Comments

COMMENTS

May 17, 2004
Dear Dr. Yecke,

I am very saddened that the MN DFL party is so caught up in the protection of the teachers’ union and bureaucrats that they wrongfully voted not to confirm you. These are precisely the people who have created the mess we have today.

My wife and I removed our daughters (one a senior, the other a freshman) from the Hopkins public schools this year because we saw exactly what you say in your book: group learning, poor curriculums, competition is a "bad" word and social engineering.

Critics will say that we are politically aligned with you. The truth is the opposite but on this issue, we agree with your conclusions and hope that you will be able to carry on with the fight (Steve Kelly and his DFL lackeys be dammed.)

Bob Clifford
Hopkins, MN

February 17, 2004
Dear Dr. Pierson Yecke,

I just finished reading your book The War Against Excellence, and I would like to compliment you on a well-written and well-researched book.

I am currently in my 35th year as a public school educator, and I was deeply involved in gifted education in Minnesota for many years during the 1980s and 1990s. I was also an English Language Arts teacher at the middle level for 11 years. I remember sitting in many conference rooms when Paul George and others were speaking, and the attitude toward gifted education was very negative. In spite of these attacks on gifted education, I was able to garner support for a strong program in one district, where I worked for nearly 20 years as a central office administrator.

In my current job, I still direct the Gifted Education and Enrichment Program, and many of these same issues described in your book are still out there.

I think your book accurately describes this war against excellence, and I enjoyed this trip down memory lane.

Minnesota Teacher
(Anonymity requested)

February 17, 2004
Subject: Loved your book

There are many teachers fighting for better performance at the Middle and High School levels and your book has helped move us away from the "heretic" and "dissenter" labels. It's so nice when we can refer to people like you when we try to force school administrators to face common sense.

I just thought you'd like to know that your book has helped us feel that we aren't the only "crazy" people out there demanding proof before instituting educational "reform."

Andy Moore
English Teacher
Salem High School
Salem, MA 01970

February 15, 2004
Dear Commissioner Yecke:

I just finished reading your book. Your words echoed and affirmed many conversations that have taken place in our household and in meetings with our local public school teachers and administrators. After serving on several committees working diligently on various curriculum and program issues over the past five years, I finally came to the conclusion that our local school district was never going to make changes quickly enough to salvage our child's remaining years in the K-12 system. We enrolled him in a private school in September 2003. The last five months have been amazing, as we have watched his motivation and achievement levels soar in a very traditional, disciplined and rigorous academic environment.

Two years ago, I was invited to attend an NMSA conference. I was appalled by the disparaging remarks made by the keynote speaker in reference to parents and the general lack of academic substance in the seminars I attended. Your references to NMSA's push for social change through our nation's middle schools gave me additional insight into this group.

Your discussion of the theory of brain periodization in the chapter on middle school curriculum was new information for me. However, as I read that chapter, I wanted you to offer your opinions of the publishers and specific curriculums being used in our schools today. I believe that radical middle school activists have strongly influenced and written their views right into the textbooks and workbooks on our students' desks.

Thank you for this wonderful book. We are so fortunate to have you as our Commissioner of Education in Minnesota. Keep up the good work!

Denise Safranek
Annandale, MN

February 1, 2004
Hello Dr. Yecke,

Over the years, I have been a keen follower of your efforts to revamp Minnesota's education system. I am also experiencing the kind of problems you must have one through, both as an educator and as the parent of gifted children.

Having taught highly motivated students in India as ell as in Hong Kong and being the mom of two girls with IQs of 145 and above, I have come to the point here I often think of giving up education as my career. I am constantly forced to lower my expectations (I teach chemistry in an inner city school) and my daughters (who go to very good suburban district) are just stagnating in their classes. I have been told by the school counselor that moving them up another grade would be detrimental to their socialization, so I should pull them out of school and homeschool them.

Alka Goyal
Minnesota

January 20, 2004
Dear Commissioner Yecke,

My name is Damon Laudahl, and I’m an unemployed teacher who is currently in the process of changing careers (there are many of us in Minnesota!). I read your opinion article in the Sunday Minneapolis Tribune about cooperative learning and the failures of the middle school concept, and I couldn't agree with you more. In fact, I wrote my Master's thesis on the perils of cooperative learning and how it leaves gifted/talented students bearing the full workload of the group--or outright underchallenges them.

I want you to know that I firmly believe in your style of leadership and what you’re doing, and I share your vision. I am impressed with your ability to stand firm in what you believe and to accept no substitute for the truth.

Middle schools, in the quest for the latest educational trends and fads, continue to shortchange Minnesota students in the areas of academics and discipline. I would also go a step further and say that "social promotion" (promoting a student to the next grade level without showing mastery of curriculum) and the demise of self-contained classrooms in public education have resulted in scores of students falling through the cracks at an alarming rate.

It's been a long time since I've been excited about education, and your leadership and vision have stirred a passion inside me. Thank you.

Sincerely,

Damon Laudahl
Bloomington, Minn

December 28, 2003
Dear Dr. Yecke:

My head is swimming from all that I read in your book because you provided so much interesting material and commentary. I receive most of the journals and belong to many of the organizations that you referenced, but I never paid attention to the middle school debate except to tell my clients that middle school isn't what it used to be, and is now mostly an intellectual wasteland. I am trying to think of how to get more people to read your book. I will post it on my website and link to Amazon myself.

I agree totally that it is primarily the educational outsiders who need to know about this and demand to know more. I liked the information from your dissertation, especially about how the legislators recognize the need for ability grouping more than professors and state education leaders.

You taught at the middle school level and your children went to school in Virginia for a time where taking each child from where he or she was to as far as they could go was pretty much the norm. So, you may not be aware that everything you noted about middle schools is also present in Minnesota (and many other states) throughout the elementary years, as well. Did you know that there is virtually no ability grouping at all in any of our elementary schools? Also, those accelerated courses that are coming back in some middle schools are a one-year acceleration in math. That's it. Children who are the smartest three in a typical heterogeneously grouped class are all capable of accelerating in math as soon as they start school, but have to wait until 5th or 6th or 7th grade to get a modicum of acceleration.

We should be able to raise the bar for the learning level of each child through ability grouping and flexible opportunities to go to where what they are ready for is being taught. I am dismayed with how individualized instruction is still being sold as a good option. It is a delaying tactic that is much too burdensome for the teachers and requires children to work alone or in a different way from others. Many children will choose to do what the whole class is doing rather than stand out in that way. The OBE standards also slowed down the brightest kids, and I am fearful that the new standards will too if they are viewed in any way as one-size-fits all age-based and grade-based requirements. Certain levels of giftedness and certain personality types will simply rebel or avoid or underperform if required to do too many things that they correctly perceive as inappropriate for their own needs and interests.

Finally, I am privy to a lot of angry conversation from parents who hugely resent the bind they are in to educate their children themselves as a result of unresponsive schools. Their children are not only learning to underachieve, but there is real emotional damage, depression, anger, and so on, on the part of the kids. Mothers with advanced degrees and careers are having to stay home to home school. Parents are flocking to private schools, the University's weekend classes and summer classes that they have to pay for themselves, and all at great personal expense. They are baffled that their bright children are shunned and mistreated and unappreciated.

I saw the Pioneer Press article and the obtuse, ill-informed letters to the editor. The fact is that I read the entire book (which they did not) and know that you did not disparage group cooperation when the members of the group are equivalent and equally responsible for outcomes. You disparaged "cooperative learning" that makes the high ability child halt her own acquisition of knowledge as she becomes a junior teacher. This is quite different and inappropriate. The mother from White Bear Lake referred to her daughter's school which attracts a brighter population. In her school, cooperative group practices would not be the burden or waste that they are in many other schools. I constantly encourage parents to look for a school that is closer to their child's level because it means they have less to worry about as far as obtaining appropriate pace and depth for their children. Very few people have the options I had, though, and now that my children are grown, I have the time and energy to pursue appropriate changes on behalf of others.

All the other stuff, like how the gifted kids feel resentment toward cooperative learning, how peer tutoring and cooperative learning actually make gifted kids more likely to resent and look down on those for whom we would wish them to feel compassion ... all of these are important by-products of the lack of academic opportunity.

So, my advice to you is to recognize how many people have their own very selfish agendas or who speak from lack of background or perspective. You are a moral person who is simply trying to lay out the truth. You are not making a career (unlike Paul George or the Johnsons) out of your personal perspective. You are simply trying to figure out a real way to educate all children to their best levels. Hold on to that. The people who agree or for whom this makes sense are simply sitting there nodding and smiling, saying: “Way to go, Yecke!” They are glad, and I'm glad, that we have you as our new Education Commissioner.

Deborah L. Ruf, Ph.D.
Educational Options
4500 Heathbrooke Circle
Golden Valley, MN 55422
Educational Options
http://www.educationaloptions.com/

December 22, 2003
Dr. Yecke:

Let me know where I can get a copy of your book if you would. I very much want to read it after reading the article that appeared in the St. Paul Pioneer Press (http://www.twincities.com/mld/twincities/news/7548627.htm).

I went back to get my Masters degree so that I could teach (part-time) undergrad courses at the college or university level. Like you, I believe the social agenda of teachers has taken precedence over a quality education and teaching students how to be tough minded. Let me know where I can get a copy of your book. It's a pleasure to see someone refuting the global group hug!

Below you will find the letter I wrote to the author of the article:

To John Welsh, Pioneer Press:

Ironically, I just completed my Master's degree with Cardinal Stritch University and some of the research (group research) involved team concepts in the workplace. What we found is that teams are overused and are not very well understood (i.e., all team members are equal, build consensus, avoid conflict; all of which are untrue in functioning and successful teams).

Even in our “study-groups” in the Master's program, strong students pulled along the weaker students who often contributed very little to the group effort. Yet, the group as a whole would often protect those students by not calling them out to the professors and course instructors.

The result was that stellar students were getting pulled down academically to the level of the slower students, and the slower students enjoyed a boost in their grade based on the work of others.

Like the literature review we did on teams in the workplace, I would suspect that the people in education who are using team learning in K-12 are 1) poorly trained, if trained at all, in regard to teams, team selection, and team use; 2) have little or no training as to when it is suitable and not suitable to use a team; and; 3) that the educators using team learning are only doing so as it has come to them in the form of an edict from the principal or superintendent. That would be the worst case of team implementation (to use teams only because the boss says it’s the latest fad, or everyone else is doing it.)

In business, teams need to have a clearly defined goal. All members must also have a stake in the outcome, and the goals must be realistic and attainable. How is this accomplished with a bunch of grade school students who would rather be sending “Instant Messages” to each other or playing Nintendo rather than being where they are at that moment? Let's not forget that someone who may never have taken a course on team dynamics is organizing students into teams in the classroom.

I've not read either works (the Johnson research or Yecke's), but I will now thanks to your article. However, from my own research into the use of teams in the work place, and those as found at the University level at Stritch, I would at this time remove my child from any K-12 school that even attempted to place the responsibility of teaching on the group dynamics of K-12 students.

I suspect Yecke just may be on to something in her new book.

Regards,
Gary Shade, MSM
President
Shade's Landing Inc.
Apple Valley, Minnesota

November 28, 2003
Dear Dr. Yecke,

I have been a professor at the U of M for many years now in the Department of Aerospace Engineering and Mechanics. Each year during the past decade + I continue to be dismayed by the general level of undergraduate students I see in class. In general, their level of preparation and their sense of responsibility to put forth a dedicated effort toward their education always seems to ratchet downwards. Of course, there are always a special few who strive for excellence but I dare say that their exposure is less than enhanced by the waning average standards.

In fundamental sophomore engineering courses such as statics or strength of materials (now known as deformable body mechanics), courses required as basic to several engineering degree programs, I cannot teach, both in pace and content, what I learned as an undergraduate because it would be too advanced for the student of today. Moreover, contrary to years past, it is often that 30-40% of the students don't even show up for class. My observation is that within engineering, science and mathematics the average American university undergraduate student has little motivation and is not adequately prepared in attitude and substance. It seems that there is little commitment and sense of responsibility on the part of the student toward education as a worthwhile goal for human personal and social development as well as for national advancement within the emerging world. Unfortunately, it seems that our quality and depth of education is decreasing in this country and the difference between education and training has been smeared. While I believe that K-12 education is partly, and perhaps mainly, responsible for this, there are many other factors not the least of which is family and the passing of a "work-ethic" to its children. But also textbook writers and publishers must share this responsibility because of what they produce and how it is covered and presented. In higher education, the university certainly needs to maintain high standards, enforce prerequisites and promote educational quality in its classes. The problem is important and critical because education is such a key to a better understanding and proper development of the fabric of life. It seems that we always step towards mediocrity and, of course, it doesn't help that this is the path of least resistance.

This is just a note basically to say that I also have observed the "war against excellence" in education as you have so titled your book. Several years ago the University of Minnesota president (Kenneth Keller) proposed a program called "Commitment to Focus". It was designed to raise our standards and most likely it would have caused the university to get somewhat smaller. It got a lot of attention and many professors were encouraged by the thrust, promise and possibilities. However, the politicians branded it as elitist and exclusive and kept hitting these points without attempting to understand the greater issues connected to excellence and it was never really given a chance. In fact, Keller was not given much of a chance either. Unfortunately, in this case the war against excellence was waged and won!

Respectfully,

Roger Fosdick
Professor of Mechanics
Aerospace Engineering & Mechanics
University of Minnesota

November 23, 2003
Dr. Yecke:

I have just read a summary of your book and agree with you 100%! These are the words I have said for the past several years, after experiencing the middle school movement through my children's school, serving on local education committees, and now as a school board member.

The contrast between a junior high curriculum and middle school curriculum is striking, as I directly compared them with my two boys who went through the same school four years apart under different educational programs. Those of us who point out the complete lack of rigor in the middle level and ask for more are usually labeled as elitest and/or hysterical.

The middle grades are completely deficient at preparing kids for the next level, so we are left with kids struggling to pass high school graduation exams, and often unable to successfully complete college.

I would really like to encourage you to get your message out loud and clear through the media. Promoting your book on CSPAN is good, but I hope you have the opportunity to promote your message on large media outlets, as what you have to say is what educators and policy makers need to hear. I know I will be discussing your book and your message!

Thank you for writing this important book! I look forward to reading it.

Sincerely,
Karen Schrum

November 19, 2003
Cheri:

You are one busy person! I cannot thank you enough for writing your book. I am on page 80. As I finish each chapter I spend time scanning the footnotes at the end.

I am a parent of two high achieving students. The 6th grader is in a public academic magnet school and will have entry into the academic high school. My husband and I pulled our older son from his last year (8th grade) at his zoned public middle school this year to place him in a private school to make sure he had a strong foundation for high school (his 7th grade TCAP stanines were all 7, 8 and 9s - he was being taught the material on the test. I have placed him in the lottery for the academic public high school). I, too, struggled with the school not meeting his needs and those of other high achieving or gifted students.

I am not an educator but serve on a Citizens Panel for a Community Report Card in Nashville TN. Many of our panel members are either former educators or service the schools via their tax-exempt organization.

I had to put down your book in order to read “This We Believe” - the 2003 version by the NMSA. I am writing to ask your opinion of this booklet (I have no idea if you have had a chance to review it) and this organization. Many on the panel appear to be more focused on the emotional development of the middle school student rather than both the academic and emotional. (Many of the members are either not parents, have younger children in private schools or their children are long since out of middle school. I say this last sentence carefully as I am not sure being a parent or not makes a difference when it comes to education and the educational experience, but I think it does.)

One of the panel’s focuses this year is the middle schools (5 - 8). Many will want to reference the work of the NMSA and Turning Points 2000. I feel like I am the lone voice trying to counter this group and get them to think about the middle school dilemma for all students, including the gifted and high achieving students.

Any insight you might be able to share would be greatly appreciated.

Thank you for your time and assistance.

Keep up the great work!

Elizabeth Knox
Nashville, TN

November 17, 2003
Ms. Yecke:

As an experienced math teacher and sometime Minnesotan, I'm really happy to see that someone at the top is concerned about the trend toward grouping all kids into mediocre classes. My experience is that less able math students begin to love math when they are able to learn at their own pace, but that they continue to lag behind when they are placed in classes with the more able students.

Keep plugging away - you're headed in the right direction!

Ken Koepp, Teacher
American Embassy School in New Delhi, India

November 17, 2003
Dear Dr. Yecke:

I just wanted to thank you for writing the book, 'War Against Excellence'. I am sure you have heard the story many times before, but when our oldest son entered 8th grade the school decided to eliminate the accelerated classes and forced an absolutely incredible gifted/talented teacher back into a classroom.

As you might expect, the year was a disaster for David. The students that had been in the accelerated classes, the GT program and had worked together in Odyssey of the Mind for several years were split up into other classes. It seemed like an effort to destroy their morale. At one point, David's English class was working on a book he had already read in third grade so they sent him to the library by himself for that hour.

When we went to conferences, teacher after teacher told us that the year before they were able to have in depth discussions with David's class for almost the entire hour. Now, someone was throwing spitballs in the back row after 10 minutes.

I served on several GT committees, but the school was just stalling. One of the pamphlets we were given that described a 'true middle school' explained how at worst the school would just have to wait four years for the students of upset parents to move on. It was really disgusting.

The good news is that we checked out Hillcrest Lutheran Academy. As soon as Hillcrest told David that they had a college preparatory curriculum, David was ready to attend. He never looked back. Hillcrest was the best thing that ever happened to David. Not only were the academics challenging, but the influence of daily chapel, devotions before almost every class and a general openness to God created a loving, accepting atmosphere that was far different from what they had experienced in the public school. Our youngest son, Jon, also attended Hillcrest Academy and just loved it. Both of our sons graduated as valedictorians.

David is now in his 5th year of college, double majoring in mechanical engineering and computer science and has earned all A's except for B's in 8th grade PE and one college class. Jon is a freshman in college, working on the same majors and has earned all A's up to this point. Both boys were National Merit Scholars, Eagle Scouts and were very involved in extra curricular activities. David got a 34 on his ACT and Jon a perfect 36.

You would think a public school would want students like David and Jon in their school. Actually, we are really happy they didn't, otherwise, we might have never have discovered Hillcrest Academy.

Thank you again for the book. Maybe at least a few schools will see the light.

Dean Hjelle
Fergus Falls, MN