Changes

# '''It doesn't matter if you succeed, as long as you try.'''  While genuine effort and a strong work ethic are admirable, teaching students that results don't matter is gravely misguided; of course, that isn't how the real world works.  Most employers don't care if you tried really hard...they care if you got the job done.  Failure doesn't automatically make one a bad person, but it does carry consequences, and students need to be taught accordingly.

# '''It doesn't matter if you succeed, as long as you try.'''  While genuine effort and a strong work ethic are admirable, teaching students that results don't matter is gravely misguided; of course, that isn't how the real world works.  Most employers don't care if you tried really hard...they care if you got the job done.  Failure doesn't automatically make one a bad person, but it does carry consequences, and students need to be taught accordingly.

# '''Students shouldn't be 'tracked.'  Putting students of different ability levels in different classes can hurt their self-esteem.'''  Anyone familiar with what goes on in the typical classroom has encountered the opposite: if a student has a serious deficiency in a subject, putting them in a classroom with other students of much higher ability is the surest way to shine a spotlight on that deficiency.  Students are keenly aware of which students in a class are the "smart ones" and which ones are the "dumb ones."  Generally, efforts to teach students with widely different levels of academic ability in the same class results in boredom for the advanced students and frustration for the struggling students.

# '''Students shouldn't be 'tracked.'  Putting students of different ability levels in different classes can hurt their self-esteem.'''  Anyone familiar with what goes on in the typical classroom has encountered the opposite: if a student has a serious deficiency in a subject, putting them in a classroom with other students of much higher ability is the surest way to shine a spotlight on that deficiency.  Students are keenly aware of which students in a class are the "smart ones" and which ones are the "dumb ones."  Generally, efforts to teach students with widely different levels of academic ability in the same class results in boredom for the advanced students and frustration for the struggling students.

# '''Government pre-school is effective.''' Studies have shown that government run pre-schools are not effective in educating. "There is no evidence that expanding the time American children spend in state-run schools will produce any educational benefits at all."<ref>[http://www.washingtonexaminer.com/opinion/Zero-to-Five-Obamas-latest-paybaco-46615472.html 'Zero to Five:' A scam to help teachers union], ''Washington Examiner'', June 1, 2009</ref><ref>[http://blog.heritage.org/2009/05/20/quelling-the-preschool-enthusiasm/ Quelling the Preschool Enthusiasm], ''The Heritage Foundation'', May 20th, 2009</ref><ref>[https://www.washingtonpost.com/wp-dyn/content/article/2009/05/14/AR2009051403600.html Slow the Preschool Bandwagon], Chester E. Finn Jr, ''The Washington Post'', May 15th, 2009</ref>

# '''Government pre-school is effective.''' Studies have shown that government run pre-schools are not effective in educating. "There is no evidence that expanding the time American children spend in state-run schools will produce any educational benefits at all."<ref>[https://www.washingtonexaminer.com/opinion/Zero-to-Five-Obamas-latest-paybaco-46615472.html 'Zero to Five:' A scam to help teachers union], ''Washington Examiner'', June 1, 2009</ref><ref>[http://blog.heritage.org/2009/05/20/quelling-the-preschool-enthusiasm/ Quelling the Preschool Enthusiasm], ''The Heritage Foundation'', May 20th, 2009</ref><ref>[https://www.washingtonpost.com/wp-dyn/content/article/2009/05/14/AR2009051403600.html Slow the Preschool Bandwagon], Chester E. Finn Jr, ''The Washington Post'', May 15th, 2009</ref>

==References==

==References==

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[[Category:Liberal Myths]]

[[Category:Liberal Myths]]