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<?xml version="1.0" encoding="utf-8"?><rss xmlns:atom="http://www.w3.org/2005/Atom" xmlns:content="http://purl.org/rss/1.0/modules/content/" version="2.0"> <channel> <title>Kbpc172's Favorite Links from Diigo</title> <link>https://www.diigo.com/user/Kbpc172</link> <description></description> <pubDate>Mon, 27 May 2024 14:30:14 +0000</pubDate> <lastBuildDate>Mon, 27 May 2024 14:30:14 +0000</lastBuildDate> <atom:link href="https://www.diigo.com/rss/user/kbpc172" rel="self" type="application/rss+xml" /> <item> <title>A New Life for Refugees, and the City They Adopted - NYTimes.com</title> <link>http://www.nytimes.com/2014/08/11/nyregion/a-new-life-for-refugees-and-the-city-they-adopted.html</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">“We’re like every other upstate city,” said Anthony J. Picente Jr., the executive of Oneida County, which includes Utica. “Our infrastructure is old. Our housing stock is old. But the refugees have renovated and revitalized whole neighborhoods.”</div></div> </li> </ul> </description> <pubDate>Thu, 18 Sep 2014 21:05:21 +0000</pubDate> <guid>http://www.nytimes.com/2014/08/11/nyregion/a-new-life-for-refugees-and-the-city-they-adopted.html</guid> </item> <item> <title>Eloisa to Abelard by Alexander Pope : The Poetry Foundation</title> <link>http://www.poetryfoundation.org/poem/174158</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner"><div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; How happy is the blameless vestal's lot!&nbsp;</div>&nbsp;<div>The world forgetting, by the world forgot.&nbsp;</div>&nbsp;<div>Eternal sunshine of the spotless mind!&nbsp;</div>&nbsp;<div></div></div></div> </li> </ul> </description> <pubDate>Fri, 15 Nov 2013 09:20:23 +0000</pubDate> <guid>http://www.poetryfoundation.org/poem/174158</guid> </item> <item> <title>A Very Dangerous Boy — www.gq.com — Readability</title> <link>http://www.readability.com/read?url=http://www.gq.com/news-politics/newsmakers/201311/joseph-hall-murders-neo-nazi-father-story?printable=true</link> <description> <p></p> </description> <pubDate>Fri, 08 Nov 2013 19:26:41 +0000</pubDate> <guid>http://www.readability.com/read?url=http://www.gq.com/news-politics/newsmakers/201311/joseph-hall-murders-neo-nazi-father-story?printable=true</guid> </item> <item> <title>Parental practices in late adolescence, a comparis... [J Adolesc. 2003] - PubMed - NCBI</title> <link>http://www.ncbi.nlm.nih.gov/pubmed</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">Canadian adolescents considered their parents to be more tolerant and rated them as using less punitive measures when rules were broken. Canadian parents also seemed to adopt comparable norms for boys and girls, which could be interpreted as a form of sexual egalitarianism, whereas Italian and French parents appeared less tolerant towards girls. Italian adolescents reported strong emotional bonds with each parent, and also identified more conflicts in their relationships with parents. French adolescents reported weaker emotional bonds with each parent and less parental supervision. Results were interpreted in the light of studies that have reported an influence of cultural background on both parental practices and parental decisions in each of these countries.</div></div> </li> </ul> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/family' rel='tag'>family</a> <a href='https://www.diigo.com/user/kbpc172/comparative' rel='tag'>comparative</a> <a href='https://www.diigo.com/user/kbpc172/%22French%20family%22' rel='tag'>French family</a> <a href='https://www.diigo.com/user/kbpc172/adolescence' rel='tag'>adolescence</a> </p> </description> <pubDate>Sat, 14 Sep 2013 23:09:34 +0000</pubDate> <guid>http://www.ncbi.nlm.nih.gov/pubmed</guid> </item> <item> <title>Amazon.com Help: Rent Kindle Textbooks</title> <link>http://www.amazon.com/gp/help/customer/display.html/?nodeId=200690040</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">You can access any notes and highlights you've made in your rental even after your rental period has ended.</div></div> </li> </ul> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/Kindle' rel='tag'>Kindle</a> </p> </description> <pubDate>Sat, 14 Sep 2013 21:53:54 +0000</pubDate> <guid>http://www.amazon.com/gp/help/customer/display.html/?nodeId=200690040</guid> </item> <item> <title>Evernote | Welcome Moleskine users</title> <link>http://evernote.com/partner/moleskine/</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">Existing Evernote users can <a rel="nofollow" target="_blank" href="https://www.evernote.com/Home.action">sign-in now</a> to start enjoying the benefits of Evernote.</div></div> </li> </ul> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/notetaking' rel='tag'>notetaking</a> <a href='https://www.diigo.com/user/kbpc172/Evernote' rel='tag'>Evernote</a> <a href='https://www.diigo.com/user/kbpc172/moleskin' rel='tag'>moleskin</a> </p> </description> <pubDate>Sun, 25 Aug 2013 05:04:32 +0000</pubDate> <guid>http://evernote.com/partner/moleskine/</guid> </item> <item> <title>“The portrait that emerges is of a man whose mix of virtues and vices somewhat resembles that of Pope Pius XII, who discreetly saved thousands of Jews during World War II but officially declared the Vatican neutral in the battle against the evils of the N</title> <link>http://www.newrepublic.com/article/114333/pope-francis-versus-vatican</link> <description> <p></p> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/religion' rel='tag'>religion</a> <a href='https://www.diigo.com/user/kbpc172/Vatican' rel='tag'>Vatican</a> </p> </description> <pubDate>Tue, 20 Aug 2013 02:34:54 +0000</pubDate> <guid>http://www.newrepublic.com/article/114333/pope-francis-versus-vatican</guid> </item> <item> <title>http://psccunywf.org/adjuncts/fund-benefits/PDFAllPages</title> <link>http://psccunywf.org/adjuncts/fund-benefits/PDFAllPages</link> <description> <p></p> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/adjuncts' rel='tag'>adjuncts</a> </p> </description> <pubDate>Wed, 07 Aug 2013 07:10:09 +0000</pubDate> <guid>http://psccunywf.org/adjuncts/fund-benefits/PDFAllPages</guid> </item> <item> <title>U.S. Manufacturing Is Still Weak, but It's Better Than China's - Businessweek</title> <link>http://www.businessweek.com/articles/2013-07-01/u-dot-s-dot-manufacturing-is-still-weak-but-its-better-than-china</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">Even more telling is that while employment fell, June production jumped to 53.4, from 48.8, one of the steepest one-month climbs over the past five years. This may be a matter of timing, but the broader trend is obvious: U.S. manufacturers are doing more with fewer employees.</div></div> </li> </ul> </description> <pubDate>Sun, 21 Jul 2013 23:58:33 +0000</pubDate> <guid>http://www.businessweek.com/articles/2013-07-01/u-dot-s-dot-manufacturing-is-still-weak-but-its-better-than-china</guid> </item> <item> <title>The Lead</title> <link>http://www.episcopalcafe.com/lead/faith_and_politics/against_abortion_and_for_the_d.html</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">I find that much of the “pro-life” position seems to come from a similar view of power; it’s all about control, a top down conception of power. The anti-abortion movement is often more about controlling women’s procreation than it is about protecting life. If life were indeed sacred in the anti-abortion movement, then killing doctors who provide abortion services, like Dr. George Tiller, would be unthinkable, as well as undoable, and obviously it is not. The escalating attack on women’s health services, in the strategic de-funding of Planned Parenthood state-by-state, is also not “pro-life” since the vast majority of Planned Parenthood’s work (about 90 percent) is not providing abortions but life-saving health screening for women and girls, and pregnancy prevention. It’s about controlling women’s choices. It’s about power as control.</div></div> </li> </ul> </description> <pubDate>Thu, 18 Jul 2013 06:44:11 +0000</pubDate> <guid>http://www.episcopalcafe.com/lead/faith_and_politics/against_abortion_and_for_the_d.html</guid> </item> <item> <title>Prepaying Student Loans: information from Sallie Mae</title> <link>https://www1.salliemae.com/after_graduation/manage_your_loans/repaying-student-loans/prepaying/</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">Any extra payments you make are applied to the principal of the loan, after the accrued interest and any outstanding fees (if applicable) are satisfied.</div></div> </li> </ul> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/SallieMae' rel='tag'>SallieMae</a> <a href='https://www.diigo.com/user/kbpc172/%22student%20loans%22' rel='tag'>student loans</a> </p> </description> <pubDate>Sat, 13 Jul 2013 23:38:16 +0000</pubDate> <guid>https://www1.salliemae.com/after_graduation/manage_your_loans/repaying-student-loans/prepaying/</guid> </item> <item> <title>Hands On With Kobo's Almost Perfect E-Reader; Plus, A Great Book To Read In Bed - Forbes</title> <link>http://www.forbes.com/sites/jordanshapiro/2013/05/28/hands-on-with-kobos-almost-perfect-e-reader-plus-a-great-book-to-read-in-bed/</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">After<em> <a rel="nofollow" href="http://softskull.com/iris-has-free-time/">Iris Has Free Time</a></em>, I downloaded Heidegger’s <em><a rel="nofollow" href="http://www.amazon.com/Country-Conversations-Studies-Continental-Thought/dp/0253354692/ref=sr_1_1?s=books&amp;ie=UTF8&amp;qid=1368624965&amp;sr=1-1&amp;keywords=country+path+conversations">Country Path Conversations</a></em> and Ian Bogost’s <em><a rel="nofollow" href="http://www.amazon.com/Persuasive-Games-Expressive-Power-Videogames/dp/0262514885/ref=sr_1_1?s=books&amp;ie=UTF8&amp;qid=1368625000&amp;sr=1-1&amp;keywords=persuasive+games">Persuasive Games</a></em>. I wanted to see how this eReader would handle my middle of the night scholarly reading. Unfortunately, the Aura HD still isn’t ready for academia. The selection tool for highlighting and annotating is slow and difficult to manipulate. Of course, this is a problem with all eReading devices. They are still not built for the interactive pen-in-the-margins reading that academia requires. I’m not sure how to fix this problem. Perhaps we need to change how we think about reading.</div></div> </li> </ul> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/eReader' rel='tag'>eReader</a> <a href='https://www.diigo.com/user/kbpc172/annotation' rel='tag'>annotation</a> </p> </description> <pubDate>Fri, 12 Jul 2013 21:57:33 +0000</pubDate> <guid>http://www.forbes.com/sites/jordanshapiro/2013/05/28/hands-on-with-kobos-almost-perfect-e-reader-plus-a-great-book-to-read-in-bed/</guid> </item> <item> <title>Amazon.com: Customer Discussions: Does My Clippings.txt only ever show me the notes and highlights I made on my Kindle Touch?</title> <link>http://www.amazon.com/forum/kindle/ref=cm_cd_pg_pg2?_encoding=UTF8&cdForum=Fx1D7SY3BVSESG&cdPage=2&cdThread=Tx32IFNMV22KBWD</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">Highlights are not into my clippings.txt. You can go to highlights and notes and they will appear even if you made them on your ipad iphone for some reason they don't appear in the .txt file. So sorry for my mistake.</div></div> </li> </ul> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/eReader' rel='tag'>eReader</a> <a href='https://www.diigo.com/user/kbpc172/annotation' rel='tag'>annotation</a> <a href='https://www.diigo.com/user/kbpc172/Kindle' rel='tag'>Kindle</a> </p> </description> <pubDate>Sun, 30 Jun 2013 22:27:33 +0000</pubDate> <guid>http://www.amazon.com/forum/kindle/ref=cm_cd_pg_pg2?_encoding=UTF8&cdForum=Fx1D7SY3BVSESG&cdPage=2&cdThread=Tx32IFNMV22KBWD</guid> </item> <item> <title>http://www.acu.edu/technology/mobilelearning/documents/research/ipad-or-ifad.pdf</title> <link>http://www.acu.edu/technology/mobilelearning/documents/research/ipad-or-ifad.pdf</link> <description> <p>"This paper will discuss the benefits, problems, and possible solutions to teaching a Microeconomics class in a completely paperless classroom. The use of the iPad is examined as a tool to move students from the typical technology infused classroom into a truly mobile environment. "</p> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/iPad' rel='tag'>iPad</a> <a href='https://www.diigo.com/user/kbpc172/education' rel='tag'>education</a> <a href='https://www.diigo.com/user/kbpc172/PDF' rel='tag'>PDF</a> <a href='https://www.diigo.com/user/kbpc172/research' rel='tag'>research</a> <a href='https://www.diigo.com/user/kbpc172/touchscreen' rel='tag'>touchscreen</a> <a href='https://www.diigo.com/user/kbpc172/paperless' rel='tag'>paperless</a> <a href='https://www.diigo.com/user/kbpc172/productivity' rel='tag'>productivity</a> <a href='https://www.diigo.com/user/kbpc172/learningspaces' rel='tag'>learningspaces</a> </p> </description> <pubDate>Wed, 26 Jun 2013 22:27:57 +0000</pubDate> <guid>http://www.acu.edu/technology/mobilelearning/documents/research/ipad-or-ifad.pdf</guid> </item> <item> <title>A Critique of Technocentrism in Thinking About the School of the Future</title> <link>http://www.papert.org/articles/ACritiqueofTechnocentrism.html</link> <description> <p>"So we are entering this computer future; but what will it be like? What sort of a world will it be? There is no shortage of experts, futurists, and prophets who are ready to tell us, but they don't agree. The Utopians promise us a new millennium, a wonderful world in which the computer will solve all our problems. The computer critics warn us of the dehumanizing effect of too much exposure to machinery, and of disruption of employment in the workplace and the economy. Who is right? Well, both are wrong -- because they are asking the wrong question"</p> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/Papert' rel='tag'>Papert</a> <a href='https://www.diigo.com/user/kbpc172/education' rel='tag'>education</a> <a href='https://www.diigo.com/user/kbpc172/technology' rel='tag'>technology</a> <a href='https://www.diigo.com/user/kbpc172/technocentrism' rel='tag'>technocentrism</a> <a href='https://www.diigo.com/user/kbpc172/future' rel='tag'>future</a> <a href='https://www.diigo.com/user/kbpc172/trend' rel='tag'>trend</a> </p> </description> <pubDate>Wed, 26 Jun 2013 22:27:37 +0000</pubDate> <guid>http://www.papert.org/articles/ACritiqueofTechnocentrism.html</guid> </item> <item> <title>The Corporatization of Higher Education | Dissent Magazine</title> <link>http://www.dissentmagazine.org/article/the-corporatization-of-higher-education</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">Small wonder, too, that when colleges and universities think of economizing, their target is all too often those who are already their most vulnerable employees—part-time faculty and service workers. The administrators who run our leading colleges and universities are unwilling, the record shows, to downsize themselves. In the 1970s, 67 percent of faculty were tenured or on a tenure track. Today that figure is down to 30 percent, and for those who run higher education such a low number is ideal. Whether they are adjuncts or teaching assistants (TAs), those without the claim to permanent jobs cost less and are easy to get rid of in a period of contraction. Unionization efforts by teaching assistants in graduate programs at public universities throughout the country have rectified some of the worst abuses in what is in essence an academic temp system. But the TA union successes have not changed the fact that, at our largest universities, an academic underclass is at work: the faculty having the greatest amount of contact with individual students are those on the lowest rung of the academic ladder.</div></div> </li> </ul> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/education' rel='tag'>education</a> <a href='https://www.diigo.com/user/kbpc172/corporatization' rel='tag'>corporatization</a> <a href='https://www.diigo.com/user/kbpc172/%22higher%20education%20crisis%22' rel='tag'>higher education crisis</a> <a href='https://www.diigo.com/user/kbpc172/adjuncts' rel='tag'>adjuncts</a> </p> </description> <pubDate>Wed, 26 Jun 2013 19:15:19 +0000</pubDate> <guid>http://www.dissentmagazine.org/article/the-corporatization-of-higher-education</guid> </item> <item> <title>Converting Rubric Scores to Percentages and Grades</title> <link>http://blog.rubrix.com/post/16736009619/converting-rubric-scores-to-percentages-and-grades</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">There are a lot of posts on the internet about how to convert rubric scores to a percentage or to a letter grade. Most of them are wrong. The short answer for how to do this is: use your professional judgement when you make up the grading table that goes with the rubric.</div></div> </li> </ul> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/rubrics' rel='tag'>rubrics</a> <a href='https://www.diigo.com/user/kbpc172/TEACHING' rel='tag'>TEACHING</a> <a href='https://www.diigo.com/user/kbpc172/%22teaching%20tools%22' rel='tag'>teaching tools</a> </p> </description> <pubDate>Mon, 18 Mar 2013 18:17:56 +0000</pubDate> <guid>http://blog.rubrix.com/post/16736009619/converting-rubric-scores-to-percentages-and-grades</guid> </item> <item> <title>In Which We Discover Stanines</title> <link>http://blog.rubrix.com/post/696463239/in-which-we-discover-stanines</link> <description> <p>a poorly organized site with some VERY useful information about rubrics</p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner"><ul><ol><li>when we think of scoring a rubric, we intuitively think that each of the possible scores as being equally likely. &nbsp;This is a subtle systemic bias that happens because each column in the rubric’s grid is the same width.&nbsp;</li>&nbsp;</ol><p>So what? &nbsp;Well, we’ve just seen that it makes just as much sense for intervals to vary in size as it does for them all to be the same size. &nbsp;In other words:<em><strong> you cannot interpret a rubric element’s scores unless you know what kind of distribution has been assumed by the author of the rubric!</strong></em></p></ul></div></div> </li> </ul> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/rubrics' rel='tag'>rubrics</a> <a href='https://www.diigo.com/user/kbpc172/TEACHING' rel='tag'>TEACHING</a> <a href='https://www.diigo.com/user/kbpc172/%22teaching%20tools%22' rel='tag'>teaching tools</a> </p> </description> <pubDate>Mon, 18 Mar 2013 18:16:01 +0000</pubDate> <guid>http://blog.rubrix.com/post/696463239/in-which-we-discover-stanines</guid> </item> <item> <title>Student Loan Interest Tax Deduction</title> <link>http://taxes.about.com/od/deductionscredits/qt/studentloanint.htm</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">The maximum amount of student loan interest you can claim as a tax deduction is limited to $2,500. <p>&nbsp;The deduction is also limited by your total income. If your income is under $60,000 (or $120,000 for married couples filing a joint return), then you can deduct up to $2,500 in student loan interest.</p><p>&nbsp;If your income is over $60,000 but under $75,000 ($120,000 to $150,000 for married people filing jointly), then your deduction for student loan interest will be prorated.</p><p>&nbsp;If your income is over $75,000 ($150,000 MFJ), then your student loan interest is not deductible at all.</p><p>&nbsp;&nbsp;These phaseouts for the deduction will be the same for 2010 and for 2011, and the limitations are described in more detail in IRS Publication 970. Tax software will calculate the deductible portion of your student loan interest, or you can use the worksheet found in Publication 970.</p><p>&nbsp;&nbsp;</p><h3>Planning Ahead for 2013</h3>&nbsp;The deduction for student loan interest will continue to be available to every person who is legally obligated to repay a student loan through the year 2012. Starting with the year 2013, the deduction will revert to an older law in which student loan interest will be deductible only for the first 60 months of repayment.</div></div> </li> </ul> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/%22student%20loans%22' rel='tag'>student loans</a> <a href='https://www.diigo.com/user/kbpc172/taxes' rel='tag'>taxes</a> </p> </description> <pubDate>Wed, 13 Mar 2013 17:01:57 +0000</pubDate> <guid>http://taxes.about.com/od/deductionscredits/qt/studentloanint.htm</guid> </item> <item> <title>PolitiFact Virginia | McDonnell says U.S. education is "slipping" behind other nations</title> <link>http://www.politifact.com/virginia/statements/2013/feb/08/bob-mcdonnell/mcdonnell-says-us-education-slipping-behind-other-/</link> <description> <p></p> <strong>Annotations:</strong> <ul class="diigo-annotations" > <li> <div class="diigoContent"><div class="diigoContentInner">Now, let’s take a look at the actual test scores over the last decade, which were calculated on a scale from 0 to 1,000. We can compare the average score of U.S. students to those of all students from OECD nations. The National Center for Educational Statistics does not compute a worldwide average that includes every single nation that participates in the test.<br>&nbsp; <br>&nbsp; In reading, the U.S. average was 504 in 2000, 495 in 2003 and 500 in 2009. Results, as we noted, were not tabulated in 2006. The OECD average was 500 in 2000, 494 in 2003 and 493 in 2009.<br>&nbsp; <br>&nbsp; In science, the U.S. average was 499 in 2000, 491 in 2003, 489 in 2006 and 502 in 2009. The OECD average was each year was either 500 or 501.<br>&nbsp; <br>&nbsp; In math, U.S. students scored 493 in 2000, 483 in 2003, 474 in 2006 and 487 in 2009. The OECD average was 500 for the first two tests, followed by 498 and 496.<br>&nbsp; <br>&nbsp; What conclusions should be drawn from this data? Experts said the results do not show a decline in America’s education standing, but a solid, middle-of-the pack position.<br>&nbsp; <br>&nbsp; "The pattern of scores over the years shows that we’ve held fairly steady," said Robert Pianta, dean of the Curry School of Education at the University of Virginia.<br>&nbsp; <br>&nbsp; Tom Loveless, a senior fellow at the Brookings Institution who studies international testing, said scores bounce around routinely, but the long-term trend is positive in American education. The U.S. participates in several international tests and typically scores in the the middle or just above the middle of the pack.<br>&nbsp; <br>&nbsp; "All these tests measure different things, but they all confirm that education is improving, it could be improving faster and there is more room for improvement, but we’re definitely not in decline," he said. "The idea that any of these tests are saying that American education is in decline is false."</div></div> </li> </ul> <p class="diigo-tags"><strong>Tags:</strong> <a href='https://www.diigo.com/user/kbpc172/%22US%20education%20system%22' rel='tag'>US education system</a> <a href='https://www.diigo.com/user/kbpc172/%22school%20rankings%22' rel='tag'>school rankings</a> </p> </description> <pubDate>Tue, 12 Mar 2013 17:42:37 +0000</pubDate> <guid>http://www.politifact.com/virginia/statements/2013/feb/08/bob-mcdonnell/mcdonnell-says-us-education-slipping-behind-other-/</guid> </item> </channel></rss>If you would like to create a banner that links to this page (i.e. this validation result), do the following:
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