WI: San Antonio Independent School District v. Rodriguez goes the other way

And the nature of their jobs means they are usually better at navigating bureaucracy, complex rules, and legal challenges.
 
I've got a browser so old, . . .
Okay, I'm happy to help.

3:33 into the video, there is the analogy of the two horses talking:

' . . . These new city jobs are pretty cushy and with so many humans in the cities, there will be more jobs for horses than ever. Even if this car thingy takes off, he might say, there will be new jobs for horses we can't imagine.

'But you, dear viewer from beyond 2000, know what happened. . . '
 
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'But you, dear viewer from beyond 2000, know what happened. . . '
I do. AIUI, there are more horses in the U.S. now than there were in 1900...& they're worked less hard. (And there's a few billion tons less manure on U.S. city streets,:eek: which the green zealots conveniently ignores...)
 
The key difference I think is still that you can't do district-based property tax funding, which does have the advantage of forcing funds to be spent relatively evenly. I suspect it also reduces teh incentive to carve school districts for financial reasons if it has no real effect, with possible effects on school segregation although racists will still want to try and carve out de facto all-white districts as they did OTL. Note taht this largely postdates white flight so the issues of inner-city schools may still be there but this can start to ease that.
 
If there are, the horses are getting some version of UBI (Universal Basic Income) :)
Good for them, then.:)
The video said the number of horses peaked in 1915.
That may well be. From a documentary I saw a rather long time ago, I recall it was going down even before the Model T, & then (a few decades later) started up again, to a level around what it was before. (And I may've overstated, based on faulty recall--& so might this be.;) I vouch only for the general direction.:) )
 
I want to be optimistic and talk about the theory of the “good enough” teacher and say, a lot of it is how good your “B game” is.

A lot of it is just the teacher being there in “steady eddie” fashion.

An analogy might be for a doctor to ask himself or herself, well, how much good did I do this week for the patient with whom I connected least well?

If a teacher tries something fancy, like emoting all over the children and then stopping this when the energy slumps, that might actually be counter-productive, especially if the kids pick up on the fact that it’s phony which kids certainly do pick up on.
 
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As another grounds for optimism, there's a large luck of the draw aspect. For example, in school year 1970-'71 I was in second grade in a city in Virginia. Our teacher was a middle-aged African-American teacher who did just an excellent job. For example, I remember we did about five letters a day in cursive writing. This was a real gift which has benefitted me throughout the years. For example, as an adult with cursive writing, I can more nearly write at the speed of my thoughts.

I think what happened is that at this relatively late date in 1970, Virginia was finally desegregating schools and the schools hired some of the very best teachers from the schools which were formerly for African-American students only.
 
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