And the ongoing assault on public education will continue.

[ProSense]

7. You know, I don't think

"But now that madness is going to doubled down on. Now the president wants to partner big business with public schools, essentially making a lot of schools into company schools, teaching no more than what is needed to work in menial jobs. Public education is being transformed into an extended job training program, and away from a true, comprehensive education. "

...people have any idea what the President actually said. Where did he mention that he "wants to partner big business with public schools, essentially making a lot of schools into company schools"? He was talking about upgrading the infrastructure. The education portion of his speech was focused on universal pre-school, apprenticeships (anyone know anything about schools like Brooklyn Technical HS, one of the top high schools in NY, knows this is long overdue) and reducing college tuition.

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So tonight, I propose a “Fix-It-First” program to put people to work as soon as possible on our most urgent repairs, like the nearly 70,000 structurally deficient bridges across the country. (Applause.) And to make sure taxpayers don’t shoulder the whole burden, I’m also proposing a Partnership to Rebuild America that attracts private capital to upgrade what our businesses need most: modern ports to move our goods, modern pipelines to withstand a storm, modern schools worthy of our children. (Applause.) Let’s prove that there’s no better place to do business than here in the United States of America, and let’s start right away. We can get this done.

And part of our rebuilding effort must also involve our housing sector. The good news is our housing market is finally healing from the collapse of 2007. Home prices are rising at the fastest pace in six years. Home purchases are up nearly 50 percent, and construction is expanding again.

But even with mortgage rates near a 50-year low, too many families with solid credit who want to buy a home are being rejected. Too many families who never missed a payment and want to refinance are being told no. That’s holding our entire economy back. We need to fix it.

Right now, there’s a bill in this Congress that would give every responsible homeowner in America the chance to save $3,000 a year by refinancing at today’s rates. Democrats and Republicans have supported it before, so what are we waiting for? Take a vote, and send me that bill. (Applause.) Why would we be against that? (Applause.) Why would that be a partisan issue, helping folks refinance? Right now, overlapping regulations keep responsible young families from buying their first home. What’s holding us back? Let’s streamline the process, and help our economy grow.

These initiatives in manufacturing, energy, infrastructure, housing -- all these things will help entrepreneurs and small business owners expand and create new jobs. But none of it will matter unless we also equip our citizens with the skills and training to fill those jobs. (Applause.)

And that has to start at the earliest possible age. Study after study shows that the sooner a child begins learning, the better he or she does down the road. But today, fewer than 3 in 10 four year-olds are enrolled in a high-quality preschool program. Most middle-class parents can’t afford a few hundred bucks a week for a private preschool. And for poor kids who need help the most, this lack of access to preschool education can shadow them for the rest of their lives. So tonight, I propose working with states to make high-quality preschool available to every single child in America. (Applause.) That's something we should be able to do.

Every dollar we invest in high-quality early childhood education can save more than seven dollars later on -- by boosting graduation rates, reducing teen pregnancy, even reducing violent crime. In states that make it a priority to educate our youngest children, like Georgia or Oklahoma, studies show students grow up more likely to read and do math at grade level, graduate high school, hold a job, form more stable families of their own. We know this works. So let’s do what works and make sure none of our children start the race of life already behind. Let’s give our kids that chance. (Applause.)

Let’s also make sure that a high school diploma puts our kids on a path to a good job. Right now, countries like Germany focus on graduating their high school students with the equivalent of a technical degree from one of our community colleges. So those German kids, they're ready for a job when they graduate high school. They've been trained for the jobs that are there. Now at schools like P-Tech in Brooklyn, a collaboration between New York Public Schools and City University of New York and IBM, students will graduate with a high school diploma and an associate's degree in computers or engineering.
We need to give every American student opportunities like this. (Applause.)

And four years ago, we started Race to the Top -- a competition that convinced almost every state to develop smarter curricula and higher standards, all for about 1 percent of what we spend on education each year. Tonight, I’m announcing a new challenge to redesign America’s high schools so they better equip graduates for the demands of a high-tech economy. And we’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering and math -- the skills today’s employers are looking for to fill the jobs that are there right now and will be there in the future.

Now, even with better high schools, most young people will need some higher education. It’s a simple fact the more education you’ve got, the more likely you are to have a good job and work your way into the middle class. But today, skyrocketing costs price too many young people out of a higher education, or saddle them with unsustainable debt.

Through tax credits, grants and better loans, we’ve made college more affordable for millions of students and families over the last few years. But taxpayers can’t keep on subsidizing higher and higher and higher costs for higher education. Colleges must do their part to keep costs down, and it’s our job to make sure that they do. (Applause.)

So tonight, I ask Congress to change the Higher Education Act so that affordability and value are included in determining which colleges receive certain types of federal aid. (Applause.) And tomorrow, my administration will release a new “College Scorecard” that parents and students can use to compare schools based on a simple criteria -- where you can get the most bang for your educational buck.

http://www.whitehouse.gov/the-press-office/2013/02/12/remarks-president-state-union-address

Brooklyn Tech has been a mixed academic-apprenticeship school forever. Students in those programs graduated with the skills that allowed them to go directly into a trade.

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In 1918, Dr. Albert L. Colston, chair of the Math Department at Manual Training High School, recommended establishing a technical high school for Brooklyn boys. His plan envisioned a heavy concentration of math, science, and drafting courses with parallel paths leading either to college or to a technical career in industry. By 1922, Dr. Colston's concept was approved by the Board of Education, and Brooklyn Technical High School opened in a converted warehouse at 49 Flatbush Avenue Extension, with 2,400 students. This location, in the shadow of the Manhattan Bridge, is the reason the school seal bears that bridge's image, rather than the more obvious symbol for the borough, the Brooklyn Bridge. Brooklyn Tech would occupy one more location before settling into its site at 29 Fort Greene Place, for which the groundbreaking was held in 1930. [3]

[edit] Early academics

Atypical for American high schools, Brooklyn Tech uses a system of college-style majors. The curriculum consists of two years of general studies with a technical and engineering emphasis, followed by two years of a student-chosen major.

The curriculum remained largely unchanged until the end of Dr. Colston's 20-year term as principal in 1942. Upon his retirement, Tech was led briefly by acting principal Ralph Breiling, who was succeeded by Principal Harold Taylor in 1944. Tech's modernization would come under Principal William Pabst, who assumed stewardship in 1946 after serving as chair of the Electrical Department. Pabst created new majors and refined older ones, allowing students to select science and engineering preparatory majors including Aeronautical, Architecture, Chemical, Civil, Electrical (later including Electronics and Broadcast), Industrial Design, Mechanical, Structural, and Arts and Sciences. A general College Preparatory curriculum, would be added later.

http://en.wikipedia.org/wiki/Brooklyn_Technical_High_School#Original_plan