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School Choice

The superintendent warns us, the Board members, to ‘beware.’ Why? The state has instituted a Charter School Commission which, he contends, it wouldn’t have unless approval of charter schools is in our future. So?

Competition, he claims, for public schools. Wait. Charter schools are public schools. Remembering back to the early 1970’s, the first charter schools, their make up and purpose is quite simply to be still public, but with fewer restrictions in order to attempt different programs so those that work will be put into use at regular public schools. Rather like we consider states ‘individual laboratories of innovation.’

The results are impressive. From the very first charter school, City Academy in Minnesota attended by students who are disciplinary problems, truants, even homeless the success of this system is clear. So evident that now parents join lotteries in the intense hope their child will be chosen to attend a charter school.

What are the differences? These are ‘public’ schools of choice and while funding remain property taxes otherwise they have much more freedom. They needn’t hire union teachers, they are able to pay their teachers based upon performance (excellent concept); some require school uniforms, others build their curriculum around a single concentration e.g., art or technology. They might be college prep, or drama or dance. They are free to lengthen their school day or year.

What I haven’t known, but learn at this meeting, is that some Charter Schools are privately managed. Since all are reviewed every five years, if in this particular instance there is mismanagement, fiscal or disciplinary issues or anything deleterious to the students these Charters can be immediately closed according to their contract. As contracts are also known as charters, likely the way such schools are named.

In many ways, similar to private or religious schools. Can’t have that now, can we? It’s rhetorical. Well, not according to the teachers unions. To them it’s serious business. Not education. Business. Competition is oft considered a good thing, or should be. Each school, business or entity competes to remain viable, successful. Except government schools too often appear not to care. Parents do care.

Parents care that they are lied to about Common Core. Parents care that their children be taught genuine academics – they are not at government schools. Parents care that their children have the best possible education which they are finding more and more at Charter Schools along with private (if they can afford them), religious (somewhat more reasonable) and homeschooling. Since the pandemic causing all manner of disarray, distraction and harmful results even learning pods may come into their own as effective educational alternatives. Let’s hope; actually let’s work toward these solutions.

Parents care about their children and the education of their children. What is concerning is that too many parents are willing to believe that schools have the answers and the authority. No. Parents have the authority and must maintain it.

The key to the proper education, and future of our children is choice. Choose wisely.

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Time to Review

With all that is happening e.g., pandemic and resulting halting of various means of education Common Core appears to have gone to the back of the class. Let us not permit this to occur.

Where have we been? Where are we now? Where are we going? It’s not that there are any, far less easy, answers. Stated simply though, earlier education was basic and academic. Our children read worthwhile literature and were taught to think – not what to think. These students grew into adults, with character and ambition, and built our Country.

Now? For nearly a year our education systems have been a disaster. Sadly, they had a head start. We have long been past ‘local’ control without a federal Department of Education, State Boards and teachers unions. One size does not fit all e.g., Common Core a more recent nightmare, which seems ignored during the current more turbulent pandemic times. We need to return to review, to remember how devastating these programs, set down from on high, have adversely affected the education of our children and go back to taking action.

Understandably we are distracted by virtual learning, hybrid learning or learning at all. Parents who need to have their children in actual school are all but storming school boards – good, about time – to insist that buildings open or that they attempt a plan. That is their purpose.

Recently read where a local board member resigned apparently because of the abuse he was receiving: Calls, emails, visits to his home. Parents and property taxpayers are still paying for education so it is no wonder they expect that it be provided.

A large Midwestern city union board member posts her photo, vacationing on the beach at the Caribbean (still being paid, of course) suggesting that teachers ought not return to schools until they are “safe,” whatever that means. Seriously. Suppose there was a lesson – she wore a floppy hat, the type that prevents sun from adversely affecting ones skin. Oh, not the point.

A Dad speaking to his school board in Virginia suggesting at the very least they determine a plan – ideally one that returns children in the district to school. Because he and other parents have been requesting action, being ignored, this time he becomes a bit emphatic (the tape has gone viral) claiming that if the board cannot do so they should step down because he and a line of other parents waiting to speak, would step up and do so.

While I am serving as a board member I distinctly and unhappily recall that during citizen comments my colleagues aren’t listening rather reading their phones or IPads. Their job is to listen, politely react and attempt to resolve issues parents present. Most members neglect even to say “Thank you.” Unacceptable.

Future. Some parents are organizing learning pods and ignoring the schools that seem to be ignoring them. The best part of this is often neighborhood groups get together, hire tutors and tell them what they want their children to learn. Others who can afford to are transferring their children to private schools. Government school children, teachers seem more and more adrift. They need to get a grip and doing so begins with School Boards and their makeup of members.

Common Core has been and continues to be a distraction from genuine learning. Since the pandemic though some of the Parcc tests have been dropped. Good. Now, about teachers at the behest of their unions refusing to return to school buildings to teach. Can’t blame anyone for concern re a pandemic but a teacher representative claiming fear, visually from her beach vacation lacks sincerity.

How this situation will work itself out remains to be seen. Actually, it cannot ‘work itself’ out. When it comes back to Common Core it is the responsibility of local school board members to simply say “No.” They haven’t yet, but should they still?

Yes.

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Research vs. Rant

Albeit not an exclusively academic book, much careful research contributes to each chapter and every topic here. This is more a rant.

San Francisco – and it’s not the only American city – education board members are busying themselves with renaming schools, e.g., from George Washington, Thomas Jefferson and Abraham Lincoln. What is wrong with these people?! Even the Mayor is extremely displeased as she ought be. Interestingly, during the piece I watched she was standing in front of a school named after Cesar Chavez. WHAT.

Where to begin. How about the fact that throughout the pandemic of many months education is being tossed about as a sailing yacht in a vicious sea. Renaming schools is hardly helpful, not at all important and a solution to nothing. Thoughtful determinations as to how our children can continue, or for that matter begin, to learn seriously ought to come first. Absolutely first. How can this not be obvious?

School name changes are expensive. Think it through. Costs to remove the chiseled names upon the brick exteriors, and to replace them. All new stationery, athletic uniforms, public relations, and what about how alumni will then feel – the school from which they graduate is no more.

Most importantly, why are we destroying our history along with education? Parents need to stand up for a myriad of reasons. Our children need schools to attend, the names they bear ought remain along with text books from which to learn genuine history and especially civics. Changing school names is just like tearing down our historical statutes. So, our history.

We must stop destroying America.

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About Advanced Placement Courses

We’re at a Learning and Teaching Committee meeting; presented with an AP® Human Geography Course Description. I haven’t a clue – what is ‘Human Geography?’ We have barely called the meeting to order when I’ve five circled comments and as many ‘underlines,’ just on the intro page. Cost? No answer. Enrollment? Same. Why? Oh, it says so right here: “This course introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface.” Huh? There is more but as pointless.

It is a yearlong high school course providing students with a learning experience – skip – five college level goals . . . Which ones? Credit? Oh, this is designed by the College Board® which claims its mission is oh so many achievements; excellence, equity in education, blah, blah, blah. They/it encourages educators to make participation in AP courses available to all students. Then, shouldn’t all classes be AP for all students?

More than 30 courses by the College Board, likely with as inane titles, each culminates in “a rigorous exam.” This is to prove to colleges and universities that participating students are really college ready. College Board writes these and other exams and sells them to school districts. High school class grade point averages, ACT, along with non academic activity participation are already as they have long been in place to alert higher education admissions officers to students who are prepared. Although, some colleges no longer even require ACT results.

Continue reading “About Advanced Placement Courses”

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Social Promotion

Asking our Superintendent at a meeting (there are monthly Board Meetings, and weekly committee meetings, e.g., Learning & Teaching, Policy, Finance and so forth; monthly Board meetings require attendance because of votes, and usually members are a Chair or Co-Chair of two committees which meetings they also attend – there are always agendas and minutes to read for the others to be kept apprised – why we even consider social promotion which I feel is so disadvantageous to our students, he replies that there are good reasons. He doesn’t go into them, but I have and they aren’t good reasons.

My first thought at the time is that his ‘good reasons’ include student self esteem. Not good enough. As I mention  earlier, likely several times as it makes such clear sense, my son who teaches first grade and has for 20 years claims that, “Any child who can read, write and do math has all the self esteem he or she will ever need.” I see his point and agree.

If children are promoted, say from third grade, and they haven’t reached minimum competencies they will spend the rest of their time in school trying to catch up. Were we to keep them back, and possibly refer to it as a ‘bonus’ year they will have the opportunity to learn all necessary for them to confidently and capably go forward.

What most administrators will not mention: Some reasons for such promotion are fear that high or even some failure rates will reflect poorly on the district, schools, and school personnel. Seriously? So, principals and parents exert pressure to promote unprepared students. They know better but have so far been unable to provide sufficient or effective educational alternatives other than summer school and while a summer program may be successful in raising student performance, these students remain at risk because gains are at times not sustained the following academic year. What to do?

Continue reading “Social Promotion”

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Why Don’t You Believe Me? Part Two

(Part One is posted July 27, 2018 – this is to catch up albeit sometime later.)

We’ll come back to Common Core, the educational disaster of the era writ large, because we must.

Until then, when you receive invitations to attend board meetings – actually I’m not sure parents and community members are officially invited but these are open meetings and must by law be advertised via district website and probably local newspaper/s – don’t believe the administration really wants you attend. They don’t. The fewer explanations they must make the better. The fewer concerns with which they must deal the better. Remember this – don’t acquiesce  but do remember.

Watching board members during citizen comments; person/s wanting to address the board sign in on a sheet of paper for that purpose, their name is called, they approach the microphone to speak and few board members pay one whit of attention; oh, how very welcoming. Some do listen but no answers are proffered; sometimes the board president will say “Thank you.” A parent, community member, teacher, union official – whomever – has taken the time and put forth the effort to help to solve a problem or bring attention to a critical concern isn’t treated badly exactly, they aren’t treated any way at all. Stay classy school district.

Conversely, when the district goes out of its way to invite parents and property taxpayers to a district community meeting they do want ‘some’ attendance. Here’s what happens: An announcement, a welcome, seating (at each table of attendees there will also be a teacher, and/or administration member, and/or someone with inside knowledge of the particular program to be presented). Several administration members will talk from a stage, or podium explaining the many advantages to what they are recommending. Might be a new building, or costly curriculum addition that will ‘greatly benefit’ the school community. They might utilize a power point program. Show, don’t tell.

Continue reading “Why Don’t You Believe Me? Part Two”

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Now is the Time . . .

Ready. Set. Go. First though, breathe.

Parents throughout the Country are feeling a serious sense of loss of control as districts keep changing back to school plans. Many at this point will rely upon virtual learning – some teacher’s unions not even in agreement. The time is now to take control – you can do this.

A recent Atlantic article quotes an after school alliance director: “So many school boards are just so focused right now on what they’re going to do [that] they’re not actually thinking creatively about what they can do.” Great. Hint: They can’t because education is not truly local. So, the education of our children has been since March of 2020 in flux and evidently will continue to be so into fall and likely beyond into 2021. Clearly parents must take control. Where to begin?

Realize all that you can accomplish, perhaps most important an especially high quality education for your children. Here’s how: 1) Network with nearby like minded families; 2) Build a schedule e.g., three hours, two days each week (this doesn’t include time for assigned ‘homework;’ 3) Set expectations for learning, socialization, child care aspect; 4) Determine meeting/class location; 5) Discuss available funding and participant contributions; and 6) Consider including a child or children whose parent/s cannot afford to contribute time or money.

Smaller classes ensure adaptability along with being far more affordable. For example, online Kahn Academy provides schedules and content classes for elementary, middle and high school and is free. Various other free or low cost resources can be found on the web. Also, some parents might teach and/or your group can hire a teacher, perhaps from a nearby college – your instructor needn’t be certified. They just need to teach what you each have determined you want your children to learn.

More re teachers – background checks are essential, and they can be paid as independent contractors. Then, work with the teacher you hire on curriculum, primarily basics with additional classes you understand most interest your ‘micro school’ students. Children become invested when they are engaged in what they want to learn.

Using your most creative imagination don’t forget physical education, music and the the art part. Ask your students for input. You can do this.

SAFETY – so important. With your ‘small school’ you’ve the opportunity to protect from and prevent the coronavirus. While it may be more economical for one parent to purchase supplies these should be distributed and students should keep their own, notebooks, crayons, and so forth separate. Less germ transmission, and less loss.

For assessments, grading, tests, transcripts, records look to your state home school or private school (these are usually considered the same) site for any ‘requirements’ These tend to be very simple.

Be creative, coordinate, cooperate; take control. You can do this. Breathe, relax, focus and have fun. Your children will be glad that you do and you will be, too

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Toss the Plan . . .

Where are school board members during the current corona virus crisis? Wish there were an answer, but let’s review and attempt to resolve some other related issues.

Reading a recent post re upcoming school schedule/s for a particular district I learn: Students can attend two days with other students attending two different days, or combination at school and/or total on line learning – the parents choose. Really. The schools will prepare for these varying eventualities how precisely? Guess what. They won’t.

Then, just as I am imagining teachers trying to teach in the classroom while coping with virtual learning for which they are responsible – ineffective? actually impossible, another email is sent to district families. “After reviewing the most current guidance we are in the process of reevaluating our ‘Return to Learn’ plan.” They will be delaying start of the 2020-2021 school year and suspending the deadline to opt in to ‘Online Academy’ indefinitely. Helpful. Oh, and in order to ‘ensure compliance,’ the administration will ‘continue to be guided by the state.’ And you think education is a local endeavor. Not so much.

So, reading an article, Five Things Public Schools Can Learn From Homeschooling About Educating in a Crisis by author, editor and former teacher Cheryl Magness (a friend of a friend) I realize there are some interesting options. Since our children need to get back to learning, and schools to get back to the business (and trust me, it is a business) of teaching – how? In education vernacular the term ‘best practices’ is so frequently tossed about it loses its meaning. What about ‘best pathways’ or even ‘better pathways?’ Where to begin?

Toss the plan. Why? Because there doesn’t seem to be any settled and/or workable plan. Districts are different as are family situations. Parents ought take control and stop believing only those formally trained in educational theory know how to teach. Districts, although they depend upon funding based upon children being in classrooms (or currently attending on line courses) would do well to understand that the teachers willing to work on premise can be more effective with fewer children to personally serve.

If you can, ditch the paperwork. “Eliminate the red tape. Throw out the scope and sequence lists and lesson plans, cancel planning and visioning meetings and anything else that detracts from actual instruction. Brick and mortar teachers will have enough to do this year distancing, masking and engaging their stressed, distracted students. Administrators and parents need to take the rest from teacher’s and to trust them.”

Enter emergency mode. Let’s consider ’emotional triage.’ The priority at schools receiving students back to campus should create an environment conducive to learning by gently reintroducing students to the school routine while watching for signs of mental or emotional distress resulting from the shutdown.

Get back to basics. Yesterday. While our education system seems always infatuated with novelty and continually seeking the next revolutionary teaching strategy the regression occurring during the last many months will require focus, instead, on reading, writing and arithmetic. Students imbued with these basic skills will not only as posited previously have all the self esteem they will ever need, they will have the ability to master any other academic subject.

If schooling at home where less structure might be the case, still children can read, write book reports, or stories, even copy work; math lessons, too, if only to review skills they’ve already studied. This makes ultimate sense.

Put people before the process. Especially children people. Schools do need to responsibly fully reopen this fall, especially for families who haven’t the resources to manage the demands of online learning and staggered attendance schedules. And for many important reasons; children miss their friends and their teachers – they need structure and to feel that all is right with their world.

If your district schools are not opening though please realize that you were your child’s first teacher and will always be his or her best teacher. Don’t depend upon school board members to make decisions for your children because, actually, they don’t. There are options, seek them. There are choices, make them.

Sincerest thanks to Cheryl Magness for sharing her insights.

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Comparing Reading Lists – Part Four

Scary isn’t it, how far we haven’t come in our effort to educate America’s children even in the basics of reading and writing. While the materials have been here all along for some reason (I suspect there are many and none of them positive) administrative decisions, which school board members rubber stamp, lean far toward the newer and less excellent.

So, I look up the author of the trite first paragraph of Nothing But the Truth to learn she’s written dozens of award winning books. Absolutely amazing. Absolutely horrific, to my mind, that there is more of this ‘quality’ of writing throughout our school systems. Oh, and her response to an interview question is that she has not ever been a good writer. Clearly.

While it is not my intent to criticize an author but rather school board members who do not insist upon the very best, or evidently in many instances even know the difference, still growing up I am taught not to be critical unless and until I can offer a solution. Here goes: Parents and property taxpayers need to vet board candidates before casting votes.

Here’s how: Carefully read any and all candidate interviews in local newspapers; attend candidate forums and ask questions, and call or email (this information should be available on the district website) candidates to ask why they want to serve on the board – while they may not make it evident many want to use a board seat to promote their business or see it as a springboard to some future political office – what are their concerns about the district; what positive steps will they assure you they will take to determine curriculum excellence and property taxpayer representation e.g., how judiciously will they consider proposed expenditures.

Also, and important, be very wary of union endorsed candidates because if elected these board members will repay the union by voting in agreement with any and all salary increase and benefit requests. Didn’t think politics and education were so co joined? Most times, nearly indistinguishably.

Another, last thought. Invite a friend or neighbor or two to attend a school board meeting (you can go for drinks afterward), whether or not you’ve an issue with any item on its agenda (also found on district website). Too often boards do their ‘work’ with little or no attention from constituents. Change that and just show up to watch. It isn’t ever a bad idea to let board members realize that you are paying attention. Good job.

Part four and no more on this topic – for now. Homework for today: Let’s find a brilliant book of classic literature to introduce to and read with our children.

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Comparing Reading Lists – Part Three

So, let’s compare to the first paragraph of Longfellow’s Evangeline from a longer than one hundred year old reading list to this first paragraph of the more current reading list selection Nothing But the Truth by Avi.

“Coach Jamison saw me in the hall and said he wanted to make sure I’m trying out for the track team!!!! Said my middle school gym teacher told him I was really good!!!! Then he said that with me on the Harrison High team we have a real shot at being county champs. Fantastic!!!!!! He wouldn’t say that unless he meant it. Have to ask folks about helping me get new shoes. Newspaper route won’t do it all. But Dad was so excited when I told him what Coach said that I’m sure he’ll help.”

Really? Seriously? OMG. This is possibly second grade writing at best but teaches nothing. Vocabulary – no. Clearly it paints no enticing picture. Worse the punctuation here is outrageous. Within seven lines of so called writing we’ve 14 exclamation points where none at all are required. For example the word ‘fantastic’ in the context here is an exclamation in itself yet is followed by six – six altogether unnecessary exclamation points. Punctuation overuse writ large. How confusing for students.

Since districts buy this and other books by the same author for use at the seventh and eighth grade level there must be some merit (doubtful); some story to follow but with this as a first paragraph what child wants to continue? It’s rhetorical. No evident history and completely bereft of charm; how deeply our standards fall. And, with them educational accomplishment. How embarrassing for our talented teachers, via mandate, to be presenting such drivel which so lowers learning in their classrooms. Tragic.

Noticeably the more current list contains few titles written longer than 20 years ago. Surely modern writing, if good writing, has its place. Still, it ought not replace the themes critical to learning and understanding how the foundations of American and western civilization have come about. Nor ought settings and references from ancient Greece throughout the Middle Ages be erased from education or we haven’t education.

Classics are in fact interestingly, entertainingly and brilliantly written from word one. The luster of a classic never dulls. These volumes exhibit style, artistry and keen intellect along with creating universes of imagination and thought. It’s beyond me why we would not work to be certain of exposure to and study of classic literature for our children so that each reaches their highest possible level of vocabulary and writing ability.

It appears school board members throughout our Country are unaware, indeed oblivious. Not acceptable. The responsibility falls upon them to ensure a proper education for the students within their districts. Though neither do board members review these lists nor do they ever read the books. For if they were to, and to come across the paragraph here they would, or at least should find it appalling and take immediate action to reverse this trend of drastically lowering standards.

Please watch for Part Four because there is more.

Sadly.