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- All Employees In The Texas Schools To Submit To Criminal Background Check [1 Update]
- Houston Schools Superintendent Highest Paid In State — Or Is He? [1 Update]
- Home Schooling Option Over Traditional Public Schools Gaining Acceptance In U.s. — Not So In Other Countries [1 Update]
- Will Landmark 1954 Brown V. Topeka Kansas Be Overturned? [1 Update]
- Houston Schools' Students Get Hands-on Experience At Space Center [1 Update]
- Los Angeles Schools Wants Some Of New Voter-approved Bond Money [1 Update]
- Scott Parks' Wish List For Dallas Schools [1 Update]
- Home Schooling On The Rise In Virginia Schools [1 Update]
- Testing All Texas Schools Athletes For Steroids? It Could Happen Soon [1 Update]
- Lack Of Improvement Means More Problems For The St. Louis Schools [1 Update]
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 03:10AM +0800
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Article Title: All Employees In The Texas Schools To Submit To Criminal Background Check
Author: Patricia Hawke
Word Count: 471
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Since 2003, the Texas schools have required background checks for all newly hired teachers and certified employees. Anyone not falling into these two categories or hired before 2003 were not included in the background checks, though some school districts included them on a local basis.
In the fall of 2006, several newspapers investigated the quality of these background checks and found that the information was often incomplete or received weeks or even months after educators were hired. Here are some of the problems with the previous Texas schools system, according to an article on March 27 by the Dallas Morning News:
• The Dallas school district conducts checks, but they did not report the criminal histories of educators to a state agency within the required seven days. One teacher had received a deferred adjudication probation in 2002 for indecent exposure. A teacher's aide had received probation in 2002 for endangering a child.
• Since 2003, more than 200 people, who sought to be certified as educators within the Texas schools, were found to have serious offenses in their pasts. These included sexual misconduct and crimes against children.
• As recently as the 2004-2005 school year, 66 certified Texas schools teachers were found to be registered sex offenders by the State Board for Educator Certification.
Senator Florence Shapiro (R-Plano) was appalled by the fall news articles that cited some Texas schools teachers had been arrested on sex charges and others with criminal records. Knowing that nothing is more important than the safety of Texas schools' children, she decided to do something about the situation.
Shapiro introduced a bill that the legislature passed at the end of March. Now, all employees of the Texas schools must pass a national criminal background check. They all must submit to being fingerprinted for this procedure — new hires, all current employees, teachers to bus drivers, and administrators to janitors. Any employee with a sexual offense or felony against a child on their record will lose their job. New applicants with such records will not be considered. Anyone with a history of crimes against children will be barred from employment within the Texas schools.
The new law also establishes a new statewide clearinghouse for criminal background information. All state agencies and all districts within the Texas schools will have access to the database, which must be current within three years. The database will be housed in the Texas Department of Public Safety.
The new criminal background checks for all employees of the Texas schools and the creation of the clearinghouse is estimated to cost about $34 million. The state will pick up the tab for this one.
The Texas schools join 43 other states that require national criminal background checks for all educators.
Click here for more information on Texas schools.
About The Author: Patrica 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 Texas Schools, please visit http://www.schoolsk-12.com/Texas/index.html
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Article Title: Houston Schools Superintendent Highest Paid In State — Or Is He?
Author: Patricia Hawke
Word Count: 475
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The Houston Chronicle conducted a study and published its results in mid-March. As part of the Sunshine Week open-records program of the American Society of Newspaper Editors, the newspaper surveyed the compensation packages of superintendents across the state, finding that ten regional superintendents in greater Houston exceed $199,000 in annual salary.
They narrowed their research to Harris, Montgomery, Fort Bend, Galveston and Brazoria counties, looking only at the base salaries for superintendents. Though many compensation packages include car allowances, retirement packages, and performance incentives, such perks would be more difficult to compare. Each contract is negotiated individually and perks vary from contract-to-contract for superintendents.
The study, which focused on the 2004-2005 school year, found that the Houston schools superintendent, Abelardo Saavedra, is the highest paid at $278,100; however, the Houston schools also is the largest district in Texas with a student population of 208,945. That means Saavedra was paid a little more than $1.33 per student.
Second to the Houston schools superintendent is Louis Stoerner at Alief. Stoerner made $271,500 with an enrollment of 45,571 students. Stoerner was paid a little more than $5.95 per student.
Next is David Anthony at Cy-Fair, the second only to the Houston schools as the largest school district in the state. Anthony made $250,000 with an enrollment of 80,000 students. He was paid a little more than $3.12 per student.
Of the smaller school districts, Heath Burns at Angleton was the lowest paid with $117,700 for 6,559 students; however, Burns earned approximately $17.94 per student. La Porte's Michael Say earned $186,720 for 7,623 students — that is almost $24.50 per student.
Obviously, superintendent salaries do not match up to the student populations. Compared to the Houston schools superintendent's salary, it looks as though it would be more lucrative to work for the smaller school districts.
Mary Barrett, assistant director for the Texas Association of School Boards, stated that some smaller school districts want larger district experience and have to pay more to get it. She also said that other factors impact the salary offered to superintendents, other than student enrollment.
Paul Wilson, associate executive director of the Texas Association of School Administrator, stated superintendents earn their pay. Superintendents, such as in the Houston schools with its large student population, is worth the salaries set by local trustees.
In many areas, the school district represents the largest business operation and the largest employer. Superintendents must manage both money and children — the two areas about which taxpayers most care. It is an enormous responsibility with a strong potential for public criticism and constant scrutiny. For districts, such as the Houston schools, the job is very demanding, dealing with many internal and external challenges.
After seeing these numbers, perhaps the Houston schools will give Saavedra a raise.
Click here for more information on Houston Schools
About The Author: Patrica 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 Houston Schools please visit http://www.schoolsk-12.com/Texas/Houston/index.html
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Article Title: Home Schooling Option Over Traditional Public Schools Gaining Acceptance In Us — Not So In Other Countries
Author: Patricia Hawke
Word Count: 625
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Though many parents have opted to home school their children for religious reasons over the years, the alternative to traditional public schools gained momentum after the Columbine High School shootings in Colorado. Each year, the number of children being removed from public schools and schooled at home increases. Public schools across the nation have finally recognized that the trend is here to stay. Many recognize that the alternative can be supplemented through the public schools, giving students a more rounded education. Thus, many school districts now offer several home schooling alternatives. This is not the case in some other countries.
During Adolf Hitler's reign in Germany, he created the Ministry of Education, one of his first moves to control the minds of the youth, Germany's future in his estimation. The ministry controlled all public schools and school-related issues. One of their first actions was to decree that all children must attend public schools, essentially banning all home schooling and private schools. That ban still exists today.
Some German families continue to home school their children for religious reasons, since they feel that German public schools offer an anti-Christian viewpoint. Recently, the Ministry began enforcing the ban on public schools alternatives.
First, Melissa Busekros fell behind in her math and Latin classes. Her parents began tutoring her at home to help her catch up. When the public schools found out, they expelled her. They then took action to remove her from her home, arriving with 15 police officers and a court order that stated she was to be removed with force, if necessary.
The 15 year old was first taken to a psychiatric hospital in Nuremberg to remedy her "public schools phobia". Then, she was placed in a foster home. The appellate court upheld the removal order, which her parents sought to have overturned. Unfortunately for Hubert and Gudrun Busekros, the appellate judge ordered them to undergo state-sponsored psychiatric testing. Advocates for the family fear the tests will be used to remove the parents' other five children from the home.
Now, a second German family is under attack for home schooling. A Saxony court has given Youth Welfare the right to remove five children from the Brause home at their convenience with or without notice to the family. Though the Youth Welfare office has not taken action to date, Bert and Kathrin Brause fear it may happen at any time.
According to a CBN report, the parents can regain custody only by placing them in the public schools. They also must pay an estimated $4,000 in court costs. The judge presiding over the case stated that the children were obviously well educated; however, the parents had failed to provide their children with the opportunity to develop independent personalities. The latter was based on one daughter's stated opinion that matched the opinion expressed by her father; thus, the judge concluded that she was incapable of independent thinking, which he deemed the public schools more capable of providing.
The Saxony ruling has increased fear throughout Germany among families that home school. Many families have fled to other countries and are in hiding, fearing they will be extradited back to Germany for prosecution.
Though even the United Nations has gotten involved, government officials say they have a legitimate interest in countering the rise of parallel societies that are based on religion or motivated by different world views. And here, I thought we defeated Adolf Hitler and his narrow views during World War II.
This information on public schools is brought to you by http://www.schoolsk-12.com.
About The Author: Patrica 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 schools please visit http://www.schoolsk-12.com/index.html
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 02:40AM +0800
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Article Title: Will Landmark 1954 Brown V. Topeka Kansas Be Overturned?
Author: Patricia Hawke
Word Count: 698
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In 1896, the Plessey v. Ferguson court decision established the "separate but equal" doctrine, allowing that it was legal and fair to separate public school students by race and color as long as the education given was "equal".
As history has shown, the education was seldom fair or equal. Thus, in 1954 the landmark court decision of Brown v. Topeka Kansas struck down the 1896 decision. It outlawed racial segregation of public school students, ushering in the desegregation of public school institutions across the nation from elementary through college. Public schools were ordered by federal mandate to use race to equitably assign children to public schools; thus, eliminating the segregation that previously was determined by neighborhood residency.
Today, there are two cases in the US Supreme Court that challenge local public school board policies in Louisville and Seattle. The Bush Administration has publicly agreed with the parents, who brought the lawsuits that are in favor of desegregating these schools districts.
The lawsuits argue that desegregation policies are well-intentioned but not constitutional. In order to be legal, desegregation policies must be based on a "persuasive good reason". The two lawsuits contend that no persuasive good reason exists in the Louisville and Seattle school districts, with the Louisville brief citing that "a well-intentioned quota is still a quota".
Many are sitting back and watching the outcome of these two Supreme Court cases. If the court decides in favor of the parents, the ruling could possibly affect 400 school districts in 17 states, which continue under court-ordered desegregation.
Why do these parents and those against desegregation believe that now is the time to overturn Brown v. Topeka Kansas?
First, the Bush Administration has publicly supported not only these public school cases but other lawsuits, as well, that seek to eliminate federal-mandated racial equity in business.
Second, Harvard University's Civil Rights Project has shown that public schools across America have been resegregating during this century. Patterns of segregation exist at all levels of public education — district, state, regional and national levels.
One key finding of the study is that white students are the most segregated of public school students, attending schools that are at least 80 percent white.
With the onslaught of school vouchers, charter and alternative schools, as well as increased immigration into the United States, more and more white parents are sending their children away from the public school system for their education; thus, the public schools nationally are now approaching 40 percent minority enrollment — nearly twice the amount of minority students enrolled in public schools in the 1960s.
In 1974, the Supreme Court decision of Milliken v. Bradley banned desegregation efforts between city and suburban areas in metropolitan Detroit — a third reason for the general public to believe that Brown v. Topeka Kansas may be overturned and another key finding of the Harvard study.
Since the Milliken v. Bradley decision, many of the larger cities have suffered with segregation within their urban areas, with mostly minorities populating those sections of the cities. For example, 27 of the largest urban public school systems serve a fourth of their black and Latino student populations.
Fourth reason, the Harvard study also found that even in desegregated public school systems in the United States, black students are segregated through student tracking and biased testing.
America touts itself as a colorblind society within this century; yet, many minorities across the nation continue to experience a lack of quality, educational resources that are enjoyed by most white students. Many federal and state public school funding formulas ignore the segregation resource issues, adding to the unequitable and lack of resources for primarily minority public schools.
Big business, both domestic and abroad, already has succeeded to some degree (with government support) in eroding the democratic right that everyone, regardless of race, color, creed or religion, has a right to work. Now, our public school systems are under attack. If the Supreme Court rules in favor of the parents in these two cases, we could very well see ourselves back in the turbulent times of the 1950s.
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. Patricia has a nose for research and writes stimulating news and views on school issues. For more information on schools visit http://www.schoolsk-12.com
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 02:30AM +0800
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Article Title: Houston Schools' Students Get Hands-on Experience At Space Center
Author: Patricia Hawke
Word Count: 470
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NASA's Johnson Space Center Houston recently hosted a two-day BP Physics Challenge for 886 Houston schools' students, mostly juniors and seniors, with 800 more students expected to attend. The math and science students either made their own rockets that would be launched outside at the Space Center or conducted other experiments inside.
For those Houston schools' students, who made their own rockets, they got the full astronaut experience as most rocket launchings were scrubbed due to inclement weather. Unfortunately, the weather quickly turned cold and drizzly, canceling the launch of most rockets.
Two Houston schools' freshmen, however, did get their rockets launched with different results. Joshua Hawkins, from Booker T. Washington High School, had a successful launch and was thrilled to see how high his rocket soared. His friend, Keeland Bryant, had a foot-long rocket made of plastic and cardboard. It unfortunately burned during the launch — good thing no astronauts were aboard.
While the rocket launches were either launching or getting scrubbed outdoors, other students were conducting a metal ball drop experiment in order to measure the mass of the Earth. The experiment was chosen to allow the Houston schools' students to work with straight-line graphs and become more familiar with Isaac Newton's universal law of gravity, as well as learn several mathematical calculations taught by employees from NASA, BP America, Boeing and the United Space Alliance, who volunteered as mentors for the two-day experience. The Houston schools' students were amazed to learn how math and science can be applied to their everyday lives.
As exciting as the two-day challenge was, the height of excitement came during a tour of the Space Center for the Houston schools' students. Bill Nye, known as the science guy, was on hand to meet the students, many of which he hopes to see pursue a career in science, math or engineering. Nye hosted an educational program on PBS from 1992 to 1998 and is an icon to many science and math students — even today. He was instrumental in the creation of the popular CBS "NUMB3RS" television series, where a math genius/professor uses mathematical models to assist the FBI in solving crimes. For years, Nye pitched ideas to television executives for programs that would give today's children the incentive to enter science and math careers, connecting the dots between these fields and the real world. At age 51, he still annually applies to NASA for entry into its astronaut program.
At the Space Center, Nye encouraged the Houston schools' students to change the world, telling them people of all ages like science. They should learn it, because it is fun!
The two-day event was designed to interest students in the fields of math and science. Students from across the Houston schools' district participated.
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 Houston schools visit http://www.schoolsk-12.com/texas/houston/index.html
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Article Title: Los Angeles Schools Wants Some Of New Voter-approved Bond Money
Author: Patricia Hawke
Word Count: 496
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Currently, the Los Angeles schools have $20 billion in construction and renovation projects for Los Angeles schools' facilities underway or planned. Unfortunately, the Los Angeles schools' officials expect a funding shortfall from known resources and are looking to the state legislature for a solution.
According to Los Angeles schools' chief facilities executive, Guy Mehula, the Los Angeles schools have identified all but approximately $1.6 billion in funding sources for the building projects. There is enough money to complete construction already in progress, but not for the planned future construction of projected needs for the Los Angeles schools in 2009 and 2010.
The Los Angeles schools have hit a brick wall with the state funding guidelines, which use exaggerated long-term enrollment trends for eligibility requirements. Since the Los Angeles schools' enrollment is projected to continue to decline in future years, they are ineligible for hundreds of millions of dollars in school construction funding from the state.
Though the Los Angeles schools believe the formula is unfair, state officials contend that the Los Angeles schools should have built needed facilities while they were in a growth cycle and that formulas used in other state funding programs have benefited the Los Angeles schools. Kathy Hicks, chief of program services for the state Office of Public School Construction, stated that if the Los Angeles schools had their construction projects ready back when they were in a growth cycle, they would have had the funding at that time.
In November 2006, however, the voters approved $43 billion in bonds. Governor Arnold Schwarzenegger plans another $29 billion in general obligation bonds to be submitted to voters in 2008 and 2010, along with $14 billion in other bonds that do not require voter approval.
Under the governor's Strategic Growth Plan, there will be a $211 billion investment in the state's infrastructure over the next ten years. In 2008 and 2010, he plans to submit almost $12 billion in bonds for kindergarten through 12th grade education. The Los Angeles schools are aggressively campaigning to secure part of these funds.
The State Allocation Board, which distributes funds to the various school districts across the state, is reviewing a backlog of $318 million in construction and renovation projects. These are school district projects that already had been approved before the state ran out of previous funding. After the portion for schools of this new bond money is received, these previous projects have been reviewed, and disbursement to eligible projects within the backlog has been completed, the board then will approve new projects on a first-come, first-served basis for eligible districts. They generally approve about $102 million in new construction and $83 million in renovation projects each month, according to Hicks.
Unfortunately for the Los Angeles schools, they are ineligible for any further funding from the State Allocation Board, under the current funding guidelines. The Los Angeles schools are looking to the legislature to change the status quo on school construction funding to cover their needs in 2009 and 2010.
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 Los Angeles schools visit http://www.schoolsk-12.com/california/los-angeles/index.html
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Article Title: Scott Parks' Wish List For Dallas Schools
Author: Patricia Hawke
Word Count: 1054
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Scott Parks is the education columnist for the Dallas Daily News. He had some interesting items on his January 2007 wish list for the Dallas schools. Some are poignant and in dire need. Some are possibilities during this new year. Others are down right wishful thinking without much chance of succeeding, regardless of the need. Here are only a few items from his wish list for 2007:
•Bilingual Education Programs. Parks would like Governor Rick Perry and the Texas legislature to standardize the teaching of bilingual and "English as a second language" students. Currently, the bilingual education programs are different from district to district. All students should learn English as soon and as quickly as possible. Otherwise, the bilingual students are held back from succeeding only because of the language barrier.
•Dallas Schools Leadership. Parks cited several wishes from the Dallas schools leadership:
oBoard of Trustees & Superintendent Hinojosa. Though the Dallas schools' board of trustees is stronger now than in the past, Parks believes that Superintendent Michael Hinojosa is the district's best hope for getting the Dallas schools back on track. Hinojosa also has the support of business leaders and the public. Parks was encouraged that trustees Edwin Flores, Jack Lowe and their board colleagues now are focused on education, rather than politics, as in the past.
oTexas Association of School Boards. The board of trustees should reject the TASB's recommendations. Instead, board members regularly should visit individual Dallas schools, themselves, speaking with both teachers and staff. Then, they will know firsthand what is truly happening within the Dallas schools. Parks makes an accurate point that the Dallas schools' superintendent and Dallas schools' board are not a team. The Dallas schools' board is the boss, and the superintendent is "a valued employee" — and the TASB is not part of the Dallas schools district.
oSpecial Education Students. Parents of these children have enough to do above and beyond the typical parent. Dallas schools' administrators need to team with these parents to help them understand what the law requires the Dallas schools to do for their special needs children. The current attitude that parents of special needs children are the enemy, who may potentially bring lawsuits against the Dallas schools district, is only hurting the children and their education. As Parks noted, "It's the right thing to do."
oCollege Preparation. Somewhere along the line, someone decided that if a child did not attend college, he/she would not succeed in life. Not all children are meant to go to college. Some do very well in careers that began in high school vocational education programs. Neither my daughter nor my son graduated from college — their choice, even though we discussed at length the benefits of a college degree. They each earn more than $60,000 a year — one is self-employed and the other works for a computer-related company that nearly rivals Microsoft®. My children proved me wrong and proved Parks correct — not all children are meant to go to college in order to succeed. So, stop focusing only on college preparation and refocus some of the energy and resources to provide solid vocational education programs.
oTextbooks. The law requires that every student receive a textbook for the course they take. Some secondary Dallas schools fear too many children will lose or damage the books, costing them some of the precious funding they receive each year for their meager budgets. Children learn better, when they can take textbooks home to study — give them out.
Additionally, lawmakers continually advocate the replacement of textbooks with laptops. Stop it! I fully agree with Parks' assessment of the situation. He believes a course in media literacy should be required for all high school students within the Dallas schools. They need to be able to analyze the barrage of advertising aimed at them now and in the future, as well as to understand current events and the unobjective biases built into the reporting of the news by the owners of the media.
oFreebies to School Leadership. Nothing should be taken from companies wishing to sell products or services to schools, even a free lunch. This should apply to administrators, superintendent and board members. As Parks cited, "It looks bad".
•Teachers. It is understandable that teachers are under a lot of pressure to meet prescribed standards set by federal, state and Dallas schools' officials, not just to meet funding requirements but also performance goals to keep schools open. Because of this, the Dallas schools are losing many excellent teachers to the business world, where they are amply compensated for the headaches. Parks wish is for these great teachers to focus on the challenges and rewards that first got them interested in teaching, continue teaching because so many children need them, and stop obsessing about those things that have little to do with the reason they became teachers in the first place.
•Parents. Too many times when a child gets into trouble at school or receives an undesirable grade, some parents conclude that the teacher is at fault or picking on their child. Like you, parents, the teachers have a hard job to do in seeing that your children obtain a valuable education. It is time for parents to team with the teachers to ensure each child works hard and receives an education that will take them far in life. I remember my son always complaining that a particular teacher was picking on him. When his report card arrived, he was failing English and reminded me that the teacher did not like him. Unfortunately for my son, I had this same teacher in seventh grade English and knew the integrity of the man. His next report card had a much better grade on it. So, parents, first assume the teacher is right and then discuss with them and your child how to resolve any problems with grades or discipline.
One of Parks' best points concerns private sector companies and volunteers. Dallas schools' students need as much encouragement to succeed as can possibly be given them. Presentations and mentoring by these private sector volunteers will give our Dallas schools students not only encouragement but ideas for opportunities that come from those who are there.
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 Dallas schools visit http://www.schoolsk-12.com/texas/dallas/index.html
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Article Title: Home Schooling On The Rise In Virginia Schools
Author: Patricia Hawke
Word Count: 816
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Over the years, the Virginia schools (like many school systems across the nation) have been losing their public school students to home schooling. Henry County, for example, has seen an increase in home-schooled students from eight to 99 over the past 11 years.
In April 1999, the nation watched in horror the news reports on Colorado's Columbine High School shootings, where 12 students and one teacher were fatally shot and 24 others were wounded by two teens who then killed themselves. Afterwards, the Virginia schools saw a steady increase of applications from parents who wished to home school their children.
Though the number of children who are home schooled has continued to increase within the Virginia schools, the reasons have changed. Though school violence and security remains to be a primary concern of Virginia schools' parents, they now have a variety of other reasons, including:
• Too much emphasis on the standardized testing now required within the Virginia schools, fearing their children are being taught only to pass tests rather than a focus on actual learning that is retained and useful later in life; home-schooled children are not required to take the Standards of Learning (SOL) tests;
• The ability of Virginia schools' children to adjust to the middle and high school environments; many parents home school their children during the middle school years and place them back into the Virginia schools for high school;
• Virginia schools' parents' perception of negative influences within the traditional school environment; this is especially true for families with strong religious beliefs; and
• Some Virginia schools' parents simply want to keep their children at home for a longer period, placing them back within the Virginia schools for high school.
Religious Exemption. If a parent applies for release of their child from the Virginia schools for religious reasons, they are exempt from enrolling their child in any other form of education through age 18. They may wish to do so and can, but they are not required to do so by the Virginia schools. If they do enroll the child elsewhere or home schooling, they also are not required to keep the Virginia schools apprised of the child's progress.
Other Exceptions. In order for parents to home school their children, other than under the religious exemption, they must meet one of four requirements developed by the Virginia schools:
• Requirement 1 — Effective July 1, 2006, the parent, who will be teaching the child, must have a high school diploma and provide to the Virginia schools a description of the curriculum he/she plans to use for the child. The child does not have to meet Virginia schools' graduation requirements and receives no diploma; however, progress must be shown to the Virginia schools at the end of each year.
• Requirement 2 — The parent, who will be teaching the child, must have a current teacher certification and provide to the Virginia schools a description of the curriculum he/she plans to use for the child. The child does not have to meet Virginia schools' graduation requirements and receives no diploma; however, here too progress must be shown to the Virginia schools at the end of each year.
• Requirement 3 — Parent enrolls child into a Virginia schools' recognized correspondence home school. There are approximately 19 such schools across the nation. A list may be obtained from the Virginia schools. Correspondence schools are private businesses that operate as schools, charging for their services. They usually cost $800 to $1,200 annually per student, though some charge as much as $4,000 a year. The more you pay, the more services you get, including report cards, transcripts and diplomas. Though coursework is administered by the parent, he/she has no educational level requirement. The child meets the graduation requirements of the correspondence school; however, progress must be shown to the Virginia schools at the end of each year.
• Requirement 4 — No educational level must be met by the parent teaching the child. They must provide to the Virginia schools a description of the curriculum he/she plans to use for the child, which must include the Virginia schools' SOL in language arts and mathematics. The child does not have to meet Virginia schools' graduation requirements and receives no diploma; however, progress must be shown to the Virginia schools at the end of each year.
Description of the curriculum in requirements one, two and four above includes a list of the subjects that will be taught and the textbooks that will be used for language arts and mathematics.
In all four requirements above, the child's academic progress must be proved to the Virginia schools either with SOL test scores (the child would have to submit to testing by the Virginia schools and score above the 23rd percentile) or through a provided a portfolio of the child's work.
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 Virginia schools visit http://www.schoolsk-12.com/virginia/index.html
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Article Title: Testing All Texas Schools Athletes For Steroids? It Could Happen Soon
Author: Patricia Hawke
Word Count: 674
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Professional athletes have been in the news a lot over the past few years, either being accused or admitting to taking performance-enhancing drugs. Major league baseball has taken several hits with accusations being brought against some of their top players, such as home-run king Mark McGwire, who took the fifth amendment to not incriminate himself during Congressional questioning on the subject. Barry Bonds of the San Francisco Giants, Jason Giambi of the New York Yankees, and Olympic sprinter Marion Jones are a few others, who have been accused of taking performance-enhancing drugs. More than 20 athletes were thrown out of the 2004 Olympic Games for "doping violations", and at least two gold medal winners forfeited their wins and medals for using such drugs.
The abuse of steroids is most common among professional athletes and bodybuilders, who feel the pressure to win against daunting competition. The abuse of steroids has become so prevalent that President George W. Bush called upon professional athletes, team owners, and coaches to stop all players from taking the performance-enhancing drugs. Though the effects of long-term use of steroids is enough to cause concern with often permanent and dangerous physical and emotional effects, it has been shown that teen athletes now are using steroids at an alarming rate — to the point that it has the attention of Congress and the President of the United States.
Parents, too, are gravely concerned — and for good reason. A federally funded annual survey of teens' drug use by the University of Michigan, called Monitoring the Future, showed that in 2002 three percent of high school seniors had reportedly taken steroids at least once. Other sources report that as many as five percent of teens between the ages of 12 and 17 have taken it. That is 1.1 million of our children across the nation.
Texas Lieutenant Governor David Dewhurst wants all Texas schools' athletes to be the cleanest athletes in the nation and is proposing that all Texas schools' athletes be randomly tested for steroids and other performance-enhancing drugs.
Texas schools has a sports program with more than 700,000 participating students — more than any other state. Dewhurst's proposal would cost about $2 million annually, which would be provided to the Texas schools through state funding specifically for the random drug testing program.
Reactions to Dewhurst's proposal have been mixed within the Texas Schools. A few local school district officials do not believe such testing is necessary. Mike Owens, head football coach of Texas schools' Robert E. Lee, located in East Texas, stated that the "cost would not be worth the outcome", believing that the Texas schools have more of a problem with street drugs, such as cocaine and marijuana. If the Texas schools tested for those, he would be all for it; but he does not believe performance-enhancing drugs are that big of a problem within the Texas schools' athletic programs. He backed up his beliefs by stating that Texas schools' coaches see their athletes daily and would notice a change in physique and would see the mood swings associated with such drug abuse. He further suggested the money would be better spent on education about the misuse of such drugs.
Some Texas schools already do random drug testing with their athletes. Lindale, Chapel Hill and Whitehouse are three such Texas schools districts, though Chapel Hill does not test for steroids. Not only do they believe the random testing keeps the athletes clean, but they also hope that it gives the students a reason to say no.
Texas schools' student athletes had the most surprising reaction to Dewhurst's proposal. Many said they would not mind being tested. They know that such drugs makes for an uneven playing field and would like to keep their Texas schools' athletic programs clean. There always is the temptation to use performance-enhancing drugs to gain strength and bulk in order to get the advantage over your competition. It has become especially tempting, knowing that so many professional athletes has used 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 on Texas schools visit http://www.schoolsk-12.com/texas/index.html
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Article Title: Lack Of Improvement Means More Problems For The St. Louis Schools
Author: Patricia Hawke
Word Count: 518
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For sometime now, I have written about the problems within the St. Louis schools. They have been "provisionally accredited" for several years now and are facing being unaccredited in less than three years.
The St. Louis Schools is Missouri's largest public school system with 37,000 students. For the past several and consecutive years, they have received unacceptable ratings from the state, meaning the St. Louis schools' students have received a less than adequate education.
Peter Herschend, president of the State Board of Education, stated recently at the Missouri School Boards Association's annual legislative conference that the primary problem is not ineffective teachers. He noted that a crisis has existed for many years in the St. Louis schools' leadership or the lack thereof. Along with Kansas City, St. Louis is a key player in the economics of the state. Undereducated high school graduates will soon begin to affect the state's economy and businesses.
In less than three years, Herschend and his board will be asked to determine the accreditation status for the St. Louis schools, and unaccredited looks to be the outcome. According to state law, if the St. Louis schools is unaccredited for two consecutive years, it could be taken over by the state. According to a 1998 state law, the state board could take over even sooner, without waiting for the two-year unaccredited period to pass.
Herschend told conference participants that the State Board faces three choices regarding the St. Louis schools:
• Do nothing and allow the status quo to continue, which would be unacceptable;
• Form an advisory board that would make recommendations to the existing board of the St. Louis schools; the advisory board would have no power to enforce its recommendations; or
• Form a three-member transition board, which would assume all powers over the St. Louis schools; the current elected board would operate in an advisory capacity only with powers or authority.
Also present at the conference was Maida Coleman, state Senate Minority Leader and Democrat representing the St. Louis area. She believes the St. Louis schools are being singled out, since 12 other school districts within the state also are failing. Eleven of these are performing as poorly as the St. Louis schools, according to Coleman.
Herschend answered Coleman's allegation of unfair treatment for the St. Louis schools, stating that all districts are treated equally on the same standards — no exceptions.
Many others involved at the state and local levels cite inadequate budgets as the primary problem, with the St. Louis schools barely breaking even and an expected $20 million in the red by July 2007. No school district can last long without control of their finances, especially one as large as the St. Louis schools.
Whatever happens, it will require some real work, knowledge and skills to correct the problem. In the meantime, it is the students of the St. Louis schools who must suffer the brunt of this issue. An inadequate education can affect them for the rest of their lives.
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 St. Louis schools visit http://www.schoolsk-12.com/missouri/saint-louis/index.html
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Article Title: Eight Graders Who Fail Will Be Held Back In The San Diego Schools
Author: Patricia Hawke
Word Count: 486
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The San Diego schools is the largest school district in the state. Last year, almost 13 percent of its eighth graders failed two or more core subjects of English, mathematics, history and/or science. This does not include those who received Ds. They were all grades of F.
The San Diego schools is cracking down. Beginning with the current eight grade classes within the San Diego schools, these students will be subject to a new policy recently passed by the San Diego schools board with a vote of four-to-one. A new retention policy puts forth that any eight grader who fails (grade of F) two or more core subjects will be held back to repeat the eight grade. If the parents of such San Diego schools' students object, then those children will be passed on to high school but must actively participate in a ninth grade intervention program.
There was much heated discussion about retention versus social promotion (passing San Diego schools' students on to the next grade, when they are not prepared) before the vote was taken. The one dissenting vote was by San Diego schools' board trustee Shelia Jackson, who argued that the causes for such failures should be addressed before punishing the students. She noted that the children did not fail on their own — teachers, parents and counselors participated, as well.
Some San Diego schools board trustees felt that the threat of retention would give the failing eighth graders incentive to work harder and get back on track. Jackson felt they were punishing the students for possible ineffective teachers or teaching methods.
All San Diego schools board trustees did agree that intervention programs for failing students should be implemented as early as elementary school to guarantee student success later in school and career.
The San Diego schools' board trustees did not discuss what specific intervention programs would be provided to eighth graders who are held back or to those passed to the ninth grade at their parents' request. The design of such programs will be left to each individual middle or high school, giving them the ability to tailor their programs to the needs of the students.
Retention is not a new method to assist failing students. It is widely used across the nation. Even the San Diego schools have used it in the past. Almost five percent of the San Diego schools' sixth and seventh graders (more than 400 children) were retained in 2001 and almost three percent of first graders (360 children).
Superintendent Carl Cohn sides with Jackson, wondering if the new retention policy will hurt the San Diego schools' students more than help them. He believes that retention only accelerates the drop out rate, and studies have proven Cohn correct — students held back are more likely to drop out of high school, than those promoted on to the next grade.
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 San Diego schools visit http://www.schoolsk-12.com/california/san-diego/index.html
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Article Title: Established Phoenix Schools Districts Losing Students
Author: Patricia Hawke
Word Count: 441
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Some established Phoenix Schools districts are just a few areas in the Valley that are losing students to charter schools, private schools, and other districts. These Phoenix schools districts have for many years added classrooms and teachers to keep up with their growing populations. Now, they are experiencing decline in enrollments for various reasons.
Since funding is readily available to Phoenix schools that are in a growth cycle, the enrollment decline means loses in badly needed revenues. It also means losses in local, state and federal funding, which also are based upon the student population. This could mean millions in lost funding to the Phoenix schools.
Along with schools in Mesa and Scottsdale, the Phoenix schools are taking aggressive action. Some school districts are aggressively marketing to recruit students from neighboring districts, as well as to reacquire students who have moved to private schools. Street banners announce the start of schools in some districts, beefing up the Phoenix schools image in others.
The Phoenix schools are battling to keep their current student enrollment levels, while searching for methods to recruit more students. The Phoenix schools face increasing competition from charter schools, as well as private schools that offer more exclusivity to the Phoenix schools' students.
Enrollment throughout the Valley, overall, continues to increase; thus, supporting the findings of an enrollment study for Paradise Valley school district by Applied Economics. They found that charter and private schools were luring students from the district at increasing rates.
The Phoenix schools districts know that new residential housing developments are planned within their districts. The problem is how to plan for such increase in student population — Will they attend the traditional Phoenix schools or opt for a charter or private school. By the time the Phoenix schools have an answer to this quandary, it will be too late to build the needed facilities. Overcrowding in the Phoenix schools already will have been felt.
The Phoenix schools are hurt further by the state law on school funding. When the Phoenix schools experience a decline in student enrollment, they lose funding. Additionally, according to this law, there is a mandated drop in how much additional funding the Phoenix schools can obtain, even through local funding sources.
Lastly, additional funding for construction and renovation of facilities that is available during a growth cycle of the Phoenix schools is nonexistent during an enrollment decline. This makes the average $8,000 per student with extra for students with various types of situations and disabilities, less than adequate for schools that already are dealing with budget and funding concerns.
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 Phoenix schools visit http://www.schoolsk-12.com/arizona/phoenix/index.html
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Article Title: Area Businesses And Organizations Host 1,552 Philadelphia Schools' Students For Shadowing Day
Author: Patricia Hawke
Word Count: 561
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I have worked at one business or another, since I turned 16. I worked for both private and nonprofit businesses, for big corporations and small professional firms. I still remember the excitement, as well as the culture shock, of my very first job. Because of my own experience, I made both of my children get part-time jobs as soon as they turned 16. It was not for the money, though they enjoyed that aspect of working. It was for the experience of being a part of the workplace.
While our children are in school, they lead a totally different life than when they graduate and enter the workforce. Whether they enter after they graduate from one of the Philadelphia schools or after college graduation, the culture shock is there. Children, who have worked in non-neighborhood, part-time jobs during their adolescence, have an edge over those who have not. They have been exposed to the expectations that will be placed on them by an employer. They have experienced the "office politics" that even exist at a neighborhood McDonalds®. They not only know what to expect, but they have learned how to live up to those expectations.
The United Way of Southeastern Pennsylvania teamed up with 165 other businesses and organizations in January to sponsor Shadowing Day for Philadelphia schools' ninth graders. Over 1,552 students spent a workday with a mentor at his/her workplace, giving the Philadelphia schools' students a first-hand experience of the "real world" workplace.
Each Philadelphia schools' participant was paired with an employee from a host business or organization. The student literally shadowed their mentor for an entire workday to see what they actually do in their job, what expectations they must meet, the interrelationships within that particular workplace, and how the employee handles his workload, coworkers and supervisors. The experience reduces the future culture shock, when these Philadelphia schools' students enter the workforce.
The United Way campaign for mentors of Philadelphia schools' teens first began in 1990. They work year round to provide an adult mentor for every adolescent in the Philadelphia schools' region who needs one. There are well over 100,000 Philadelphia schools' students, who have the potential of experiencing teen pregnancy and/or violence, as well as so many who live in poverty. The United Way believes a positive adult role model now is more important than ever in the Philadelphia schools' area. They currently provide mentors for nearly 5,000 youth annually, training hundreds of new mentors and program leaders each year.
Studies prove that youth with a positive, adult role model are more likely to:
• View their educational opportunities in a positive manner, seeking to learn and attend school;
• Have less behavior problems while in school; and
• More likely to see a college education as a possibility.
Alba Martinez, president and CEO of the United Way of Southeastern Pennsylvania, sees mentoring as "essential, because success in school is key to success in life" for these Philadelphia schools' students.
This year's shadowing day for the Philadelphia schools' ninth graders was part of the celebration for the sixth annual National Mentoring Month, which raises awareness of the need and power of mentoring, recruits new mentors, enlists new businesses and organizations into the mentoring program, and recognizes current mentors for their positive impact on their community.
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 Philadelphia schools visit http://www.schoolsk-12.com/pennsylvania/philadelphia/index.html
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Article Title: Criminal Background Checks For Ohio Schools' Bus Drivers In Question
Author: Patricia Hawke
Word Count: 487
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Last month, Columbus, Ohio, police arrested an individual who drives bus for one of the Ohio schools in Columbus. The driver was charged with possession of cocaine and further investigation found the individual had three previous convictions for driving under the influence.
First Student, Inc., is the private company, who employs the driver and provides bus drivers for many of the Ohio schools. They employ 22,000 drivers to over 500 school districts in 38 states across the country, transporting nearly two million children each school day. Of the 20,000 bus drivers within the Ohio schools, 3,000-to-5,000 work for private contractors. State law requires that bus drivers for the Ohio schools have a commercial driver's license and a criminal background check through Ohio's Bureau of Criminal Identification and Investigation.
After the driver's arrest, First Student discovered it had not done complete criminal background checks on all of its drivers. Service to the Columbus Ohio schools was suspended and the district cancelled classes for the day to allow the company to review their background check records for other such omissions.
Spokeswoman Jennifer Robinson assured the public that First Student has submitted hundreds of the required background checks and fingerprints to the Bureau since 2004, though Alex Goepfert, spokesman for the state's attorney general's office, stated that the firm had not submitted anything since that year. Additionally, she stated that First Student runs all background checks through a private company and believes the arrested driver is an isolated case of omission.
Ed Simpson, chief of policy and administration for the state attorney general's office, is searching for a better way to improve enforcement of the background check for Ohio schools' bus drivers law and to ensure such oversight does not occur again.
State attorney general Marc Dann met with Columbus area legislators to discuss ways that the statute can be strengthened. Failure to conduct these criminal background checks is a misdemeanor under the law. According to Simpson, Dann also is investigating if a criminal case or administrative action can be brought against First Student.
First Student's oversight has other school districts within the Ohio schools asking about their drivers. Robinson stated that First Student is conducting a comprehensive review of all Ohio schools' bus drivers.
Ohio schools' Columbus district is evaluating its procedures and whether to cancel their contract with First Student. Ohio schools' Cincinnati district has asked First Student and their two other private bus driver providers to resubmit their criminal background screenings for further review; they review background checks through the state every two years and locally through a private company every six months. Ohio schools' Dayton district hires their own drivers and review background checks monthly. According to spokesmen, Ohio schools' Lorain and Elyria districts were assured by First Student that appropriate checks had been completed on all of their drivers.
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 Ohio schools visit http://www.schoolsk-12.com/ohio/index.html
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Article Title: Mayor Reorganizes New York City Schools Again
Author: Patricia Hawke
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Mayor Michael Bloomberg gave his State of the City speech recently and included some unexpected changes for the New York City schools that could profoundly change their current operation. Though the pre-speech release noted that his speech would focus on tax cuts, many were caught by surprise on what could be called only his second reorganization of the New York City schools.
The announcement was followed by a prepared public relations campaign of press briefings and New York City schools' chancellor Joel Klein spoke to business leaders the following day. Here are the major points of the mayor's announcement:
• The New York City schools would remain public and under the control of the Department of Education. The department will continue to be responsible for setting educational standards, allocating funds to the New York City schools, and hiring/firing New York City schools' principals.
• Principals will be empowered to control key issues within their New York City schools. They will have more autonomy, beginning with the next school year, managing their individual budgets and staffing, as well as determining the best teaching approach for their individual New York City schools. Principals will be expected to partner with a support organization.
Along with empowerment and more autonomy comes more accountability. An array of measurements will be employed to ensure the principals are succeeding in their New York City schools. Student grades will be accessible to parents, one of the most effective forms of accountability. New York City schools' principals who do well will enjoy additional funding for their schools.
Mayor Bloomberg sees this move of empowerment and accountability as a longtime corporate success tool — succeed or lose your job. Others worry he may be losing sight of the learning and teaching aspect of education.
• Support organization partnerships will be established for each of the New York City schools. Each support organization comes from a private group, such as nonprofit agencies and colleges/universities. The support organization will provide professional development support to the principal, his teachers and staff. It will help interpret test results and other statistics, as well as identify helpful teaching approaches for the individual New York City schools.
• Four years ago, when the mayor took control of the New York City schools, he created ten regions. Now that they have served their purpose and completed their work, they are being eliminated. The mayor did not address, however, what group or agency would be responsible for the administration of high schools and admissions for middle schools, previously handled by the regions.
• Chancellor Klein has long criticized the New York City schools' tenure policy of three years on the job and a teacher qualifies for tenure, making it difficult to fire ineffective teachers. Under the mayor's new proposal, the tenure standards will become more difficult but not impossible to achieve. He intends to work with the United Federation of Teachers (the teachers' union for the New York City schools), whose consent is required for any major changes in tenure policy. The mayor aims to use tenure to improve teacher quality with salary increases, develop a program for experienced "lead teachers" to mentor others, and a housing bonus for experienced teachers in teaching fields of short supply.
• Lastly, the mayor is looking at changing the New York City schools' funding formula. He wants to fund each child rather than each New York City schools, believing the current policy is extremely complex and unfair. Each of the New York City schools would receive $3,000 to $3,750 per child with additional funding for poverty-level, non-English speaking, special education, and/or low academic performance-level children. There may possibly be extra funding for the gifted and talented children.
Comments and discussions already have commenced from parents, special interest groups, and advisory councils/committees. It is difficult to see how all of the mayor's changes will benefit the New York City schools' students directly. Parents especially have an interest is seeing smaller class sizes and keeping their children from dropping out of school — none of which was mentioned in the mayor's announcement.
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 New York City schools visit http://www.schoolsk-12.com/new-york/new-york-city/index.html
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Article Title: Guidelines On Seclusion And Restraint Of Students Adopted By The Michigan Schools
Author: Patricia Hawke
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In December 2006, the Michigan schools board approved a new measure that affects students within the Michigan schools — the use of seclusion and restraint for unruly students.
These disorderly control techniques have been used within the Michigan schools for several years; however, parents and educators, alike, have been clamoring for more definitive guidelines on their use in order to protect both the students and the educators who must employ their use.
The adoption of new state standards on the matter by the Michigan schools board in December comes after a year-long study by a group of educators, parents and advocates. The group gathered extensive testimony and discussion from the public over several months. Advocates on all sides were heard. According to Michigan schools president Kathleen Strauss, there were many people on both sides of the debate — some who wanted to keep their use, some who wanted them eliminated, and others who wanted their use modified and/or more tightly regulated.
The new seclusion and restraint standards provide guidance to those who must implement them and definitions of appropriate situations for their use. The standards outline general awareness training requirements for all Michigan schools' staff, including pre-service training for teachers new to the Michigan schools. They also provide for comprehensive training for key identified personnel in each of the Michigan schools.
The standards provide clearly outlined procedures for giving a problem student a way out of the situation and require that specific school staff be present during the use of either seclusion or restraint of a student. They clearly outline the limitations and acceptable, emergency conditions for use of seclusion and/or restraint of a Michigan schools' student.
The Michigan schools now prohibit any practices that could cause harm to a student. The standards do not allow for prone restraint of a Michigan schools' student, which is on the floor and face down. A student is not allowed to be secluded or restrained in any manner that could restrict his/her breathing, whether on the floor, standing, sitting, bending over, or kneeling. The standards prohibit seclusion of preschool children.
Michigan schools board member Reginald Turner noted that the adoption of these standards was not intended to encourage the use of these control techniques. Rather, because there were no previous regulation of seclusion and restraint, the new standards are to limit their use and control how they are used.
Additionally, the Michigan schools board standards require notification of all uses of seclusion and restraint. Each of the Michigan schools must keep accurate records concerning each use of seclusion and restraint, and they must develop reports that give accurate accountings of their use for submission to the board.
Parents and educators both see this move by the Michigan schools board as a positive one. With limitations and conditions for the use of seclusion and restraint, the safety of the children in the Michigan schools become the priority, while each school retains the ability to restore order to their environment with last resort measures. Hands are not tied, and the children are safe. You cannot ask for a better solution.
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 Michigan schools visit http://www.schoolsk-12.com/Michigan/index.html
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Article Title: New Changes Planned For The New York Schools By The State's New Governor
Author: Patricia Hawke
Word Count: 665
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Many states are experiencing the shock of new governors who are breaking the mold of former elected officials. In past generations, new state governors created a transitional governing period during which they and their staffs could get up to speed on the operations and issues of their states' governments. In 2007, many new governors are hitting the ground running. Transitional periods seem to be nonexistent with the newly elected governors barely settling into the governor's residence before making changes within their states.
New York's new democratic governor is such an elected official. Governor Eliot Spitzer was swore in on January 1st, taking his oath of office and delivering his inaugural speech. By the end of January, he already has formulated new plans to put the New York schools and its students back on the road to success.
Spitzer's major push is his series of "Contracts for Excellence", which are methods and programs to improve the New York schools and the education its students receive.
One initiative will provide a significant increase in state aid to poorly performing districts within the New York schools. Of course, this increase in funding has strings attached that the governor believes will set a new course for success for the problem schools. New York schools receiving the extra funding must justify any improvements to their facilities. They also must set goals for their New York schools' students' performance. If these New York schools meet their goals, they will receive special recognition for their success, along with the possibility of receiving even more funding. Failing to meet their goals, however, means these New York schools risk funding penalties and the removal of superintendents, principals, and even school district board members.
A second initiative from Spitzer is report cards for New York schools' leadership. In a recent speech at the State Education building in Albany, Spitzer stated that currently only New York schools' students and their schools receive report cards. Soon, the New York schools' leadership will begin receiving annual report cards that will track the performance of district superintendents and individual school principals from year-to-year. For the first time, the New York schools will be able to rigorously compare and evaluate their performance with the report cards following them from one school district to another within the state of New York.
Other initiatives under Spitzer's Contracts for Excellence for the New York schools are:
• A universal pre-kindergarten for all four-year-olds within the New York schools' area by 2010. All children deserve the opportunity to get a head start on education through this uniquely designed preschool period of acclimatization.
• The class sizes in the New York schools are much too large, making students in large classrooms difficult to teach and learning next to impossible for the children. Spitzer sees smaller class sizes as a must for educational success within the New York schools.
• Spitzer wants the cap on public charter schools within the New York schools to be raised from the current 100 to 250. Many see these public school academies as the solution to poor performing traditional New York schools. The charter schools also will be required to meet their own "Contract for Excellence" every five years in order to remain open.
• The governor wants to appoint a "Children's Cabinet" to assist with and guide the improvement efforts of the New York schools. The cabinet will be comprised of regents, education experts, and the state education commissioner.
Lastly, Spitzer announced his appointment of Manny Rivera as his new deputy secretary for education. Rivera is the former superintendent of schools in Rochester, New York.
Though Spitzer did not provide any details of how his proposals will be implemented or from where the funding will come, he did note that his plans will be meticulously formulated in detail during the creation of the state's budget proposal to the legislature.
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 New York schools visit http://www.schoolsk-12.com/new-york/index.html
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Article Title: High Risk Fast Cash Online Payday Loan – Are They Viable?
Author: JimC
Word Count: 361
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With the advent of the Internet, there are many services that have become easily accessible including a high risk fast cash online payday loan. You might require cash suddenly because the paychecks are not enough. So what can you do in such a situation? If only there was a way to get instant cash. Because at the time of your need, you will be desperately looking for an option to get some money to pay for your rent, credit card bills, medicines or whatever the need may be.
Since the time payday loans have been made available online, more and more people have started opting for them. It is all about comfort, accessibility and fast cash. But is there a catch when it comes to a high risk fast cash online payday loan? There is and it is in the form of a stupendously high interest rate. If you borrow a normal auto loan or a home loan, the maximum interest rate you may ever pay is 10% but if you go for an online payday loan, you might end up paying double the amount during payback. That's the interest rate.
There is another disadvantage. If you are unable to make the payback on time or at all then you will have to pay a fine apart from the high interest rate. For example, if you have borrowed $300 through payday loan then you will end up paying back $1300 due to the interest rate. Now is it worth it? That's the whole point because no one offers money for free. If you borrow a high risk fast cash online payday loan once then you might have to borrow again to pay back the previous loan or to pay for any other expense that you may have.
Did you know? If you are unable to pay back the loans by the deadline, you do have a couple of options available to you. For example, you can file for a loan extension. This will cost you another fee but it will give you a chance to still pay off the borrowed money in an agreed to manner.
About The Author: You are about to know what smart loan borrowers must know on how to get a fast cash online payday loan. Discover the truth by visiting http://www.fixmoneyproblem.com a popular website that offers payday loan tips and solutions on how to fix your money problem.
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Article Title: Alcohol Withdrawal Treatment: What Can Be Done To Ease The Pain Of Withdrawal
Author: JimC
Word Count: 320
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When an alcoholic tries to quit drinking, he can expect unpleasant withdrawal symptoms to go along with purging of the alcohol from the body. These symptoms can get really painful and a person experiencing it may have to undergo an alcohol withdrawal treatment.
* What Is an Alcohol Withdrawal Treatment and Where Does One Get It?
The person is likely to experience withdrawal symptoms during the first few days of depriving the body of alcohol. These symptoms are common side effects of the detoxification process. And because these side effects are often painful and dangerous, rehabilitation clinics use painkillers and sedatives as part of the alcohol withdrawal treatment, to help the patient cope. Medical professionals working in rehab centers and clinics administer these treatments.
* What Are the Usual Withdrawal Symptoms of Alcoholics?
Withdrawal symptoms will vary from one person to another. It may take a few days or a few weeks. This will depend on how the long the person has been dependent on alcohol and how dependent he has been. The most common withdrawal symptoms are headaches, nausea, anxiety and insomnia. This can be treated by mild sedatives. The more extreme symptoms include convulsions, seizures, delirium tremors and high blood pressure attacks can be treated with painkillers and stronger sedatives. It is important that a person detoxifies in place where he can access alcohol withdrawal treatment preferably somewhere nearby his or her other half.
* Alcohol Withdrawal Treatments beyond the Detox Stage
A reformed drinker's greatest task after the rehab stage is to keep sober. This is not an easy task and it requires vigilance on the part of his family and friends and even medications to help him sustain an alcohol free life. Unlike medications administered in an alcohol withdrawal treatment, these medications will make the person fill ill when they ingest alcohol and control their craving.
About The Author: You Are About to Know What Alcoholic Must Know about alcohol withdrawal treatment. Angel CH is an expert and has been writing about alcoholism facts daily. Discover the truth by visiting http://www.alcoholism-detox.com, a popular website that offers The Facts, The Ugly, The Solutions of alcoholism.
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Article Title: Alcohol Withdrawal Treatment: What Can Be Done To Ease The Pain Of Withdrawal
Author: JimC
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When an alcoholic tries to quit drinking, he can expect unpleasant withdrawal symptoms to go along with purging of the alcohol from the body. These symptoms can get really painful and a person experiencing it may have to undergo an alcohol withdrawal treatment.
* What Is an Alcohol Withdrawal Treatment and Where Does One Get It?
The person is likely to experience withdrawal symptoms during the first few days of depriving the body of alcohol. These symptoms are common side effects of the detoxification process. And because these side effects are often painful and dangerous, rehabilitation clinics use painkillers and sedatives as part of the alcohol withdrawal treatment, to help the patient cope. Medical professionals working in rehab centers and clinics administer these treatments.
* What Are the Usual Withdrawal Symptoms of Alcoholics?
Withdrawal symptoms will vary from one person to another. It may take a few days or a few weeks. This will depend on how the long the person has been dependent on alcohol and how dependent he has been. The most common withdrawal symptoms are headaches, nausea, anxiety and insomnia. This can be treated by mild sedatives. The more extreme symptoms include convulsions, seizures, delirium tremors and high blood pressure attacks can be treated with painkillers and stronger sedatives. It is important that a person detoxifies in place where he can access alcohol withdrawal treatment preferably somewhere nearby his or her other half.
* Alcohol Withdrawal Treatments beyond the Detox Stage
A reformed drinker's greatest task after the rehab stage is to keep sober. This is not an easy task and it requires vigilance on the part of his family and friends and even medications to help him sustain an alcohol free life. Unlike medications administered in an alcohol withdrawal treatment, these medications will make the person fill ill when they ingest alcohol and control their craving.
About The Author: You Are About to Know What Alcoholic Must Know about alcohol withdrawal treatment. Angel CH is an expert and has been writing about alcoholism facts daily. Discover the truth by visiting http://www.alcoholism-detox.com, a popular website that offers The Facts, The Ugly, The Solutions of alcoholism.
Please use the HTML version of this article at:
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Article Title: Before Purchasing A Homes For Sale, Check Out The Condominiums On The Market
Author: J Harris
Word Count: 714
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When considering to purchase homes for sale, we generally think first of single-family homes. There are many advantages, however, to condominiums that single-family homes for sale cannot give you.
According to the National Association of Realtors, condominiums are most popular for first-time homes for sale buyers, especially single women. Next, come retirees and empty nesters, who do not wish to have all the physical upkeep required by single-family homes for sale. Thus, condominiums make up an increasing share of the output of the top homebuilders across the nation, even with the decrease in homes for sale since the bubble deflated.
In addition to new condominiums being built, many apartment buildings, hotels office buildings, and even warehouses that have been vacant or partially filled are being converted into condominiums. These condominium homes for sale take less than a year to convert, with upgrades to the exterior and common areas. They add amenities to the interior; and in some, they add a pool, spa, gym and/or clubhouse to attract the upscale homes for sale buyers.
The best deals in condominium homes for sale are those in the process of being converted or built. You usually can purchase during construction/renovation at a 10-15 percent discount. Look carefully at the purchase contract, however, if the condominium is being converted from an apartment building. Ensure you will not be required to allow current renters to stay for a specified length of time.
A condominium homes for sale has many benefits. Like a single-family home, they appreciate in value and have the same tax advantages. Unlike a single-family homes for sale, your homeowner association and maintenance fees covers all major upkeep costs of common areas, landscaping and so on. Sometimes, several other amenities and benefits are covered, as well.
Converted Condominiums
Before buying a homes for sale in a converted building, find out how old the building is and what updates they made during the conversion. Older buildings generally have more frequent and higher cost repairs. Ask if the homeowners association has enough money in reserve to cover major costs, such as roof replacement. If not, will the owners have to meet the costs. How old are the appliances, especially the furnace, hot water heater, and air conditioning? If the appliances are not new, consider purchasing maintenance and repair contracts to save large expenses later.
Established Condominiums
Before buying a homes for sale in an established condominium complex, ask to see all available documents, including minutes of the association for the past few years. Ensure your potential homes for sale will not see a major increase in maintenance or association fees, taxes, and so on. Also, look for any noticeable disputes that residents have had with the association. You do not want to purchase a condo that will give you a lot of headaches. As with converted buildings, consider purchasing maintenance and repair contracts If the appliances are not new.
Buying Any Condominium
Always check the contract and association rules for the following:
• What is the consequence of late payment of association or maintenance fees? Possible actions are lien against your condominium, foreclosure, and court action.
• What are the restrictions? Do they restrict age of residents; pets; who and how many people may live in your homes for sale; no renting or subleasing; number of guests at one time in your unit, home business; and so on?
• Make sure you understand the definitions of the restrictions (such as, what constitutes excessive noise).
• What are the consequences of the different restrictions?
• How and when can you access the pool, spa, gym or clubhouse?
• Does the association have to approve all buyers? Do they conduct a criminal background check before approval? A condominium can offer you more safety than a single-family homes for sale in that the association can ensure its residents do not have criminal backgrounds.
Once you purchase your condominium homes for sale, insure the inside against liability and damage. Consider the extra cost for flood (if even a remote possibility exists — think Hurricane Katrina) and wind insurance (especially for units above ground level).
About The Author: John Harris is an expert researcher and writer on real estate topics such as economics, credit improvement tips, home selling advice and home buying preparations. For more information please visit http://www.twtrealestate.com/
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Article Title: How Important Is An Attorney To Your Real Estate Transaction?
Author: J Harris
Word Count: 616
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Would you sign your name to a multi-million-dollar contract for the company for which you work without an attorney first looking it over? Probably not, because it is your fiduciary responsibility to ensure there is no adverse language in the contract. Yet, we do it for ourselves all the time.
Years ago when I enlisted into the US Navy, several of us were in the same room to sign our enlistment contracts with the government of the United States. Afterwards, we would together go on to the next phase of the enlistment process. Everyone had signed their contracts without reading it and they were grumbling, because I would not sign my contract until I had read every word. The contract was many pages in length and lots of small print. After one guy was a bit too aggressive in his complaints of me making them wait, I quietly looked him straight in the eyes and said, "You signed your contract without reading it. Did you know that you have agreed to jump off the end of a naval ship into the ocean amidst a ring of fire?" The guy laughed and said the contract did not say that. The senior chief, who was supervising us and in the room, said the contract did say that. While everyone else went green in color and looking ready to throw up, I finished reading the contract. You could say that jumping into a ring of fire in the ocean from a very big naval vessel might be construed as "adverse language" in a contract.
Signing purchase agreements for real estate is no different; yet, many people sign them every day without reading them, much less having an attorney review them.
The average home will cost you a long-term commitment upwards of $135,000 — much more in the San Diego area. You are going into debt for a large amount of money over a long period of time. It is important to have a real estate attorney review such a contract, as it is for creating any other contract.
A real estate attorney will tell you if the purchase is advisable, if it should be modified to protect you if the transaction goes bad, if it is legally binding as written, and whether there is any adverse language in it. You should be protected against any contingencies and possible outcomes.
The services of a real estate attorney may cost $200 or more to review the contract. Though many realtors assist in this capacity, a real estate attorney is more knowledgeable and experienced, ensuring you get the best advice. That same real estate attorney can represent you in court, where the realtor can only shrug his/her shoulders and, maybe, offer an apology. Additionally, the real estate attorney can prepare all needed real estate documentation, including warranty deeds, title opinions, and documents to clear any title defects.
There are times when having a real estate attorney review a contract could cost you the deal — you could be up against another buyer, who wants the same property and the seller will not wait for the review, which the other buyer is not requiring. In such a case, only sign the purchase agreement after adding the clause: "Subject to review and approval by attorney of buyer's choosing."
Remember, once the contract is signed without a contingency clause, it is too late for redress. At that point, a real estate attorney can only advise you on what you have done and little else. The time to hire the real estate attorney is before you sign on the dotted line, not afterward.
About The Author: John Harris is an expert researcher and writer on real estate topics such as economics, credit improvement tips, home selling advice and home buying preparations. For more on San Diego Homes for Sale visit http://www.twtrealestate.com
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Article Title: Homeowner Associations And Homes For Sale … What Buyers Need To Know
Author: J Harris
Word Count: 1068
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We all have heard of both good and bad opinions about homeowner associations (HOAs) from the people who have to deal with them as a resident right down to newspaper articles.
One case in Jupiter, Florida, between resident George Andres and his development's HOA went to Appeals Court over his having a flagpole and flag in his front yard. An ex-marine and right after the violent 9-11 attack, he erected a 13-foot flagpole in his front yard. Unfortunately, the HOA had changed the rules before 9-11 and the flagpole and flag were in violation. The patriotic resident lost his case in lower court and appealed. The HOA even attempted a forced foreclosure on his home in 2005 in order to pay for more than $20,000 in attorney fees, but the Appeals Court ruled against them, according to The Sun Sentinel. The case brought so much attention that the Florida legislature passed a law to allow residents to fly their flags, regardless of HOA rules.
Reading about such a case is enough to make you cringe over even considering homes for sale in a development with an HOA. Yet, an HOA can be the best thing for buyers of homes for sale. HOA's can ensure that the value of your home and the ambience of its environment are maintained, and can provide much desired services to buyers of homes for sale governed by HOAs.
Since the late 1990s, 80 percent of the homes for sale built are part of an HOA. During the building of a residential housing development, developers are responsible for the exterior upkeep to ensure the development attracts new buyers for the homes for sale. Otherwise, they could lose money on their investment.
When it is time to turn responsibility for the exterior upkeep over to the residents, the developer and his/her attorney draw up the organization for an HOA. The developer appoints the first HOA president, vice president, secretary and treasurer, looking for a representative cross-section of resident volunteers. In practice, it is often those residents that have the time and volunteer for the positions, rather than those with actual management and/or people skills. After the first appointments by the developer, the HOA membership vote on all subsequent board members.
Board members oversee the HOA, while a management company handles the day-to-day operations. It is the board, however, that rules on violation fines, can bring a court case, or generally make your life in the development either a great one or a miserable one.
In most HOA developments, membership generally is not an option; so, buyers of homes for sale should know as much about the HOA as possible before making a purchase. Homes for sale sellers are required by law to disclose this information to potential homes for sale buyers.
Here are some things for which to look for and investigate before buying the HOA homes for sale:
•What does the HOA do for you, the soon-to-be owner. In their development?
It is important to read all of the rules/covenants governing homes for sale before buying. — do not accept a seller's explanation. Go to the HOA office and ask for a copy of their membership contract. Have your attorney review the contract, and make your offer on any home for sale contingent upon your acceptance of the HOA membership.
What HOAs cover for the exterior differs widely between associations. Some maintain only the streets and common grounds areas. Some insure the roof, windows, siding, gates and fences of resident homes — some only under certain storm conditions.
Not only do you need to know what the HOA will do for the homes for sale, the homeowner insurance carrier will need to know, as well. If you need to insure only from the walls in of any homes for sale, with the siding out being insured by the HOA, your premiums and responsibilities will be much less.
• Second, you need to know your responsibilities as a member of the HOA. What rules will govern (and possibly restrict) your lifestyle and comfortable living in this home for sale?
Imagine purchasing one of any homes for sale, where it s strictly forbidden to park on the street. If this home had only two parking spaces that were being used by yours and your spouse's cars, what room might be left for visitors? This happen to one individual. He had to park in an overflow area. The problem was that the overflow parking was several blocks away from his unit and had only a couple spaces. The large overflow parking area was in driving (not walking) distance. Throwing a party in their home was out of the question; even a big family get-together could not be held there. They eventually sold the home for one in a more accommodating development — similar rules but closer and larger overflow parking areas.
It is important to have the value of your home and its surrounding ambience protected; however, buyers of homes for sale need to ensure their lifestyles will not be overly restricted by HOA rules.
• Other items to know before buying —
o How much are the membership dues?
o How often does the HOA meet and where?
o What is the length of board members' tenure?
o What can be done to remove a board member and for what reasons?
o How are the rules/covenants changed and how often has this occurred?
o Have court cases been brought by the HOA or residents against the HOA? If yes, what were the issues and their resolutions?
Most HOAs are a welcome feature for buyers of a homes for sale. Those buyers who most desire an HOA, are people who travel, single people, those wishing to keep the current exterior standard of ambience and their homes value in tact, and those who seek outside amenities with little-to-no maintenance or upkeep.
So, when looking at homes for sales in HOA developments, be a smart buyer. Know what information you want from the HOA ahead of time, involve your attorney, and make your offer for any of the homes for sale contingent upon your acceptance of the HOA membership.
About The Author: John Harris is an expert researcher and writer on real estate topics such as economics, credit improvement tips, home selling advice and home buying preparations. For more information please visit http://www.twtrealestate.com/
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Article Title: Shih Tzu – Getting Shih Tzu Puppies Started
Author: Connie Limon
Word Count: 594
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It the absolute best that Shih Tzu puppies nurse from their mother right away.
Shih Tzu puppies are born incompletely developed their ears and eyes sealed. Shih Tzu puppies can smell at the time of birth. Newborn Shih Tzu puppies are somewhat aware of their siblings. Shih Tzu puppies will vie with each other, seeking heat and life-giving colostrums and milk from their mother. Early Shih Tzu nursing is highly important because colostrums antibodies are absorbed only the first two days of life. The Shih Tzu dam also receives benefit from the first Shih Tzu puppies' nursing. The Shih Tzu puppy nursing action aids uterine contractions that help her deliver the rest of her Shih Tzu puppies.
Because of the Shih Tzu dam's abdominal distention, the first one or two Shih Tzu puppies may not be able to nurse right away. A Shih Tzu dam's breasts are often taut during the whelping process. Shih Tzu puppy nursing can be difficult until pressure impeding the Shih Tzu dam's flow eases and the glands become relatively flaccid. Usually by the third Shih Tzu puppy delivery, enough pressure has been relieved in the dam that sufficient Shih Tzu puppy nursing may begin, aiding her uterine contractions. If the Shih Tzu litter is small, the dam may not encounter this problem.
If a Shih Tzu puppy fails to nurse right away, but continues to nose around, you will need to help the Shih Tzu puppy along. Put the Shih Tzu puppy to one of the dam's teats and express a small amount of colostrum. If the Shih Tzu puppy continues to nose aimlessly, open the Shih Tzu puppy's mouth to initiate sucking. Express some colostrums from one of the Shih Tzu dam's mammaries and rub a small amount on and around her nipple area to help entice the puppy in the correct direction. Gently insert her nipple into the Shih Tzu puppy's mouth while expressing additional colostrum/milk. Do not worry if the Shih Tzu puppy, being one of the first born, still refuses to nurse. Shih Tzu puppies can go one or two hours without nursing and remain healthy.
Not every Shih Tzu puppy is born vigorous toward nursing. Sometimes Shih Tzu puppy sibling rivalry stimulates a newborn Shih Tzu puppy. If a Shih Tzu puppy is reluctant to nurse two hours after birth, one or two tube feedings may be necessary to prevent dehydration.
Any instinctive Shih Tzu puppy behavioral aberrations from the norm should be reported to your vet. The Shih Tzu puppy could have an unnoticeable birth defect preventing an ability to nurse properly. Such Shih Tzu puppies should be mercifully and humanely put to sleep as soon as possible.
Shih Tzu birth defects are not necessarily either congenital or hereditary. In some cases, they can be caused by an insufficiency or surplus in diet. Two beautiful and health Shih Tzu dogs can be brought to a union that looks good, genetically speaking, on paper. Genetics is a science. It is not exact. Because both desirable and undesirable Shih Tzu genes are passed from one generation to the next, one can never be certain what will be presented in a Shih Tzu litter. There is always some risk in Shih Tzu breeding. Shih Tzu breeding is not for the fainthearted or for those not willing to devote a lot of time, money and energy.
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About The Author: Connie Limon is a Shih Tzu breeder. She publishes a FREE weekly newsletter. A professional newsletter with a focus upon health and wellness for you and your pets. Discounts are offered to subscribers. Sign up at: http://www.stainglassshihtzus.com
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Article Title: Bottle Feeding Orphan Shih Tzu Puppies
Author: Connie Limon
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Nursing bottles for orphaned Shih Tzu puppies can be obtained through the veterinarian, pet supplier, wholesale catalogs or the internet. You should purchase several nipple styles to see which works best for you and your Shih Tzu.
Shih Tzu puppies can become colicky just like human newborn babies. Be careful about allowing a Shih Tzu puppy to ingest air when either tube or bottle feeding. Always turn the bottle and nipple end down, before offering it to the Shih Tzu puppy. All the air in the bottle will rise to the solid end. When the Shih Tzu puppy is nursing freely bubbles rise in the bottle. The bubble flow should be fairly rapid, small and uniform in size, rising in even response to the Shih Tzu puppy's nursing. If the bubbles are large the Shih Tzu puppy may also be ingesting air. Check the nipple cap.
Occasionally remove the bottle from the Shih Tzu puppy's mouth to allow a return passage of air back into the bottle. A return passage of air occurs either through turning the bottle upright or by momentarily loosening the cap. Do not abruptly pull the bottle from the Shih Tzu puppy's mouth. Place a finger in the corner of the Shih Tzu puppy's lip to break the nursing hold.
Some Shih Tzu puppies may instinctively resist the unnatural feel of a manufactured nipple.
1. If the dam is available, rub the bottle and nipple and a towel over her mammaries.
2. Drape this towel across your stomach and lap.
3. Hold the puppy on your lap against your abdomen.
4. Express a small amount of formula from the bottle and wipe it over the nipple.
5. As you introduce the bottle's nipple to the Shih Tzu puppy's mouth, move your legs slightly, jiggling your lap.
6. Also jiggle the bottle up and down in the puppy's mouth using tiny motions. The movements re-create the dam's breathing and Shih Tzu puppy's nursing position on the dam that should cause the Shih Tzu puppy to instinctively and reflexively latch onto the nipple.
7. Have lots of patience.
You will need to burp the bottle fed Shih Tzu puppy after each feeding. Do not allow the Shih Tzu puppy to nurse the bottle dry to avoid a colicky baby. You can burp your Shih Tzu puppy the same as you would a newborn human baby on your shoulder with gentle pats and rubs between the shoulder blades.
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About The Author: Connie Limon is a Shih Tzu breeder. She publishes a FREE weekly newsletter with a focus upon health and wellness for you and your pets. Designer pet clothing is available on the website. Discounts are offered to subscribers. Sign up at: http://www.stainglassshihtzus.com
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