There are 31959 comments on the Dayton Daily News story from Feb 5, 2008, titled Our recommendation: Springboro voters should say 'yes' the first time to school levies. In it, Dayton Daily News reports that:
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#23753 Mar 7, 2013
Question JW wrote:
I would like a dollar amount for the lowest teacher you describe and the highest, what do you think is fair?
Where are they teaching? What are they teaching? What grade are they teaching? How good of a teacher are they? Who will they be teaching? Are they right out of school? Where do they live?(Chicago costs more to live in than say Van Wert, OH) What is the demand for that level teacher that you described in the place you also describe? How many teachers are applying for that job in that place you describe?
Give me a few more answers to the variable and let us see what we can do. The market will set the value of labor. If a person feels they are not paid enough, they are free to seek employment elsewhere in hopes of deriving that pay schedule that reflects their own self worth.
Teachers in Dayton public schools seem to be paid more than in Springboro, but I do not see a mad rush to transfer to the Dayton public schools. There must be other things that factor into the decision to accept one job over the other.
Money is rarely the only factor in the vast majority of economic decisions each of us make on a daily basis.
Let me know when you get a chance to set the above parameters.
#23754 Mar 7, 2013
Do not worry our plan is to eventually eliminate HS and send them straight into PSEO. Then we can close the HS and get rid of the entire staff. Just think no new taxes forever!!
#23755 Mar 7, 2013
Money was the sole factor in Mrs. Kohls running up almost a million in debt than declaring bankruptcy.
#23756 Mar 7, 2013
Everything is not a business that's the problem you think it is, a business brings in revenue Schools do not
#23757 Mar 7, 2013
It hires people, pays bills, and provides a service to those within its defined district, it is paid by the taxpayers.
It's a business, like it or not.
#23758 Mar 7, 2013
Now, now, you have no idea what you are talking about or how things work.
I put together a primer for you to learn from.
Let me know how it goes after you have read up a little.
Not all debts are discharged. The debts discharged vary under each chapter of the Bankruptcy Code. Section 523(a) of the Code specifically excepts various categories of debts from the discharge granted to individual debtors. Therefore, the debtor must still repay those debts after bankruptcy. Congress has determined that these types of debts are not dischargeable for public policy reasons (based either on the nature of the debt or the fact that the debts were incurred due to improper behavior of the debtor, such as the debtor's drunken driving).
There are 19 categories of debt excepted from discharge under chapters 7, 11, and 12. A more limited list of exceptions applies to cases under chapter 13.
Generally speaking, the exceptions to discharge apply automatically if the language prescribed by section 523(a) applies. The most common types of nondischargeable debts are certain types of tax claims, debts not set forth by the debtor on the lists and schedules the debtor must file with the court, debts for spousal or child support or alimony, debts for willful and malicious injuries to person or property, debts to governmental units for fines and penalties, debts for most government funded or guaranteed educational loans or benefit overpayments, debts for personal injury caused by the debtor's operation of a motor vehicle while intoxicated, debts owed to certain tax-advantaged retirement plans, and debts for certain condominium or cooperative housing fees.
The types of debts described in sections 523(a)(2),(4), and (6)(obligations affected by fraud or maliciousness) are not automatically excepted from discharge. Creditors must ask the court to determine that these debts are excepted from discharge. In the absence of an affirmative request by the creditor and the granting of the request by the court, the types of debts set out in sections 523(a)(2),(4), and (6) will be discharged.
A slightly broader discharge of debts is available to a debtor in a chapter 13 case than in a chapter 7 case. Debts dischargeable in a chapter 13, but not in chapter 7, include debts for willful and malicious injury to property, debts incurred to pay non-dischargeable tax obligations, and debts arising from property settlements in divorce or separation proceedings. Although a chapter 13 debtor generally receives a discharge only after completing all payments required by the court-approved (i.e., "confirmed") repayment plan, there are some limited circumstances under which the debtor may request the court to grant a "hardship discharge" even though the debtor has failed to complete plan payments. Such a discharge is available only to a debtor whose failure to complete plan payments is due to circumstances beyond the debtor's control. The scope of a chapter 13 "hardship discharge" is similar to that in a chapter 7 case with regard to the types of debts that are excepted from the discharge. A hardship discharge also is available in chapter 12 if the failure to complete plan payments is due to "circumstances for which the debtor should not justly be held accountable."
#23759 Mar 7, 2013
Sorry, but a government school or any level of government is not a business. A business is profit motivated. A general governmental entity is (or should be) service motivated. It may do all the things you describe, i.e., pay bills, hires, people,etc., but the motivations are totally different and the outcomes are totally different.
And while a business may provide a service, its main goal to to make a profit. Not so with a government - its main goal should be to provide the service.
#23760 Mar 7, 2013
Wrongo again, its a business, the motivation does not matter.
It might be a service, but its a business.
It takes money in, it hires people, it expends its resources.
If suddenly they have no income, they are our of business. No one works long for free and no one services places that don't pay their bills for long.
If it walks like a duck, quacks like a duck, looks like a duck, and smells like a duck, its probably a duck.
They are all a business.
And you have sullied your hands with the rest of us.
#23761 Mar 7, 2013
Sounds like you know all too well. Which one are you? Either way you have mismanaged your money or lived well beyond you means. Either way you have burdened the courts that use my tax money. You should learn how to manage yourself good thing your household is not run like a business or you would be closed. I do not need to know any of these laws because I live within my means, and pay my bills on time.
#23762 Mar 7, 2013
Schools don't go out of business buddy, if they run out of money the state comes in and helps, schools don't close up. Businesses close up shop but schools don't. Therein lies the difference with your "logic". Now if you and your puppet masters can figure this out maybe Springboro won't become the next Little Miami Schools of Ohio.
#23763 Mar 7, 2013
If one would look at the distribution of scores on the OAA test results over a period of time, one would discover a consistency in scoring in the first year of testing. In third grade roughly the same number of children score about the same in each of the five categories year in and year out.
3rd grade Math averages 2009-2010 through 2011-2012
Greater than 93% correct answers.....10% of the students
85-92.99%,........33% of the students
75-84.99%.........28% of the students
63-74.99%.........19% of the students
Less than 62.99%.........10% of the students
With each passing year a consistently good number of children move down the scale getting fewer and fewer questions correct on the OAA tests.
The culmination is the 8th grade test, which found the May 2012 results with 80% of the students scoring 75% or less.
Each year's test in each grade measures what a student had previously learned in the preceding grades as well as the grade in which they are currently enrolled. A student who consistently masters less than expected amounts of the material will fall further and further behind with each succeeding year.
It is not the children who are failing, but the adults who are all complicit in supporting a system which consistently produces failure in the classroom. Masking it with happy sounding labels does not change the actual results nor the child's preparedness for the next level.
Those adults of which I speak are comprised of the taxpayers and parents who have allowed ourselves to be hoodwinked by semantics. Our trust in the system is laudable, but does not allow us to abrogate our responsibilities in verifying its veracity or effectiveness.
The teachers and the administrators of the school district are also culpable because they know full well the meaning and definition of the semantic games being played with our children's future. It is with them that I am most disappointed both personally and professionally. While not all may have agreed with the system, none that I have seen have had the courage to confront this lunacy.
Mr. Petrey's first tiny steps in addressing this problem are being met with innuendo, smear, and resistance by a small, but vocal group within the community.
Those that support the status quo effectively promote a second class status for our children in the future.
What path do you suggest we take?
#23764 Mar 7, 2013
By your line of thinking, business don't close either. Instead new management or a new company comes in and takes their old customers by providing better service. The old employees are now employed by the the new company or are forced out to find new employment. Kind of like your scenario.
It's a business.
And a business where over 2000 of its product are failing basic achievement tests.
You work in the education industry, its a business.
#23765 Mar 7, 2013
It was for your edification, and you never know what the future holds.
You may seem healthy today, but inside a cancer may be growing undetected.
One just never knows what tomorrow may bring.
#23766 Mar 7, 2013
This is not a new problem.
#23767 Mar 8, 2013
It is sad, but true, that the public schools teachers union is the rotten cancer of greed for power and money that is killing our children's future. To the teachers union, education is all about power and money, and their priority is fighting against our kids' best interest to get control of both power and money.
How do parents and taxpayers cut this cancer of the teachers union out of our children's classrooms?
#23768 Mar 8, 2013
Any movement our Springboro BOE makes toward Common Core teaching standards should hardly be considered an "improvement".
Call / e-mail Springboro BOE members to encourage them to fight against further installation of damaging Common Core standards in Ohio. They, as well as all of Springboro need to stand up and fight to retain LOCAL control of our childrens educations!
Americas downfall doesnt begin with the low-information voter. It starts with the no-knowledge student.
For decades, collectivist agitators in our schools have chipped away at academic excellence in the name of fairness, diversity, and social justice.Progressive reformers denounced Western-civilization requirements, the Founding Fathers, and the Great Books as racist. They attacked traditional grammar classes as irrelevant in modern life. They deemed grouping students by ability to be bad for self-esteem. They replaced time-tested rote techniques and standard algorithms with fuzzy math, inventive spelling, and multicultural claptrap.
Under President Obama, these top-down mal-formers empowered by Washington education bureaucrats and backed by misguided liberal philanthropists led by billionaire Bill Gates are now presiding over a radical makeover of your childrens school curriculum. Its being done in the name of federal Common Core standards that do anything but set the achievement bar high.
Common Core was enabled by Obamas federal stimulus law and his Department of Educations Race to the Top gimmickry. The administration bribed cash-starved states into adopting unseen instructional standards as a condition of winning billions of dollars in grants. Even states that lost their bids for Race to the Top money were required to commit to a dumbed-down and amorphous curricular alignment.
In practice, Common Cores dubious college-ready and career-ready standards undermine local control of education, usurp state autonomy over curricular materials, and foist untested, mediocre, and incoherent pedagogical theories on Americas schoolchildren.
Over the next several weeks and months, Ill use this column space to expose whos behind this disastrous scheme in D.C. backrooms. Ill tell you whos fighting it in grassroots tea-party and parental revolts across the country from Massachusetts to Indiana, Texas, Georgia, and Utah. And most important, Ill explain how this unprecedented federal meddling is corrupting our childrens classrooms and textbooks.
#23769 Mar 8, 2013
Michelle Malkin, cont.)
Theres no better illustration of Common Cores duplicitous talk of higher standards than to start with its math reforms. While Common Core promoters assert their standards are internationally benchmarked, independent members of the expert panel in charge of validating the standards refute the claim. Panel member Dr. Sandra Stotsky of the University of Arkansas reported,No material was ever provided to the Validation Committee or to the public on the specific college readiness expectations of other leading nations in mathematics or other subjects.
In fact, Stanford University professor James Milgram, the only mathematician on the validation panel, concluded that the Common Core math scheme would place American students two years behind their peers in other high-achieving countries. In protest, Milgram refused to sign off on the standards. Hes not alone.
Professor Jonathan Goodman of New York University found that the Common Core math standards imposed significantly lower expectations with respect to algebra and geometry than the published standards of other countries.
Under Common Core, as the American Principles Project and Pioneer Institute point out, algebra I instruction is pushed to ninth grade, instead of eighth grade, when it is traditionally taught. Division is postponed from fifth to sixth grade. Prime factorization, common denominators, conversions of fractions and decimals, and algebraic manipulation are de-emphasized or eschewed. Traditional Euclidean geometry is replaced with an experimental approach that had not been previously pilot-tested in the U.S.
Zeev Wurman, a prominent software architect, electrical engineer, and longtime math-advisory expert in California and Washington, D.C., points out that Common Core delays proficiency with addition and subtraction until 4th grade and proficiency with basic multiplication until 5th grade, and skimps on logarithms, mathematical induction, parametric equations, and trigonometry at the high-school level.
I cannot sum up the stakes any more clearly than Wurman did in his critique of this mess and the vested interests behind it:
I believe the Common Core marks the cessation of educational standards improvement in the United States. No state has any reason left to aspire for first-rate standards, as all states will be judged by the same mediocre national benchmark enforced by the federal government. Moreover, there are organizations that have reasons to work for lower and less-demanding standards, specifically teachers unions and professional teacher organizations. While they may not admit it, they have a vested interest in lowering the accountability bar for their members.... This will be done in the name of critical thinking and 21st-century skills, and in faraway Washington, D.C., well beyond the reach of parents and most states and employers.
This is all in keeping with my own experience as a parent of elementary- and middle-school age kids who were exposed to Everyday Math nonsense. This and other fads abandon drill and kill memorization techniques for fuzzy critical thinking methods that put the cart of why in front of the horse of how. In other words: Instead of doing the grunt work of hammering times tables and basic functions into kids heads first, the faddists have turned to wacky, wordy non-math alternatives to encourage conceptual understanding without any mastery of the fundamentals of math.
Common Core is rotten to the core. The corruption of math education is just the beginning.
#23770 Mar 8, 2013
Well if it is a business, should we then compensate the employees as it were a private business? Should the CEO, i.e. Superintendent, be given performance bonuses? Incentive raises for meeting certain thresholds? I mean, what would a typical CEO be making in a $47 million private corporation? A lot more than the current Super makes I would imagine.
I believe you were asked before how much the employees should make and I don't believe you really gave an answer? What would you pay the CEO of a $47 million corporation? The VPs (i.e. Principals?)?
#23771 Mar 8, 2013
City Money - in a $47 million dollar privatley held company the CEO would most likely be the owner and would only make a salary if there was profit.
#23772 Mar 8, 2013
You can have $47 million dollars in sales and still lose money, in the scale of things that is a small business. A good size one, but still a small business. Private Sector is correct in his assertion, the owner would make whatever the business made. He/she would be responsible for the success or failure, they would also most likely have a lot of skin in the game. If it fails they are the ones on the hook, if it succeeds they are the ones to reap the benefits.
It would also depend on many of the same sets of circumstances that I described earlier, they apply to all jobs.
It would also require that the individual be able to provide a quality product at the end of the production cycle that the consumers wish to purchase day in and day out.
You can't have a failure rate of 37% and stay in business very many places.
Remember the 2000 plus children who are not getting the knowledge the taxpayers have spent good money funding.
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