Egypt Trip - Early Observations

On the grounds of the very upscale Mena House Garden Hotel, a woman cooks bread for dinner. Interesting contrast - fancy hotel and more traditional cooking method. I even got a free sample. Yum!


Yes, here I am, in front of the pyramids. I really was there. Amazing.

Back from Egypt - Taxis and Taxing

This was also posted on GT-Talk.

The taxi ride from the airport to the hotel where the tour began
was interesting in several respects. The first one was the taxi
itself. Since I was staying in a relatively expensive hotel, the
taxi contracted to take me to the hotel was upscale from the
average taxi. Nevertheless, it was a wild ride. Egyptian drivers
seem to think that lane line markers are for wimps - they are totally
irrelevant for the normal flow of traffic and are obeyed basically
by busses only. The cars weave in and out of lanes as if they
weren't marked at all. A street that is supposed to be 2 lanes
can have as many as 4 cars driving in parallel along it. Stop
lights are virtually non-existent in most of the city and where they
do appear, they are frequently not working. Red lights, in my
experience meant, though, that the taxi driver DID at least slow
down. And the drivers do usually obey the policemen who
preside over some of the busier intersections.

Surprisingly, though, there aren't that many accidents - at least
in the city. The frequent use of the horn meant that drivers
usually weren't blind-sided. At night, the cars often do not turn
on their headlights, but they do flash their lights in place of the
honking that they do during the day. But outside of Cairo is
evidently much different. The accident rate in Egypt is one of
the highest in the world. And few vehicles are insured, since
the cost of insurance is too high for most vehicle owners to be
able to afford.

Pedestrians, though, have it even more difficult. Trying to cross
a busy street is not a task to be undertaken lightly by either the
inexperienced or the infirm. I think the drivers enjoy using the
pedestrians for target practice. We missed hitting many pedestrians
and many other taxis by mere inches (or centimeters).

Taxis are not expensive, though. A ride across Cairo, from the
Nile to the airport generally costs around $10 (American dollars).



Another interesting thing about that first taxi ride was the first
impression I got of the city: it is very brown and looks like it has
been bombed out. The brownness might be expected - after all
the raw materials for building - rock, dirt, and sand - are all various
shades of brown. But the bombed out look is due to an interesting
feature of their tax law.



When Cairo began to grow rapidly many years ago now, there
was a severe lack of housing. To encourage people to build
new apartment buildings, the government decided not to tax
buildings while they were under construction. Well, it worked.
Most of the buildings, probably 90% of them, are still under
construction. Even though the lower floors of a building are
inhabited, the roof is virtually never finished. There are usually
partially finished floors at the top of every building. It gives the
city an impoverished look that isn't entirely deserved.

I discussed this tax law with our guide who seemed to feel that
there should be a time cap on building - after 5 years a building
should be taxed no matter what. I told him that the way it worked
on our property in Alaska was that assessors checked on the
value of the land and any buildings on it by comparing them to
other land and buildings in the neighborhood. Then, finished or
not, they were assessed according to their current value. He
seemed to think that was a good idea, but that it had little chance
of being implemented, as the people like not being taxed for their
"unfinished" apartments.

Egypt Trip - Preparation

I have been buying travel size things to pack - shampoo, conditioner, toothpaste, etc. It is interesting to me that in the US, we don't have the same sizes of shampoo bottles that they do in Europe. When I went to Germany and my luggage was delayed, I had to buy shampoo and the regular size was about half the size of the smaller bottle that you get in the US. And the least expensive bottle in the US is gigantic - about 4 times as big, as the regular sized container in the US. I wonder what the difference in the psychology of marketing is. Do Americans shop to get a bargain and think that a giant sized container must be a bargain? Do Europeans think that they waste less when they ration out the contents of a small bottle?

I am so worried that I will forget to do something that MUST be done before I leave, or that I will forget to pack something vital. I hope that I calm down somewhat after I am underway.

I still have to pack. I went over what clothes I planned to take today and changed my mind almost completely about what I am taking. What a disaster!

I wish I had felt like doing more preparation for the trip. I bought a travel guide, but I didn't look at it very much.

I think my cats are going to miss me. John doesn't play with them - he will feed them and keep their stuff clean, but they need attention, too, and he probably won't give them that. I hope they don't get too bored. And I hope the older one doesn't die while I am gone. She has hyperthyroidism, which we have elected not to treat. We are letting her live out her natural life, as it were. She doesn't actually seem very sick. She still runs around and plays and has a good appetite.

World Ice Art Championships

Chambered Nautilus




















Rain over Denali















A New Song


















I'm not sure what the title of this one was, but it is one big insect!

Personality Test

I think this is moderately accurate, except that I am a bit more physically active than this test would tell. They asked about running for an hour. Well, I don't run, but I do swim 2/3 of a mile every other day. I am not fast, but I have good endurance. Oh, well, it was fun. At least on most of the questions for this test, I wasn't constantly trying to choose both sides of the question. I always have that problem with MBTI tests.

Advanced Global Personality Test Results Extraversion |||||||||||||| 53% Stability |||||||||||||| 56% Orderliness |||||||||||||| 56% Accommodation |||||||||||||||||||| 83% Interdependence |||||||||||||||| 70% Intellectual |||||||||||||||||||| 83% Mystical || 10% Artistic |||||| 30% Religious || 10% Hedonism || 10% Materialism |||||||||||| 50% Narcissism |||||||||||| 50% Adventurousness |||| 16% Work ethic |||||||||||| 50% Self absorbed |||||||||||||| 56% Conflict seeking |||||| 23% Need to dominate |||||||||||| 43% Romantic |||||||||| 36% Avoidant |||||||||||| 43% Anti-authority |||||||||| 36% Wealth |||||||||||| 50% Dependency |||||||||||||| 56% Change averse |||||||||||| 50% Cautiousness |||||||||||||| 56% Individuality |||||||||||| 43% Sexuality |||||| 23% Peter pan complex |||||| 23% Physical security |||||||||||||||||||| 90% Physical Fitness || 10% Histrionic |||| 16% Paranoia |||||||||| 36% Vanity |||||||||| 36% Hypersensitivity |||||||||||||||| 63% Female cliche |||||| 23%

Take Free Advanced Global Personality Test
personality tests by similarminds.com

Alyssa's White Desert Pictures

Alyssa took some pictures of the White Desert in Egypt that I love, for their shadows, forms, and colors. I am going to post some of them here (with her permission) so that I can tell people how to see them.

Another Subbing Complaint

I subbed for a third grade teacher who was out with a sick child. In the middle of the day, she called to find out how things were going. At the time, I had told all of the kids to put their heads down, because they were talking when I was trying to tell the whole class something. While I was on the phone with the regular teacher, she asked if I would return the next day for a partial day. I agreed, because I generally think it is better for the kids to have fewer, rather than more subs; and the class, while a bit too talkative, was basically a nice class.

The next day, I arrived at 11:00 and the teacher proceeded to talk to the kids about their bad behavior the previous day. She said that the kids had reported that I was nice and to her that meant that they took advantage of me by abusing my niceness. She was probably right, but it made me very uncomfortable - to be sitting there while she lectured the kids about me being too nice to them. It felt like she was really upbraiding me for not being meaner.

And, again, she was probably right. I really am not mean enough to be a good sub. I am smart, knowledgeable, resourceful, kind, interesting, interested, etc., etc., but I am not mean. I suppose that is my downfall. Maybe I should find a job where you can be nice to people and not get yelled at for being like that. I wonder if there is a job like that.

Subbing - Bad Days

I have just come off of a couple of not so good days subbing and I am questioning whether I should continue doing it. It isn't that it was horrid, it wasn't, but I feel like it was a lot of hard work for not enough compensation. Kids aren't very respectful of subs. They weren't when I was a kid either. I remember stealing the shoe of one sub (who took them off when he sat at the teacher's desk) and passing it around the class until one kid finally put it outside the window on the roof next to the classroom. And that was more than 40 years ago. But the question is whether _I_ want to put up with it. Maybe, as my brother keeps insisting, I should get a "real" job. Too bad there aren't more half time jobs. I like working, but I also like to have time to myself.

Another Credit Card Story

I suppose, in fairness, I should tell another credit card story. A few days ago, my husband got a phone call from the credit card company that has our VISA credit cards (different from the one I complained about on Sunday, May 28, 2006 in another post). It seems that there were some strange charges on my account, which has a different number from his, and they wanted to check if they were really mine. I am not sure what made them think the charges were strange. I don't shop at Walmart, but I do buy things online from various stores - what flagged the Walmart charge as suspicious? There were 3 other charges also flagged as suspicious and I still don't know what triggered the suspicious flag. I guess I am grateful, though. I will be even more grateful if I don't have to pay for the suspicious charges.

Subbing - Financial Aspects

Substitute teaching is what I do to contribute a little bit to the family income. It doesn't contribute much. As a certified teacher, I earn $125 per day - 7 hours of work and 30 minutes for lunch. That is much better than the pay rate in Illinois (where we lived prior to moving to Alaska), but it is still not enough to live on. Even if a sub worked every day for the entire year (highly unlikely), that is still only $22,500 before taxes. This includes no benefits - no health insurance, no retirement, nothing. If I got a summer job, similar to the one my daughter had, I could earn another $3000 for a whopping $25,500. Still without health insurance, without retirement, without any extras.

I enjoy subbing, usually, but I must admit that the financial aspect makes me feel worthless. Considering that I have to buy clothes for work, gas to get there, and coursework to keep up my certification, I sometimes wonder if it is worth it at all financially. It probably ratchets up our income to a higher tax bracket, too. I am not surprised that the school district has difficulty getting subs. I feel like I am working hard, doing a substantially similar job to what the regular teachers do, but for just not enough financially. I guess I should listen to my relatives and "get a real job".

Annoyed at Credit Card Company

I was buying groceries today and my credit card was refused. Luckily, I usually carry two credit cards, so I could still pay for the groceries, but when I got home, I called the credit card company and asked them why it was refused. It turns out that the reason it was refused was that there were two charges made at approximately the same time on the card, from vastly different parts of the world. They refused the card in both locations because of this. The problem is, this was an extremely inopportune time for them to do this for the first time.

Background: My younger daughter has had a second card on this account for over a year. She is normally in Illinois; I am in Alaska. We have, in the past repeatedly charged things at similar times - and there was never a peep from the bank.

Problem: A couple of days ago, she had her purse stolen - and she is now in Uganda working on a summer internship. Fortunately, her passport, her ATM card, and her credit card were not in the purse that was stolen. But she wanted to get some more cash, since she is traveling away from the capital, Kampala, soon. I found Ugandan banks that would supposedly give her a cash advance on the credit card. And she wanted to buy a new camera, since the one she had was stolen with the purse. But, evidently the credit card bank has refused these purchases. And I am really annoyed. Why hasn't this problem ever come up before? Why wasn't I aware that the credit card bank might refuse a card for this reason? Am I clueless or is it the bank's fault? I feel so bad for my daughter. She is trying to recover her equilibrium after an upsetting event and the credit card company adds further upset to her circumstances. And it makes things very hard for her. She simply doesn't have time to go back to all of the merchants and buy the things she needs now that the credit card is working again. And, since email and phone calls have been very erratic and cut off unexpectedly, it is hard to even let her know that the credit card is working again.

And I am trying to figure out if it is the bank's fault or my own ignorance.

School Rant

From a news report: 'Neil Bush, brother of President George W. Bush, stated that he endured pressure from a private school in Houston to medicate his son Pierce with Ritalin for ADHD incorrectly diagnosed by the school. "There is a systemic problem in this country, where schools are often forcing parents to turn to Ritalin," said Bush, 47, who spent years researching the issue. "It's obvious to me that we have a crisis in this country." Neil Bush also said, "The problem is, it isn't the kids that are broken. It's the system that is failing to engage children in the classroom," and "My heart goes out to any parents who are being led to believe their kids have a disorder or are disabled."'

And I get tired of people blaming the whole problem on the teachers failing to "engage" children in the classroom. There are many kids who spend more hours outside of school watching TV and playing video and computer games than they spend sitting in the classrooms. And then they come to school and expect to be entertained and "engaged" there. Kids who used to run around and play physically when they weren't in school don't nowadays. No wonder they have too much energy. And they watch so much TV/video/computer games that they have attention spans of gnats.

When I went to elementary, junior high, and high school, I never expected it to be a 7 hour game every day. Yes, school needs to be interesting, but I am getting tired of people expecting it to be entertaining. Perhaps it is the passivity of this viewpoint that irritates me. Children and their parents expect them to be engaged BY TEACHERS in their school work; they don't expect to engage THEMSELVES in the pursuit of learning.

And while I am complaining, I would like to ask why it is that kids nowadays think that they have to talk all of the time? Whenever I lament as a sub that I have had difficulty with a class that talked a bit too much, teacher after teacher will complain that the kids are talking all of the time in their regular classes, too. You get the kids quiet, so they can listen to instruction or directions on how to do something and the second you open your mouth to speak, they start talking again. This can and does go on for 20 minutes or more and the only thing that stops it is sending one or more kids to the school disciplinarian. That works for about 5 minutes and then you have to threaten them again. Or teachers will put names on the board and take time off of recess for excessive talking. The only two other things that stop the chatter are movies or TV and tests. Even tests work for only the part of the test where everyone is working. As soon as one kid finishes, the talking starts again.

I have tried thinking about causes for this behavior and the major ones I can think of are:

1) When kids watch TV or movies or actively play computer or video games, they are not talking. In fact, they seem to be passively receptive, even when they are actively pushing buttons for a video game. So when they finish this type of activity, they have a greater than normal need to connect with other people and they talk, talk, talk.

2) Kids are not taught to listen to instructions or conversation. They are so visually oriented (TV, video, and computers again) that their auditory processing is less capable. And they have learned very well in school that, if they do not pay attention to verbal instruction given to the whole class, once they are given the assignment, all they have to do is complain that they don't understand, and the teacher will give them individual help, often complete with several answers for which they have to do little or no work.

I guess I am feeling cantankerous today. Sorry.

Myers-Briggs Type

I just took an on-line test for my MBTI type a www.humanmetrics.com and this is the result:
Your Type is:
INFJ Strength of the preferences %
Introverted 44
Intuitive 62
Feeling 38
Judging 33

I always have trouble with these kinds of tests, though.  I fit either both sides of most questions, or neither. There are only a very few questions that I can truthfully answer completely comfortably one way or the other. One is usually something like "You analyze everything." To that one, I always give a resounding "YES!" (and that characteristic annoys my daughters endlessly). But given my discomfort with many of my other answers, I tend to feel that the result is more dependent on my current mood than it is dependent on my personality.

On the other hand, the Keirsey explanation of my type in this particular test, the Counselor type, certainly does seem to fit. I AM extraordinarily able to tell what people are thinking and feeling when I am with them. It is one of my greatest assets as a teacher. But it also makes teaching large groups of children difficult, because it is so frustrating to not be able to act on all of the input I am getting.

And now I just finished reading the Butt and Heiss explanation of my results and I am thinking that maybe there is more to the MBTI types than I have previously given credance.

Characteristics that seem particularly relevant/apropos:
1) Abstract in thought and speech -- I seem always to be trying to derive a general principle from what I am observing/experiencing.

2) Focus on human potentials, think in terms of ethical values

3) Not generally visibly a leader

4) This type has great depth of personality; they are themselves complicated, and can understand and deal with complex issues and people.

5) self-expression comes more easily to INFJs on paper

Things that seem NOT to match:
1) Make decisions easily -- I can agonize over purchases for weeks.

2) ... but they are reserved and tend not to share their reactions except with those they trust. -- I seem to be more open than this.

A Mixed Bag:
1) ...because of their strong ability to take into themselves the feelings of others, Counselors can be hurt rather easily by those around them -- I do have this ability, but I don't seem to be hurt easily.  It is more like I have the ability to understand the feelings, but the detachment to recognize that it isn't MY feelings.  (Which seems to be more what Heiss and Butt say.)

This has been more interesting than I expected, mainly because, as I stated above, I typically have a lot of trouble with these types of "tests". I have always wondered how a valid result could be generated when the preferences
for many of the particular answers were so slight. But it does seem to have done a decent job overall. Intriguing.

Harry Potter's Evil Cat Counterpart

This cat's name is Cookie, but that innocent name belies a truly evil connection. Note the lightning shaped scar on her forehead and the black heart. She strikes fear into the hearts of cats twice as big as she is. Lady Voldemort?

The Failure of Parenting

[rewritten from a post on GT-Talk]
Regarding the discussion about why children eat unhealthy foods, don't get enough exercise, don't know some of the basic academics that were commonplace a few years ago, etc.

I am part of the Boomer/Hippie generation and what I see happening is that my generation rebelled against rules of all sorts. In college, we protested the Vietnam War, in loco parentis became weaker and weaker from freshman year to senior year. Freshman year, we weren't allowed to have men in our rooms, except from 2:00 - 4:00 pm on Sunday and the door had to be open with all four feet on the floor. By senior year, nearly all of those regulations were completely gone. Men stayed in the dorm any time - even over night, with the doors closed.

What I see is that my generation wanted to give their children more freedom from rules, so the next generation grew up with far fewer restrictions. But now, years later, those children are the parents. Not having grown up honoring rules and regulations, they don't even know HOW to impose the rules. They don't have any intuitive feel for when rules need to be respected and when they need to be broken. My generation knew - we had grown up with (too many?) rules and restrictions. Our lives were all about breaking through society's restrictions: sexism, racism, economic disparity. So we had the perspective to know what the rules were, how to break them, and why.

But our children grew up without many of the rules and restrictions, so now they have no idea how to impose them on their children. They make some feeble attempts and think that is all that is required. You see them in the grocery store all the time:
Kid: I want [X];
Mom/Dad: No, you don't need [X];
... repeat N times ...
Kid: Cries loudly;
Mom/Dad: Gives in somehow - by buying the item or a substitute, by promising reward if kid stops crying, etc.

My mother who is 91 was recently watching some old old family videos of me with my older daughter when she was a baby. At one point, she asked me how I knew how to parent my daughter so well. I answered that, as with many things, the key is having a good role model. My mother was a good parent. I followed her example almost unconsciously. But, as my kids got older and got to the ages where breaking restrictions due to sexism, racism, etc., became important to me, I was on less sure footing. I think, to some extent, I didn't impose restrictions I should have - especially in the area of making my children assume responsibility for themselves (except academically - they are both pretty good about that).

I had my children when I was pretty old, so they are not yet parents, and I don't know how they will do at parenting, but many of my compatriots are grandparents and I teach these grandchildren. I see kids who have a lot of trouble with rules and restrictions - even those that are deemed very important by most of society.

If this analysis is anywhere near correct, it will be very difficult to get back to a better position. Some of the parenting techniques have been lost and will be difficult to recover. New parents will have to use reason and outside advice to gain expertise that my generation had intuitively, even if we chose to circumvent it in some cases. And, in our increasingly diverse society, even finding solid advice becomes problematic - one expert says one thing; another says the opposite. New parents feel powerless and confused.

Clear View

The mountains are clear right now. It occurred to me yesterday that, in some ways they resemble crinkled aluminum foil, painted over with Wite-Out. This is not a very poetical image, even though the mountains are beautiful.

When I first moved here, I was struck by how the whole vista to the south looked like an elaborately photographed Hollywood backdrop, with only the nearby trees in front of the backdrop actually seeming to be real. As I have come to know the place better, this image has faded slightly, but is still striking. The view out the window has two distinct distances - the close up and the very far away. The middle distance is shielded from view by the close.

Is there a metaphor for life here? The things in the distance are the past - mostly static and a bit unreal. What we see most closely is the present, which obscures the middle distance.

Best not take that too far.

Hobbes

This is Hobbes when I first got him - in the hotel in Toronto. He was about 3 months old. He is a Maine Coon and he is a very sweet, playful, affectionate kitten/cat.

Pullout Special Education

I have been observing since January the effect of special education pullout classes on the students who attend them.  It is interesting to me how this effects the rest of their time in the classroom, as I am a sub and get them when they are not in their special classes. I do NOT dispute that the classes are important and they ARE effective, in that the statistics about skill achievements seem to be improving.

What is of concern to me, is how much of their time those students waste in the regular classroom. Yesterday, I heard from two of those students, "I don't do your social studies" and, at the same time, "I don't have anything to do". This is not the first time I have heard similar comments. This is evidently a chronic occurrence, since, even though one of those students wanted to participate, he didn't know what the assignment was, so he couldn't - even in a adapted manner. And, the suggestion to "read a book" has no appeal to a student who has difficulty reading in the first place.

So, in some ways similarly to gifted kids, the kids who need extra services are spinning their wheels much of the time. I know it is logistically nearly impossible to arrange it so that, in a classroom of 27 students, each child is at his/her correct challenge level all of the time, but, again, it seems like there should be some better arrangement of children, teachers, and time.

Laura

Perfection

Periodically in the past I have contemplated why it is that people cannot be perfect. Why CAN'T we do everything correctly? So I have begun drafting a list of reasons why. Here is my admittedly incomplete list so far.

People Can't Be Perfect Because ...
1) Lack of Time
There are many demands on people's time and the time required to do a task perfectly means inevitably that another task cannot be done perfectly.
2) Lack of Knowledge
Some tasks require more knowledge than is readily available. Sometimes this lack of knowledge relates to time, i.e., if I had more time, I could get the knowledge required to do the task perfectly; sometimes it doesn't, e.g., I can't talk to a student's dead grandparent about their relationship - that information is simply unavailable. Sometimes the information doesn't even exist, e.g., research hasn't yet shown us the best way to remedy certain problems.
3) Lack of Will
Sometimes there is no desire for perfection. I could make my bed perfectly every day. It doesn't take long; I know how; I even know it looks better; but it just isn't that important to me.
4) Competing Desires
I would love to lose weight - a lot of weight. But I also love good food and I hate being hungry. But, even though I eat nutritious food and I exercise regularly, I must eat too much, because I still weigh too much.
5) Lack of Ability to Empathize
This relates to Lack of Knowledge, but is slightly different. I may know about a student's problems at home, but I may never have experienced anything closely related, so while I could potentially recite all of the facts of the case, I have never, for example, lived in a foster home, so I don't really know how it FEELS.
6) Lack of Understanding
This relates to Lack of Knowledge, too, but is again slightly different. I may know about a student's problems at home, and I may have experienced something very close to that type of problem. So, while I have the knowledge needed and I can approximate the feelings, I may not have the understanding I need of how the various factors differ or interact. This may also happen in the purely scientific arena: I may have the facts about a scientific problem, but I may not yet understand their individual, relative, and cumulative importance.
7) Chance
I am not sure yet if this should be included. It seems to me that it should be, but I can't think right now of a situation in which I have done everything else perfectly, but the result was less than perfection, due to chance. Maybe this: I left in plenty of time to get to a job on time, I drove fine, but there was an accident blocking my normal driving route, so I ended up late. I am not convinced that I shouldn't blame that on something else, though, e.g., if I had more time, I could leave early enough so that traffic accidents wouldn't be a problem.
8) Conflicting Definitions of Perfection
I may cook what I consider a delicious dinner - hot and spicy squid with vegetables, but my husband hates hot things, all spices, and squid, so perfection is unattainable. If I want a perfect dinner for me, I have been perfect; but if I want to cook "the" perfect dinner, there is no such thing, since my husband and I don't agree on the definition of perfection in this case.

I suppose there are other reasons, but this is a start.
Laura

Dropouts

There was a recent posting on another list I belong to regarding the number of dropouts in the United States and the reasons for doing so.
http://fdncenter.org/pnd/news/story.jhtml?id=133800007

After scanning the article, I am pondering two things:

1) Many of the dropouts complain that classes are "boring"and not relevant to their lives. "Boring", as the report does discuss a bit, can mean too easy or too hard or simply not entertaining. One of the recommendations of the report was that teachers try to make their classes more relevant and more interesting. But, in many respects, I think teachers are doing a reasonable job in this regard. The problem is that this generation of kids is used to not only TV, but also the Internet, Instant Messaging, hand-held games, etc., etc. How can teachers even hope to compete with all of the other distractions available to kids these days?

As many of you know, I have been a substitute teacher off and on for the past few years and have therefore seen a wide variety of American classrooms. It is true that a few of them are routine and uninteresting, but, in my experience, most of the teachers are really trying to make their classes interesting.  But kids are quite jaded these days. It is as though they need ever higher doses of "fun" just to keep them motivated to do anything at all. And if it isn't fun, the only thing that seems to work is threat - bad grades or talking to a parent. I see very few kids who are really excited about the subject matter. I was in a 3rd grade class this week that was really excited about writing, but that is such an anomaly that it really stood out in my mind.

2) Is it possible that the dropout problem would be better viewed as a lack of alternative pathways? When I was a foreign student in Germany 40 years ago, they had what they called the "zweite Bildungsweg", which was a second pathway to the type of education that the student wanted.  There seemed to be a conscious effort to accommodate
students who wanted to change their education course.  Maybe if we made a concerted effort to establish more
apprenticeships, or similar entry level jobs, and meld them to part-time education, we could change "dropping out" to beginning a work progression. Maybe "lack of relevance" to their lives could be changed into specific coursework needed for their chosen job path.

I have long been interested in different structural ways of reforming American education. By structural, I mean the organization of bringing teachers and students together, not by changing the curriculum directly or by improving teacher education (both of which are worthwhile, just not what I consider structural changes), but rather by altering who is put in contact with whom and when. E.g., putting a cluster of gifted kids in one classroom, rather than spreading them out among many teachers is a structural change; having each teacher differentiate the curriculum for each of the gifted students is not what I would consider to be a structural change.