If We Get Diversity, Can We Get Rid of Ugly Teachers?

The good looking teachers are sorely under represented.

I really really loved my fourth grade teacher, mostly because she was a hot babe.

A well organized group of Burlington, Vermont, parents hammered the school board there last month. See, the Burlington School District (BSD) has a serious problem. It has nothing to do with test scores. As far as I know, there is no more bullying on campuses there than at any other school in the nation. Costs have risen exponentially but that’s nothing new.

Test scores continue to wane but many Vermonters do not believe in testing. Can’t be the 3 Rs.

Hazing still happens but Vermont parents know a holistic approach that considers the target, the bully, and the bystanders creates a dialog that stops unwanted behaviors and that the state does have a model Bullying Prevention Plan. Can’t be bullying.

The Burlington School Board is proud their district spends “$2000 less per equalized pupil than the statewide average.” Can’t be money, either.

It turns out that nearly a quarter of the students in Burlington schools are children of color and that figure far, far outnumbers the faculty and staff. Fewer than three percent of the teachers and staff belong to a minority.

Parents say the school must hire more minorities to give students a more balanced perspective.

“Diversity improves the vibrancy and quality and excellence of our schools. Diversity in many areas: geographically, linguistically, politically, in terms of gender, in terms of religious orientation. All of that diversity enhances the pool of ideas and the creativity and vibrancy of any institution,” Burlington parent Stephanie Seguino told WCAX-TV News.

The BSD reports it “has dedicated significant resources toward diversity awareness over the past eleven years, beginning with the creation of a full time director. [In 2008] the Board of Commissioners appointed Dr. Dan Balon … to be the new Director [of diversity and multiculturalism], bringing over 17 years experience in education management, non-profit agencies, and diversity education on a national scale to the position.”

Apparently, an equalized pupil is not a measure of diversity but rather a simple accounting term.

By all appearances, Ms Seguino and the other parents believe Burlington still needs an affirmative action program for faculty hiring.


Oh. Wait. That’s correct. We do need teachers to bring a cultural understanding to the multiplication tables/

From Wikipedia , “The term affirmative action refers to policies that take race, ethnicity, or sex into consideration in an attempt to promote equal opportunity or increase ethnic or other forms of diversity. The focus of such policies ranges from employment and education to public contracting and health programs. The impetus towards affirmative action is twofold: to maximize diversity in all levels of society, along with its presumed benefits, and to redress perceived disadvantages due to overt, institutional, or involuntary discrimination. Opponents argue that it promotes reverse discrimination.”

BSD children will grow up to invent green energy products and teach other children.

The New England Common Assessment Program (NECAP) tests reading, writing, math and science in elementary and secondary schools. The annual achievement tests were developed to meet the Federal No Child Gets Ahead Act. The program is one of the primary yardsticks to measure school performance in New Hampshire, Rhode Island and Vermont.

NECAP Scores: 15 (0.2%) BHS students qualified for the National Merit Scholarship Program last year and eight students (0.1%) won awards in New England’s Technology Student Association competition. On the other hand, 43% of Burlington students are “partially proficient” or “substantially below proficient” in math. 46% of Burlington students are “partially proficient” or “substantially below proficient” in science. A whopping 52% (that’s more than half for those in Burlington schools) of Burlington students are “partially proficient” or “substantially below proficient” in writing.

These children will elect representatives and pass laws.

By all appearances, Ms Seguino and the other parents believe Burlington will improve the 3Rs with an affirmative action program for faculty hiring where about 7 of every 16 Burlington students is “partially proficient” or “substantially below proficient” in math.

These children will pay off the deficit?

I may have jumped to an incorrect conclusion, though. Do you suppose President Barack Obama uses different arithmetic because he is black?

2 thoughts on “If We Get Diversity, Can We Get Rid of Ugly Teachers?

  1. “Those who can do, do. And those who can’t do, teach.”

    That is a clever quote, but truth is, whether inherent or acquired, teaching is a skill — and not everyone can teach, regardless of the level of their knowledge.

    But that need not bother the BSD because there is a way around it. If the board wants more qualified minority teachers in the classroom, it just has to go find some who look good and dress well and are proficient enough to follow the lines on a teleprompter; and then have some smart Asian college students come in and type the text for the teachers to read. I’ve seen it done, and the guy looks like a genius.

    But this statistic bothers me: If a quarter of the students are *children of color* what the hell are the others, Albino?

    — George Poleczech

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