politics, The Good Fight

The Second Amendment and the Freedom from Fear

Peep this here, internet. A nice gentleman at the Stonehenge Corner responded to my post about snowflake syndrome and the second amendment.

His opinion, notably on gun control, runs counter to my own.
Instead of resulting in strife and foul language, we’ve approached one another amicably, with a genuine desire to find out what’s behind all this violence.
I think that we’ve arrived at a satisfactory alternative to guns as the root cause – a cause that I will be delving into in greater detail on my next post. The issue I speak of is fatherlessness. To find out how we arrived at this middle ground, you’ll want to read my original post linked above, his response – which I’ve reblogged here and our commentary on his blog.
Please feel free, nay compelled, to comment with constructive suggestions and opinions – agree or disagree. Be part of a solution. You are but one voice, but together we are an ear-splitting din.

Happy reading!

The Stonehenge Corner


The attack on the Marjory Stoneman Douglas High School in Parkville, Florida, by former student, Nikolas Cruz, has generated much anger, bitterness and arguing. In the nineteen days since the shooting, Florida has banned AR-15 rifles, only to rescind that legislation fifteen minutes later; survivor David Hogg has become a media star and the new face for gun control; and, according to a new survey, the solid majority of people who make up the Left in America, want to ban guns—not just AR-15s but other rifles and handguns as well.

I wrote last time that tragedies like Parkland become the nuclei of what has become the cyclical gun debate between the political divide when other questions, such as fatherlessness, would be more important debates to have. But, as I also admitted, (paraphrasing Samuel Johnson) people do not so much need to be taught new things as reminded of things and…

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politics, The Good Fight, Uncategorized

Mass Shooter Profiles

As reported LAST WEEK, I’ve started to compile a database of mass shooter profiles.

I didn’t get near as much done as I would’ve liked. All the same, I’m going to publish my labors up to now.

I haven’t collected all the data that I’d like to and, as a result, I haven’t started running basic statistics (frequency tables, etc.) But, there are a few curious trends I’m picking up on.

Firstly, I’m using the top 20 shootings listed HERE as a starting point. Wikipedia has a similar page, but every fact is linked to a more credible reference. During my initial sweep, I didn’t take note of how many guns the shooter had or the category of the weapon(s). I will continue to add –

  1. Gun data
  2. More specific notes about the shooter – including analyzing background. The words “autism”, “Asperger’s”, “loner” and “bullied” are mentioned frequently – I’d like better numbers on that stuff for each shooter
  3. More shootings. I’ve decided to go beyond NCLB, but not rule it out as a key factor in our troubled times.
    1. NCLB era shooters can be isolated from the rest of the shooters to see if they possess some unique characteristic that might point more definitively to issues caused by the parameters of NCLB

A few curious coincidences (curioundences?) I’ve found are –

  1. The prevalence of social development disorders, like autism spectrum disorder mentioned above, and
  2. The desire to enlist or successfully joining a branch of the armed forces.

All that said, here is the table that I’ve labored to produce. Again, it’s not finished, with the way things are going it’ll probably never be finished, unfortunately. If there are any variables you feel should be included, please leave a comment.

Uhh, I dont’ know why, but despite all my effort to get the data into an embedded spreadsheet, it defaults to the bottom. Scroll up a ways to see the content.

Life, politics, Reflections, The Good Fight

No Culture Left Behind

I’ve a third component for my list of agitators resulting in school violence, read about the first two HERE. I’ve pontificated HERE on the dog and pony show that is standardized testing. The third element in this trinity, along with 1. The second amendment(al), and 2. “Snowflake Syndrome” (we’re all part of the same compost heap), is the education system itself.


I’ll start with a picture –

Snap 2018-03-03 at 19.06.44

This image doesn’t reflect the myriad of technological changes in education, which is the point. I wouldn’t be out of line if I say that learning modalities and the tools to cater to those modalities are vastly different. In a manner of speaking, it’s like trying to upload rotary phone firmware (insofar as it has firmware) onto iPhones using a coaxial cable.


That is to say, the content is outdated and the transmission medium is incompatible with the hardware.


What should we do? Give the kids more tests and give the teachers guns!


I think it’s time for some fun facts about standardized testing –


Listen, I don’t have access to fancy databases like I did in college. I know what I’m looking for, but JSTOR or Ebsco Google Scholar is not. That being the case, the information contained here is a curious mix of stuff I go looking for and what Google allows me to have. In this case, I would’ve liked an article from a longitudinal research study based on data from a tidy sample of a few thousand students from all grades across the country (notably high schoolers and people who were in HS during the NCLB transition from 2003-2007). I actually did find something like this, but I found myself more concerned with figuring out how NCLB SOOO left children behind.


Allow me to digress briefly – among educators, NCLB is a four letter word (… you know what I mean).


Briefly, it turned teachers into robot bureaucrat prostitutes (hereafter referred to as “robureaucrutes”) whose primary functions are to submit a form for just about everything that happens in the classroom or during school hours and turn their tricks (teach) to tests whose validity and reliability are questioned to this very day. In exchange, they are given a pittance.


By its title, we are to conclude that no child will be “left behind”. There isn’t a “No robureaucrutes (Teachers) Left Behind” bill.


Indeed, I am one of those lost souls, but that is a horse of a different color – I will digress no more.


In fact, I’m at a good place to relate it to our troubled times. If NCLB can be said to have one lasting impact on public education, it’s unrest. Students are nervous that, despite high grades, they’ll perform poorly on the state exam, and potentially get held back, or denied entry into a desired academic program – be it college or maybe a HS AP class.


Meanwhile, the robureaucrutes are scared they’ll lose their jobs if their students’ scores don’t cut the mustard.


That’s okay, these rigorous assessments hold every child to a high, transparent achievement standard, right?


If by “rigorous” you mean hard on minority groups, the answer is yes. We know this because, in many cases, test scores have stagnated and the achievement gap has widened.


For example, according to THIS ARTICLE, math and reading scores on the National Assessment of Educational Progress, or NAEP (a standardized assessment of student achievement in a variety of subjects – scores are reported by demographic group, race/ethnicity, gender, and socioeconomic status), shows both a widening achievement gap between minority students and white student and diminishing returns in both math and reading in grades four and eight.


Much time and resources go into teaching strategies that target minority students.


But all the shooters have been white dudes, right? I can only speculate that white students feel marginalized by an increased emphasis on closing the achievement gap.


Another theory – school staff are so busy with minority groups that they don’t notice the warning signs.




More to the point, I am pointing out that the squeaky wheel gets the grease. Assuming this is true, we can expect school officials to start scrutinizing the metrics of their white male students, to the detriment of minority groups.


Thus the cycle of extinguishing the fires of the American public education system continues.


What about the tests themselves? THIS ARTICLE says students spend 20-25 hours each school year taking a test. This amounts to “about 2.3 percent of classroom time for the average eighth grader.”


This may not sound like a lot until you consider the hours upon hours of test prep. Put another way, teachers are forced to forgo more useful skills – say, coming up with a simple monthly budget or reading and writing cursive to have more time to “teach to the test”.


Concerning the former, the PISA (Program for International Student Assessment) contains a “financial literacy” component that purports to measure –

knowledge and understanding of financial concepts and risks, and the skills, motivation and confidence to apply such knowledge and understanding in order to make effective decisions across a range of financial contexts, to improve the financial well-being of individuals and society, and to enable participation in economic life.

I tell you what, dear readers, in my ~12 years in education, this is the finest example of educationese I’ve come across – it lithely straddles the hair thin line between ingenuously vague and technically obnoxious. It’s verbose – pregnant with buzzwords (“effective”, “knowledge”, “skills”, etc.) to show the reader how important it is, but it doesn’t state any concrete or measurable parameters. Fear not, dear reader, I’ve waded through the mire of needlessly grandiose *ahem* verbiage contained in the PISA supporting documentation to give you a clearer idea of what 22% (roughly one in five) of our nation’s youth don’t understand.

Here’s the gist – “financial literacy” as defined on the PISA includes an understanding of –

  • Insurance policies
  • Pensions
  • Budgeting for “household goods and personal items”
  • Bank accounts
  • Inflation
  • Interest
  • Accessing financial information
  • How to calculate a percentage
  • Currency conversion

There is quite a bit more, find it HERE if you’d like some stimulating reading while on the toilet or some such situation.

It is long time for me to get to the point. In short, the focus on testing has pulled the rug out from under the culture of our education system. Education doesn’t serve students anymore, it serves itself. The result has been the neglect of students who feel lost. They’re given little direction beyond always having a #2 pencil and filling in the right bubble – this is not a life skill. Imagine your outlook on life if you suddenly discover that the “real world” is a place where you have to manage your own money, but you have no money because “bubbling with extreme care and meticulous detail” is not counted as a worthy skill.

While writing this, quite a few ideas poured into my skull related to this issue. Firstly, are testing companies, like ETS and Pearson, pulling strings at the US DoE? Seems to me that a company that has made a name for itself through standardized testing would go to great lengths to make sure the government continues to mandate tests.


Also, I’ve posted a few times about peddling the English language like so many products at your local convenience store (HERE and HERE if you’re still on the toilet or like to read great writing). I teach English to Chinese kids online. In a recent conversation with an older (age 16), nearly fluent student (fludent?) the issue of school shootings came up. He likes to talk about lofty, philosophical stuff so he perked right up. I asked him, with an education system far more strict and intrusive than ours, why weren’t they having trouble with guns. He thought about it, and he answered it jokingly, but it was more profound than he realized. He joked that they do shoot each other with guns…water guns.


Then I jested that I hope he didn’t melt, as per Isaac Asimov’s “Rain, Rain Go Away” and that led to a discussion about how the commoners of today are the sugar people and the government is rain… it was way philosophical.


The profundity comes from the idea that he would find humor in the very idea of someone shooting up a school in China. I’m not suggesting that education is without dysfunction in China, but that is another horse of a new hue…


For a third time, I’ve wandered away from my thesis – “trigression” to be sure.


I’ve produced a flow chart summarizing my stance –


As I was producing this graphic, I investigated mass shootings and found that many are not in a school. However, most were perpetrated by a white male who was school age when NCLB took hold – this is a broad generalization I know – I think I’ll look at the shooters themselves next time to get an idea of their school lives.