Thursday, May 24, 2012

Re: Growing Inequalities - Response To "Haim"

Some blog followers might be interested in a recent discussion-list post “Re: Growing Inequalities - Response To ‘Haim’.” The abstract reads:

ABSTRACT: In response to my post “Re: Growing Inequalities” at, Math-Teach’s “Haim” responded at and seemed to suggest that: (1) immigrants from Latin America are responsible for a significant fraction of poverty in the United States, and (2) income inequality can be reduced by restricting Latino immigration.

I quote excerpts regarding poverty among: (a) foreign-born Latino families, from Timothy Noah’s book The Great Divergence; and (b) Hispanic children, from the U.S. Census Bureau, that, I think, cast doubt on “Haim’s” suggestions.

To access the complete 12 kB post please click on

Richard Hake, Emeritus Professor of Physics, Indiana University
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“For the short term, preparing teachers in mathematics and science is a wise and useful step toward improving schools. . . . . .[But]. . . As quickly as possible, we must understand the link between poverty and educational outcomes in the US, devise solutions, and test and implement them. Britain briefly tried to substitute public relations for aircraft safety and paid with the loss of its commercial aviation sector. I hope the United States can avoid a similar error, that proponents of teacher quality and charter schools will recognize the weakness of the evidence before it is too late, that we will not damage public education, let down our most vulnerable students, and lose technical leadership we take for granted.”
Michael Marder (2011)

REFERENCES [All URL’s shortened by and accessed on 24 May 2012.]
Hake, R.R. 2012. “Re: Growing Inequalities - Response To ‘Haim’, ” online on the OPEN! AERA-L archives at Post of 24 May 2012 15:26:28-0700 to AERA-L and Net-Gold. The abstract and link to the complete post are also being transmitted to several discussion lists.

Marder, M. 2011. “Failure of U.S. Public Secondary Schools in Mathematics: Poverty is a More Important Cause than Teacher Quality,” to be submitted, online as a 3.3 MB pdf at

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