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- San Diego Schools Prep Girls For Science Careers [1 Update]
- Virginia Schools Hail Successes And Fund Challenges [1 Update]
- Washington D.C. Schools Seek Spots For All [1 Update]
- Tampa Schools [1 Update]
- San Antonio Schools Show Charter Success [1 Update]
- National Organization Recognizes Success Of Orange County Schools [1 Update]
- Portland Schools Lead The Way For Healthy Kids [1 Update]
- Building New Orleans Schools From The Ground Up [1 Update]
- Nashville Schools Try To Attract Top Teachers [1 Update]
- Indianapolis Schools [1 Update]
- Kansas City Schools [1 Update]
- Las Vegas Schools Thirsting For More Funding [1 Update]
- The Long And Short Of Long Island Schools [1 Update]
- The Stars Shine In Los Angeles Schools [1 Update]
- Closure Certain For Minneapolis Schools [1 Update]
- Milwaukee Schools: Something To Talk About [1 Update]
- Miami Schools [1 Update]
- Can Teacher Training Help Memphis Schools? [1 Update]
- Oklahoma Schools: Better Than Ok! [1 Update]
- Entrepreneurship Major Introduced For Secondary Florida Schools [1 Update]
- Balanced Budget For The Denver Schools — An Unfamiliar But Welcome Place To Be [1 Update]
- Are More Charter Schools In The Chicago Schools Future? [1 Update]
- Governor Schwarzenegger Issues Challenge To All California Schools' Students [1 Update]
- Middle School May Be Passé Within The Boston Schools [1 Update]
- Number Of Charter Schools Increasing Over Traditional Tampa Schools [1 Update]
- "Patricia Hawke" <submissions@isnare.net> Mar 30 07:50AM +0800
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Article Title: San Diego Schools Prep Girls For Science Careers
Author: Patricia Hawke
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In an information age, there is a huge gap in the number of San Diego Schools' girls who pursue careers in math and science. According to Jeanne Ferrante, associate dean of the University of California, San Diego (UCSD) Jacobs School of Engineering, this is part of a national trend that occurs when girls lose their interest in these subjects between 6th and 9th grade. USCD and the San Diego Schools are trying to bridge that gap.
UCSD has received a 3-year, $1.2 million grant from the National Science Foundation to fund an Environmental Education Initiative aimed at middle school girls in the San Diego Schools. The grant is part of the larger Information Technology Experiences for Students and Teachers (ITEST) award program that uses money from H1-B visas to create funding for national programs. H1-B visas are given to professionals from other countries to fill technical needs in the United States.
The UCSD program uses the strengths of girls and their interests to get San Diego Schools' middle school students excited about using science. Here's how it works. The program, the USCD Information Technology-Engineering and Environmental Education Tools project (IT-E3 Tools), recruits undergraduates to create solutions to real world problems in the San Diego area. The recruits then create ways for San Diego Schools to carry out those solutions.
STUDENTS MONITOR AIR QUALITY TO DETERMINE FIRE RISK
Teachers know that a surefire way to reach San Diego Schools' students is to connect learning to their own lives. Since these girls are old enough to remember the devastating fires in 2003, one program involves monitoring the air quality of San Diego Schools. Using devices designed by UCSD undergrads, San Diego Schools will teach girls to collect and interpret data like wind speed and makeup of air particles to help determine risk during fire season. San Diego Schools' participants will also measure solar radiation, and learn about the risks and benefits of the sun's power. Teachers in San Diego Schools will receive both summer workshops and on-going professional development in the 2007-2008 school year.
TEAMWORK AND TECHNOLOGY
Another way the IT-E3 Tools will benefits girls in San Diego Schools is by developing an on-line gaming community that supports the earth science curriculum standards. Diane Baxter, education director of the San Diego Supercomputer Center (a partner in the program), says that girls prefers to work as part of a team, so many of the solutions to challenges presented in the game will require the San Diego Schools' girls to work together. It has also been well documented that girls do better with mentors, so another component provides opportunities for girls to ask questions of scientists, and to later become mentors them selves. The game is expected to be available to San Diego Schools by spring of 2008. San Diego Schools will also benefit from a variety of summer science camps and long-range assessments funded by UCSD.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/California/San-Diego/index.html
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 07:40AM +0800
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Article Title: Virginia Schools Hail Successes And Fund Challenges
Author: Patricia Hawke
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Virginia Schools recently received national acclaim for some of its successful schools. Newsweek released its list of the top 5% of schools in the nation, and 87 Virginia Schools made the cut. Eleven Virginia Schools made the top 100, and an additional two were included in the list of the "public elites." Those two were Maggie Walker Governor's School for Government and International Studies and Thomas Jefferson High School for Science and Technology. Both were included because of the higher than average SAT and ACT scores of their students.
Virginia Schools achieve these results while spending about $7,751 annually per pupil. This puts the state right in the middle for national spending. Clearly some good results are coming from some of the efforts of Virginia Schools. But there are still some big concerns and certain gaps. Like the rest of the country, Virginia Schools struggle with an achievement gap for minority students. African-American and other minority students consistently score lower as a group on standardized tests. Socioeconomic factors have proven to dramatically effect a student's academic success.
One way that the Virginia Schools are trying to remedy this problem is through a partnership with the ECMC Foundation. In 2003 the ECMC and the Virginia Department of Education teamed up to create the Virginia ECMC Scholars Program to "increase participation in postsecondary education by economically or otherwise disadvantaged students, and to challenge these students to better prepare during the junior and senior years of high school."
2007 will be the fifth cycle of funding and the ECMC has upped its pledge for Virginia Schools to $3 million dollars in scholarships, mentoring stipends and program funding. Participants in the programs are selected from Virginia Schools at the end of their sophomore year. What makes this scholarship program different is that educators select students they know. Anonymous strangers who base the decision on faceless essays or a qualifications list choose participants in most other scholarship programs.
ECMC and Virginia Schools select children based on future potential rather than past grades. The participants are mentored and tutored through their junior and senior years to bring out their best potential. Ten Virginia Schools were selected on basis of need, and the program is funded through 2009.
Privately funded programs like the Virginia ECMC Scholars Program are one way that Virginia Schools hope to close the achievement gap and propel the state school system forward. Virginia had its own testing system in place (Virginia Standards of Learning) prior to the 2001 No Child Left Behind Initiative. But the national mandate implemented class size and Adequate Yearly Progress (AYP) markers for every school in the nation. Pressure for students to meet passing marks in both Virginia Schools and across the nation has been intense. Educators and politicians continue to debate the merits and pitfalls of standardized testing as a way to raise learning standards in the nation.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Virginia/index.html
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 07:30AM +0800
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Article Title: Washington DC Schools Seek Spots For All
Author: Patricia Hawke
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Washington DC Schools experienced an uneven distribution of student enrollment in 2006. Public school population declined in a rapid trend for the past ten years as they Washington DC Schools lost more students to the private schools and voucher programs. The vouchers allow participants to enroll in private schools and the funding pays for $7,500 worth of fees and tuition. The DC Public School District was alarmed and made efforts to corral their remaining students. Washington DC Schools' officials received increased salaries, many of them making more than $150,000 dollars annually. These pay raises have been questioned by local publications. In response to the questions, the schools district's media strategist claims that the raises were necessary to ensure the best leadership for Washington DC Schools.
Many Washington DC Schools' parents wanted an extension of the voucher programs, due to their effectiveness and cost saving strategies. However, the consensus seems to be that vouchers would be more effective if they encompassed all of Washington DC Schools' students. The solution seems to lie in the funding. As it stands currently, the vouchers are federally funded, saving the Washington DC Schools an incredible amount of money each year. If the vouchers become locally funded, the Washington DC Schools would save less money, but would increase school choices for students.
The troubled Washington DC Schools are going through other changes. Efforts have been made in the arena of educational overhaul. As recently as last year, the superintendent set a new list of standards for all grade levels to meet, referred to as the Master Education Plan. There was an emphasis placed on math time, reading time, and science time every day in the classrooms of Washington DC Schools. Additionally for high school students, community service and mathematical requirements were annexed to the curriculum. These new rigorous courses and high standards were enacted in an effort to maintain Washington DC public school enrollment. The Washington DC Schools' superintendent is competing against tantalizing vouchers. Because students decide to go private through vouchers in middle school, these grade levels face the most overhauls. The superintendent is attempting to unify all Washington DC middle schools. A reconfiguration of grades will affect the standard k-5, 6-8, and 9-12 grade progression throughout all schools.
In addition to the improvement of existing Washington DC school curriculum, a new initiative called for the construction of 20 new schools and the updating of more than 100 school buildings currently in operation. This Master Facilities Plan and is coupled with the Master Education Plan. The Master Facilities Plan also organizes high schools on single campuses, moves system administrative offices to excess school buildings, joins feeder middles schools to high schools with similar academic emphases, and improves the special needs programs for students currently enrolled in nonpublic Washington DC Schools.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Washington-DC/Washington-DC/index.html
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 07:20AM +0800
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Article Title: Tampa Schools
Author: Patricia Hawke
Word Count: 495
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Tampa Schools recently became the first to discuss the dangers of internet chatting and online predators with Attorney General McCollum. The Attorney General launched a youth internet awareness campaign that began in Tampa Schools and will continue to be broadcast to more teenagers in the months to come. The entire state of Florida will be presented with CyberSafety Programs in schools to educate students and help prevent them from becoming victims of internet abduction. Presentations will include sessions that instruct students on how to identify online predators, and ways they can protect themselves from attempted contact.
The Internet Student Advisory Council is also a benefactor of the initiative as Tampa Schools continue to employ technologically fluent teenagers with the CyberCrime Law Enforcement Team. The internet safety initiative requires the compliance and assistance of Florida school district superintendents. In order to widely organize intra school programs, the state has come together and will help eliminate the threat of internet predators to children. The initiative is not limited only to schools. There have been presentations in community settings so that information also reaches parents. One such outreach was held at a Boys and girls Club in Orlando.
Tampa Schools are also reconfiguring transportation. The Transportation Improvement Plan sprang into action earlier this year and plans to restructure the movements of many Tampa Schools' students. Targeting families that rely on the bus systems of Tampa, the improvement plan states a clear goal of providing more efficient bus service. A more predictable schedule of arrivals and departures has been drawn up and competitive pay has been introduced as good worker incentive. The Tampa bus system transports nearly 93,000 students every day. A hectic drive can be dangerous and Tampa Schools' officials are taking action to organize the chaos of a disheveled system.
The Student Progression Plan has been in effect throughout the Tampa Schools for some time and is beginning to show changes in the curriculum of Tampa Schools. Student performance has been under intense evaluation and scrutiny. In the trend of No Child Left Behind, Tampa Schools have attempted to bridge the gap between all learning patterns and methods. Students are brought up to speed with their peers and the pace is supposed to allow everyone equal success. The school boards which govern Tampa Schools are required to draw up individual maps of progress for teachers to track themselves throughout the year. The Student progression Plan is one of the leading strategies in the Tampa Schools. It focuses student and parent attention on continued achievement and lifelong learning habits.
Early Childhood School Readiness Programs are also prominent in the Tampa area. Tampa Schools attempt to transition students from pre-k to grade school smoothly and without interference. The effort to maintain an even footing among students is greatly aided in Tampa Schools by the early childhood programs, which allow students to begin with basic skills needed to succeed in a classroom environment.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Florida/Tampa/index.html
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 07:10AM +0800
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Article Title: San Antonio Schools Show Charter Success
Author: Patricia Hawke
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Parents with children attending San Antonio Schools are becoming very familiar with charter schools. The city of San Antonio is so large that it contains 16 separate public school districts. Among these the San Antonio Independent Schools District (SAISD) is investing heavily in charter schools. 12 of this San Antonio Schools' district buildings currently house internal charter schools.
And internal charter schools differ from a traditional charter school model because they depend on local parents and school board members rather than the state. These San Antonio Schools require 80% approval of parents and staff to form an internal charter, whereas a traditional model must get approval from the State Board of Education. Both are funded with taxpayer dollars. The twelve San Antonio Schools have been awarded $4.7 million in federal grants to date.
The monies available for San Antonio Schools to start charter programs is what enables the administrators to provide specialized art, music or science instruction. The most notable aspect of the San Antonio Schools' charters is their successes so far. Many charter schools in both Texas and around the country have been forced to close their doors due to inability to provide proper curriculum, adequate financial records, or proof of academic success.
However, the three charters among the San Antonio Schools have a record of success behind them. Hawthorne Academy, with a focus on social studies, boasts "recognized" status from the state, and a higher percentage of students passing the TAKS than its neighboring San Antonio Schools. An arts charter school, Austin Academy, shows similar results, and attributes it to the fact that the arts are used to enhance the academic learning of its San Antonio Schools' students.
While many of the San Antonio Schools are too new to be evaluated, the SAISD obviously feels confident that they are successful, because they will convert six more to internal charters this fall. In addition to this innovative model, San Antonio Schools are integrating specific skill sets into the curriculum. The Riverside Park Academy became a technology charter in 2004, a bow to changing times. San Antonio Schools are expected to provide the charter with funding to give students podcasting equipment, and teachers interactive 3-D imaging whiteboards.
Part of the success behind these San Antonio Schools' charter programs is that they address the minority and lower income population that makes up much of San Antonio. For educators of San Antonio Schools, the ability to provide a focus on the arts or on science amid the high stakes testing environment can be refreshing. Teachers at the San Antonio Schools' charter programs see their successes as proof that education requires exposure to many elements, not just a targeted focused on the ones to appear on a state test.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Texas/San-Antonio/index.html
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Article Title: National Organization Recognizes Success Of Orange County Schools
Author: Patricia Hawke
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The Council of the Great City Schools (CGCS) has recognized Florida's Orange County Schools for significant improvement in raising student test scores in math and reading. The CGCS is the only national organization dedicated to the advancement of large, urban public schools. It comprises 66 separate districts. Orange County Schools were one of only 9 big school districts to surpass state averages in math, and one of ten to do so in reading.
Orange County Schools view this as evidence of progress in closing the wide achievement gap experienced by minorities around the country. With 177,000 students in about 170 schools, Orange County Schools operate the 11th largest public school in the nation. Part of the challenge for Orange County Schools is to address the issues of diversity that often result with minority students lagging behind. Students attending Orange County Schools come from 179 different countries and speak 137 different languages and dialects.
One way Orange County Schools are trying to address issues of language diversity is by encouraging all students in foreign language fluency. Magnet programs in immersion and dual language are offered starting at the elementary school level in French, English, Spanish and Vietnamese. Immigration issues and education are a hot topic nationwide. Yet Orange County Schools remain among a minority of public schools to offer immersion programs at the elementary level.
Statewide test results also show significant improvement in Orange County Schools. Results of the Florida Comprehensive Assessment Test (FCAT) for writing show improvement in every grade level to which it was administered. Fourth grade scores improved by 6%, 8th grade scores by 5%, and 10th grade scores by 4%. These results put Orange County Schools above 5 of its 6 neighboring counties. Only Broward County Schools outpaced Orange County Schools by 1%. The Orange County School that showed the greatest improvement was Ivey Lane Elementary, which showed a 33% rise in test results.
Orange County Schools employ a number of different methods to help improve academic success and close the achievement gap. Among the most notable are the different school choice options. Charter schools, magnet schools, and contract schools are all offered. There are also opportunity scholarships available to allow children in a failing school to attend a more successful private or public school. With its large minority population, Orange County Schools continues to seek innovative ways to provide students with practical opportunities for success. As with any large, urban district Orange County Schools have areas in need of improvement. But the numbers indicate that they are on the right path.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/California/Orange-County/index.html
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Article Title: Portland Schools Lead The Way For Healthy Kids
Author: Patricia Hawke
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Portland Schools started to make some significant changes to the diet of its children in 2006. At that time, Portland Schools eliminated all soda, sports drinks and junk food from vending machines in the schools. This was part of the district's wellness policy in response to some federal nutrition mandates for schools receiving federal subsidized lunch money. But the Portland Schools went even further than just taking the junk food out of vending machines.
The Wellness Advisory Committee recommended significant changes to school lunch menus, advertising and fundraising sales. And Portland Schools listened. Fundraising items like doughnuts and candy cannot be sold until 30 minutes after school ends. Lunches at Portland Schools include more local and fresh produce, often grown at the school itself. And the district removed any ads for soda or sports drinks and replaced them with healthier images. Why does this put Portland Schools ahead of the curve?
The Oregon House voted, 46-11, to ban the sales of most junk food in all schools by fall of 2008. The mandate is expected to pass in the senate and has the approval of Governor Ted Kulongoski. Rep. Scott Bruum, R-West Linn, has stated that studies show that obesity in this country has tripled in the last three years. National attention given to the statistic of 1 in 6 children being overweight, and of a huge increase in childhood and Type II Diabetes also added to the sense of urgency.
The fact that Portland Schools have already addressed the issue is helpful in more ways than one. The current bill doesn't affect school lunches, as that program is federally mandated. Also, other Oregon districts will now face a financial loss from partnerships with Coke from having the vending machines in schools. Portland Schools have already dealt with that.
Sugar, sodas and junky food have also been shown to have a severe impact on the behavior of many students. Some react with sugar highs, other with lethargy from a lack of protein and healthy whole grains, fruits and vegetables. The Portland Schools' model has an answer for that. Abernathy Elementary School really made the grade for good nutrition. It was one of many Portland Schools to make changes, but the alterations there were huge. The school started a made-from-scratch kitchen, a hands-on school garden, and many educational programs. Portland Schools funded the pilot program through grants and district support.
If the largest school district in the Pacific Northwest made these changes voluntarily, many parents are asking what's taking the rest of Oregon so long to catch up with Portland Schools. Of the opposing votes to last week's bill, some representatives said they were against letting the state make decisions for individual districts. Well, Portland Schools seem to be making their own decisions, and the parents and teachers seem pretty happy about it.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Oregon/Portland/index.html
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Article Title: Building New Orleans Schools From The Ground Up
Author: Patricia Hawke
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Even before Hurricane Katrina New Orleans Schools suffered from a lack of teachers, run down facilities and failure to meet state and national guidelines. Since the devastating storm those problems are compounded. As students and families trickle back into New Orleans Schools, those in leadership roles must provide all the necessities to educate the current 27,000 children, along with 100 more who are enrolled each week.
New Orleans Schools have a new leadership team in place to guide the way. Paul Pastorek was recently named Louisiana Schools Chief, and Paul Vallas will head the Recovery School District (RSD), which includes most schools previously run by the state board. Vallas, who has served as superintendent for both Philadelphia and Chicago Schools, appears very realistic about the troubles plaguing the New Orleans Schools. But he also claims that, "This will be the greatest experiment in choice, in charter, and in creating not only a school system, but also a system of schools."
Vallas has said that the lack of usual limitations will create opportunities, but that the limited finances will remain challenging. New Orleans Schools currently have a mix of 58 public schools, charter schools and RSD schools open. 20 more New Orleans Schools are expected to open in fall of 2007. What will they look like?
Many hope that charter schools will continue to have a strong presence in the district. New Orleans Schools have 17 RSD authorized charter schools. There are also charter schools run under the local school board and 5 magnet schools. The world is watching to see how these choices are monitored and to determine their effectiveness. Many school reformers hail charters as the future of New Orleans Schools due to their combination of independence and accountability. Failing schools are simply closed.
Vallas and Pastorek recently attended an education summit hosted by the New Schools Venture Fund and the New Leaders for New Schools. The "two Pauls" outlined their plan for addressing issues like educator shortages and poor classroom space. Some of the proposals include initiating a "welcome school" to screen incoming children of New Orleans Schools for both academic and emotional needs. Post-Katrina teachers have seen a major increase in anxious and fearful children unable to concentrate on academic tasks.
The continued disruption and lack of routine in the lives of these children adds an emotional burden to the already understaffed and overburdened New Orleans Schools' teachers. This leads to the problem of attracting teachers to this devastated and struggling area. Vallas plans to draw on the student-teacher populations to help prepare for the need. New Orleans Schools will need to hire 800 more teachers for the '07-'08 school year.
New Leaders for New Schools, a principal training organization, has signed up to train 40 principals for New Orleans Schools by 2010. In spite of this outside help, the task is daunting and enormous. Vallas puts a positive spin on the challenge, "If we can create a dynamic school system here, that means it can be done any where, and there will no longer be any excuses for why it can't be done."
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Louisiana/New-Orleans/index.html
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Article Title: Nashville Schools Try To Attract Top Teachers
Author: Patricia Hawke
Word Count: 453
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What does it take to catch a teacher? Nashville Schools and surrounding districts are trying to answer that question. Incentives including pay increases, job fairs, full time recruiters and on-site child care have been implemented as recruiters and administrators try to lure good teachers to Nashville Schools. The Metro district increased starting salaries by $2,000 for the '06-'07 school year. Did it help? Only 8 positions were left unfilled at year's end, but the reason for that is still unclear.
Even so, the year end scramble to fill the slots for next year has already started for most Nashville Schools. Why? 500-600 teachers retire from Nashville Schools on a yearly basis. Others leave for better paying jobs, are let go, or don't meet the license requirements of the federally mandated No Child Left Behind Act. This can mean that students in Nashville Schools face overcrowded classrooms, or are bounced from teacher to teacher as class sizes are balanced.
How big is this problem? 50% of teachers hired in Tennessee in 2002 had left teaching by 2006. Not their jobs, the teaching profession. How does this directly impact Nashville Schools? The scramble for teachers is largely impacted by the attractiveness of the incentives and the atmosphere. So adjacent districts to Nashville Schools are all competing for the same small pool of qualified teachers
Wilson County has offered on-site child-care to its teachers for years. Yet that option has failed in other districts. Higher teacher pay in Nashville Schools may not look as good as a job in Cheatham County. This Nashville neighbor only employs 500 teachers, but rarely has a position unfilled in the fall. Now that is a position that Nashville Schools would love. Other local systems start with 40-50 openings. So what do teachers have to say?
The Tennessean Newspaper's Website is filled with blogs by teachers, former teachers, and many hoping to become former teachers in Nashville Schools. One unidentified Nashville Schools' resident recently said, "Higher starting salaries are a lure but the salary scale has been so compressed that there is no future in teaching. A senior teacher with 25 years experience would make no more money than when she started when adjusted for cost-of living. Many, many alternatives offer higher pay, greater potential and a less demeaning work environment. Teaching is no longer a profession, it's just a job, and not a good one at that."
So Nashville Schools must figure out how to lure good teachers, and keep them. In a political climate dictated by testing, reforms, and rising standards, it might be time some attention was focused on exactly what teacher's want and how to give it to them.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Tennessee/Nashville/index.html
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Article Title: Indianapolis Schools
Author: Patricia Hawke
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Indianapolis Schools make up the state's largest school district. Recently Indianapolis Schools have been the focus of a reform package designed to target struggling schools in the state. Due to its immense size, the superintendent has implemented strict reforms that can control and equalize the pacing of individual Indianapolis Schools. However, this most recent motion to tack on an extra 25 days at the end of the year has been met with opposition from all sides.
The Indianapolis Public Schools Teachers Union has expressed displeasure at this development. The extra school days would apply to only four Indianapolis Schools that are believed to be in jeopardy. The progress of each Indianapolis School has been tracked in accordance to the No Child Left Behind Act, which requires annual evidence of improvement. If no evidence is produced then, according to the act, the schools must be shut down. The progress of the four Indianapolis Schools did not reach necessary standards. In a last ditch attempt to save these schools the superintendent hastily produced an unpopular extension of the school year.
Teachers were informed that they would be required to work the extra days or transfer to different Indianapolis Schools. Because of the time constraints, many teachers feel that the situation was handled poorly and that the information dispensed too late. The extra days, scheduled to begin July 23, would sabotage many summer plans for the teachers in these Indianapolis Schools. Overall there is a general consensus that the situation had been poorly and thoughtlessly handled by the school boards.
This is not the first sweeping reform to target Indianapolis Schools. In the past, the superintendent has advocated standardized tests and restricted teaching methods. These programs were completed in keeping with the standards reform that continues to invade districts across the nation. Teachers in these Indianapolis Schools complied with both constraints and reforms in action if not enthusiasm.
But this most recent dictate has many teachers complaining loudly. The Indianapolis Public School Teachers Union has appealed their case to a state board. They hope that the ruling will favor elimination of the extra school days proposal. Indianapolis Schools may be struggling, but teachers feel that something should have been done sooner to reverse the pattern of failure. Teachers feel that time is running and have asked that their case be moved to top priority. A decision must be made before the start date of extra days begins on July 23.
Aside from the reaction of the teachers, Indianapolis Schools saw the effect this decision would have on students and parents. Since the extra days would benefit struggling students, parents were able to see the positive aspects of this initiative. Many parents viewed the extended school year as a small inconvenience in exchange for the survival of their Indianapolis Schools. Yet other working parents expressed relief at having somewhere structured for children to go over the summer. All sides agree that Indianapolis Schools need to address similar issues before they occur to prevent another similar fiasco.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Indiana/Indianapolis/index.html
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Article Title: Kansas City Schools
Author: Patricia Hawke
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Kansas City Schools have undergone many changes in the past five years. The resignation of the superintendent for embezzlement of funds in 2002 highlighted the district's need for change. Since then, Kansas City Schools have experienced reforms and new initiatives that are credited with giving the district some of the lowest dropout rates in the country. Kansas City Schools are still struggling and in a bit of turmoil, but they are making good progress in their efforts to get back into the game.
Kansas City Schools have composed their own list of reforms unique to the state of Missouri. One example is the Show-Me Standard, a group of goals designed to make students more independent thinkers and workers. Emphasis is put on the importance of community involvement and initiatives that promote a practical approach to life after high school. The Show-Me Standard pushes Kansas City Schools to produce evidence of achievement in the areas of concern.
While depending on district officials to legislate pertinent initiatives, Kansas City Schools also adhere to nation wide reforms, such as the No Child Left Behind Act. Written in an effort to bridge the gap between the advancement of all students, the reform has affected Kansas City Schools positively. There has been a marked change in the cohesiveness of lesson plans and teaching methods in the Kansas City Schools. Teachers are more unified in the material that they present to their students. With a total of 69 elementary, middle and high schools in this large area, there is a real concern that education be equally represented to each individual.
The district officials governing Kansas City Schools are increasingly concerned with how monetary funds are designated for school improvement. After the scandalous dismissal of the last superintendent, parents hesitate to put faith in the system. The various initiatives of public schools since then exhibit caution and meticulous concern for student funding. There have been studies probing the efficiency of reforms before money is invested in district wide approval of projects.
A study conducted to research the impact media center services would have on elementary educational success found that school libraries significantly improve student grades. This resulted in a plan to improve Kansas City Schools' library system. Significant academic improvement has also been shown in students who received guidance counseling services. In the study, Kansas City School counselors worked with teachers to prepare lesson plans dealing with social issues. Topics covered in the guidance lesson plans included confrontational and peer pressure situations. More than anything, it is this preparation for real world situations and practical experience that Kansas City Schools hope will propel their reform movement ahead.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Missouri/Kansas-City/index.html
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Article Title: Las Vegas Schools Thirsting For More Funding
Author: Patricia Hawke
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Families who are considering a move to Las Vegas in order to be closer to all that fun may need to think twice before doing so. The entire state is suffering a drought on educational funding, and Las Vegas Schools are no exception.
Despite a recent Review-Journal poll that had 25 percent of respondents saying that education should be the top priority for the Nevada Legislature, Governor Jim Gibbons, is instead pushing for improved traffic congestion.
Among the many issues voters are concerned over, class-size, per-pupil spending, and all-day kindergarten are tops. Las Vegas Schools, along with the other districts statewide, have the nation's lowest per-pupil expenditure, highest-class sizes, and a pressing shortage of teachers.
Speaker of the Assembly, Barbara Buckley refuses to blame the lower tax revenue the state is experiencing on a slower housing market. "Mediocrity in education funding guarantees mediocrity," she says. Buckley says that educational issues were put last in the budget. Senator Dina Titus disagrees by stating that "When the state has to make up the hole for property taxes at the local level, that doesn't leave a lot for education and that's unfortunate." This doesn't seem to make sense, in light of the fact that Las Vegas schools are in the fastest-growing district in the nation, and they aren't getting any financial help on the local level to improve conditions.
State law does require lawmakers to make up for lost money when the tax revenue goes down, but then the state finds itself burning the candle at both ends. So where is the revenue from this "fastest-growing district in the nation" going? It doesn't seem to be going towards Las Vegas schools.
Improvements that education proponents are looking at for Las Vegas Schools, like all day kindergarten which is seen by most as highly beneficial to students, will likely die at the Legislative level, because of funding issues. Las Vegas schools are hard hit by all of this. Gov. Gibbons even said in his State of the State address that putting off all-day kindergarten was the "fiscally responsible thing to do." Then he went on to add that money had been found in the budget to work on the state's roadways.
One solution that Las Vegas Schools Superintendent Walt Ruffles has implemented is year-round schools. Nine elementary schools are scheduled to begin the year-round calendar this August. While there is no evidence that students perform better in a traditional 9-month schedule as opposed to the year-round calendar, parents aren't convinced. District officials also say the Las Vegas Schools cannot afford any more portable classrooms, and the switch to the year-round calendar will allow Las Vegas schools to house more students.
The Nevada State Education Association is considering a plan to go to the voters to solve the funding crisis: it could lobby the Legislature to put the measure on a statewide ballot, or it could collect signatures to place a constitutional amendment on the ballot. However, it's a risky strategy that has failed in 2004. Overall, the communities around Las Vegas schools are supportive of teachers, but don't think that the Las Vegas schools are very good. Getting the ballot passed could be difficult, unless a standard of excellence for the schools is attached to it.
Las Vegas Schools could be great, if only the politicos in Carson City would get their heads out of the asphalt and into the classrooms.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Nevada/Las-Vegas/index.html
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Article Title: The Long And Short Of Long Island Schools
Author: Patricia Hawke
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Want to know more about Long Island Schools? Long Island Schools consist of 125 public school districts, 416,093 students and 29,901 teachers. About 88.4 percent of high school students on Long Island go on to enter post-secondary education.
The biggest issue as a whole for Long Island Schools is determining the budget. A recent challenge to the state school funding system, by the Campaign for Fiscal Equity, led the New York State Court of Appeals to require the state to adopt a special funding plan to make sure that all students are given access to a proper high school education within the public school system. The Court appears to be in conflict with Governor Pataki, who is trying to push through a $400 million voucher plan. Under this proposal, parents of 1.8 million school children throughout the state would be eligible for the new credit. State aid has increased 65 percent since 1995. Pataki believes that this education tax credit will give parents new resources and flexibility to meet the educational needs of their children, including the students of Long Island Schools.
Pataki has many detractors, who don't feel that vouchers are the way to go. Danny Donohue, president of the Civil Service Employees Association says that public schools still have too many unmet needs to spend $400 million on a voucher plan. Timothy G. Kremer, executive director of the NYS School Boards Association, says that the tax break is "a $400 million gift from taxpayers to families who don't need it."
"The NYS PTA believes that every child deserves equal access to the same outcome, that is, an excellent education," Donohue adds, "That means using our government's resources to close gaps, not create them; to raise student achievement of all and not just for some; and to prepare students for a democratic society for which public schools remain the best forum."
How does all of this impact Long Island Schools as a whole? All the Long Island Schools reap benefits from additional funding, so help from the state would not be unwelcome. However, what each of the Long Island Schools spends their money on and what they need money for varies greatly.
In the Baldwin District of Long Island Schools, taxpayers are actually getting a break, after representatives netted an additional $23.6 million in state aid. Since this district's budget didn't change this year, the extra state aid the district received lowers the amount that homeowners have to pay.
Not every district in Long Island Schools is mired down in a budget quagmire. Consider these Long Island Schools. East Rockaway's High School class of 2006 had one of the highest Regents diploma rates ever (91%), and 96% of students went on to college. The dropout rate at the school is ZERO, and students excel not only academically but in drama, music, and sports as well.
Also seeing fantastic success within Long Island Schools is the Lynbrook School District. They have scored consistently high grades on the NY State Assessment tests: 100% of fifth graders passed the 2006 social studies exam. Nearly 90% of this Long Island Schools' middle school students passed the English Language Arts test. Last year, just like the seniors at East Rockaway, 96% of Lynbrook High School seniors went to college. The district's diverse academic programs have won many awards, and its Long Island Schools' athletic teams continue to excel.
In short, Long Island Schools have a lot to offer students and their families. Concern and involvement from families, community and political leaders over budget spending, and an impressive roster of successful schools are the tip of the iceberg in this area of our nation.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/New-York/Long-Island/index.html
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Article Title: The Stars Shine In Los Angeles Schools
Author: Patricia Hawke
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Who wouldn't love to live in sunny LA? The beach, the movie stars, the extremely crowded schools, poor school maintenance, and incompetent administration…Actually, a significant number of the district's schools do not possess such conditions, despite the reputation of Los Angeles Schools.
There really are many good things about Los Angeles Schools. First of all, former Superintendent Roy Romer is staying involved by heading up "Ed in '08", a project of Strong American Schools. Partly funded by the Bill and Melinda Gates Foundation, "Ed in '08" has a platform based on higher standards, more effective teaching, and extra attention to students who need it. The campaign hopes to inspire voters to force presidential candidates from both parties to make education the top priority and to take up its agenda. The project is in good hands with Romer who, during his 6-year stint as the Los Angeles Schools Superintendent, helped to open two new high schools in 2005, four in 2006, and set plans in motion for over 160 schools to be constructed, expanded, or completely refurbished by 2012.
The El Camino Real High School Academic Decathlon team in Woodland Hills is another star feature of Los Angeles Schools. This year's championship took place in Honolulu, HI. Despite amazing beauty and nearly limitless opportunities for fun, the representatives of Los Angeles Schools devote most of their time to pre-competition cramming. It all paid off, for these students took top prize, and earned glory for themselves, their school, and all the Los Angeles Schools they represent.
Within the past 6 years, the Los Angeles Schools district has built more new schools than in the previous 60 years, but also suffered a dropout rate that may be as high as 50%. In response, meet another Los Angeles Schools star, Jacob Levin. Jacob is a senior at North Hollywood High School, who argues that "school districts [are] hamstrung from providing better student services by a federal government that underfunds education." Levin adds, "You can't expect to have an education system that works if you don't give kids the money they need to be able to get to college."
Another star in the Los Angeles Schools district is the recent and highly significant state allocations to the Visual and Performing Arts education. Nearly $47 million will go to the Los Angeles Schools, and is earmarked for dance, music, theatre, and visual arts instruction. The funding comes from two sources. One is a grant of $28 million that will be given to individual Los Angeles Schools. This works out to approximately $50 per student. Current allocation is about $8 per student. Grant money may only be used for materials, supplies, and teacher training. Schools cannot upgrade facilities or hire new instructors. The second funding source ($11.3 million) will be dispersed through the Los Angeles Schools Arts Education Branch. Parents who want to influence how their school uses its Arts money need to be vocal and get involved. The money is there; now all that needs to be done is to spend it wisely.
The Los Angeles Schools district is huge; it is the largest public school system in California, and the second largest in the nation. It serves over 710,000 students, and has over 74,000 employees. The Student Handbook is available in 7 different languages: English, Spanish, Korean, Armenian, Chinese, Russian, and Vietnamese. With its size and diversity, it's no wonder that Los Angeles Schools have all these stars!
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/California/Los-Angeles/index.html
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Article Title: Closure Certain For Minneapolis Schools
Author: Patricia Hawke
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In a decision process that began in the spring district officials have decided to close seven Minneapolis Schools at the end of the current school year. The debate was an emotional one in which school officials claimed too few students and too many unused classrooms made the move necessary. Current enrollment in Minneapolis Schools is around 36,000, while classroom space exists to accommodate up to 50,000 students. This has led to the situation at Minneapolis Schools like Holland Community School. The north side elementary only enrolled 190 children in kindergarten through fifth grade during the 2006-2007 school year.
Operation Chief for Minneapolis Schools, Steve Liss, has stated that the north side of the district has lost 50% of its students in recent years. Overall enrollment in Minneapolis Schools has declined by 3,000 students in the last two years. But is this decision a necessity? Or is it partially driven by socioeconomic factors?
Community activist Al Flowers fought against the proposed closing because he claimed that his African American community was targeted, and that other parent groups had successfully lobbied against closings in more affluent Minneapolis Schools. Socio-economic factors, like parents who must work outside the home and can't afford supplement enrichment, have factored into educational debates for decades.
Although sadness pervades many affected by the school closings, many seem to be resigned to the decision, and view it as best for the children. Losing the neighborhood feel and bussing children to other Minneapolis Schools creates anxiety for students, parents and teachers. Principals and teachers face different year-end assessments than usual. Typically this is the time of year that Minneapolis Schools reassess their student improvement plan and make changes for the upcoming year. Instead, educators in the closing schools will close out the current plans and move on to a new assignment and venue.
The Minneapolis Schools slated for closing are all on the north side of the city. Some will be combined while others will be re-organized into different grades. What will become of the empty buildings? That is still up in the air. Superintendent of Minneapolis Schools Thandiwe Peebles has no interest in selling the structures, but great ideas of how they could still help the struggling district. Possible suggestions include using the space for community centers or leasing it out to local colleges. Either use could provide benefits to Minneapolis Schools and its student population.
While the numbers of declining enrollment in Minneapolis Schools are shocking, the trend is a national one. School choice, urban flight, meager funding and natural decline of structures combine to put this issue at the forefront of the educational debate. With a presidential election on the horizon residents in the Minneapolis Schools' district and around the nation will watch closely to see what results from decisions like this one.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Minnesota/Minneapolis/index.html
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Article Title: Milwaukee Schools: Something To Talk About
Author: Patricia Hawke
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The Milwaukee Schools' District is the largest public school district in Wisconsin; it has 207 schools, 6,055 teachers, and 90,925 students. Hot topics in the district are voucher programs, Chinese Language education, and WiMAX, a free broadband internet access for all students and staff.
WiMAX, an emerging wireless broadband technology, is a tool that Milwaukee School officials are hoping to install in the homes of all students and staff members. This technology can reportedly broadcast a signal for miles without needing a clear line of sight. If Milwaukee Schools are successful, they will be one of the first school systems in the nation to use this technology. The pilot program will cover approximately five square miles and is scheduled to be up and running by August 2007. James Davis, Milwaukee Schools' director of technology, has said he views WiMAX as the way to provide internet access to students whose families are too poor to even afford a phone line. Davis recently told The Milwaukee Journal Sentinel that "without this kind of initiative, these students will fall further behind in competition for college entry and the work force, [which] will increase the digital divide."
A very exciting new school will be opening in the Milwaukee School District…a Chinese School! There are already at least a dozen such programs in place throughout Wisconsin. Approximately 130 students have signed up so far to attend the "Milwaukee Academy of Chinese Language". James Sayavong, who started this new school, said that he expects to see 200 students enrolled by the fall. To date, many of the school's students are from the surrounding neighborhood, which is generally African American and low income. Sayavong said that he wants Milwaukee Schools' children to learn more about one of the United States' largest trading partners. He believes this will give them an edge later in their careers. Of particular interest, a 2006 Department of Education news release stated that more than 200 million of children in China were studying English, but only around 24,000 of US students were studying Chinese.
One way that the Milwaukee School District is battling to educate low-income, minority students are voucher schools. However, the voucher schools look and feel surprisingly like other Milwaukee Schools. While the program has brought some "fresh energy" to the mission of educating low-income youth, about 10% of the choice (voucher) schools exhibit alarming deficiencies. There's a lot of taxpayer money going into religiously affiliated Milwaukee Schools. About 70% of students enrolled in the voucher programs attend a religious school. The collapse of four schools and the state's limited ability to take action against other "alarming" schools has led to some agreement for the need for increased oversight. While the voucher program has both its champions and its detractors, the Milwaukee Schools seem have a lot of work to do to make the voucher program a success.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Wisconsin/Milwaukee/index.html
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Article Title: Miami Schools
Author: Patricia Hawke
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Ah, beautiful Miami! Sun, sand, and palm trees. It's also the town of opportunities for most students in Kindergarten all the way up to 12th grade who attend Miami Schools. Magnet programs are abundant, and surrounding communities like Coral Gables and Aventura teem with innovative and exciting schools. Of course, Miami Schools also have their fair share of problems, as well. Budget concerns and dropout rates continue to burden the district.
One of Miami Schools' success stories is Coral Gables. The town has a highly respected magnet program, which resides at Coral Gables High School. It received a Magnet School of Distinction Award at the 24th Annual Magnet Schools of America Conference in Omaha, Nebraska.
Also on the horizon for Miami Schools is a new International Studies Magnet High School, which will open near Coral Gables High School. It will offer intensive study in foreign languages and culture. Seven hundred of Miami Schools' students will spend half of each day learning the history and cultures of Europe entirely in a foreign language. It will be the first and only high school of its kind in the country! The curriculum will be based on the successful international education programs already in place at Miami Schools like Carver Elementary, Sunset Elementary, and Ponce de Leon Middle School, all of which teach French, German, and Spanish. Not only are students immersed in a foreign language, they are instructed in a foreign culture; just as other students in France, Germany, or Spain would be. English isn't spoken at all during the foreign language part of the day. It's as if schools from those countries have been scooped up and set back down into the Miami Schools' district of Miami-Dade. The goal of the program is to produce students who are proficient in a foreign language.
Another success story for Miami Schools, at least so far, is the new ACES charter school, located in Aventura. The school's student body population began at 425. The city also has constructed a 300-seat middle school expansion of ACES. The charter school is managed under contract by Charter Schools USA. ACES boasts gifted teachers at each grade level, personalized assessment and objectives, a character building curriculum, four computers installed in every classroom, a full-time ESOL teacher, a science lab, and specialty classes not only in music, art, PE, and media, but in computers, Spanish, and science.
It's not all roses for Miami Schools, however. 40 percent of students don't graduate from high school. An influx of younger families over the past ten years requires more classrooms to serve the new large-scale residential projects that are popping up. Rising housing prices in the Miami Schools area force many young families to move into older condos. This triggers a demographic shift and effects what each school system receives from property taxes.
Also, the statewide classroom reduction amendment, passed by voters in 2002 has become a challenge for Miami Schools' administrators, as they must rely more and more on portable classrooms. Miami Schools face many challenges, yet are still able to create and maintain some exciting and innovation school choices.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Florida/Miami/index.html
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Article Title: Can Teacher Training Help Memphis Schools?
Author: Patricia Hawke
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In the state of Tennessee Memphis Schools are lagging behind. With 80-81% of Tennessee's 4th grade students performing on grade level in both math and reading, the children in Memphis Schools are well behind in the 63-66% range. Dropout rates also plague Tennessee's largest district. 32.5% of students will drop out of Memphis Schools before graduating.
When the "No Child Left Behind Act" (NCLBA) was signed into law in 2002, every school in the nation became accountable for reaching a minimal level of competency. In 2004 the Tennessee Department of Education labeled 148 of Memphis Schools failures by those standards.
To address these concerns Memphis Schools have focused on math and literacy initiatives, adoptions of new textbooks, and better teacher training. In Memphis Schools, where 71% of students qualify for free or reduced lunches, the impact of teacher development in raising test scores is critical. How much influence teachers have on student achievement, and the quality of those professionals working in struggling schools, has been a topic of debate in Memphis Schools for years.
A recent $10 million federal grant with the Peabody Center for Education Policy may help clarify some of these issues. Memphis Schools could eventually benefit, or change course, depending on the finding of trials to be funded by the grant. The five-year grant will investigate the correlation between significantly increased teacher pay and student achievement. That means a difference of several thousand versus several hundred dollars per year.
How well do Memphis Schools pay their teachers? Well, that depends. When adjusted for cost of living Memphis Schools look pretty good. Scholastic's Instructor Magazine recently put Memphis Schools in their Top 5 list for cities where teacher pay goes the furthest. The thing is, no one is really sure how important that is. What will it mean for Memphis Schools if the grant finds little correlation between teacher pay and student achievement? It could mean teachers just aren't motivated by money. It might mean that home environment trumps schools environment. Or it could mean something else all together.
Meanwhile, Memphis Schools are trying to improve their standing by creating better community involvement and reassessing educational goals and outcomes. Ultimately, educators and administrator make daily decisions without full knowledge of areas like teachers incentives. Maybe more studies like this one will start to bridge the gap between what we think and what we know about education in Memphis Schools and in general.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Tennessee/Nashville/index.html
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Article Title: Oklahoma Schools: Better Than Ok!
Author: Patricia Hawke
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Students reap many benefits from Oklahoma Schools. According to the 2002-2004 Census, there are 1,816 schools, 619,226 students, and 38,983 teachers. With a 16:1 ratio of students to teachers, it's no wonder that things are more than OK for Oklahoma Schools' students. The dropout rate for Oklahoma Schools is a low 3.2% and the state boasts high success for its students on assessment tests. Oklahoma also offers a unique program that addresses an issue on the minds of most of the nation: childhood obesity. This program is called the Farm-to-School program.
The Education Oversight Board for Oklahoma Schools reports that many schools successfully reached the boards Benchmark of 70% on standardized tests for the '04-'05 school year. In total that year, the EOB recognized 688 Elementary Schools for 4th grade results, 404 for 5th grade results, 476 K-8 Elementary, Middle, and Junior High schools for 7th grade results, and 176 of the same types of schools for performance on the 8th grade tests. The board reserved its highest accolades for the 40 Elementary and 2 Middle Oklahoma Schools that have reached this benchmark for each of the past five years.
On the other hand, the Office of Accountability, which also evaluates Oklahoma Schools, states, "…[we] have been reporting for several years now that Oklahoma's students, while occasionally making minor gains in some areas, are at the same time losing ground to their national counterparts." Other agencies report that Oklahoma Schools score below the nation in most categories.
What Oklahoma Schools' students are not gaining is more weight. An impressive move to combat this problem within the Oklahoma Schools is the Farm-to-School program. The successful two-year pilot program was organized by the Oklahoma Food Policy Council, which is a joint project of the Kerr Center and the Oklahoma Department of Agriculture, Food, and Forestry. The program educates children about agriculture and nutrition and can include field trips to local farms. Not only does the program help kids learn about health and nutrition, it's also good for rural economic development. Researchers say that farm-to-school programs actually improve children's nutrition, which can only benefit all those involved.
Program goals are to provide fresh, high-quality, locally grown fruits and vegetables to Oklahoma Schools' cafeterias, and to get kids excited about eating healthy through nutrition lessons. Other effective activities include cooking classes, farm visits, school gardens, and "Ag-in-the-Classroom". State Representative Winchester states "…student's diets could be drastically improved [by] adding fresh fruits and vegetables into [Oklahoma Schools'] menus. Lack of healthy fruits and vegetables in a child's daily diet contributes to the massive youth obesity and juvenile diabetes epidemics in our state." In 2004, Oklahoma Schools had 11.1% of high school students considered overweight, with an additional 14.2% at risk. And, when it comes to meeting the FDA guidelines of five or more fruits or veggies a day, Oklahomans rank last in the nation. Thankfully, this generation of Oklahoma Schools' students could turn that statistic around.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Oklahoma/index.html
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Article Title: Entrepreneurship Major Introduced For Secondary Florida Schools
Author: Patricia Hawke
Word Count: 548
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One of the things I appreciated, only after graduating college graduation, was that my school employed professors, who had "real world" experience. I cannot tell you how many times we heard a professor say, "Okay, that's what the textbook tells you. Now, let me tell you how it works in the real world."
Textbooks only give students a foundation on which to build later in a real job. Often times, the real world does not follow the procedures set forth in or look/act anything like those models in the textbooks, making it difficult to adjust. You expect one thing in a new job but discover another, feeling lost as to how to proceed.
The Florida Schools in partnership with the National Foundation for Teaching Entrepreneurship (NFTE) are introducing some of the "real world" into the Florida schools. Beginning with the 2007-2008 school year, high school students in the Florida schools will be able to sign up for a major course in entrepreneurship at participating schools.
In June 2006, then governor Jeb Bush signed the A++ Education Act, which offers 442 additional major coursework in the Florida schools. The entrepreneurship course is one of these offerings.
The importance of teaching such a course to secondary Florida schools' students is not lost on businesses that complain across the nation that high school graduates are not prepared to enter today's workforce upon graduation. The Florida schools' entrepreneurship course will teach students vital business skills that will benefit the entire community and economy. With business being primarily knowledge-based, knowing how to use technology and employ critical thinking skills are essential for Florida schools' graduates. As well as providing this training, the new Florida schools' entrepreneurship course will create a new awareness for the students.
The NFTE was instrumental in the development of the entrepreneurship program for the Florida schools. The group is committed to providing entrepreneurship education to low-income and minority youth. They believe that introducing entrepreneurship to high school students gives them greater motivation to stay in school in order to do more with their life after graduation. Entrepreneurship offers hope and an opportunity for many students, who feel that there is nothing for them after high school except minimum wage jobs. It gives them the knowledge and confidence that they can do more.
The nationwide program of the NFTE has shown that entrepreneurship coursework at the high school level decreases the drop out rate and increases the number of students who go on to college. Their claim has been documented by Harvard Graduate School of Education in a multi-year study on the influence of NFTE coursework on school engagement. The NFTE currently has high school coursework programs in 47 states and 16 countries with over 150,000 courses worldwide, and there are 23 Florida schools within the Miami-Dade County Public School District that already successfully use the entrepreneurship program.
With the signing of the Act in 2006, the Florida schools have become the model for school boards across the nation. Florida schools' officials have been receiving telephone calls from as far away as Arizona and California. Other states wish to emulate the Florida schools and their new entrepreneurship program to bring the "real world" to their high school students, as well.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information on Florida schools visit http://www.schoolsk-12.com/florida/index.html
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Article Title: Balanced Budget For The Denver Schools — An Unfamiliar But Welcome Place To Be
Author: Patricia Hawke
Word Count: 506
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I have been writing about school districts across the nation for some time. It is unfortunate that many districts today generally are experiencing more problems than successes. Budgeting, finances and funding are the biggest headaches and challenges for school administrators and district officials. Though the Bush Administration has provided more federal funding under programs like the No Child Left Behind Act, such funding brings with it federal mandates of how to spend those dollars. Many school funding programs cost school districts as much as they receive, leaving them to scramble to obtain other funding for their schools' day-to-day necessities. Some states even decrease state funding and cap the amount of funding a failing school may receive from local funding resources, which has never made any sense to me — take money away from a school, which needs it the most to create and implement intervention programs to improve the school's performance.
That leaves school districts with insurmountable budget problems that mean operating in the red, and some (like the St. Louis school district) face the possibility of being taken over by the state. Each and every school within the United States must closely monitor what money the receive and what they spend.
Is it any wonder that the Denver schools' officials recently experienced a burst of exhilaration after finding that they may be facing a balanced budget for their district for the 2007-2008 school year?
Not believing it possible, they went over the numbers again. The Denver schools' officials combed the spreadsheets several times looking for errors. Even when no errors could be found and the proof was in front of them in black and white, the Denver schools' administrators still had a hard time believing it. Yet, they have a balanced budget for the 2007-2008 school year for the district.
Theresa Pena, president of the Denver schools' board, told reporters that the board members were shocked and did not quite know how to act with a balanced budget.
The Denver schools' officials used the same "blueprint" for the 2007-2008 budget as they did for this year's budget. They added nothing new to the Denver schools' budget for next school year, and they made no cuts. It is pretty much the same as this year's budget, except for a $200 million decrease of current commitments that do not extend into the next school year, according to Denver schools' Superintendent Michael Bennet.
Though the $1.1 billion budget for the Denver schools' 2007-2008 school year is not final, school officials are excited none-the-less. Bennet cautioned the Denver schools' board that the projected budget leaves no margin for errors. If something goes wrong within the Denver schools district or Congress hands down unexpected mandates during its upcoming budget session, the balanced budget will be history.
Superintendent Bennet, allow the Denver school's officials enjoy their unexpected feelings of satisfaction and elation for a while longer. It so seldom happens to public school officials these days.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information on Denver schools visit http://www.schoolsk-12.com/colorado/denver/index.html
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Article Title: Are More Charter Schools In The Chicago Schools Future?
Author: Patricia Hawke
Word Count: 477
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Ever since George W. Bush took the oath of president of the United States, he and his administration have instituted many federally mandated changes for public schools across the nation. Now, according to Margaret Spellings, education secretary for the Bush Administration, there may be more that directly affect the Chicago Schools and the state of Illinois. Currently, the states of Illinois, Michigan and New York have the lowest caps on the number of public charter schools allowed. Illinois has the lowest cap of 60, then New York with a cap of 100, and Michigan with 150.
At one of the charter Chicago schools in late January, Spellings stated that the president wants all school districts across the country to change their restrictions on the number of public charter schools allowed, giving school districts, like the Chicago schools, the ability to convert as many failing traditional schools to charters as they wish.
Chicago schools' officials see this as a positive move. Over the years, they have aggressively pursued the conversion of failing schools to charters. The Chicago schools currently have 29 of their allowed 30 charter schools in place and running. With a current 185 low performing schools, the Chicago schools' officials see conversion to public charter schools as a possible solution to improve the schools' performance. Otherwise, their only option is to make major staff changes, since they can only convert one more traditional school to charter under current state guidelines.
Chicago schools' officials believe that more drastic interventions are required to make these failing schools successful. Charters within the Chicago schools have more freedom over their curriculum, budgeting and scheduling than traditional schools do. They also have more accountability to the Chicago schools.
Opponents to the Bush Administration proposal for changing the state's public charter school cap believe the president is going too far. Legislators involved in drafting Illinois' cap are some of those opposed to the proposal. The state's teachers' union also is against the proposal.
Representative Monique Davis, who is a Democrat representing Chicago (and the Chicago schools) and vice chairwoman of the House Education Committee, stated in response to the proposal that the legislators of Illinois believe, as many others across the nation, that charter schools still are in the experimental stage. Expansion of the number of public charter schools should be held back until they prove themselves as a viable and successful alternative for the future. They just are not there yet.
Regardless of what the Illinois legislators believe, the proposal will soon be in Congress. If the bill passes, it takes the matter out of state hands, since the federal government can impose whatever mandates they desire when contributing federal funding to schools. This means the Chicago schools' officials may soon be able to enact some serious interventions for their 185 low performing schools.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information on Chicago schools visit http://www.schoolsk-12.com/illinois/chicago/index.html
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Article Title: Governor Schwarzenegger Issues Challenge To All California Schools' Students
Author: Patricia Hawke
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Long before Arnold Schwarzenegger ran for governor of California, physical fitness was at the forefront of his career. He won a succession of bodybuilding titles from 1964 to 1970. He had been named Mr. Germany and Mr. Universe by the age of twenty. Schwarzenegger brought bodybuilding to the national spotlight, when he won the Mr. Olympia title, holding it from 1970-1975 and 1980.
His acting career took off with the successful Conan the Barbarian with Schwarzenegger in the lead and chosen specifically for his perfect physique. In 1997, he was proclaimed the greatest bodybuilder of the 20th century, and the Guiness Book of World Records named him "the most perfectly developed man in the history of the world".
Among his many business ventures, Schwarzenegger owns World Gym Enterprises and All Star Fitness Products, and is co-responsible for the Arnold Classic Pro Bodybuilding and Fitness shows. Additionally, he headed the Council on Physical Fitness and Sports for former President Bush.
Is it any wonder that, as governor for the state of California, Schwarzenegger wants California schools' students to exercise more, eat better, and be more physically fit. To that end, he has issued a challenge to all California schools' students in order promote an increased level of physical activity.
He wants all kindergarten through 12th grade California schools' students to run, jump and squat for 30-to-60 minutes a day, at least three times a week for the next four weeks. The incentive — the school with the highest percentage of participation at the end of the four-week challenge wins a new fitness center/gymnasium. The next eleven school runner-ups will each receive $1,000 with which to purchase fitness equipment.
Schwarzenegger's promotion of healthy California schools' students doesn't end there. Two bills have been introduced to improve school nutrition, effective July 2007. One bill requires all foods sold in California schools' vending machines to meet high nutritional standards, regulating the number of calories for both fat and sugar. The second bill limits the type of drinks sold at California schools to water, milk, and some fruit and sport drinks that are low in sweeteners.
Not only is Schwarzenegger big on physical fitness and its benefits to California schools' children, who are among the nation's growing obese statistics, but a statewide review on physical fitness within the California schools was released last November 2006. The findings were atrocious.
The study found that nearly half of the California school's ninth graders could not briskly run one mile. Almost 1.4 million California school's students were tested in fifth, seventh and ninth grades. Less than a third met all minimum benchmarks for body fat, abdominal strength, and flexibility.
Governor Schwarzenegger is doing what it takes to help California schools' students become and stay physically fit. If children do not do it while in school, it can affect their entire adult life with obese-related illnesses and health problems.
Parents, teachers and California schools interested in participating can register online and track their schools' progress against other California schools at: http://www.calgovcouncil.org.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information on California schools visit http://www.schoolsk-12.com/california/index.html
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Article Title: Middle School May Be Passé Within The Boston Schools
Author: Patricia Hawke
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The middle school model was conceived in the 70s and implemented throughout the 70s and 80s across the nation. It was thought that middle schools would provide a nurturing bridge between the early elementary school experience and high school. Unfortunately, many education experts now consider the experiment a failure with their poor performance and uprooting children twice during their turbulent and challenging adolescent years. Middle schools now are being viewed as the weak link in the educational chain by many.
Prior to the implementation of middle schools, these grades were either part of the elementary school experience or an expanded high school environment. Now, education leaders across the nation (including the Boston schools) are looking to return to those earlier models.
Kindergarten through Eighth Grade Model
With this model, the Boston schools would expand their elementary schools to include kindergarten through eighth grade. Many Boston schools educators believe this would deliver a supportive structure that would foster longer-term relationships between the teachers and their students. The thought is to use the earlier school experience to extend the nurturing that the middle school model was suppose to provide but hasn't.
The push to integrate the middle schools with the elementary Boston schools is gaining momentum. Parents are especially in favor of the K-8 model for the Boston schools, wary of sending their children to the current middle school environment — especially within the urban areas.
Many Boston schools leaders and educators are familiar with the middle school struggle to raise achievement levels. They believe the K-8 model will keep the students and their families not only involved with their Boston schools but also connected on a more positive level.
Upper Grades Model
Others support the upper grades model of integrating the middle schools with the secondary Boston schools. The largest proponents of this model are the high school teachers, especially those teaching ninth graders. These Boston schools teachers currently must hustle to get new ninth graders, who are not prepared, up to par for the high school experience. They would like to have these students earlier.
Many educators believe the upper grades model creates a consistent environment from seventh through twelfth grade and more accountability for student outcomes. This potential model for the Boston schools emulates some of the elite private and public schools, offering the best opportunity for students from lower income families where college is not generally presumed. With a rigorous six-year curriculum and encouragement, more of these students are hoped to continue their education at a college or university.
The upper grades model is currently gaining more traction than the K-8 for the Boston schools, since some schools are expressing interest in expanding their schools to include both middle and high school grades. Two high schools that are considered to be better achieving Boston schools would like to include middle school grades under their roof and control. Additionally, a Boston schools middle school also has expressed interest in expanding its curriculum to include high school students.
The upper grades model is not new to the Boston schools, which has two such schools in operation for several years and are quite successful. Also, there are three competitive admission exam Boston schools that use the model, offering college preparatory curriculum for Boston's top scoring students. One is the renowned Boston Latin School, whose students have the expectation that they will continue on to college or another higher form of education after graduation.
This only reinforces proponents' belief that if it is good to focus on academic achievement from sixth through twelfth grades for the elite students within the Boston schools, then educators and parents should have the same high expectations for all students.
Whatever model is chosen by the Boston schools, the city is ready for the discussion. Last fall, the Boston schools named a 17 member Middle Grades Task Force. Their recommendations are expected to be delivered to the Boston schools leaders in the spring.
The middle school years are very difficult for Boston schools students at such sensitive ages of adjustment from children to young adults. Regardless of which model educators, leaders and parents back for the Boston schools' students, they all agree that any transition should take place either before or after these years — not both.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information on Boston schools visit http://www.schoolsk-12.com/massachusetts/boston/index.html
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 03:50AM +0800
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Article Title: Number Of Charter Schools Increasing Over Traditional Tampa Schools
Author: Patricia Hawke
Word Count: 482
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In 1996, then governor Jeb Bush co-founded the first charter school within the state of Florida, when most educators across the nation thought of charter schools as nothing more than a fad. Now, there are more than 350 charter schools within the state of Florida; there are 38 across the Tampa Bay area with several in the Tampa Schools area — private and public. The movement has mushroomed across Florida with charter school enrollment expected to top 100,000 students this year.
Yet, if you ask the average adult on the street, most have no idea what a charter school is. Though many charter schools are private businesses that operate under the guidelines of the state school board, many were traditional schools converted to public charter schools and still under the direction and control of the school districts, such as the Tampa schools.
Charter schools are given more flexibility from many of the regulations that apply to the traditional Tampa schools in exchange for greater accountability. Charter schools can be as different as day and night in their mission, vision for their students, approaches to curriculum and teaching methods, and administrative structures, as well as their overall philosophy.
Each charter within the Tampa schools area must prove that their students are continuously improving academically from year to year. If they fail (indicated by student test scores on the Florida Comprehensive Assessment Test (FCAT)), they are closed.
Any individual or business that wishes to create a charter school can. Successful new approaches to education by some charter schools are copied by others. The primary philosophy of these schools, however, is that one curriculum and one way of doing things is not correct for every student.
The success of the charter schools within the Tampa schools' area has forced the Tampa schools' leadership and educators to re-evaluate their traditional schools, giving students and parents more educational choices from which to choose.
Clearly no longer just a fad, the Tampa schools lose many students (and the funding that goes with each student) to charter schools each year, and the numbers are on the increase. The Tampa schools now have 12 public charter schools converted from their traditional schools. Ten are lower grade levels and two are secondary. A few have middle school grades included.
Charter schools within the Tampa schools' area, as well as across the nation, continue to produce mixed results. Since their inception in Florida, 78 have closed, and nearly 30 percent were in the red financially a few years ago. Charters traditionally average 11 percent less funding per student, and their students generally score slightly lower on the FCAT, though they are improving.
Most charters within the Tampa schools' area have a greater proportion of minority students than the traditional schools. Many are located within the inner city communities, where all schools face their biggest challenges.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information on Tampa schools visit http://www.schoolsk-12.com/florida/tampa/index.html
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