2016) and the Supreme Court in CA refused to review the new ruling that OVERTURNED Vergara. 


What are you basing your view on the worst teachers in the worst schools? Have you visited them. Have you seen what goes on in the school? Have you volunteered or been a substitute? You don't think that the schools fail because they are trying to teach our poorest students who come to school with way more baggage than their richer counterparts?

elementary-pal
elementary-pal

So you believe that the failure to reach the achievement goals set for the state is completely the fault of teachers? Schools with high percentages of poverty and high numbers of minority students, do not start at the same starting point as wealthy schools but are expected to finish at the same end point in the same amount of time. Not reaching this goal does not mean the teachers are weaker. It may mean they need more time or more resources or more parent support.

Richard Cionci
Richard Cionci

First lie of the Governor...per pupil spending under his administration has actually dropped. In 2012 the per pupil spending rate was 2744.80 per kid for a 6 segment day. That works out to 457.47 per segment. In 2014 it dropped to 2444.99 or 407.50 per segment. Currently it is 2463.43 or 410.57 per segment. Second lie...the CCRPI index has so many flaws in it that it can't be an accurate measurement. Its been altered twice since coming out, and still isn't right. Schools that used to score in the 80s and 90s on the index and were considered top schools in the state, dropped to the 50s and 60s..yet stayed the top schools in the state (based on test results). If this isn't a matter of a group or subset of students on the index, then why bother dividing up the index by location or subset? Why take into account "bonus" points that sped students could never earn because they can't pass an Algebra GMAS test that 80% of regular students can't pass. The CCRPI index takes into account GMAS scores that didn't count the first year GMAS was given, how accurate is data on a test that the students knew wouldn't count, let alone all the middle and elementary school scores that got thrown out? There are other issues with the stupid index. No one is mad Mr. Governor when you innovate, but when you change the high school math curriculum 3 times in 5 years, when you throw out state wide tests because they can't be given correctly, when you flat out lie about how much money public schools are given, and then you want to take over schools? How about the state gets its act in order FIRST, before you screw up local schools like you are screwing up the Department of Ed.

AvgGeorgian
AvgGeorgian

I didn't find Deal's specific plan to improve education. Maybe he has a plan he got from Trump. You know he has the best plans, but they're secret.

sneakpeakintoeducation
sneakpeakintoeducation

Chutzpah? No, it's insanity. Doing the same thing over and over and expecting different results is the definition of insanity. It's a failed policy.

CharterStarter_Too
CharterStarter_Too

I do not understand this comment at all. The district's have had decades to improve these schools. Isn't allowing THAT to continue insanity?

daks
daks

"The status quo is obviously not working, it hasn’t worked for quite some time ..." 

And it never will. My wife and I are with the Governor on this.


Astropig
Astropig

" I’m here to say the status quo is obviously not working, it hasn’t worked for quite some time, and it will not be tolerated any longer. These are issues we need to address together, and we have to do it now."


I'm jazzed, I'm pumped. I'm with Governor Deal on this.



Mandella88
Mandella88

@Astropig

There's something I'm not clear on.  


Deal said that "there are schools out there that haven't received close to a 60 in over a decade."


Yet the GA DOE clearly shows that the first year the CCRPI rankings were utilized was at the end of the 2011-2012 school year.  Where is Deal getting his data and information from?


historydawg
historydawg

@Astropig Deal is the "status quo." His reforms have been in the making for over thirty years. Any basic knowledge of the history of education would demonstrate this. His reforms have been around so long that other states have tried and since discarded them.

Mandella88
Mandella88

@Wascatlady @Mandella88 @Astropig

Exactly.  If he has these basic facts incorrect, imagine how off he is on all of his other data and information on schools across Georgia and his OSD plans.....