The Blumenfeld Education Letter December 1991

8/7/2019 The Blumenfeld Education Letter December 1991

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The B lum en fe ldEduca t ion Let ter

Vol 7 No 12 (Letter# 64) E D I T O

"My people are destroyed for lack of knowledge." HOSEA 4:6

December1991. . .The'purpose of this newsletter IS to provide knowledge for parents and oduc ntors who want to save the children of Amerrca

from the destructive forces that endanger them Our children In the>public schools me at grave nsk 1(14ways academically .. spiutuotlv rnorolly and phystcottv - and only o well,nformed puol c will be able to reduce these risks

. Without VISIon the people pellStl

T h e S AT D is a s te r o f 1 9 9 1N a t io n a l V,!rb a l S co re H its N ew L owA n d th e [)um b in g D ow n G oe s O n

We are now eight years into the educa-tion reform movement started by the II ANation At Risk" report in 1983. And whathave the educators given us? A new low of422 in the national SAT verbal sco:re. Theprevious low of 424 was reached in 1980.Eleven years and billions of dollars later weare lower still. The ability of young: Ameri-cans to use language - th e tool of thoughtand the primary measure ofinte1ligence-is

in serious decline. How much longer can the .educators fool America?The College Board's National Report

was quite blunt: "The mean verbal score hasdeclined for the fifth consecutive year to anewall-time low, two points below its previ-ous low in 1980, 1981,and 1990."

How was this permitted to happen? Tounravel the mystery, one must go back to thesource of the new progressive curriculumformulated byJohn Dewey and his colleaguesat the tum of the century. Indeed, it was JohnDewey who first advocated a drastic de--emphasis on the study of language in pri-mary education. He wrote in 1898 in anessay, "The Primary-Education Fetich":

There is . . . a false educational god whoseidolaters are legion, and whose cult influences theentire educational system. This is language study-the study not of foreign language, but of English; notinhigher, but in primaryeducation. It is abnost an un-questioned assumption, of educational theory andpracticeboth,. that the first three years of a child'sschool life shall be mainly taken up with learning toread and write his own language. If we add to this thelearning of a certain amount of numerical combina-tions, we have the pivot about which primary educa-tion swings ....

Itdoes not follow, however, that because thiscourse was once wise it is so any longer. . .. My

proposition is, that conditions - social, industrial,and intellectual - have undergone such a radicalchange, that th e time has come for a thoroughgoingexamination of the emphasis put upon linguisiticwork in elementary instruction ....

The plea for th e predominance of learning toread in early school1ife because of the great impor-tanc:eattachingtoliteratureseemstomeaperversion.

Dewey then argued how important itwas for the child to experience life throughclassroom activities, projects, and social in-teractionbefore learning to read about them.And the reading materials themselves had tobe relevant to the child's needs. He wrote:

Every respectable authority insists that the

The mumenfe1d Education Letter ispublished monthly. Sources ofproducts and services described are not necessarily endorsedby this publication. The y a reintended to provide our readers with information on a rapidly expanding field of educat ional activity.Permission to quote isgranted provided proper credit is given. Originalmaterial is copyrighted by TheBlumenfeld Education Letter.Sub s cr ip tio n R ate : 1year $36.00.Address: Pos t O ffic e Box 4 51 61 ,B o is e, Id ah o 8 37 11 .Phone (lOS) 343-3790.

... ... -- .....--- --... - .---.-.. ~-- -------.--~-~~_. . ..._.. __........ ... __ ~ __ .... __ , .... __.__ ._. __ .J


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Education Letter, Pg. 2 , December 1991~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ,

period of childhood, lying between the years of fourand eight or nine, is the plastic period in sense andemotional life. What are we doing to shape thesecapacities? What are we doing to feed this hunger? Ifone compared the powers and needs of the child inthese directions with what is actually supplied in theregimen of the three R's, the contrast is pitiful andtragic .... No one can dearly set before himself thevivacity and persistency ofthe child's motor instinctsat this period, and then call to mind the continuedgrind of reading and writing, without feeling that thejustification of our present curriculum is psychologi-cally impossible. It is simply superstition: it is aremnant of an outgrown period of history.

Finally, Dewey set forth what must bedone:

Change must corne gradually. To force it un-duly would compromise its final success by favoringa violent reaction. What is needed in the first place, is .that there should be a full and frank statement ofconviction with regard to the matter from physiolo-gists and psychologists and from those school admin-istrators who are conscious of the evils of the presentregime .... There are already in existence a consider-able number of "experimental stations," which repre-sent the outposts of educational progress. If theseschools can be adequately supported for a number ofyears they will perform a great vicarious service.After such schools have worked out carefully anddefinitely the subject-matter of a new curriculum, -finding the right place for language-studies and plac-ing them in their right perspective, - the problem ofthe more general educational reform will be im-mensely simplified and facilitated.

All of Dewey's plans were, indeed, car-ried out and implemented. In 1908 a bookwas published with the authoritative title,The P sy ch olo gy a nd P ed ag ogyo fReading,whichargued that it was better to teach children toread by the look-say method than by thetraditional alphabetic-phonics method. Theauthor was Edmund Burke Huey, a studentof G. Stanley Hall's at Clark University. Thebook was immediately adopted by the pro-gressives as the authoritative work on thesubject despite the fact that it was written byan obscure doctoral student of psychologywho had had no experience whatever in theteaching of reading, who wrote nothingfurther on the subject, and about whom vir-

tually nothing is known. Yet, to this day,Huey is cited by whole-language advocatesas the authority on reading instruction.

Yet, even in 1908, it was already knownthat the whole-word, look-say method pro-duced inaccurate readers. But Huey turneda negative into a positive, defending inaccu-racy as a virtue, as do so many advocates ofwhole language today. Huey wrote:

Even if the child substitutes words of his ownfor some that are on the page, provided that thoseexpress the meaning, itisan encouraging sign that thereading has been real, and recognition of details willcome as it is needed. The shock that such a statementwill give to many a practical teacher of reading is butan accurate measure of the hold that a false ideal has

taken of us,viz.,

that to read is to say just what is uponthe page, instead of to think, each in his own way, themeaning that the page suggests.

One can find Huey's concepts of read-ing reiterated by today's whole-languageteachers. In an article entitled "ReadingMethod Lets Pupils Guess," in the Washing-to n Postof Nov. 26, 1986, the reporter writes:

The most controversial aspect of whole lan-guage is the de-emphasis on accuracy ... . AmericanReading Council President Julia Palmer, an advocateof the approach, said it is acceptable if a young childreads the word house for home, or substitutes theword pony for horse. "It's not very serious becauseshe understands the meaning," said Palmer. "Accu-racy is not the name of the game."

T h e V ir tu e s o f Illi te ra c y

Was the dumbing down of Americadeliberately planned by the progressives?Mter the publication of Huey's book, G.Stanley Hall, Huey's mentor and Dewey'steacher of psychology at Johns HopkinsUniversity, went so far as to extol the virtuesof illiteracy. He wrote:

Very many men have lived and died and beengreat, even leaders of their age, without anyacquain-tance with letters. The knowledge which illiteratesacquire is probably on the whole more personal,direct, environmental and probably a much larger

The Blumenfeld Education Letter - Post Office Box 45161- Boise, Idaho 83711


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Bducation Letter, Pg. 3, December 1991 _

proportion of it practical. Moreover, they escapemuch eyestrain and mental excitement, and, otherthings being equal, are probably more active and lesssedentary. It is possible, despite the stigma ourbepedagogued age puts upon this disability, forthosewho are under it not only to lead a useful, happy,virtuous life, but to be really well educated in many

other ways. llliterates escape certain temptations,such as vacuous and vicious reading. Perhaps we areprone to put too high a value both upon the abilityrequired to attain this art and the discipline involvedin doing so, as well as the culture value that comes tothe citizen with his average of only six grades ofschooling by the acquisition of this art.

Commenting further on Huey's book,Hall, a prime-mover in the prog;ressiveeducation movement, wrote:

scored between 200 and 299 at the bottom ofthe scale. The total number of students whotook the test in 1972was 1,022,820. In 1991,the situation is exactly the reverse. Thenumber of students achieving the highestscore (600-800) had dropped precipitously

to 74,836, and the number achieving thelowest score (2()(}'299) had increased to134,666. The number of students who tookthe test in 1991was 1,032,685. The dumbingdown has indeed taken place, and the fig-ures are there to prove it.

The solution? Unless reading instruc-tion in the primary grades reverts back tointensive, systematic phonics, and unlessrenewed emphasis is given to the mastery ofthe English language, we can expect a con-tinuation of the decline in literacy amongAmericans for the foreseeable future.

SAT Averages for AUCollege-Bound Seniors1969-1991

Ve r b a l M a t h e m a li c a l

Ye a r M en W om en T olB I M en Wo m e n To t a l

1 9 6 9 4 5 9 4 6 6 4 6 3 5 1 3 4 7 0 4 9 3

1 9 7 0 4 5 9 4 6 1 460 5 0 9 4 6 5 4 8 81 9 7 1 4 5 4 4 5 7 4 5 5 5 0 7 4 6 6 4 8 8

1 9 7 2 4 5 4 4 5 2 4 5 3 5 0 5 4 6 1 4841 9 7 3 446 4 4 3 4 4 5 5 0 2

4604 8 1

1 9 7 4 4 4 7 4 4 2 444 5 0 1 4 5 9 4 8 01 9 7 5 4 3 7 4 3 1 4 3 4 4 9 5 4 4 9 4 7 2

1 9 7 6 4 3 3 4 3 0 4 3 1 4 9 7 446 4 7 21 9 7 7 4 3 1 4 2 7 4 2 9 4 9 7 445 4 7 01 9 7 8 4 3 3 4 2 5 4 2 9 4 9 4 444 4 6 81 9 7 9 4 3 1 4 2 3 4 2 7 4 9 3 4 4 3 4 6 7

1 9 8 0 4 2 8 4 2 0 4 24 .4 91 4 4 3 4 6 6

1 9 8 1 4 3 0 4 1 8 4 2 4 4 9 2 4 4 3 4 6 6

1 9 8 2 4 3 1 4 2 1 4 2 6 4 9 3 4 4 3 4 6 7

1 9 8 3 4 3 0 4 2 0 4 2 5 4 9 3 4 4 5 4 6 8

1 9 8 4 4 3 3 4 2 0 4 2 6 4 9 5 4 4 9 4 7 1

1 9 8 5 4 3 7 4 2 5 4 3 1 4 9 9 4 5 2 4 7 5

1 9 8 6 4 3 7 4 2 6 4 3 1 5 0 1 4 5 1 4 7 5

1 9 8 7 4 3 5 4 2 5 4 3 0 5 0 0 4 5 3 4 7 6

1 9 8 8 4 3 5 4 2 2 4 2 8 4 9 8 4 5 5 4 7 6

1 9 8 9 434 4 2 1 4 2 7 500 4 5 4 4 7 61 9 9 0 4 2 9 4 1 9 4 2 4 4 9 9 45 5 4 7 61 9 9 1 4 2 6 4 1 8 4 2 2 4 9 7 4 5 3 4 7 4

T he a 'Jua gu fo r1 9 6 9 thro"gh 1 9 7 1 a re es tinuzte s.C olle ge B ou nd S en io rs re po rts w ere1 ' 1 0 1preparedin those years.

'--- The Blumenfeld Education LeHer Post Office Box 45161- Boise, Idaho 83711 -'

The best pedagogues are now drifting surely, if

slowly, toward the conclusion that instead of takinghalf the time of the first year or two of school to teachreading, little attention should be paid to it before thebeginning of the third year, that nature study, lan-guage work, and other things should take the greattime and energy now given to this subject ... "Primaryreading should no longer be made a fetich. Thisshould always be secondary and should have a pur-pose -that is, there should be no readingfor the sakeof reading, for this is never an end, but should alwaysbe a means of gratifying an interest.

. Don Holdaway, the Australian who isconsidered by some educators as the fatherof the whole-language movement, writes inhis book, The Foundationso fLiteracy(1979):

In his remarkable work of 1908, The PsycJwlogyand PedagogyofReading,E.B.Huey had already analy-sed the true issues of the 'great debate' andl exposedthe errors of a perception-orlented approach to read-ing. Mter seventy yearswe still face essentially thesame debate. It is clear that the sources ofunreason liedeep in the assumptions about learning arullteachingwhich our culture of schooling cherishes.

Now that we've had seventy years oflook-say, whole-word pedagogy crammeddown our throats we can certainly look at theresults. The SAT verbal scores are the bestindicators we have. What do they show?They show us that in 1972, 116,630 studentsscored between 600 and B O O ,the highestpossible score, on the verbal test, while 71,084


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,-- ~ ..ducation Letter, Pg. 5, December 199-'-- _

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.. ~ The Blumenfeld Education Letter - Post Office Box 45161- Boise, Idaho 83711 .~ _ ______J

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Education Letter, Pg. 6 , December 1991- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ,

SATe Averages by Ethnic Group, 1976, 19851991SAT Verbal

Cbup

Slace1 9 7 6 1 9 8 5 1 9 8 6 1 9 8 7 1988 1 9 8 9 1990 1 9 9 1 1 9 7 6

Am e r i c a nIndian 3 8 8 3 9 2 NA 3 9 3 3 9 3 3 8 4 3 8 8 3 9 3 +5A s i a n A m e r i c a n 4 1 4 404 NA 40 S 408 40 9 4 1 0 4 1 1 - 3Black 3 3 2 3 4 6 NA 3 5 1 3 5 3 3 5 1 3 5 2 3 5 1 +1 9M e x ic a n A m e r i c a n 3 7 1 3 8 2 NA 3 7 9 3 8 2 3 8 1 3 8 0 3 7 7 +6Puerto Rican 3 6 4 3 6 8 NA 3 6 0 3 5 5 360 3 5 9 3 6 1 - 3Other Hispanic NA NA NA 3 8 7 3 8 7 3 8 9 3 8 3 3 8 2 NAWhite 4 5 1 4 4 9 NA 4 4 7 4 4 5 446 4 4 2 4 4 1 - 1 0Other 4 1 0 3 9 1 NA 40 S 4 1 0 4 1 4 4 1 0 4 1 1 +1All Smdenb: 4 3 1 4 3 1 4 3 1 4 3 0 4 2 8 4 ' 1 : 1 4 2 4 4 2 2 - 9A ll M en 4 3 3 4 3 7 4 3 7 4 3 5 4 3 5 4 3 4 4 2 9 4 2 6 - 7A ll Wom en 4 3 0 4 2 5 4 2 6 4 2 5 4 2 2 4 2 1 4 1 9 4 1 8 - 1 2

SAT Mathematical

CllangeSince

1 9 7 6 1 9 8 5 1 9 8 6 1 9 8 7 1 9 8 8 1 9 8 9 1990 1 9 9 1 1 9 7 6

Am e r i c a nIndian 4 2 0 4 2 8 NA 4 3 2 4 3 5 4 2 8 4 3 1 4 3 7 +1 7A s i a n A m e r i c a n 5 1 8 5 1 8 NA 5 2 1 5 2 2 5 2 5 5 2 8 5 3 0 +1 2Black 3 5 4 3 7 6 NA 3 7 7 3 8 4 3 8 6 3 8 5 3 8 5 +3 1M e x ic a n A m e r i c a n 4 1 0 4 2 6 NA 4 2 4 4 2 8 4 3 0 4 2 9 4 ' 1 : 1 +1 7PuertoRican 4 0 1 409 NA 400 402 406 40 S 406 +5OIher Hispanic NA NA NA 4 3 2 4 3 3 4 3 6 4 3 4 4 3 1 NAWhile 4 9 3 4 9 0 NA 4 8 9 4 9 0 4 9 1 4 9 1 4 8 9 -4O t h e r 4 5 8 44 8 NA 4 5 5 460 461 461 466 +8All Students 4 7 2 4 1 5 4 1 5 4 1 6 4 7 6 4 7 6 4 1 6 4 1 4 +2AllMm 4 9 1 4 9 9 5 0 1 5 0 0 4 9 8 5 0 0 4 9 9 4 9 1 0A ll Wom en 446 4 5 2 4 5 1 4 5 3 4 5 5 4 5 4 4 5 5 4 5 3 +1

S c h o o l F u n d in g H ig h e r T h a n E v e r

Verb a l S co re s L o w e r T h a n E v e rWith the SAT national verbalscoreatits

lowest level in history, the U.S. Departmentof Education reported in September that thenation will spend a record $413.8 billion oneducation this year. About $248.6 billion ofthat total will be going to public primary andsecondary education, making an average per-pupil investment of just under $6,000.

The Education Department's annual"Back to School" forecast shows that per-pupil spending in the public schools hasincreased. nearly $3,000 in the last ten years.

Despite this increased spending, thenational verbal SAT score fell to its all-timelow of 422, 44 points below its 1%7 high of466, and in math the score was 474,18 pointsbelow its 1967 high of 492.

Diane Ravitch, assistant secretary forthe Office of Educational Research and

Improvement, said that achievement is de-clining while spending is soaring becausepeople aren't doing what research showsneeds to be done to improve learning. Shepointed to studies which indicate that atypical eighth-grader watches 21.4hours oftelevision each week, compared to only 5.6hours on homework and only two hoursreading. She also said that pre-schoolers arenot being read to nor prepared for readingbefore they start school.

College Board President Donald M.Stewart faulted widespread use of televisionand videos in the classroom, which he saiddistracts from the ability of students to readand analyze. He also pointed to the scores ofprospective teachers, which he said remainthe lowest of any career group and signifi-cantly lower than the national average.

The Blumenfeld Education Letter - Post Office Box 45161- Boise, Idaho 83711


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r-- ___J~ucation Letter, Pg.7,December 199.1.-----------

Prospective teachers scored only 40fl in theverbal category (out of BOO ) ,16points belowthe national average, and 441 in the mathcategory, 33 points below the national aver-age.

Private Schools Outdo Public Scllloois

Public school combined scores for ver-bal and math were down to 892 (outofl,600),which is four points below the national aver-age. Religious schools scored 909, the sameas in 1990, and 13 points above the nationalaverage. Independent private schoolsshowed a two-point rise to 994, almost 100points above the national average.

Ethnic and cultural groups showeddramaticimprovements,butmoststillltrailedthe national average significantly. Over thepast 15years, the scores for black Americansrose 50 points, Mexican-Americans rose 23points and American Indians rose 22 points.Asian-Americans' scores remained the high-est of the minorities at 941, only three pointsbelow the high-scoring independent privateschools. (Wyom ing Jo urn a l,9/13/91)

Comment:

Note that Mrs. Ravitch finds the maincauses ofacademic decline outside the school:too much television watching, too littlehomework, too little book reading. But theschools have the children 30 hours it week,and if the children are not developing theirreading skills there it's because the school'sphilosophy and pedagogy specifically pre-

vent the children from doing so. Naturally,a child who is the victim of such teachingdisability will prefer towatch television thanstruggle through a book which he or she hasnever been taught to read. Our primaryschools teach children a lot about reading,but not how to read.

Donald Stewart is closer to the mark by

pointing out the low verbal skills that pro-spective teachers have. Obviously, there is acorrelation between semi-literate teachersand their inability to impart literacy in theclassroom. And so the fault lies with ourteacher-training programs that deprive stu-dent teachers of the knowledge of how toteach children to read. I don't know of asingle teachers college in the United Statesthat trains primary teachers in intensive,systematic phonics.

The prejudice against phonics is sosl!ong and pervasive among professors ofeducation and within the reading-instruc-tion establishment that a young teacher whowould like to do the right thing can be effec-

tively prevented from doing so. In fact, in-tensive phonics is considered a tool of theIINew Right" which is supposedly plottingto take over public education. In an articleentitled, "Political Philosophy and ReadingMake a Dangerous Mix" (Educa ti on Week,2/27/85), the authors write:

The accumulating evidence clearly indicates thata New Right philosophy of education has emerged inthis country .... By attempting to control the kinds ofmaterials and questions teachers and students mayuse; by limiting reading instruction to systematicphonics instruction, sound-symbol decoding, andliteral comprehension; and by aiming its criticism atreading books' story lines in an effort to influencecontent, the New Right's philosophy runs counter tothe research findings and theoretical perspectives ofmost noted reading authorities.

If this limited view of reading (and, implicitly,of thinking) continues to gain in influence ... the NewRight will have successfully impeded the progress ofdemocratic governance founded on the ideal of aneducated - and critically thinking - electorate.

In other words, the teaching of readinghas become so politicized that student teach-ers undergo ideological indoctrination, notobjective training, when they attend a teach-ers college. Thus, if you espouse the philoso-phyofJohn Dewey and his views on primaryeducation, then a return to the traditional

_.._.._The Blumenfeld Education 'Letter - Post Office Box 45161- Boise, Idaho 83711 ~-


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_________ _..E;;.u.ducationLetter, Pg, 8, December 1991

methods would be considered a betrayal ofeverything the progressives stand for.

And so, American children have be-come the victims of an ideological war theyknow nothing about. And the only way to

make certain that a child does not becomeone of the victims is to remove him or herfrom the battlefield.

More Money Is Not the A nsw er

According to a chart published in Worldmagazine (10/12/91), the 1991 state SATscores in no way reflect the amount ofmoney

spent on a state's schools. For example, Utahspent $2,629 per pupil in its schools butachieved one of the highest SAT scores in thenation: 1031. The District of Columbia spent$7,550 per pupil and achieved the secondlowest SAT score in the nation: 840. Thelowest state score of 832 was achieved bySouth Carolina at a cost of $3,834,about$1,200 more than was spent in Utah. NewJersey, which spent the most money perpupil of any state, $7,795, achieved one of the

lowest scores: 886.Of the 12 states that achieved an SAT of

over 1,000, only one, Wisconsin, spent morethan $5,000per pupil. Utah, Arkansas, SouthDakota, and Tennessee spent less than $4,000per pupil. Of the 19 states that scored below900, four spent more than $7,000 per pupil,six spent more than $5,000 per pupil.

In other words, more money does notproduce academic improvement. It willprobably do just the opposite, for it willenable the educators to finance more educa-tional malpractice, not less. It does not costmuch to teach a child the basic academicskills. In fact, it costs a lot less than what isnow being spent on whole language. Butdon't expect the educators to ever acknowl-edge this, for it is the unwritten law of thepublic educator to always ask for more and,in return, produce less.

B igg est SAT Ban g for the B uck

v. . . . IIIIdI T i lt S AT ,Spent DolIn PIt Comp.Soa. . . . . . Sco. . PIt"nt SATPoInt loAVIJ.

ur 4 9 4 5 3 1 1 0 3 1 $ 2 6 2 9 $ 2 . 5 5 5 1 %MS 4 1 1 5 2 0 9 9 1 $ 2 9 4 1 $ 2 . 9 6 5 9 %

ID 4 6 3 5 0 5 9 6 8 $ 3 0 3 9 $ 3 . 1 4 6 2 %AR 4 8 2 5 2 3 1 0 0 5 $ 3 2 1 6 $ 3 . 2 6 6 5 %AL 4 1 6 5 1 5 9 9 1 $ 3 3 8 3 $ 3 . 4 1 6 8 %SD 4 9 6 5 5 1 1 0 4 1 $ 3 1 0 4 $ 3 . 5 4 7 0 %OK 4 1 6 5 2 1 9 9 1 $ 3 5 3 3 $ 3 . 5 4 1 0 %LA 4 1 6 5 1 8 9 9 4 $ 3 5 9 3 $ 3 . 6 1 1 2 %TN 4 8 1 5 2 8 1 0 1 5 $3101 $ 3 . 6 5 1 2 %KY 4 1 3 5 2 0 9 9 3 $ 3 6 6 8 $ 3 . 6 9 1 3 %NM 4 1 4 5 2 2 9 9 6 $ 3 1 5 9 $ 3 . 1 1 1 5 %IA 5 1 5 5 1 8 1 0 9 3 $ 4 3 4 4 $ 3 . 9 1 1 9 %ND 5 0 2 5 1 1 1073 $ 4 2 9 4 - $ 4 . 0 0 1 9 %MO 4 1 6 5 2 6 1 0 0 2 $ 4 2 1 2 $ 4 . 2 6 8 5 %NB 4 8 1 5 4 3 1 0 2 4 $ 4 3 8 5 $ 4 . 2 8 8 5 %KS 4 9 3 S46 1 0 3 9 $ 4 4 9 1 $ 4 . 3 2 8 6 %

AZ 4 4 2 4 9 0 9 3 2 $ 4 0 5 1 $ 4 . 3 5 8 6 %NY 4 3 5 484 9 1 9 $4018 $ 4 . 4 4 8 8 %co 4 5 3 5 0 6 9 5 9 $ 4 3 5 2 $ 4 . 5 4 90%TX 4 1 1 4 6 3 8 1 4 $4020 $ 4 . 6 0 9 1 %SC 3 9 5 4 3 1 832 $ 3 8 3 4 $ 4 . 6 1 9 1 %GA 400 444 844 $ 3 9 1 4 $ 4 . 1 1 9 3 %wv 4 4 1 4 8 5 926 $ 4 3 6 5 $ 4 . 7 1 9 3 %MN 4 8 0 5 4 3 1 0 2 3 $486S $ 4 . 1 6 9 4 %HI 4 0 5 4 1 8 883 $ 4 2 0 4 $ 4 . 1 6 9 4 %NT 464 5 1 8 9 8 2 $ 4 7 0 2 $ 4 . 1 9 9 5 %OH 4 5 0 4 9 6 946 $ 4 5 6 3 $ 4 . 8 2 9 6 %IL 4 1 1 5 3 5 1 0 0 6 $ 4 9 1 5 $ 4 . 8 9 9 1 %NC 400 444 844 $ 4 3 0 0 $ 5 . 0 9 1 0 1 %WA 4 3 3 4 8 0 9 1 3 $ 4 1 2 4 $ 5 . 1 1 1 0 3 %CA 4 1 5 4 8 2 8 9 1 $ 4 6 1 0 $ 5 . 2 1 1 0 3 %IN 4 0 8 4 5 1 8 6 5 $ 4 5 2 4 $ 5 . 2 3 1 0 4 %WI 4 8 1 5 4 2 1 0 2 3 $ 5 4 7 5 $ 5 . 3 5 1 0 6 %MI 4 6 1 5 1 9 9 8 0 $ 5 2 6 9 $ 5 . 3 8 101%WY 466 5 1 4 9 8 0 $ 5 2 9 6 $ 5 . 4 0 1 0 1 %VA 4 2 4 466 8 9 0 $4840 $ 5 . 4 4 1 0 8 %NH 440 4 8 1 9 2 1 S S 0 4 1 $ 5 . 4 8 1 0 9 %FL 4 1 6 4 6 6 8 8 2 $ 4 9 1 0 $ 5 . 5 1 1 1 0 %OR 4 3 9 4 8 3 922 $ 5 1 5 9 $ 5 . 6 0 1 1 1 %ME 4 2 1 4 5 8 87 9 $5204 $ 5 . 9 2 1 1 1 %MD 4 2 9 4 1 5 904 5 5 6 7 9 $ 6 . 2 8 1 2 5 %DE 4 2 8 464 8 9 2 5 5 6 4 1 $ 6 . 3 3 1 2 6 %vr 4 2 4 466 890 $S685 $ 6 . 3 9 1 2 1 %MA 4 2 6 4 1 0 896 $5894- $ 6 . 5 8 1 3 0 %PA 4 1 1 4 5 9 8 7 6 5 5 9 2 4 $ 6 . 1 6 1 3 4 %RI 4 2 1 4 5 9 8 8 0 $ 6 3 9 5 $ 1 . 2 1 1 4 4 %cr 4 2 9 469 8 9 8 $ 7 0 1 6 $ 7 . 8 1 1 5 5 %AK 4 3 9 4 8 1 920 $ 7 2 2 6 $ 1 . 8 5 1 5 M bNY 4 1 3 4 6 8 8 8 1 $ 1 6 4 1 $ 8 . 6 8 1 1 2 %NJ 4 1 7 4 6 9 8 8 6 $ 1 1 9 5 $ 8 . 8 0 1 1 4 %IX: 4 0 5 4 3 5 840 $ 7 5 5 0 $ 8 . 9 9 1 1 8 %

Average 448 4 9 6 944 $ 4 1 6 1 S 5 . 0 4

~----The Blumenfeld Education Letter ..Post Office Box 45161 Boise, Idaho 83711

The Blumenfeld Education Letter December 1991

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Transcript of The Blumenfeld Education Letter December 1991