Georgia’s schizophrenic politics of education
Lee Raudonis is a former teacher and former executive director of the Georgia Republican Party. He is a communications consultant and writer for an education publication. He coordinates the STAR program for the PAGE Foundation. (The Student Teacher Achievement Recognition (STAR) program honors Georgia’s outstanding high school seniors and the teachers who have been most instrumental in their academic development.)
This is his first essay for the blog. Welcome.
By Lee Raudonis
I admit it. I am confused. I do not understand the method behind what certainly appears to be the madness of Georgia education policies. O.K., maybe “madness” is too strong of a term to use, but there is no doubt that many educators—and parents— consider our state’s approach to education policy over the past decade to be both confusing and maddening. There is not much doubt that it has been schizophrenic.
Think about it. Early in the new century Georgia was one of the first states to embrace the policies of No Child Left Behind, including increasing accountability and testing. At the same time, the legislature significantly raised education spending in order to lower class size, and the governor pushed to strengthen the curriculum. And then, toward the end of the decade—even before the recession—the state imposed significant budget “austerity” reductions that have lead to increased class sizes, and, in many systems, to shortened school years (some systems hold classes less than 150 days a year).
With large numbers of the state’s schools forced to fire or furlough teachers, as well as cut back on education programs, including art, music, physical education and others, many legislators began to ramp up their criticism of the public schools for “teaching to the test” (but not scoring high enough on the same tests), having class sizes that were too large to provide individual attention, and having “poorly-trained” teachers who were “failing” to educate far too many students.
The real failure has been that of the elected officials who have failed to connect the dots between their legislative policies and many of the conditions that exist in the public schools. They have also failed to understand how these unacceptable conditions in the schools might be addressed.
Rather than attempt to find additional funding to lower class size and keep the doors open, the critics began to devise a myriad of plans to help students “escape’ from their neighborhood schools to private or charter schools. This has led to even more schizophrenic policies.
One that comes readily to mind is the state’s recent push to promote STEM (Science, Technology, Engineering and Mathematics) education while simultaneously devising a clever system to provide state-funded scholarships for parents to send their children to private religious schools where theories such as Darwin’s Theory of Evolution are treated like something scientists dreamed up while taking mind-altering drugs. No doubt about it, teaching the Biblical explanation of creation over that of the scientists will go a long way to boost Georgia’s reputation in the STEM community and the nation’s top colleges and universities.
Meanwhile, as most schools continued to struggle just to keep the doors open for a full school year, the politicians jumped headlong into another federal program called Race to the Top. This latest federal “cash for cooperation” plan calls for even more testing and accountability and could eventually cost the state billions of dollars it obviously does not have. Do the politicians really plan to implement any of the Race to the Top programs, such as Pay for Performance, or did they just see a way to get their hands on federal dollars to replace some of the state funding they had cut?
Is it any wonder that so many of us are confused? How can anyone understand the seemingly schizophrenic policies pursued by our elected officials over the past decade?
Unfortunately, there are no signs of a cure in sight. Even now, legislators are attempting to “fix” our public schools by taking even more money from them to fund state charter schools against the wishes of education officials in local communities. Isn’t that a curious policy for those who claim to support “local control” in education?
If you are as confused as I am, ask your legislative candidates to explain the state’s education policies to you. Their answers should be entertaining if not enlightening.
– From Maureen Downey,for the AJC Get Schooled blog
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144 comments Add your comment
Prof
September 26th, 2012
1:29 pm
@ Lee Raudonis, September 26th, 11:28 am: “I am learning a lot on my first venture into “Get Schooled.” ”
I’ve observed from reading this blog for over a year that anyone brave enough to offer an essay here must expect:
strong disagreement within the first 5 posts,
some agreement, that doesn’t seem as memorable as those nasty comments,
twisting of one’s main points to fit the thesis of the poster.
It’s all rather like the teacher’s student evaluations.
William Casey
September 26th, 2012
1:53 pm
I love having people use their real names!
John Konop
September 26th, 2012
1:54 pm
In Cherokee county we obviously have good schools. The schools board rejected the charter school because it did not offer any material extra options for education in Cherokee and also other concerns…..
The state overruled the local school district. We than had an election and the pro charter candidate lost for chair of the board seat by a lot, Janet Reed a school board member that rejected the charter school won.
As a said I get how charter schools are needed in some areas, and if they offer something extra. But if the local voters say no, and we have good schools, why should the state be able to force in a charter school? This makes no fiscal sense, especially when we have other places in the state that really need the help!
Cherokee SAT Scores Surpass State, Nation
…..The Cherokee County School District had the highest SAT district average in the state for the 2011-12 school year….
http://canton-ga.patch.com/articles/ccsd-s-sat-district-average-highest-in-georgia
C Jae of EAV
September 26th, 2012
2:22 pm
@William Casey 09/26 10:42am – No correction needed on your part. Instead it’s the author who submitted to us this unsubstantiated claim who needs to issue a retraction. According to FCS FY 2012 Exec Summary their spending an estimated $9,590 per pupil. APS is reportedly spending an estimated $14,211. Thus FCS is not operating with half of APS funding, more about 67%. Yet another example of the kind of wildly misleading and downright distractionary retoric that’s thrown about in this blog, which people read an accept as gospel truth often without any attempt to vet the claim.
John Konop
September 26th, 2012
2:34 pm
I know Fran Miller well he is big supporter of vocational education, which has been a big issue via education. Once again, I am not against charter schools, I just do not think this bill is set up right. But I do understand the charter issue in his district. That is why this is not a simple issue. My problem is the state issuing charter schools out like pizza coupons. And the Cherokee situation highlights that issue. But from talking with Fran, my opinion is he has real concerns about education.
what's best for kids???
September 26th, 2012
2:42 pm
John, I agree that Senator Millar has concerns with education, but I don’t think that he wants to hear what it is that the educators have to offer as solutions.
I am all for school choice. I am all for charters. I am completely against putting in another layer of government and changing our constitution to do so.
citizen
September 26th, 2012
3:01 pm
In 2000, Diane Ravitch stated on C-Span that 60% of students lack the environmental support systems, (home, neighborhood, family) that is needed to increase the quality outcome we are trying to achieve in public education.
I would like to have some honest debate from classroom teachers about the issues they contend with on a daily basis. Reality is much better than speculation regarding public education.
Beverly Fraud
September 26th, 2012
3:15 pm
Fran Millar, a question:
You are the party of “rule of law” and “personal responsibility.” As such why have to done next to nothing to empower (not hold “accountable” but actually EMPOWER) teachers to have the authority to hold students responsible for both behavior AND academics.
Can you point to a single initiative, with real teeth, that allows the teacher to remove the chronically and/or severely disruptive student from the sanctity of the learning environment?
If not, why not? Aren’t you the party of “rule of law” and “personal responsibility”?
John Konop
September 26th, 2012
4:16 pm
what’s best for kids??? ,
…I am all for school choice. I am all for charters. I am completely against putting in another layer of government and changing our constitution to do so….
I agree, just making the point that Fran is not a bad guy. He has done a lot for trying to bring back vocational education in the state.
Sandy Springs Parent
September 26th, 2012
4:20 pm
The teachers are to blame for the situation they have put themselves in Georgia voting Republican starting with Sonny, followed by Deal. Roy Barnes had mandatory student counts the districts had to be under. The districts had to cut the admin. fat and contracts to their buddies to meet it. My daughter had 17 kids when she started those were wonderfull days.
Anytime you look at a Private school they will guarantee you no more than 22 students or they might come back and say if you want lower tuition we can go to 25. Ussually the parents all will take the 22. But they know even with 25, their will be no, trouble makers, because even the Top Doc’s at St. Joe’s Kids get thrown out. Woodward (”aka Weedward” will be throwing alot more out next year out with its 2 strike drug police). So look out Riverwood, North Atlanta and Campbell for all the ones for Woodward that can’t make it through the drug test.
DeKalb Teacher
September 26th, 2012
4:36 pm
John,
Didn’t the GA Supreme Court more or less say that the current GA State Board’s power to approve charters was unconstitutional?
The amendment in November is fixing the state’s authority to approve charters … not adding an additional layer.
Dr. Monica Henson
September 26th, 2012
4:49 pm
Jezel posted, “Annie I am quite sure there are stats that say class size affects student achievement..just as you say there are stats to prove the contrary.”
Actually, there aren’t, unless the class is in the primary grades or for a specialized high-risk population, such as a sheltered English class for nonnative speakers.
Inman Parker is absolutely correct when he says, “As a long time educator I too like small classes too. However, that being said, there is NO evidence that, beyond the primary grades (Pre-K to 2), class size has any impact whatsoever on student achievement. It is a waste of taxpayer money to spend millions on reducing class size when there is no reason to do so.”
Anecdotal “evidence” such as that provided by Beatings will continue only serve to prove the point that teachers do not adjust their instructional methods and strategies when their class sizes go up or down–they continue to do what they’ve been doing, then bemoan a class size increase as the reason why student achievement suffers. All that the class size increase is doing is highlighting the existing weaknesses in the instructional framework–or strengths, if the class size goes up in a high-achieving class and student achievement continues to stay strong.
Teachers would be far better served with a lot of job-embedded professional development and support to teach smarter, not harder, rather than the incessant drumbeat for CSR in the face of decades of research demonstrating that it doesn’t work.
John Konop
September 26th, 2012
5:01 pm
Dekalb Teacher,
A very good question! The issue at hand is should the state be allowed to supersede local school boards that are elected. And the state board is appointed not elected. In Cherokee we have very good schools in Cherokee. Our board spoke and said no to the Charter and the voters agreed in our local election. The state still put in a charter school in our district and we have the highest SAT scores in the state. I also get the argument from people like Fran Miller that live in his district that schools are not as strong. Yet, it seems it should be a local issue unless the school system has real issues in my opinion. Or if the Charter school offers something that the district dose not have ie vocational, math/science, arts, school for blind……….
Finally as I have posted on numerous occasions, I do not think the bill has proper controls in it, to protect against abuses by private charter companies. I am not a fan of deals in which tax payers take substantially more risk than a private company. We have to many deals like this in which tax payers got left holding the bag.
Ron F.
September 26th, 2012
5:28 pm
“In 2000, Diane Ravitch stated on C-Span that 60% of students lack the environmental support systems, (home, neighborhood, family) that is needed to increase the quality outcome we are trying to achieve in public education.”
I’ve said many, many times here that while schools are an invaluable part of the change process, nothing will ultimately be successful until we address the myriad problems in the communities we serve. Even our affluent families are stressed and prone to dysfunction, although not as pervasisve as in poorer families. When communities come together in support of education, change occurs. Until then, all the schools, either tradition public or charter, will only be successful to a point.
DeKalb Teacher
September 26th, 2012
6:55 pm
John,
You are correct. The amendment is far from perfect. I’m currently trying to sift through all the rhetoric.
On that note, perhaps I can ask you the same question in a different way. I don’t understand what you mean by this amendment adds an additional layer. Since the GA Supreme Court has deemed the State Board’s power to approve charters unconstitutional, doesn’t this amendment just address the current situation?
I don’t see where an additional layer is added. It’s very tough to sift through all the rhetoric. You seem to know a lot regarding this subject. Please help.
DeKalb Teacher
September 26th, 2012
7:11 pm
John,
Case in point. Nancy Jester is my Board Of Education representative. She just posted a new essay The Myth Of Local Control
http://whatsupwiththat.nancyjester.com/2012/09/26/the-myth-of-local-control/
Georgia coach
September 26th, 2012
7:14 pm
To piggyback off of dr. Henson. Class size would have to be below 15 for any significant difference in achievement to occur
old teach
September 26th, 2012
7:41 pm
I disagree, Coach. To have the class engage in group activities, as well as having more of a chance for the teacher to answer individual questions, I have found that 24 is at the class size upper limit. Obviously, I have dealt with classes larger than that! But I could tell a difference.
Jezel
September 26th, 2012
7:48 pm
So Dr. Henson…you are saying that class size…student teacher ratios….make no difference? Where were you educated?
John Konop
September 26th, 2012
7:51 pm
Dek,
I am not a lawyer just a parent. But from what I understand is this bill gives the state the right to forM the state board within the Georgia constitution. The problem I have is that it seems that from what I have seen from some of the schools approved we need more oversisght. And when I press certain legislators I get the do not worry we will take care of it latter line, or that I am asking to much. When Florida loosen the standard the default rate doubled in Florida. BTW the national average is already 12 percent. As a tax payer I have heard the same story from both parties ie 500 million we lost on sole energy, 75 million on garbage ethanol conversion, 50 million on a rycycling plant………the common thread is tax payers taking way more risk than the prifate company.
John Konop
September 26th, 2012
7:53 pm
Sorry about typos
Jezel
September 26th, 2012
7:54 pm
Dr. Henson…I also have a doctorate.. in Educational Administration and Supervision.. and I do not agree with you.
After 30 years of teaching and coaching…I know first hand the importance of working with smaller groups.
John Konop
September 26th, 2012
7:59 pm
Dek,
I read the post, the problem is what area do you live in. The better school systems do not have the same issue, and that is why a one size fit all plan does not make sense to me. I think if you have a failed school problems in a district the state should be able to step in. But if you have districts like north Fulton, East Cobb, West Cobb, Cherokee……..it should be diferent rules. And it seems from what I have seen with Cherokee Charter they need more oversight and disclosure.
old fashioned
September 26th, 2012
8:50 pm
Want to fix education, get the feds and the State out of education. Return to local control. Throw the educators out of central offices and find the most successful business man/woman in the community and make them superintendent.
Oh, by the way, ban Ed.D’s.
bootney farnsworth
September 26th, 2012
8:57 pm
@ Fran
and your work week is….
lets see how much you make for the service you do and the time you actually put in
John Konop
September 26th, 2012
9:47 pm
Bootney,
Agree or not with Fran Miller the time he puts in would not even cover minimum wage.
Dr. Monica Henson
September 26th, 2012
10:11 pm
Jezel, it’s not a matter of opinion. It’s a matter of a research base consisting of several decades.
Would physicians argue their own opinions over what they “feel” is the effectiveness of treatments for disease? Or do they look objectively at what the research tells them is accurate?
This is one reason why the general public doesn’t treat education with respect commensurate to that accorded to the sciences, medicine, etc. Far too many educators don’t even bother to know what the research base in our field even says, much less adhere to it.
Ronin
September 27th, 2012
12:19 am
Dr. Jezel, with a Ph.D in Educational Administration and Supervision.. I can appreciate your views and opinions. Whist stated, you have a 30 year resume of teaching and coaching, does your school or district excel above Georgia state or national standards?
Further, I’ve reviewed, in recent months the educational mantra of Dr. Henson, who holds a PhD in Leadership education and works with an upstart Charter high school program.
The teacher selections the charter has made are worthy of review in a few years, to determine if their program can improve education standards vs. standard district schools.
One Teacher's Voice
September 27th, 2012
6:18 am
Class SIze
Teachers may teach differently or certain instructional strategies may work better in small classes. For example, more work done in small groups might be possible. (Ehrenberg, Brewer, Gamoran, & Willms, 2001).
High school math teachers with small classes were found to engage with individual students and small groups more frequently than teachers with larger classes, possibly because they spend less time on classroom management than teachers in larger classes (Rice, 1999).
The reading and/or math gains students in small classes experience in the primary grades continue or are maintained more than five years later (Nye, Hedges, & Konstantopoulos, 2004; Nye, Hedges, & Konstantopoulos, 2001b).
Classes with no more than 15-18 students have been found to be the threshold class size for increasing student achievement in the early grades. (Ehrenberg, Brewer, Gamoran, & Willms, 2001).’
Two recent studies that show that class size matters, even in college. One report from the University of Richmond found that increasing class size to thirty students to 45 had a negative impact on the amount of critical and analytical thinking required in business classes, on the clarity of presentations, the effectiveness of teaching methods, the instructor’s ability to keep students interested, and the timeliness of feedback, among many other key factors of educational quality.
http://voices.washingtonpost.com/answer-sheet/class-size/7-class-size-myths—-and-the.html
The clearest result with respect to correlates of achievement is that average achievement
scores are higher in schools with smaller class sizes. This result, obtained from structural
equation modeling using both state assessment data and NAEP adjustments for between-state
variance in achievement, is consistent across grade levels
http://nces.ed.gov/pubs2000/2000303.pdf
HS Math Teacher
September 27th, 2012
6:37 am
To ‘One Teacher’s Voice’:
“High school math teachers with small classes were found to engage with individual students and small groups more frequently than teachers with larger classes, possibly because they spend less time on classroom management than teachers in larger classes (Rice, 1999).”
This is obviously true. However, I’ll take 27 moderately well-behaved students in a class any day over 20 kids who are in and out of ISS, Alternative School, YDC, etc. I say that what matters most is who’s in the class; not just how many are in there.
Jezel
September 27th, 2012
6:40 am
Dr. Henson…your data is incorrect.
Jezel
September 27th, 2012
6:52 am
One teacher’s voice…thank you.
Dr. Henson I am interested in where you were educated. Those who speak in absolutes are usually educated at Bible colleges..not liberal arts universities.
It is generally understood that one researcher can form an opinion and generate statistics to back that opinion up. I seriously doubt that any teacher with experience would argue that class size has no impact on learning. It does not take statistics to figure this one out.
Jezel
September 27th, 2012
6:59 am
Ronin..I have worked in an inner city school, a vocational high school and in an affluent suburban high school. Some were above the standard…some were below. Two of the schools are in another state and one school is in Georgia.
bootney farnsworth
September 27th, 2012
7:35 am
@ john k
you may well be right. thing is, Fran has been throwing stones at us for so long, its time to remind him he lives in a glass house.
for example: the average educator doesn’t get a per deim, since the average eductor doesn’t get to travel. at GPC, most departments had 1 secretary serving at least 20 people. and how many part time workers in ANY business get an office, or even share one.
if Fran can launch salvo after salvo after ignorant salvo at us, then it only seems fair we return fire, and start asking him the same sorts of questions.
DeKalb Teacher
September 27th, 2012
9:01 am
John,
I’m trying to understand one point at a time. 9/26 @ 4:15 you said this amendment adds “another layer of government”. This is one of the more reoccurring counter points to charter schools.
Recently the GA Supreme Court effectively struck down the ability for the Georgia State Board to approve charters. This amendment addresses the constitutionality of the state to approve charters.
Nobody knows the counter points to this amendment like you do. Please help me understand!
How does this amendment add a layer of government?
Kira Willis
September 27th, 2012
9:51 am
Senator Millar and John K,
Teachers don’t get per diems, teachers don’t get to share secretaries, and many, if you include the time spent out of the classroom, teachers don’t get much more than minimum wage (coaches, club sponsors, band, chorus, orchestra teachers).
Educators are trying to make education better (most of us, any way). I ask that you not cast aspersions to the whole lot as you have in the past and listen to those of us who do care and who do want to make changes.
John Konop
September 27th, 2012
9:58 am
Kira,
Why not have a plan that takes both situation into consideration with proper protections for tax payers? If you have a district with at risk schools the state can step in and override the local community, combined with proper controls? Why do we have to hurt one community to help another?
Kira my wife was a teacher, I fully understand and appreciate the effort! The issue is how do we improve the system. As I have written I do see issues with current amendment and I will vote no unless the issues are cleaned up. But, my other point is just because I disagree with Fran Miller on this issue, it does not negate all the goof things he has done in my opinion. And I understand why his view is different than mine via area we live in. That is why I proposed the above compromise.
Kira Willis
September 27th, 2012
10:07 am
John, I agree, but having someone who is neither in education nor has ever been in education making educational policy is, in my humble opinion, downright silly.
Compromise is wonderful; how about hearing what the educators have to say and then come up with a compromise that will help our children? Kids are the reason for all of this, aren’t they?
John Konop
September 27th, 2012
10:08 am
Dek,
…… I’m trying to understand one point at a time. 9/26 @ 4:15 you said this amendment adds “another layer of government”. This is one of the more reoccurring counter points to charter schools…
From my understanding, the state board is paid about 3 percent for doing the due diligence and this is work that has already been done by the local school board. It would be hard to argue that this is not an extra layer doing redundant work.
John Konop
September 27th, 2012
10:10 am
sorry
….But, my other point is just because I disagree with Fran Miller on this issue, it does not negate all the goof things he has done in my opinion…
good not goof
C Jae of EAV
September 27th, 2012
10:40 am
@DeKalb Teacher – Thanks for link to Ms. Jesters editorial piece. I found it a surprisingly honest observation of the status-quo coming from an “insider”. Futher, I believe it provides an cogent perspective to be considered by all debating within themselves how best to answer the call at the ballot box relative to the Charter Amendment.
John Konop
September 27th, 2012
10:42 am
Kira,
……….. Compromise is wonderful; how about hearing what the educators have to say and then come up with a compromise that will help our children? Kids are the reason for all of this, aren’t they?…….
I have talked to numerous teachers, administrators, parents and students about this issue as well as other education issues. I happen to think the biggest issue is the curriculum is based on one size fit all rather than aptitude. The decline in test score are not in the 4 year college bound students it is the fact we now increased the amount kids taking the SAT by 60% in about the last 20 years. Our top 20% perform as well as any other places in the world within the margin of error. And in fact we now have increased the amount of kids prepared for college radically over the last 40 years.
The problem is that we have decreased opportunities for students better suited for vocational education. Rather ironic that we have 3 to 4 million job openings in that category. I get if you are in an underperforming district why a charter schools seems attractive. But I have said many times the real solution is aptitude based education like the top countries do, not one size fit all, teach to the test, 4 year college bound or you are out.
DeKalb Teacher
September 27th, 2012
11:36 am
John,
So, we should only have the county school boards approve charters?
Thanks !
DeKalb Teacher
September 27th, 2012
12:48 pm
Hey John,
Only county BOEs approve charters … check.
OK. Next point – Lack Of Oversight
What oversight do we have on traditional public schools that are missing from charter schools and this amendment?
BTW – This thread has become very popular with my colleagues.
Thanks.
Georgia’s schizophrenic politics of education « GAERA
September 27th, 2012
12:49 pm
[...] http://blogs.ajc.com/get-schooled-blog/2012/09/26/georgia%e2%80%99s-schizophrenic-politics-of-educat... [...]
Georgia Coach
September 27th, 2012
1:08 pm
Those of you attacking Dr. Henson for stating facts backed up by hundreds of peer reviewed research studies are demonstrating great ignorance.
Facts do not cease to exist just because you choose to ignore them.
DeKalb Inside Out
September 27th, 2012
1:43 pm
There are a number of myths regarding education that the facts do not support.
Myth 1 – Schools do not have enough money
Myth 2 – School can’t do much to overcome poverty
Myth 3 – Teachers are underpaid
Myth 4 – Smaller classes are better
These myths are ingrained. It’s next to impossible to discuss with groups of people.
Jezel
September 27th, 2012
3:28 pm
So Georgia Coach…the Richmond study is invalid?. And any study that proves that there is a relationship between class size and student achievement …is also invalid? Are these studies not based on fact?
I see no one attacking Dr. Henson. It would seem, however, that if a person is going to give a lecture on the topic…it is not inappropriate to ask where they were educated.
Prof
September 27th, 2012
3:39 pm
According to PR Newswire, online: “A graduate of Western Carolina University, Dr. Henson also holds a M.A. degree in School Administration from Seton Hall University, an Ed.D. degree in Educational Leadership from Nova Southeastern University, and is a graduate from the Principals Executive Program of the James B. Hunt Institute for Educational Leadership and Policy at the University of North Carolina. In 2000, Dr. Henson attained certification from the National Board for Professional Teaching Standards.”
One Teacher's Voice
September 27th, 2012
4:57 pm
DOCTOR MONICA HENSON WROTE: “Inman Parker is absolutely correct when he says, “As a long time educator I too like small classes too. However, that being said, there is NO evidence that, beyond the primary grades (Pre-K to 2), class size has any impact whatsoever on student achievement.”
UNTIL NOW>>>>THE EVIDENCE BELOW DIDN’T EXIST<<<>>THERE’S MORE? ABRA-CA-DABRA!!!!
In a small lecture course, the instructor can challenge students to go beyond these lower-level cognitive skills. Class size influences the types of cognitive skills to which a student is exposed in any course of study.
Introductory Class Size and Student Performance in Intermediate Theory Courses
Henry J. Raimondo, Louis Esposito and Irving Gershenberg
The Journal of Economic Education Vol. 21, No. 4 (Autumn, 1990), pp. 369-381
WAIT>>>>IT CAN’T BE<<<<<<MORE EVIDENCE? OLLY OLLY OXEN FREE!!!
In contrast to many other studies, the authors find statistically significant evidence that small class size has a positive impact on student performance.
The Journal of Economic EducationVolume 35, Issue 4, 2004
Additional Evidence on the Relationship between Class Size and Student Performance
When someone has DR. in front of her name, her opinion often carries more weight than it often should.
Just because you are passionate and carry a title does not make you right. It just seems like you are wearing blinders, have been in administrative land too long, or are simply misinformed.
My sarcasm is over the top in this post, but seriously, I didn't need to crack the Enigma Code, to find The Lost Ark, or to enter Area 51 to find my material.