Chris Mooney on the "present both sides equally" trend in modern journalism...

The Intersection:

When I'm speaking about how to fix the politics-of-science problem, I often target the media for special criticism. I point out that if journalists weren't so addicted to the norm of fify-fifty "balance," they wouldn't be so vulnerable to the machinations of science abusers who attempt to create phony "debates" over topics like evolution or global warming.

But when asked what to do about this problem, I don't throw up my hands in despair. Quite the contrary: I think that, at least to a large extent, journalists are amenable to reason. Sure, we need better science education in journalism school. But we also need to take the argument straight to journalists: There's no justification for fifty-fifty balance in coverage irrespective of the issue being covered. Rather, in each and every story, journalists have to make a judgment about how credible their sources are. The obvious reductio ad absurdum is Holocaust deniers: Should their perspective be provided, for "balance," any time someone writes about the Holocaust? Of course not.

Faced with this argument directly, I doubt any journalist would really reject it. The good news, then, is that the argument is being made more and more prominently. To give just one example: I saw Good Night, and Good Luck last night, and the Edward R. Murrow character makes this very point about the limits of "balance," quite explicitly. It was extremely heartening to see such a position being adopted in a popular movie. And as more and more media critics make this point, I am optimistic that it will eventually stick.

To this I would add, if you're eventually going to show that one of the two "sides" is full of crap, make sure you've made that clear in the first few paragraphs so to the casual reader it doesn't look like you're praising a side that really needs to be condemned.  This was the main flaw, more than any other, of the recent column in the 'Post over that NVCC teacher shoving Wells's Icons b.s. down unsuspecting students throats.

requiring algebra is nice and should be done, but in stages. how the LA school system fails all....

From this LATimes article(reg required)

[Math teacher] Seidel did not appear to make a difference with Gabriela Ocampo. She failed his class in the fall of 2004, her sixth and final semester of Fs in algebra.

But Gabriela didn't give Seidel much of a chance; she skipped 62 of 93 days that semester.

but earlier in the article, the systems own flaws revealed themselves

Birmingham High in Van Nuys, where Gabriela Ocampo struggled to grasp algebra, has a failure rate that's about average for the district. Nearly half the ninth-grade class flunked beginning algebra last year.

In the spring semester alone, more freshmen failed than passed. The tally: 367 Fs and 355 passes, nearly one-third of them Ds.

and

Like other schools in the nation's second-largest district, Birmingham High deals with failing students by shuttling them back into algebra, often with the same teachers.

Last fall, the school scheduled 17 classes of up to 40 students each for those repeating first-semester algebra.

Educational psychologists say reenrolling such students in algebra decreases their chances of graduating.

"Repeated failure makes kids think they can't do the work. And when they can't do the work, they say, 'I'm out of here,' " said Andrew Porter, director of the Learning Sciences Institute at Vanderbilt University in Nashville.

The strategy has also failed to provide students with what they need most: a review of basic math.

Teachers complain that they have no time for remediation, that the rapid pace mandated by the district leaves behind students like Tina Norwood, 15, who is failing beginning algebra for the third time.

Tina, who says math has mystified her since she first saw fractions in elementary school, spends class time writing in her journal, chatting with friends or snapping pictures of herself with her cellphone.

Her teacher wasn't surprised when Tina bombed a recent test that asked her, among other things, to graph the equations 4x + y = 9 and 2x -- 3y = -- 6. She left most of the answers blank, writing a desperate message at the top of the page: "Still don't get it, not gonna get it, guess i'm seeing this next year!"

In short, the system set itself up for utter failure. Rather than create a gradual improvement system where preparation for high school algebra was improved in the earlier grades, so that when the mandetory requirement was enacted, they had students ready for it; the system simply shoved this arbitrary requirement on a totally unprepared student body and simply let the failures fail. In short, I am disgusted with the school system far more than the students.

In fact, the guy responsible for this disaster used Cohen's own "i have one example, therefore i'm right everywhere" reasoning:

Former board President Jose Huizar introduced this latest round of requirements, which the board approved in a 6-1 vote last June.

Huizar said he was motivated by personal experience: He was a marginal student growing up in Boyle Heights but excelled in high school once a counselor placed him in a demanding curriculum that propelled him to college and a law degree.

"I think there are thousands of kids like me, but we're losing them because we don't give them that opportunity," said Huizar, who left the school board after he was elected to the Los Angeles City Council last fall. "Yes, there will be dropouts. But I'm looking at the glass half full."

On the other hand, Post columnist Richard Cohen's reaction to this is utterly wrong in every way as well.

some parts of modern medicine still need help...

a typical conversation these days...

patient: hey doc, i got this rediculous cough that won't go away and really, really hurts.

doc: no problem, you've just got bronchitis.

patient: whew, that's a relief, I thought it was something bad...uh, what exactly is bronchitis, anyways?

doc: a rediculous cough that won't go away and really, really hurts.