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- School Rankings Need to Be Based on More Than Standardized Tests [1 Update]
- Navigators Mentor Program in Sacramento Schools [1 Update]
- Principals and Performance Should Have Say in Staffing at Minneapolis Schools [1 Update]
- Hungry Kids Attending Michigan Schools [1 Update]
- Students Must Prove Residency to Attend Illinois Schools? [1 Update]
- More Male Teachers Needed in St. Louis Schools? [1 Update]
- What Impact do School Rankings Have on College Acceptance? [1 Update]
- Washington DC Schools Score An "F" In HIV-AIDS Prevention Education [1 Update]
- Achievement Goals In Fairfax, VA Schools [1 Update]
- California Schools To Increase Student Exposure To The Arts [1 Update]
- Tampa Schools Attempt to Stamp Out Inappropriate Behavior [1 Update]
- Family Involvement In Seattle Schools [1 Update]
- Salt Lake City Schools Should be Teaching Tolerance Along With the Three R's [1 Update]
- San Diego Schools And Their Partners Are Making A Difference [1 Update]
- Strategic Goals In Arizona Schools [1 Update]
- Increased Graduation Rate At Cincinnati Schools Proves Improvement Is Possible [1 Update]
- Trimming The Budget At North Kansas City Schools Good News [1 Update]
- New York Schools Plan For The Future [1 Update]
- Minneapolis Schools: Just The Facts [1 Update]
- Waivers Create Conflict In Indianapolis Schools [1 Update]
- Baltimore Schools Try To Grow Their Own Teachers [1 Update]
- San Francisco Schools Get Unexpected Funds [1 Update]
- San Jose Schools Cast A Wide Net [1 Update]
- California Schools [1 Update]
- Salt Lake City Schools Look At Costs Of Undocumented Students [1 Update]
- "Patricia Hawke" <submissions@isnare.net> Mar 30 12:00PM +0800
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Article Title: School Rankings Need to Be Based on More Than Standardized Tests
Author: Patricia Hawke
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School rankings based only on the results of standardized tests don't give students, teachers, administrators, or parents the whole story about how well the school in question is meeting the needs of their students. We all want to make sure that students are performing well. If they aren't then steps should be taken to help the students improve; however, rankings don't provide enough information to conclude that schools are accomplishing this goal or not.
School Rankings Should Include Student Backgrounds
Since the standardized tests only provide a snapshot of how a student performed when the testing was being conducted, why is it being used as the basis for rating or ranking schools? We all want and need to know that students are being given every opportunity to get a quality education, and rankings based on test scores don't really show improvement in student performance over the entire year.
Instead of basing rankings on the results of standardized tests alone, it would be beneficial to know a starting point for the student body and to include, as a basis of evaluation, the range of improvement from one grade to another when comparing the results of tests of various schools. A school that faces economic or cultural/language challenges may not score as highly in a standardized test as other schools but if a measurement of student progress is included in the results – perhaps with a weighted average applied showing improvement within the student body, the quality of the school would be better portrayed. Also, to include some information about the student's background into the mix. Other factors, such as the parents' income and educational levels, do play a part in how well their children perform in school. Whether the students are being taught in their first language also makes a difference in their performance in school, so that should be part of the information gathered when we are looking at school rankings.
If a family moves a lot, either from school to school or district to district, that may play a role in how well students perform at school. Whether parents are able to get (and keep) steady jobs is also a factor, and school rankings that only look at the students' performance on standardized tests are missing these vital pieces of information.
Look at How Well Schools Serve Student Needs, Not Just School Rankings
A better way to get meaningful school rankings is to look at how well schools meet the needs of their students. When the socioeconomic factors are included, then we get a better picture of which schools really should be ranked high on the list. Then we can examine what strategies those successful schools are using to improve the learning experience for all students.
With so much emphasis being given to school rankings, some schools are encouraging parents to keep children at home when the tests are being conducted. This practice is being done in cases where there is concern about a student not performing well, and affecting the school ranking for their particular school. School should be about much more than test results and which kids can help to keep their schools at or near the top. It's supposed to be about learning and I am afraid we lost track of that idea somewhere along the way.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 11:50AM +0800
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Article Title: Navigators Mentor Program in Sacramento Schools
Author: Patricia Hawke
Word Count: 522
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Sacramento Schools are making it easier for their students to succeed by creating the Navigators Mentor Program in their schools. This program enhances the resiliency of students and helps them develop valuable assets needed to be successful adults by providing them with mentors who encourage and empower students to thrive academically, socially, and emotionally as they navigate through their turbulent middle school years.
How do Mentors in Sacramento Schools Help Students?
The mentors involved in the Navigators Mentor Program in Sacramento Schools are dedicated in providing the following:
Mentors in Sacramento Schools are positive role models and examples for young students. By seeing and talking to someone engaged in life and sharing a positive outlook the mentor may be demonstrating an attitude that the child has not seen carried out in a person before.
Mentors are spending time with individual students, or even a group of students and helping to guide them through programmed activities that encourage success. The bottom line of successful mentoring is the sharing of experiences as a guide to help young students to navigate through challenges both now and in the future.
Mentors also help students to bond with their school and their community by encouraging participation in school and community events.
Perhaps most importantly, mentors in Sacramento Schools help to assist their student through what is likely the most challenging and confusing years of life. The transition from Middle School to High School is very difficult and intimidating for most students. Mentors are there to help make the transition as smooth as possible and to provide emotional and academic support for the child they mentor.
What Does it Take to be a Mentor in Sacramento Schools?
If you are willing to spend one hour, once a week for an entire school year with a student, then this is a perfect opportunity for you! You also have to show a distinct willingness to be a positive role model and support your student to achieve at the highest levels. As a mentor in Sacramento Schools, you are essentially helping a child navigate through a turbulent part of their life by helping transition them from childhood to pre-adulthood.
During your weekly visit to Sacramento Schools you're helping your "mentee" to plan community projects and summer activities with other community groups and members of the Navigators Mentor Program. Projects are planned and completed each quarter. As you work with students on this project you're not only being a good role model, but you're also aiding Sacramento Schools to help develop a child and encourage them to achieve their maximum potential.
Overall, this Navigators Mentor Program in Sacramento Schools is a great way in developing a child into becoming an active part of the community as well as helping to transition them from childhood to pre-adulthood. Giving them responsibility in the community teaches them about philanthropy and self-worth, which will indeed make them valuable assets in their future communities. Go encourage this program in Sacramento Schools by signing up to be a mentor today!
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/California/Sacramento/index.html
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 11:40AM +0800
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Article Title: Principals and Performance Should Have Say in Staffing at Minneapolis Schools
Author: Patricia Hawke
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Teachers at Minneapolis schools recently voted on a new contract that contained a provision that seniority alone would not determine teacher assignments or transfers. Principals can and should have a say over staffing decisions at their schools.
Minneapolis Schools Learn Something from the World of Business
Much like an efficient large corporation, the headquarters office usually doesn't look after staff hiring for the branch offices. Minneapolis may be considered something like a large corporation and up until now relied upon someone sitting in the school board office to determine which applicant for a certain position was going to be the best fit? Much of the time this was based solely on seniority. Basing staffing decisions in Minneapolis schools on seniority doesn't make for a competitive environment among teachers and eliminates incentive from the hiring or class choice mix. All seniority accounts for is that someone has an earlier hire date than other candidates but does not measure talent, enthusiasm and results some other members of the staff better equipped for the assignment might have. Promotion or assignment by seniority alone is process that stifles enthusiasm and reward for work well done.
Let the Best Candidate Get the Classroom Assignment at Minneapolis Schools
Any available openings should be sent to competition and that all candidates be considered on their own merits and not based on how long they have been teaching at Minneapolis schools. Additionally, the district should provide clear metrics for performance accounting to make the motivation of assignment awards transparent, clear to all those who applied. This is the fair way to get and keep quality and enthusiastic teachers working in the district.
Since principals should have a good understanding of their own school community, it stands to reason that they would be able to choose the candidate for a teaching position who would fit in well with that community. If it turns out that the best candidate is someone with less seniority than another teacher, then so what?
Adopting this type of policy means that teachers with a few years of experience under their belt will understand that they can't reach a certain level of experience and then coast through the rest of their earning years until it's time to retire. The rest of the world doesn't work that way, and it shouldn't be any different for people employed at Minneapolis schools.
No doubt the more senior teaching staff at Minneapolis schools won't like this proposed course of action. I say that anything that can be done to get teachers in class rooms who want to be there, interacting with students every day, is a good thing. We want to attract teachers to different available positions who actually applied for that posting, not ones that get the so-called "plum" positions because they have been around for several years. Like all school districts, the Minneapolis schools should be run more like a business, and a great place to start this new policy is in the realm of teacher assignments.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Minnesota/Minneapolis/index.html
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 11:30AM +0800
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Article Title: Hungry Kids Attending Michigan Schools
Author: Patricia Hawke
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Have you ever tried to concentrate with an empty stomach? Your tummy is growling, you may have a headache, you may feel nauseous or even a little dizzy. If you're like many people, you're also incredibly cranky, and the hungrier you are the worse it gets. I even know one woman who keeps her husband's office supplied with snacks so that he can munch on something before he comes home from work!
Now imagine that you didn't eat breakfast this morning, or dinner the night before, and you've been in school for an hour. Let's say you're eight years old, and you really don't feel like listening to the teacher. Reading aloud seems impossible, and if they told you that 45 + 45 was 4,410 you'd agree without a thought, just to get past the numbers.
For thousands of children attending Michigan schools, the above scenario hits way too close to home. They come to school hungry, and actually look forward to eating in the cafeteria at any of the Michigan schools. They look forward to it because it may be the only hot meal they'll get all day. Now, there aren't any schools that will knowingly turn away a hungry child at the cafeteria counter; all children are entitled to lunch (and breakfast, depending on the situation). A large number of them even qualify for free or reduced-cost lunch.
Depending on a student's family income, he or she can apply to receive free or reduced lunch. There are approximately 450,000 children attending Michigan schools who qualify for these benefits. But what happens to these children when school is not in session?
Michigan schools, led by the Michigan Department of Education, have instituted a program called the Summer Food Service Program for children attending Michigan schools and who come from low-income families. This service, which is available at schools, public housing, parks, churches, playgrounds and camps gives children up to 18 years of age a free meal every day throughout the summer break. Or, I should say, it tries too. It doesn't have enough funding to feed all 450,000 kids each summer. In 2007, they were only able to take care of 14% of these students of Michigan schools.
The program is searching for sponsors to help. It is imperative that our children attending Michigan schools have enough food to eat. They need it to grow strong and healthy bodies, and they need it to grow strong and healthy minds. In order for the Michigan schools to turn out well-rounded, educated individuals into society, they need students who are prepared and ready to learn. Having a full stomach is the very basic requirement.
Maintaining the program throughout the summer months when classes are not in session is important. We want to maintain contact with these kids, and it's imperative to send them the message that their Michigan schools care about them. They need to see that the schools and the communities are invested in them - that they want to make sure they are well-fed, both physically through meals and mentally through good educational experiences while attending Michigan schools.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Michigan/index.html
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 11:20AM +0800
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Article Title: Students Must Prove Residency to Attend Illinois Schools?
Author: Patricia Hawke
Word Count: 557
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It used to be that you just went to the school that was closest to your house. You might have walked to school or biked with some friends. In some circumstances, you might have even taken the bus into town to go to school. There wasn't really a lot of fuss about WHERE you went to school, you just simply went.
Recently, a first grader who attends one of the Illinois schools had his right to attend questioned. It seems that, although the boy's mother has custody, he still stays with his dad three or four nights a week due to the mom's night-shift nursing job.
Each parent lives in different districts of the Illinois schools; and both districts denied him access.
How pathetic. This boy is living through a difficult time in his life. His parents, no matter what the reasons behind their separation, seem to be doing all they can to make sure he is safe and growing up well. They are obviously concerned for the education he is getting and by having him stay with dad while mom is at work, instead of with a sitter or at daycare, demonstrates to me that they are trying their best.
To have the Illinois schools get involved in this family's personal life is appalling. What business is it of theirs where the child spends most nights of the week? It seems that the district is being in some ways judgmental. The Illinois schools must have much better things to concern themselves with than sorting out with which parent their six year old students spends nights with..for example test scores. school safety and The No Child Left Behind Act.
Why is this even a school issue? Indeed with parents residing in two separate district actually means that both districts are receiving revenue by way of taxes. This is not to ignore the need and purpose for geographic considerations and school boundaries and these the authority of the school district's decision in these areas. Kids do need to go to the Illinois schools that are in their neighborhoods. However, surely exceptions and flexibility can be made when a child's home life is in turmoil and living arrangements are unorthodox.
In times of distress, and divorce certainly qualifies, one thing that a child should be able to rely on is the stability that attending his or her Illinois schools can give. School is a constant, a child knows what to expect each day, and the normalcy is a comfort in the uncertain times of familial upheaval. Many times, parents even turn to the Illinois schools to help their children deal with the stress and emotion of such times. For Illinois schools to refuse education to a child because of a situation such as this is appalling.
On the other hand...
Of course, Illinois schools can't let everyone go to school wherever they want to. If a climate of school choice is available within an individual district, then so be it. However, most kids do have to attend school in their district, or they must obtain an "exemption". Surely this could have been done for this young student who only wants to get back to his teacher, his Illinois school and his friends.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Illinois/index.html
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- "Patricia Hawke" <submissions@isnare.net> Mar 30 11:10AM +0800
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Article Title: More Male Teachers Needed in St. Louis Schools?
Author: Patricia Hawke
Word Count: 506
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For the past 100 years or so, teachers have traditionally been female. Before that, women could only teach school until they married; it was considered unseemly for women to continue working after marriage. Known as "schoolmasters", men filled a majority of the teaching positions throughout US schools. The pendulum has definitely swung the other way; of the approximately 2,700 teachers in St. Louis schools, only 600 are men.
Why Don't More Men Teach?
No one knows for sure why more men don't choose careers that lead them to St. Louis schools, but there are many suppositions. Some may feel uncomfortable about being around children; the fear of child abuse dramatically increases when people think of a male teacher hugging or otherwise nurturing his students. It's ridiculous to believe that just because a man has chosen to work with children that he is a pedophile. It's a disgusting thought, and one which makes the bile rise - that men are discriminated against in this way. Most men who like working with kids (think of all those coaches!), are smart and talented; why shouldn't they teach if they so desire? It is indeed possible that some men may find themselves shying away from a teaching career in St. Louis schools if they feel that they will be victims of such prejudices.
Where's the Money?
For some men, salary may be the major deciding factor against going into teaching with St. Louis schools. With the average starting salary for a beginning teacher around $30-35,000, some may opt out of a teaching career. For families where dad is the main breadwinner, raising a family on a St. Louis school teacher's salary would be difficult. That's not to say impossible, but difficult. Money makes the world go around, and while it definitely doesn't buy happiness, it does put a roof over your head and food on the table. The pay scale for teachers working for St. Louis schools doesn't increase very much; a dramatic pay raise takes years and even decades to happen. There isn't a lot of room for advancement for the teachers of St. Louis schools, unless they want to go into administration or guidance. The principal's office is where a lot of the male teachers end up; they are probably attracted by the higher salary as well as a desire to do more with their schools.
Why We Need the Men in St. Louis Schools
We need men teaching in St. Louis schools. The more male teachers we can get into the classrooms, the better. Kids are shown to benefit at all grade levels - from Kindergarten to 12th grade - from having a male teacher in their St. Louis schools. With an increase of single-mother homes, having a male teacher can lend the male influence these kids in St. Louis schools are missing out on.
We need more quality teachers in the classrooms of St. Louis schools; and a lot of them should be men.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Missouri/Saint-Louis/index.html
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Article Title: What Impact do School Rankings Have on College Acceptance?
Author: Patricia Hawke
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Determining school rankings based on college preparation tests
Newsweek magazine bases its renowned high school rankings test on the number of students who participate in college admissions tests, taking that as the measure of a school's success. This controversial approach to school rankings has both its admirers and its critics. Admirers insist that a school that is invested enough to set many of its students on the path to pursuing a college education can be relied on to have motivated staff and an overall conducive learning environment. Critics beg to differ. They maintain the Newsweek school rankings focus on college admission tests to the extent of ignoring all the other factors that govern a school's performance; like the infamous standardized test scores. This is unfair to schools and promotes at best a skewered version of school rankings.
But what about the rankings themselves; what part do they have to play in college admissions. So Newsweek lists schools based on the college admissions tests participation statistics, but is mere participation in admission tests enough to guarantee the quality of a high school? Does a school's place in school rankings promise to guarantee or deny a student a place in a college? More importantly, do college admission authorities, who every year hold the fates of thousands of applicants in their hands, really care?
How do you Grade High School Rankings?
For instance an "A" in a particular high school might not mean a lot in the greater scheme of things. Not all college admission authorities are going to be impressed for the simple reason that they have never been to your school, and have no way of gauging the kinds of standards maintained. A more important point seems to be that students have a curriculum that is packed with challenging and diverse courses that really prove the student's abilities more than any school rankings. A student from an institution that's high on the school rankings, but who has his transcripts stuffed with no AP classes might actually have a lesser chance of an admission to a top college than one from a lower ranked school who is at the top of the class- AP classes or not. Of course this is a generalization and there are other factors that go into the super secretive college application process like the all important college essay. Even this however, has become commercialized with college admission essay polishing companies sprouting up on the Web by the dozen.
There is enough to indicate that the college admission process in the US is becoming more and more selective as the years go by. With more applicants being turned away each year (University of Chicago acceptance rates in 1981 were 70 percent; today they are only half that) there is a need for schools to set aside their ranking tussles to prepare students for the college process right from the middle school years by including courses that will help them prepare for when high schools and college admissions tests rolls around. Just being from a school with great high school rankings just might not cut it.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/
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Article Title: Washington DC Schools Score An "F" In HIV-AIDS Prevention Education
Author: Patricia Hawke
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Officials at Washington DC schools have been dragging their feet when it comes to offering students information about preventing the spread of HIV/AIDS. It does not appear that this issue was considered to be a priority. Even though Washington DC schools have now stepped up and vowed to introduce the program soon, it is shocking that such an important issue was ever swept under the carpet for such a long time.
Washington DC Schools Have a Duty to Provide Health Information
HIV/AIDS is a health issue, not a moral one. Washington DC schools may shy away from teaching standards of behavior in the sexual health realm, but issues like HIV/AIDS, other STDs, and pregnancy can all be addressed from a health perspective.
We have all heard the argument that if we take the time to teach young people about these issues that it will "give them ideas" about becoming sexually active. The truth is that those ideas are already discussed among every student body and teenagers have those ideas and desires already. What they may lack is the education to understand the life consequences of their sexual activity and knowledge of what such activity really potentially involves. Washington DC schools need to step up and provide young people with the information they need to understand the reality, not just the fantasy of sex so students can more clearly make responsible choices.
Allow Washington DC Schools to Bring in Experts to Give Accurate Information
If the teaching staff of the Washington DC schools isn't qualified to discuss these issues with the students, then the schools have a responsibility to provide training to the educators or to bring in qualified individuals who can. This issue is far too important to ignore.
The choices that the students who are currently attending Washington DC schools make about their sexual health have the potential to affect the rest of their lives. We don't seem to have this much trouble discussing why drinking and driving, or using drugs is not a good choice with our young people; the issue of HIV/AIDS should be no different.
HIV/AIDS can affect anyone who is sexually active and the students attending Washington DC schools need to understand this. The message needs to be delivered directly, and not sugarcoated in any way. This is not something that only happens to other people. Let's teach the students from Washington DC schools how to protect themselves if they choose to become sexually active.
Once these students attending Washington DC schools have been given the facts, they may choose to delay becoming sexually active. If they don't, at least they have the knowledge they need to behave responsibly. HIV/AIDS is a fact of life in our world today. Not discussing it doesn't make it go away. Let's hope that the Washington DC schools get their education program implemented quickly. There's no time to lose.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/
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Article Title: Achievement Goals In Fairfax, VA Schools
Author: Patricia Hawke
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Fairfax, VA Schools understand that student achievement is the most important thing in the development of a child's life. That's why they have created achievement goals for all of their students. These goals inspire, enable, and empower students in Fairfax Virginia Schools to meet high academic, social, and community standards as a result of the very specific beliefs and goals set for them. But do these goals really do all these things; or is there a flip side?
What are the Achievement Goals Put in Place by Fairfax, VA Schools?
Academics: Fairfax, VA Schools want all of their students to obtain and apply the knowledge learned in their schools to the real world. They believe that practical application of the subjects they master is perhaps the single most important reason in getting an education in the first place. By communicating in at least two languages, having a firm understanding of fine arts, and using technology to help them with any of their goals are just some of the ways that Fairfax, VA Schools are helping their students meet achievement goals.
Life Skills: Academics aren't the most important thing that a child can learn in his academic career. Fairfax, VA Schools believe that learning essential life skills is important for a child's overall success in life. A child can be smart, but without the essential life skills put in place they might not have the ability to use their brain to its highest potential. Essentially, Fairfax, VA Schools are teaching their students to have sound moral character, have conflict management skills, and the courage to identify and implement their own personal goals.
Community Involvement: While academics and life skills are very important to a child's overall development, their active participation in the community is necessary as well. Fairfax, VA Schools want their students to be active participators in the community because it helps teach responsibility and helps them understand that there is a higher purpose for them in the world. Plus, until one actually gets involved in their community they may not otherwise understand the personal reward enjoyed by selfless effort. In a phrase, they learn that they can ultimately help themselves by helping others.
It would seem that Fairfax, VA Schools are dedicated to making their students well-rounded people who are not only smart, but have the skills and drive to help themselves and others by participating in community events etc. However, there is a piece of criticism that goes along with this. When will he have time to just be a child? Between the high expectations in the classroom, at home, and in the community it is conceivable that he'll feel so much pressure to do and be good that he'll forget what it's like to be a child. Childhood can offer valuable learning experiences as well, and Fairfax, VA Schools would do well not to forget that. Sometimes the best medicine is to let a child be a child on most days of the week, not an academic philanthropist.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/
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Article Title: California Schools To Increase Student Exposure To The Arts
Author: Patricia Hawke
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After a number of years of being put on the back burner, students at California schools will now have arts education included in their curriculum. Drama, music, and visual arts were once dismissed as being mere fluff, but now they are considered a tool to helping improve overall student performance. This is an interesting twist of events in light of major budget cuts being forced due to decreasing district revenues.
Students at California Schools Need to Have a Well-Rounded Education
When students attending the California schools take a course in drama, they are not just learning about acting they are also learning how to think creatively and work well with others and perform under pressure. They are making connections between their own lives and the experiences of other people. Many students who pursue these types of classes also experience an increase in their self-confidence. All of these factors mean that these students tend to receive better test scores, whether they are attending California schools or not.
Having a broad base of knowledge will only benefit students as they go on to higher education or to work after they have finished their education. Unfortunately, too many California schools have focused their attention (and available funds) on math and reading, since these skills are being measured in standardized tests.
Benefits to Art Education at California Schools Shouldn't Be Ignored
With this type of tunnel vision about the standardized tests and having students score well on them, it's easy to see why anything not covered on the test could be discounted at California schools. The fact is that school should be about more than the students' performance on Test Day. Simply because a student's performance in art cannot be marked in the same way as a math exam, doesn't make it any less important to students attending California schools.
Since including the Arts in the curriculum does lead to better test scores, then those young people going to the California schools should definitely be exposed to them. If the goal is to increase student performance on the standardized tests, then let's encourage the administrators at California schools to use all the resources at their disposal to help the students to perform well. It's a well recognized fact that multiple learning styles exist, and students who are visual learners thrive and make important synapse connections through creating.
Students who perform well on the standardized tests are more likely to stay in school, and we should be doing everything we can to help them do well. When young people attending California schools get off track and discouraged, they are at risk for dropping out of school. It is in all of our interests to encourage them to stay in school. Kids that drop out have fewer options than those who complete their education.
If the price we have to pay to keep kids in California schools until graduation is to invest in an art or music program, then I would consider that money well spent.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/California/index.html
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Article Title: Tampa Schools Attempt to Stamp Out Inappropriate Behavior
Author: Patricia Hawke
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Tampa schools have long recognized that students attending middle schools tend to have more discipline problems than those in primary or high schools. When an incident occurs in Tampa schools, the usual policy is to have the individual teacher deal with it. The teacher may choose to speak to the student individually about the problem, send them to a different class room for a cooling-off period, or the student may be sent to the office. If the student is sent to the office, then the incident becomes part of that student's permanent record, which will follow them whether they continue to attend Tampa schools or not.
Tampa Schools Need a Uniform Code for Student Behavior
Allowing teachers at Tampa schools to determine the appropriate consequences for certain behaviors may not be the best course of action. Unless there is a uniform code of conduct that applies equally to all students attending Tampa schools, then how do we know how to evaluate a student's behavior or the overall atmosphere at those schools?
What constitutes "unacceptable behavior" is a matter of opinion. We are talking about students attending Tampa schools who are between the ages of 11 and 14.
They have the right to drop out of school when they are 16 years old. Long gone are the days when a person could drop out of school without a high-school diploma and be able to get a decent-paying job. Instead of cracking down on these students attending Tampa schools and allowing individual teachers to subjectively decide how to deal with behavior issues, a uniform code of conduct needs to be put into place outlining what constitutes unacceptable behavior and what discipline matches the offense. Each student and their parents should then be made aware of what standard of behavior is expected of students attending Tampa schools and what the consequences of a violation or repeat violations will be.
If a student breaks the rules regarding behavior, then the consequences are clear and enforcement is unquestioned and expected. This is the key to an effective plan - to have clear and precise definitions unacceptable behavior and to have a clear and precise course of discipline in place to correct or address and discipline student behavioral issues. Best yet the rules outlined apply equally to all students.
Tampa Schools May be Part of the Problem
One of the problems reported is that students in this age group attending Tampa schools have trouble sitting still and are restless. Perhaps instead of expecting the children to change attention span and ability to sit for long periods of time, the school curriculum should be rewritten to reflect the reality of being in this age group.
It's not that these students attending Tampa schools don't want to sit and listen - they can't do it. The combination of hormones, physical changes, and the drive to assert their independence makes it impossible. Let's accept these students attending Tampa schools the way they are and let them know exactly what we expect from them.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Florida/Tampa/index.html
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Article Title: Family Involvement In Seattle Schools
Author: Patricia Hawke
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Seattle Schools understand the importance of family involvement in a child's education. Too many families believe that school in general is a time when their child isn't their problem and therefore, spend no extra time or involvement. This, of course, just simply isn't the case, though. Active parental involvement can be one of the most important tools for a child's successful educational career. Leaders in the Seattle Schools know this and want to take advantage of this great tool and opportunity in order to help their students succeed.
How Can I Get Involved to Help Seattle Schools?
As a parent, your involvement will help Seattle Schools and your child tremendously. Here are just few of the different ways you can help your child, listed below:
Good Parenting: Seattle Schools know that parenting is probably the hardest job on the planet, but they want to encourage and foster good parenting skills in parents like you and in turn children like yours can have a proper influence. This includes creating an stimulating environment through out the day that is able to keep your child interested in learning no matter what time of the day it is. Learning isn't just for school days between the hours of 8:00 and 3:00. Learning is a lifetime event that Seattle Schools want to capitalize on in order to make their students as closely live up to their academic and personal potential as good is possible. This includes parents like you being supportive of your child and encouraging him to talk about his feelings and problems as well as seeking your help in school work. It is good to make your expectations for school performance high, but not it is not beneficial to make them unreachable. Perhaps most importantly, encourage your child to pursue educational interests. Take him to the library, museum, art show, or whatever you think will stimulate his mind and get him asking questions and wanting to learn. Also, set a good example and read by yourself every day. This encourages your child to read on his own as well.
Ï Communication: Teachers in the Seattle Schools need to be actively involved in the home lives of their students as well as during a normal school day. It's important for you to establish a good communication connection with the school in order to provide teachers with information, this way they can spot any trouble with your child early before it becomes a major problem. Seattle Schools' leaders encourage parents to call their child's teachers regarding any problems, concerns, or questions as well as to understand that the faculty and staff in Seattle Schools are trained professionals and probably know what they're talking about. Keep an open mind because we can sometimes be blinded by the love of our own children.
Overall, Seattle Schools want your child to have the best education available. Get involved. Ask questions. Encourage your child to do the same. They'll thank you for it later. A good education from Seattle Schools will help shape their future for years to come.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Washington/Seattle/index.html
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Article Title: Salt Lake City Schools Should be Teaching Tolerance Along With the Three R's
Author: Patricia Hawke
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This year, students attending one of Salt Lake City's schools were learning about Hanukkah, the Jewish Festival of Lights, as part of their curriculum. The McGillis School tells children why this holiday is observed, along with Jewish customs associated with the festival.
It doesn't matter that not all the students attending this particular Salt Lake City school are of the Jewish faith. This exercise would be a valuable addition to the curriculum at any one of the Salt Lake City schools, or schools in any other region, for that matter. Schools need to focus on the basics of education, that is true, but there are other reasons why children go to school as well.
Salt Lake City Schools Responsible for More than Just the Basics
Along with learning about English, Math, Geography, and the like, we send our children to Salt Lake City schools to learn how to socialize and interact well with others. It is those lessons that will stick with the children long after they have graduated from school.
Largely, the problems of intolerance and prejudice stems from ignorance of that or those targeted with intolerance and prejudice. Coming to really know things of substance about people and their culture and religion often is a key step to tolerance. Salt Lake City schools have begun to demonstrate the power to begin this process. Would we continue to believe stereotypes about a certain group of people if we actually knew someone personally who happened to belong to that group? Probably not. We would know that whatever thoughts we had about a particular race, religion, country of origin, or what have you are not based on anything real.
Tolerance Programs Should be Included in All Salt Lake City Schools
We all tend to be less tolerant of things we don't understand; it's just human nature. Simply because it is in our nature to behave in this way, that doesn't mean that we can't learn better patterns of behavior. Let's start with the children attending Salt Lake City schools.
I really do hope that this program is adopted by all Salt Lake City schools, and schools in other districts as well. Let's get the children thinking about different ways that holidays and festivals are observed, but also let them know that underneath it all, that we are really not all that different. That would be a wonderful lesson to leave the students attending Salt Lake City schools with when they go out into the bigger world to further education or to work.
Given that Salt Lake is largely known for being the center of the Mormon religion, it's a really great sign that the community is helping children to understand different belief systems. This new attitude of acceptance and tolerance that they learned while attending Salt Lake City schools is contagious (but in a good way). We all have a duty to stamp out intolerance whenever we see it, and starting children on the learning process while they are still attending Salt Lake City schools is a great way to start.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Utah/Salt-Lake-City/index.html
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Article Title: San Diego Schools And Their Partners Are Making A Difference
Author: Patricia Hawke
Word Count: 522
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With over 133,000 students in attendance, San Diego Schools have a lot to live up to. Parents expect excellence when they send their children off to school each day, and that's certainly the case in this California community. There are over 250 public schools in this city.
San Diego Schools are viewed as some of the best educational facilities in the nation. This school district was recently the recipient of a grant in the amount of $17.5 million dollars. This grant was awarded by the federal government as part of the Shining Readers program. In addition, the Government of California also recognized schools in San Diego in the form of a $2.24 million dollar grant that is directed towards the science program in the district's middle schools.
The community as a whole is supportive of all schools in San Diego. Many of the area's businesses have joined together to form the Partners in Education organization. This group of individuals has contributed more than $8 million dollars to San Diego Schools in recent years. Combine that with the more than 20,000 volunteers who spend their time working within the schools and it's obvious that the children attending have an advantage.
There are 247 Elementary San Diego Schools, 124 Middle Schools, and 87 High Schools. For parents who choose not to send their child to one of the 263 Public Schools, there are 78 Private San Diego Schools that may be a better match. Before parents decide to spend the extra money associated with enrolling their child in one of the expensive private schools they should consider how impressive the Public School system is.
San Diego Schools achieved an impressive 45 out of 46 of federal Adequate Yearly Progress tests. In fact, San Diego was the California city that placed highest on the test. Schools in this city have met all of their academic achievement targets for 2007, but that doesn't mean administrators are sitting on their laurels.
Only 54 San Diego Schools achieved a score of 800 on the Academic Performance Index which is a state based evaluation system. Although this number is up from last year's 53 area Schools that achieved excellence, there is obvious room for improvement. It's worth noting that 12 of the San Diego schools surpassed expectations by attaining a score of 900.
More attention needs to be directed towards students with disabilities in San Diego Schools. Every other sub-group that was tested, including Caucasian, African American, American Indian, and Hispanic students all met minimum requirements. Students living with a disability enrolled in schools in San Diego failed to meet the necessary requirements in English Language Arts.
With the community working hand-in-hand with San Diego Schools the level of excellence with the system will continually increase. The state of California recognizes the progress being made at the school system in San Diego which will translate to more funding in the future. Big districts face the increased challenge of even distribution of educational opportunities among a ethnically and financially diverse student body population. San Diego is no different. Acknowledgment of the issue is but only a first step.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/California/San-Diego/index.html
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Article Title: Strategic Goals In Arizona Schools
Author: Patricia Hawke
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Arizona Schools have made a plan to help the overall quality of their schools by 2013. It isn't just through making sure that their students are the best they can be, though. Arizona Schools are ensuring that their faculty and staff are the best they can be as well and ready to provide your child with the education that he deserves. There are four very specific goals that Arizona Schools wish to accomplish in their push to ensure academic excellence across all of its districts and for all of its students.
The Four Goals of Arizona Schools
Goal One: Arizona Schools want to advance improvements to public education by creating leaders in their schools. They are calling on talented professionals the teaching field to lead their students to excellence. How are they doing this? Arizona Schools are making sure that all of their teachers can meet their performance guidelines and standards. These guidelines and standards have been rewritten for more clear and precise metrics making them more fair and reasonable to evaluate teachers by and more easily followed by teachers. They are also promoting all ideas that will enhance the educational community.
Goal Two: Arizona Schools are offering support to those schools that need to achieve extraordinary performance. They are providing this support by offering technical assistance for schools to improve their school environment. This ensures that all Arizona Schools receive the help they need in creating a successful learning environment for their students. It is target investing to ensure schools are not left at a distinct disadvantage from lack of proper funding or attention.
Goal Three: Arizona Schools want to be accountable financially and academically. They are assessing all students and making the reports public, monitoring the school as a whole, and making sure that all educators are meeting the standards set forth by the state. Through the effort to be more transparent Arizona schools are looking for a greater effort by its teachers and faculty to perform.
Goal Four: Customer service is the last goal of Arizona Schools because they understand that providing parents and the community with reliable information, a focused and successful effort is the pathway to get, in return, the support schools need from the community.
Overall, it is great that Arizona Schools are taking such a good initiative to creating better schools. Many school districts are relying solely on the achievement of their students to bring up their standing in the community rather than working on the actual problem. By focusing on the problems that the actual school system is having, rather than putting blame on the students, they are better able to provide your child with a quality education by rebuilding from the inside out. Support your local school by keeping in contact and offering your support. They are on their way to making sure that all of their goals are met, but extra parental involvement can always help because it shows them that the community is standing behind what they are doing.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Arizona/index.html
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Article Title: Increased Graduation Rate At Cincinnati Schools Proves Improvement Is Possible
Author: Patricia Hawke
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The recent news that the graduation rate from Cincinnati schools has increased from 51 percent to 79 percent is beyond simply very encouraging. The fact that this increase in the number of graduates from Cincinnati schools has come during a time when the academic expectations for students have increased makes this accomplishment even more impressive and potentially a model for any large school district to study.
No Gap Between Graduation Rates for African-American and White Students
The news item made a point of mentioning that the gap between graduation rates for African-American and white students had been closed. While ideally one would wish that such a statistic would not be necessary to reveal, the reality is graduation gaps between ethnicities are a major challenge among larger school districts and Cincinnati Schools are to be applauded for the effort and success of closing this gap while raising the overall standards and expectations of students.
Cincinnati Schools Did Their Homework to Make a Plan for Success
In hindsight, the preparation for this day began when administrators of Cincinnati schools studied the policies and procedures that were working on other jurisdictions with higher graduation rates for high school students. Administration assessed what could be taken and implemented to their school district and schools and set an ambitious goal - to increase the high school graduation rate to 75 percent and to close the gap between white and nonwhite students. More importantly, they devised a plan to reach that goal.
Other Districts Can Learn from the Success Achieved in Cincinnati Schools
This lesson in goal setting that worked so well for Cincinnati schools can be applied to other jurisdictions where the graduation rate for high school students remains a concern. The fact that the Cincinnati schools were successful in reaching their goal means that improvement is not only possible and achievable; it should be demanded by the public.
The best way to be successful in school district goal setting is to find a jurisdiction that has obtained the results an aspiring school district aspires to and adopting the policies and procedures that got the results for the model jurisdiction. This seems simple enough. The difficulty is for school district leaders to mire through the agendas and personalities of school board members while working within limited budgets provided by the state.
Cincinnati adopted policies and procedures that emphasized the drastic life differences between graduates and non graduates. They have successfully reached potential drop outs by demonstrating that a young person who leaves high school before graduating may not realize at that time that their decision will significantly decrease their quality of life for years to come. Taking this step effectively closes most doors toward increasing their education later or selecting a career that is fulfilling and financially rewarding.
We all have a responsibility to the next generation to try to give them the tools they need for success. One basic tool is a high school diploma. The increased graduation rates at Cincinnati schools means that more young people will have a better chance of being productive, contributing members of our society.
A big congratulations to the administrators, staff, and students at Cincinnati schools for the excellent progress. Now is not the time to rest on your laurels, though - there is still room for improvement in the graduation rates.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Ohio/Cincinnati/index.html
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Article Title: Trimming The Budget At North Kansas City Schools Good News
Author: Patricia Hawke
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The news that North Kansas City schools are implementing a plan to trim their budget by $1 million should be applauded by the public. North Kansas City schools, like many other school districts, need to realize that there is not an unlimited pool of funding available.
North Kansas City Schools Have Only a Limited Amount of Funding Available
North Kansas City schools need to receive enough funding to ensure that students have the tools they need to learn. The problem with school budgets in general (not just the budget for North Kansas schools) is that the people in charge of those funds tend to forget exactly where the money comes from. The government can only collect so much in taxes, after all.
The challenge faced by North Kansas City schools is how to keep costs in line, while still providing a quality education. Since the vast majority of school board spending is on salaries, this is the budget item that might fist be examined for possible cuts. School business is a tough business. Teacher salaries are always a topic for debate and yet talented teachers are in demand and schools are finding it difficult to address budget needs at the teacher level.
Budget Goals at North Kansas City Schools Can Be Met Without Cutting Staff
I applaud the decision taken by board officials responsible for North Kansas City schools in deciding to look at where the public's tax dollars are being spent and make some changes where the lion's share of the money is being spent. No jobs will be cut, but the board officials at North Kansas City schools will be making adjustments to make better use of the human resources they already have.
The easy approach, by far, would be to get the axe out and start swinging. I was very glad to read that any reductions in the staff working at North Kansas City schools will be done through attrition. The schools can be thought of as being in the service industry; they get funding to provide educational services to our young people.
When you start cutting back too deep or too quickly, the quality of that service will suffer. When the quality of education suffers, then we will all end up paying for it. The children going through North Kansas City schools are our future leaders. If we start cutting the budgets for North Kansas City schools without having a detailed plan in place, we may end up with a generation that is not well prepared for life as adults when they finish school.
We use a portion of our tax dollars to invest in the next generation because we know those young people are worth it. The board officials need to spend those funds wisely, and that may mean making changes to class size or choosing not to run some courses where there isn't enough interest to justify keeping them going. North Kansas City schools are on the right track; more school districts need to follow in their footsteps.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Missouri/Kansas-City/index.html
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Article Title: New York Schools Plan For The Future
Author: Patricia Hawke
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New York Schools encompass two different worlds: New York City and New York State. Assessments of the two are generally separate since the thriving metropolis of New York City is a different world from the New York Schools that make up the rest of this rural and suburban state.
Johanna Duncan-Poitier, recently named senior Deputy Commissioner of Education
P-16, recently revealed the Board of Regent's plan for the New York Schools outside of the city limits. While these New York Schools retain a national reputation for excellence, they still face challenges in educating the vast and diverse students in its many districts. Duncan-Poitier announced an unprecedented $1.7 billion budget that New York Schools will use to improve graduation rates, raise learning standards and increase accountability.
Among the issues that New York Schools are dealing with are: charter schools, time for instruction and inequity in learning. The last, a learning imbalance, seems to occur during the middle school years. 70% of New York Schools' fourth grade students passed the reading and writing exams, while only 48% of eighth graders passed. This challenge is compounded by the gap black and Hispanic children face in reaching similar achievement goals.
One way some New York Schools addressed this challenge was by extending the length of the school day in 2006. Their results will determine whether other schools follow suit.
New York Schools also struggle with the success of its charter schools. Since implementing the charter school concept in 1999 New York Schools have debated their success. Success or failure of charter schools is highly individual. Some New York Schools in the charter system boast success and have waiting lists of children hoping to enroll. Other educators in the New York Schools argue that the success of these charters rests partially in the fact that they take fewer disabled, non-English speaking and poor students. These are all factors that negatively impact a student's success in school.
Charter Schools were first established to give New York Schools' students choice with out the private school price tag. It's also beneficial for New York Schools to keep students enrolled in the system, since schools receive tax dollars on a per pupil basis. Many parents and educators don't like the charter school concept because they feel it dilutes the positive effects of New York Schools by removing the most involved parents from the public school setting.
The P-16 Plan introduced this month is based on findings of the most recent report card for New York Schools. Initiatives designed to go into effect in the fall bear the burden of maintaining the reputation of New York Schools as some of the best in the county.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/New-York/New-York/index.html New York Schools
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Article Title: Minneapolis Schools: Just The Facts
Author: Patricia Hawke
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Minneapolis is located in the mid-Eastern portion of Minnesota. It is the sister-city to St. Paul, and sits on the banks of the Mississippi River. Minneapolis Schools serve approximately 36,000 students. 16% of those students are enrolled in special education programs, 24% are English Language Learners, and 67% are participants in the state's Free/Reduced Lunch program. Minneapolis Schools employ 226 administrators, 115 principals and assistant principals, 3,276 teachers, and 2,682 other staff members which includes educational assistants, clerical and student support workers, food service workers, transportation engineers, janitorial engineers, and tradesmen.
The Minneapolis School consists of 99 different schools: 23 K-5 elementary schools, 22 K-8 elementary schools, 7 middle schools (grades 6-8), 7 senior high schools (grades 9-12), 8 special education schools, 8 alternative schools, 19 contract alternative schools, and 5 charter schools. The entire budget for the 2006-2007 school year was $587,371,902, with the majority - $376,924,691 – going to the general operating fund.
With the mission: "To ensure that all students learn. We support their growth into knowledgeable, skilled and confident citizens capable of succeeding in their work, personal and family lives into the 21st Century," the Minneapolis Schools use the following strategic plan:
• Reconnect with families and the community to support student learning
• Refocus our attention on student learning and academic achievement
• Recreate a viable school system that is responsive to the needs of students, families, staff, and the community
Of particular interest are the more than 90 languages spoken in the homes of the students of Minneapolis Schools. They range from Afgan, Afrikaans, and Croatian, to Yiddish, Swahili, and Sign Language. Most of the Minneapolis Schools communications are printed in English, Hmong, Spanish and Somali.
Educators, legislators, and parents alike are ever mindful of school funding. The $13.8 billion education bill recently passed by the state legislature boosts spending on special education by about $330 million, the largest-ever increase. A school district with large numbers of special education students, like the Minneapolis Schools, is one of the biggest winners under the bill.
The legislature has typically put most new education spending into the per-pupil formula. That's the basic amount that Minneapolis Schools get for each student. But this year, the biggest chunk of new education spending goes to schools to educate students with physical and mental disabilities. The Minneapolis Schools, where one in six students qualify for special education services, would get more money than nearly every other district in the state.
Federal law requires the district to provide special education services, yet the state and federal governments don't pay the full cost of those programs. So the Minneapolis Schools have previously used money from other parts of their budget to cover those costs.
The special education money in the education bill will give Minneapolis Schools an additional $382 next year for every student, not just those in special education programs. Additional spending means additional programs can be maintained or implemented; like when the Minneapolis Schools added Spanish immersion hoping to attract students and curb declining enrollment. According to figures kept by the state Department of Education, the Minneapolis Schools' enrollment increased by 3 percent from 9,974 to 10,302 between 2005 and 2006 -- right after the district began offering immersion.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Minnesota/Minneapolis/index.html
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Article Title: Waivers Create Conflict In Indianapolis Schools
Author: Patricia Hawke
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Indianapolis Schools face the same challenges as most of the nation's urban schools: lack of resources and funding, high poverty levels, and increasing pressure to meet testing standards. The 2001 No Child Left Behind (NCLB) act that required all states to have all students to proficient levels in state tests by 2014 was created to raise national standards and demand accountability. No one in Indianapolis Schools is surprised that meeting those standards is proving to be a challenge. That's the whole point.
While educators and parents in Indianapolis Schools are divided in their support for NCLB, and testing in general, the recent use of waivers for graduation has created more than its expected amount of tension. Here's the issue. Indianapolis Schools, along with all other public districts in the state, test children using the Indiana Statewide Test for Educational Practice (ISTEP) exams. In order to graduate, Indianapolis Schools' seniors must pass the Graduation Qualification Examination (GQE). The students are given five chances to pass the test, and it is designed to test mainly eighth and ninth grade knowledge. Sound reasonable right?
That's why a recent Indianapolis Star editorial blasted Indianapolis Schools for what it called, "failing in its job of providing a rigorous education for all students", based on reports that 17% of students graduated with waivers and had not passed the GQE. The angry responses generated by parents of Indianapolis Schools' students were surprising.
But is the backlash based on anything more than a few miffed moms? Here's the rest of the story. Every single student in Indianapolis Schools is required to take the ISTEP and the GQE in order to graduate. This includes students with special needs, like autism, who have specialized individual educational plans (IEPS) to measure their success. Indianapolis Schools' parents and educators are furious that a child could meet all the requirements of an IEP, bring home great report cards, and still not be issued a diploma.
The other area of controversy is in testing students who do not have English as their primary language. Should they be denied an Indianapolis Schools' diploma if their grasp of core subjects in their native language is solid? The tests (in every subject) are only given in English. While this spurs national debate, no one in Indianapolis Schools really seems comfortable with denying students with disabilities diplomas. But the desire to uphold strict standards has some Indianapolis Schools' supporters fearful of lowering accountability measures.
The Indianapolis Star opinion cited above expresses concerns that waivers will "undermine the value of a high school diploma." It points out schools like Frankfort where 14% of seniors repeatedly failed the exam. The 17% waiver rate puts Indianapolis Schools three times higher than the state average for granting waivers. Indianapolis Schools need to look at the numbers and determine exactly how many waivers are granted for legitimate reasons, and how many are just glossing over standards. But defining those terms, and coming up with just solutions, is likely to spur more heated debate in Indianapolis Schools in the upcoming year.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Indiana/Indianapolis/index.html
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Article Title: Baltimore Schools Try To Grow Their Own Teachers
Author: Patricia Hawke
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Baltimore Schools mirror the rest of the nation in a shortage of qualified and available teachers. The most recent recruitment attempt involves a "grow-your-own" method that is slowly cropping up around the country. The Baltimore Country district of Baltimore Schools awarded 3 college scholarships this year for students to pursue education degrees. The scholarship recipients will be trained and mentored in Baltimore Schools, and will agree to teach in the district upon graduation.
The Baltimore Schools' scholarship program was developed to help fill the 900 vacancies expected for the coming school year. National requirements for "highly qualified" teachers make the job of filling Baltimore School teacher positions in math, science and special needs especially challenging. The 2001 No Child Left Behind Act raised standards nationally for teacher requirements. While this has many positive outcomes, the reality is that districts like the Baltimore Schools are struggling to find good teachers and enough of them.
Baltimore Schools hope to award 15 scholarships next year, and eventually 60 annually. The scholarships pay for $4,000 worth of tuition and expenses each year. Donald Peccia, the Assistant Superintendent of Human Resources and Governmental Relations for Baltimore Schools was quoted in a Baltimore Sun article as saying, "Just recruiting at school job fairs and colleges is not going to cut it. We need to be not just creative and innovative, we need to get the best of the best."
The Baltimore Schools' scholarship program, while unusual, is not the first of its kind. Florida's Urban Academies initiative in Broward County Schools created a similar program in 2000 that has placed 360 teachers to date. 91% of those placed have stayed with the district for over 3 years. Maryland's Workforce Shortage Student Assistance Grant Program gives scholarships to residents in careers with shortages, such as nursing and teaching. And a program sponsored by Blue Cross Blue Shield gives out grants of $40,000 per year to student nurses to earn advanced degrees. A district in Illinois has an innovative program that is investing $3 million in training non-traditional teachers like parents and career changers.
The success of those programs is part of what encouraged Baltimore Schools to "grow-their-own" crop of teachers for the coming year. Part of the goal is to keep valued graduates from leaving the state. The outlook of the Baltimore Schools' newest recruitment tactic is so good that other local districts, like Hartford County, are considering the idea.
With college tuition increasing, and schools trying to raise to both state and national standards, the Baltimore Schools may find their success in non-traditional methods. School administrators also hope that local Baltimore School graduates will have a sense of ownership in the success of the district where they grew up.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Maryland/Baltimore/index.html
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Article Title: San Francisco Schools Get Unexpected Funds
Author: Patricia Hawke
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One of the biggest issues for San Francisco Schools over the past few years has been declining enrollment. Since the state provides schools with a per pupil allotment of funds, the annual loss of about 800 students has cost San Francisco Schools about $7 million. Given the budget pressures it's already dealing with, the district was forced to close many schools in the 2006-2007 school year.
That's why the recent state budget was such good news. San Francisco schools will receive an additional $13 million in cost-of-living (COLA) increases. This will help offset the expected $7 million loss from continued declining enrollment. The remaining funds will be used to cover salary increases for teachers and health benefits for San Francisco Schools' employees. But how will the San Francisco Schools move forward from this point?
The plan involves two major components. The first is a long-term plan to address the enrollment issue in San Francisco Schools. The second is a parcel tax, which is expected to appear on the February 2008 ballot. Of course, there is no guarantee that voters of the San Francisco Schools will approve a tax increase. Commissioner Jill Wynns is working with the unions, and encouraging San Francicso residents to support the parcel tax.
LEADERSHIP CHANGE IS IMMINENT
Interim Superintendent Gwen Chan has announced her retirement as of July 1st. While this isn't a complete surprise, many in San Francisco Schools hoped that she would opt to take the position permanently after the finesses she showed in smoothing over fractious issues. A new San Francisco Schools' leader will be named by the end of May. The new superintendent will bring different strengths and a different focus to the San Francisco Schools. How this person will impact the coming school year can't be predicted.
What is certain is that some San Francisco Schools are undergoing small changes in a big way. The small schools initiative will effect San Francisco Community School and June Jordan High School. These San Francisco Schools will benefits from different governing rules, more autonomy and separate evaluation procedures. Smaller sized schools are representative of a nationwide trend to encourage a more intimate setting where student needs are met on an individualized basis, and a community feeling is fostered.
In the San Francisco Schools' current climate where students are leaving in droves, current administrators feel that a tighter focus and neighborly feel might help retain some of those families. But San Francisco Schools' teachers are still without a budget for the next school year. So with the teachers' union still trying to strike a deal, on-going budget concerns, and the upcoming change in leadership, the San Francisco Schools will continue to face challenges.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/California/San-Francisco/index.html
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Article Title: San Jose Schools Cast A Wide Net
Author: Patricia Hawke
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The San Jose Schools that make up the San Jose Unified School District have wide range of needs to provide for. One of the most difficult to get a handle on has always been the" at-risk" teen population, with a tendency to drop-out of the system completely. As San Jose Schools seek the best approaches to these problems, administrators are casting a wide net in their search for solutions. Among the resources that the San Jose Schools are tapping are parents, support staff and government funding.
A CLEAN SCHOOL IS A HAPPY SCHOOL
Ask any teacher who the most important person in a San Jose School is, and she is likely to tell you it's the custodian. Teachers have long recognized that the support staff, like food service employees, office staff, and maintenance workers, is critical to a well-run school. State Superintendent Jack O'Connell acknowledged that when he introduced the California State Service Award Program. San Jose Schools' support staff will be eligible for these awards based on "outstanding contributions" to their school system. Teachers in the San Jose Schools encourage the program because of the difference a strong support staff can have on the teacher's ease in doing his or her job. Other San Jose Schools' Initiatives focus on other essential partners in education, the parents.
PARENTS ARE TEACHERS TOO
Part of the strategy of San Joes Schools is to get everyone on the same team. San Jose Schools held an annual parent education conference in March of this year. The San Jose Unified's Office of Parent Education and Involvement & Title I held the day long informational meeting. The focus of the program is to teach parents specific methods to foster success of their San Jose Schools' students. The conference provided speakers and topics on subjects such as the Importance of Math and Science and Emotional Health and Wellness. San Jose Schools collaborated with organizations including The National Hispanic University and Stanford University.
AND MONEY DOESN'T HURT
San Jose Schools will also benefit indirectly from a $275,000 planning grant received by the Greater San Jose Alternative Education Collaborative. The Youth Transition Funders Group, the Initiative to Support Struggling Students, and Out-of-School Youth have awarded the grants to 5 large cities considered leaders in their efforts to help at-risk youth. According to Mayor Ron Gonzales, the San Jose Schools see reaching out-of-school youth as a priority that will benefits the entire city. Collaborating with San Jose Schools on this initiative are the United Way Silicon Valley and the City of San Jose BEST Program. The goal is to reconnect drop-outs with San Jose Schools or other educational alternatives, and to provide choices to keep at-risk students in an educational environment.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/California/San-Jose/index.html
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Article Title: California Schools
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All across the country there is an increasing emphasis placed on early learning. Parents in California Schools desire preparation for their children at younger ages for the academics and atmosphere of school. California Schools have implemented initiatives to ensure that preparation. The First 5 California School Readiness Initiative has garnered support from the large state since its beginning in 2002 and was granted $206 million to fund programs that help transition young children into the school system.
The First 5 Initiative of California Schools focused on early care and education, parenting and support services, health and social services, school readiness for children/school capacity, and program infrastructure, administration and evaluation. Ending in 2006, this initiative completed its purpose and was followed by other California School readiness initiatives. California Schools are invested in the idea that preschools have tremendous influence and power.
The First 5 Initiative Of California Schools has formulated a task force that also branches into other areas of student help. California Schools have earned an A on their childhood obesity report cards, owing in part to the California First 5 obesity prevention campaign. The group constructed ads targeting parents and warning of the dangers accompanying obesity. Physical education programs have become more prominent in California Schools in keeping with the struggle against obesity, particularly in young children. First 5 California is attempting to stop the obesity trend in California Schools through student, parent and community awareness.
In the hopes that children of migrant workers might receive equally well-grounded educations in California Schools, the California First 5 has undertaken the challenge of funding the California First 5 Children of Migrant and Seasonal Farm Workers project, which has targeted 3 and 4 year old children since its inception in 2003. This program helps struggling families in California Schools receive educational childcare, enroll more students, find transportation and improve test scores.
In October 2005, California First 5 found that a serious percentage of students entering kindergarten lack the necessary skills to succeed in California Schools. In an effort to allow children the chance to begin on equal footing in grade school, the California First 5 has acknowledged that all previous student preparation is simply the groundwork of what must eventually be achieved. California Schools' children who participate in early childhood programs are more successful than those children that don't. Therefore, the California First 5 has doubled their dedication and hopes to alert more parents to the seriousness of childhood education. California First 5 encourages parents to read regularly to their children and be aware of the benefits of preschool.
California Schools recognize the geographic sprawl of their state. In order to unify and aid incoming students, progress must be made in the partnership between parents and the school systems. California First 5 works to comprehensively alert parents and makes efforts to keep them aware of urgent trends, such as the youth obesity crisis in America. As shown in the results of past initiatives, California Schools have succeeded in their agendas primarily due to parent involvement and the success of upcoming programs will continue to depend upon parental participation.
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/California/index.html California Schools
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Article Title: Salt Lake City Schools Look At Costs Of Undocumented Students
Author: Patricia Hawke
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If you want to stir up a frenzy of controversy, just ask families in Salt Lake City Schools what they think about educating the children of illegal immigrants. The answers will be diverse and impassioned. Based on numbers provided by the Utah Office of Education state schools, including Salt Lake City Schools, spend about $5,140 annually per pupil. A recent audit titled "A Review of the Public Education Costs of Undocumented Children" recently threw some fuel into the fire. The audit, performed by the Utah Office Legislative Auditor General, reports that the state spends over $63 million annually on undocumented students.
Residents and state representatives of Salt Lake City Schools are engaged in a heated dialogue regarding the accuracy of that number. The study claims that educating a Salt Lake City Schools' students who is undocumented costs $100-$400 more annually due to the need for special language and low-income programs. This matter is of special interest to the Salt Lake City Schools because administrators have been trying to use available funds to meet rising standards in cost-efficient and effective ways. A look at the recent initiatives in Salt Lake City Schools reveals numerous efforts like vouchers, school choice and charter schools in the city's attempt to improve education. Many representatives of Salt Lake City Schools interpret the audit to show that educating undocumented students comes at the detriment of the rest of the population.
Others, like House Minority Leader Ralph Becker, D-Salt Lake City, feel that the audit is giving an unbalanced view of the big picture. Salt Lake City Schools have residents who feel that undocumented workers still pay taxes and contribute to the thriving economy of the region. The Salt Lake Tribune recently issued an editorial that questioned the statistics used in creating the audit. The editorial claims that that estimates of the 75,000-100,000 undocumented immigrants were used to make guesses as to the number of K-12 students. The paper calls this bad reporting.
What do the residents of Salt Lake City Schools need to know? It seems to be undisputed that educating Salt Lake City Schools' undocumented immigrant population does require some special teaching skills to address language and economic barriers. But does it necessarily follow that the end result will be to refuse to educate those Salt Lake City Schools' students? And is that really want anybody wants?
Senator Margaret Dayton, R-OremA, who originally requested the audit, has indicated that her main concern is that state and local governments are paying for the federal government's failed immigration policy. However, the end result of all this political posturing will have a huge affect on families of Salt Lake City Schools. The big question remains: Does the additional cost of educating the undocumented children of Salt Lake City Schools eliminate the requirement to provide those students with tax-funded education?
About The Author: Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all US public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Utah/Salt-Lake-City/index.html
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