AussieGirlNSW asked:

This was allegedly voted unanimously by staff at Maroochydore High School in QLD for use on their telephone answering system. Very possibly fake, but very funny, Also has a serious point that perhaps parents and students should be more accountable and take more responsibility themselves instead of blaming the school for their failings.

online school

hayleyghoover asked:

A scrapbook of sorts to explain the hidden truths of American public high school. Made with clips and photographs from my own awkward school years, reenactments, construction paper, yarn, magazines, newspapers, stolen clips from youtube, custom-made clips via Skype, and love. YouTube guest stars: The fiveawesomegirls www.youtube.com Charlie www.youtube.com Anna www.youtube.com Some other kid Adam www.youtube.com Kayley www.youtube.com Kathleen www.youtube.com And John Green as “a teacher …

north school

Patricia Hawke asked:


In the fall of 2005, the Boston schools began exploring the education reform strategy of extending the school day for its middle schools. The extended school day gives students more time for learning at a crucial time in their education. The middle school years provide the much-needed preparation for students to enter high school, college and the workforce. Last year, the Boston schools applied for and was awarded a $40,000 planning grant for three schools.

The Boston schools have been awarded grants again this year for another three schools. These three Boston schools were among ten schools across the state that included five school districts. The other four districts are Cambridge, Fall River, Malden, and Worcester, who shared with the Boston schools a total of more than $2.2 million in implementation grants to extend the learning time at the ten schools.

The three Boston schools are:

• Clarence R. Edwards Middle School in Charlestown;

• Umana/Barnes Middle School in East Boston; and

• James P. Timilty Middle School in Roxbury.

Beginning in September 2006, Edwards and Timilty middle schools will begin class at 7:20 a.m., Monday through Friday. They will end school at 4:30 p.m., Monday through Thursday, and at 11:40 a.m. on Friday. Umana/Barnes will begin classes at 7:35 a.m., Monday through Friday; end school at 4:30 p.m., Monday through Thursday; and end at 11:40 a.m. on Friday.

As with the schools last year, the Boston schools enlisted the assistance of Boston schools administrators, union representatives, teachers, counselors, principals, parents, and community partners. They worked together to develop the plans and implementation of the extended day at each school. Additionally, the non-profit organization, Massachusetts 2020, gave support to the planning and implementation process. The 2020 group is dedicated to expanding educational and economic opportunities for children and their families within the state of Massachusetts.

The Boston schools’ interim superintendent, Michael Contompasis, noted that both the students and the teachers benefit from this extra school time. Students receive more classroom instruction time in the core academic subjects that are crucial for their success in high school and college. More time also will be available to students for tutoring, the arts, and recreation. Additionally, teachers are given more time for lesson planning, setting schedules, and for professional development activities.

The Massachusetts Department of Education provides the grants from its “Expanded Learning Time to Support Student Success” grant program.

The Boston schools have more than 58,000 pre-kindergarten through 12th grade students at 145 schools. The hopes of all concerned is to continue to expand this reform strategy of extended school time; so that student achievement will continue to rise, with students being better prepared for high school, college and the workforce.



BRENDAN

Patricia Hawke asked:


The United Nations Convention on the Rights of the Child put forth that one primary purpose of schools is to develop respect for human rights and the fundamental freedoms that all children should enjoy. They noted that to truly understand and promote human rights, one has to live them out in relation to others.

The New York City schools has taken this directive seriously and to heart by creating its School for Human Rights, a combined middle and high school academy that is built around the concept of human rights. It is one of nearly 150 small public schools opened through special initiatives in the last three years by the New York City schools, having opened its doors in September 2004. During the New York City schools’ school year 2005-2006, the School of Human Rights had over 180 students.

Located in Brooklyn, the School for Human Rights is rare, even for the New York City schools. Its core values are dignity, respect and responsibility, which is the driving force behind its curriculum, how the students learn and the teachers teach, how they treat one another, and the types of adults the New York City schools hope the students become. Human rights are demonstrated to students by how the school meets the educational needs of each and every student; in its practices, such as discipline with dignity; examples given in class, questions raised by teachers, the active discussions, critical thinking and reflection that are part of the project-based coursework; and even in the human rights enriching field trips.

The School of Human Rights is the only New York City schools that integrates an academic and social skills-based curriculum. It even immerses human rights into its extracurricular activities, such as film festivals and workshops with human rights defenders.

The School of Human Rights challenges the New York City schools students to become compassionate and socially engaged young adults, who are committed to equality, dignity and social consciousness. Amnesty International USA, Human Rights Education Association, and New Visions for Public Schools, who have partnered with the New York City schools and made this school possible, hope to see many of these New York City schools’ students carry over what they learn into their adult lives, as well as to enter social justice careers.

The New York City schools based the School for Human Rights on UNICEF’s framework to:

• Recognize the rights of every child;

• See the whole child in a broad context, in the home environment as well as at school;

• Be child centered, ensuring the psychological and social well being of each child;

• Be gender sensitive and girl friendly by eliminating stereotypes and constraints to education, while promoting achievement;

• Promote quality learning outcomes;

• Base education on each child’s unique identity, previous school experience, community, and family;

• Promote New York City schools’ student rights and responsibilities within the school environment, including ensuring inclusion, respect and equality of opportunity for each child;

• Enhance New York City schools’ teacher capacity, morale, commitment and status, and

• Be family focused.

To ensure the School of Human Rights teachers have the resources and professional development they need, the Human Rights Education Association provides this support to the New York City schools. Teachers have found that the most difficult task is presenting human rights in a meaningful and empowering manner, making human rights more than an abstract concept.

The School of Human Rights is unique and will empower its students beyond what is found in other public schools.



BLAIR

Patricia Hawke asked:


In the fall of 2005, the Boston schools began exploring the education reform strategy of extending the school day for its middle schools. The extended school day gives students more time for learning at a crucial time in their education. The middle school years provide the much-needed preparation for students to enter high school, college and the workforce. Last year, the Boston schools applied for and was awarded a $40,000 planning grant for three schools.

The Boston schools have been awarded grants again this year for another three schools. These three Boston schools were among ten schools across the state that included five school districts. The other four districts are Cambridge, Fall River, Malden, and Worcester, who shared with the Boston schools a total of more than $2.2 million in implementation grants to extend the learning time at the ten schools.

The three Boston schools are:

• Clarence R. Edwards Middle School in Charlestown;

• Umana/Barnes Middle School in East Boston; and

• James P. Timilty Middle School in Roxbury.

Beginning in September 2006, Edwards and Timilty middle schools will begin class at 7:20 a.m., Monday through Friday. They will end school at 4:30 p.m., Monday through Thursday, and at 11:40 a.m. on Friday. Umana/Barnes will begin classes at 7:35 a.m., Monday through Friday; end school at 4:30 p.m., Monday through Thursday; and end at 11:40 a.m. on Friday.

As with the schools last year, the Boston schools enlisted the assistance of Boston schools administrators, union representatives, teachers, counselors, principals, parents, and community partners. They worked together to develop the plans and implementation of the extended day at each school. Additionally, the non-profit organization, Massachusetts 2020, gave support to the planning and implementation process. The 2020 group is dedicated to expanding educational and economic opportunities for children and their families within the state of Massachusetts.

The Boston schools’ interim superintendent, Michael Contompasis, noted that both the students and the teachers benefit from this extra school time. Students receive more classroom instruction time in the core academic subjects that are crucial for their success in high school and college. More time also will be available to students for tutoring, the arts, and recreation. Additionally, teachers are given more time for lesson planning, setting schedules, and for professional development activities.

The Massachusetts Department of Education provides the grants from its “Expanded Learning Time to Support Student Success” grant program.

The Boston schools have more than 58,000 pre-kindergarten through 12th grade students at 145 schools. The hopes of all concerned is to continue to expand this reform strategy of extended school time; so that student achievement will continue to rise, with students being better prepared for high school, college and the workforce.



CLETUS

Patricia Hawke asked:


In their May 8, 2006, issue, Newsweek listed their Best 100 Public Schools across the nation. They ranked the schools using a ratio of the number of Advanced Placement (AP) and/or International Baccalaureate tests taken by all students within a school, divided by the number of graduating seniors. The 2006 list was based on the 2004-2005 school year. Their aim is to acknowledge those schools that do the best job of preparing average students for college, regardless of their economic background.

Three Dallas schools made the list with one taking top honors. Dallas schools’ Highland Park High School weighed in at number 18 with a ratio of 4.735. Dallas schools’ Science and Engineering Magnet took honors at number eight with a ratio of 6.275. Dallas schools’ Talented and Gifted (TAG) High School had a 14.128 ratio and ranked number ONE! What an achievement for the Dallas schools.

Located near downtown Dallas in an impoverished neighborhood, TAG exemplifies how a school can meet the Dallas schools’ goals of providing an excellent education for each and every child. The racially mixed student body receives a high-level of learning that challenges each child to achieve. TAG focuses on getting students into college through AP courses, providing the same opportunities to its students as the wealthy private schools.

Some educators refer to schools like Dallas schools’ TAG as a boutique school, catering to special interest while ignoring course variety. Educators, including those in the Dallas schools, have been demanding reform for over 10 years; yet, they cannot agree on what works. In the ‘80s, the thought was to make all students college ready through a rigorous core curriculum. In the ‘90s, school choice and testing became the norm. Now, some are calling for dumping the entire public school system; while others see smaller schools, class size, and a boutique focus as optimum.

Even when a plan is working as it is in Dallas schools’ TAG High School, opposition still rears its ugly head. Some believe that the smaller school loses the social acclimation that the larger high schools provide. They say that maintaining quality is difficult and the coursework lacks substance. Proponents of Dallas schools’ TAG say that these Dallas Schools’ students get more teacher and counselor attention and the children are less likely to get lost in the crowd, which gives the students an edge.

TAG is one of the Dallas schools that is committed to helping students achieve their best, encouraging each and every student to aim high. They stress the importance of attending college and try to make the AP as much a part of students’ lives as music or hanging out with their friends. While only 30 percent of high school students across the nation take any AP courses at all, each TAG student is required to take at least one, with most students taking more.

Dallas schools’ TAG and other boutique schools like it have increased the number of minorities taking AP courses, increasing their chances to attend college. According to the College Board, which administers the AP, four times as many Hispanics and three times as many Blacks took AP courses in 2005, as compared to 10 years ago.

Newsweek cited Dallas schools’ TAG student ***** Frausto, age 18, who has taken 16 AP courses and scored high on many of them. She scored a five on her final three-hour exam. Her transcript is definitely atypical for a public high school student, showing a seemingly impossible schedule of classes. She attends MIT on scholarship in the fall of 2006.

Dallas schools’ teachers at TAG go the extra mile for their students. They assist the youth in learning to meet deadlines, constructing essays and organizing their time, managing workloads, and dealing with the tension and nervousness students may feel during testing.

Schools that consistently have high achieving students and programs were not included in Newsweek’s list. Their ratio formula only measures test participation, rather than testing success. Also, due to inconsistencies, the formula does not include drop out rates or state testing scores.



ELWOOD

Patricia Hawke asked:


Though public schools across the nation are improving their school environments for students, the New York schools are falling behind, according to the National Education Association (NEA). In a recently posted web page, the NEA cited many failings of the New York schools. Here are some of the challenges that the New York schools continue to face during the 2006-2007 school year.

Average Sizes for Schools and Classes

The elementary and secondary New York schools continue to be among the largest schools in the nation. The average size of an elementary school within the New York schools system is 27 percent higher than the national average. With an average of 558 students per elementary school, the New York schools rank fifth to have the largest elementary schools on average in the United States. Their high schools are even larger, averaging 1004 students per school. That is 33 percent higher than the national average, making the New York schools system the eighth largest in average high school size.

The class sizes in the New York schools also are among the largest with an average of 22 students per class. The NEA ranked the New York schools as the tenth largest in average elementary class size nationally.

Poor Infrastructure

In addition to the overcrowding in the New York schools, their crumbling and aging infrastructure is in desperate disrepair with a third of the facilities in need of extensive repair or replacement. The costs to complete construction and repair needs on school buildings and facilities are estimated to be as high as $15 billion. During the 2006-2007 school year, the New York schools will have literally tens of thousands of students attending class in mobile trailers, storage areas, and converted bathrooms — not the most conducive environment for learning.

The New York schools rank among the bottom ten states in the percentage of schools with at least one unsatisfactory environment condition. Seventy-six percent of the New York schools fall into this category. There are 36 percent with poor ventilation that is bad for children with respiratory ailments, such as asthma, and contributes to higher illness rates of children and staff from passing viruses back and forth through the stagnant air. Additionally, 28 percent of all New York schools have bad plumbing and 31 percent of the schools have roofs that are crumbling.

As important as computers have become to educational opportunities in the United States, more than a third of the New York schools lack adequate outlets and the necessary wiring for computer use in the classroom.

Teacher Salaries

Teacher salaries in the New York schools continue to decline. While other public school systems across the nation have increased salaries over the past ten years, teacher salaries in the New York schools system have decreased in constant dollars by eight percent. This means that many of the quality teachers are either moving out-of-state to teach or moving into new career fields that pay better. The NEA has designated the New York schools as one of the four worse states for allowing real teacher salaries to decline.

As the NEA points out, the New York schools have many challenges yet to face in order to provide a quality education to the youth within the state of New York.



ERNEST

Patricia Hawke asked:


According to the National Education Association, the New York schools have made significant strides in academic achievement over the past few years. In a nationwide comparison, the New York schools have improved student achievement, as well as the schools themselves. Though issues remain that challenge the New York educators, parents and the community can be assured that the New York schools are doing everything in their power to remedy these.

Students Are Achieving

Essential scoring on the National Assessment of Education Progress (NAEP) exam has risen for the New York schools.

Fourth grader reading scores have risen by 26 percent between 1992 and 2003 for those students scoring in the highest two levels.

Writing scores have increased in the New York schools, making them among the nation’s best. Fourth graders now rank third in the nation on the NAEP, while eighth graders increased scoring by 43 percent between 1998 and 2002 in the highest two levels of the exam.

Math scores also have improved. Fourth grader scores nearly doubled between 1992 and 2003 at the two highest levels of the exam. Eight grader scores more than doubled at the highest two levels between 1990 and 2003.

The public New York schools have outperformed the private ones on Advanced Placement exams, courses through which high school students may earn college credit. Students attending public schools score higher in calculus, computer science, and physics.

College Entrance Exam scores have improved. More New York schools students are getting high scores on the SAT exam. Graduating seniors also have increased their scores on the math portion of the SAT by 28 percent since 1994, with a high score being 600 or above. Additionally, the New York schools are one of the top ten states, with high school graduates scoring in the top 20 percent nationally on the ACT and SAT exams.

More New York schools students are college bound! The New York schools are among the top eight states in the percentage of 18-24 year olds enrolling in college. This is good news for parents, the communities, and the businesses in New York.

New York Named One of Smartest States

New York has been named one of ten “smartest states” in the nation for its quality public elementary and secondary schools. Education Week gives the New York schools a grade of “A” (97 out of 100) for the high standards and accountability of the public schools.

Advanced Placement coursework is offered by 85 percent of the public schools, while only 60 percent of private schools offer them in the New York schools.

The New York schools students take more advanced coursework. The New York schools are among the top eight states in percentage of high school students taking upper level math courses and among the top ten states for advanced science coursework taken.

The New York schools are leading the nation in cutting edge Foreign Language Immersion Programs (FLIP). They are among the top ten states nationally in the percentage of public elementary schools offering FLIP coursework.

Quality teachers also push the New York schools in front of other states, with their middle and high school teachers among the most qualified in the nation.. The number of teachers in the New York schools that are nationally certified by the prestigious National Board of Testing Standards has nearly tripled since 2000. Math teachers with majors in their field for the seventh through twelfth grades place the New York schools among the top eight states, with similarly-qualified science teachers for the same grades placing the New York schools among the top seven states.

Lastly, the New York schools provide at least one computer for instruction for every 4.2 public school students.

The New York schools have come a long way over the past decade. The educators and administrators have much of which to be proud.



GIOVANNI

Patricia Hawke asked:


The federal No Child Left Behind (NCLB) Act requires that all states report any schools that are considered persistently dangerous. The state of Maryland is only one of six states that have reported having such schools. Some metro areas with similar or worse problems report no dangerous schools at all.

Since each state sets its own suspension limits for reporting, the NCLB provision is inconsistent across the nation with many states ignoring it all together. The state of Maryland, however, takes it seriously with rules that are more stringent than most other states.

A “persistently dangerous” school designation means the school has a high rate of suspensions for serious offenses. These are violations of assault on another student or teacher, bringing a weapon to school, setting a fire at school, or sexual assault of any type.

The six schools designated as dangerous by the Baltimore schools are:

• Calverton, Thurgood Marshall, and Highlandtown Middle Schools — These schools have been considered dangerous by state standards for the past four years, with Highlandtown closing before the fall of 2006.

• Liberal Arts at Walbrook, Dr. Roland N. Patterson Sr. Academy, and Dr. W.E.B. Dubois High School were all added this year.

The Baltimore schools also had six such schools last year. The number of suspensions and expulsions for dangerous offenses declined at five of the six schools, with three dropping off the list for this year.

A dangerous designation is serious for any of the Baltimore schools. Parents with children attending these schools are notified of the situation and given the option to transfer their children to other schools, as long as the transfer is completed before the beginning of the next school year.

The dangerous schools provision in the No Child Left Behind Act does have some Baltimore schools educators concerned:

• First, it makes some of the Baltimore schools appear to be the most violent in the nation, though some public schools in other states that ignore the provision or set the suspension limits high are in a much worse shape.

• Second, some Baltimore schools educators question whether an entire school is being labeled for the repetitive acts of only a few students. The Baltimore schools new Academy for College and Career Exploration is one such example. This year it was given a warning and put on probation for only six incidents of suspension for a serious offense. With only 300 students, it quickly hit the state’s ceiling, while larger schools do not.

• Third, some Baltimore schools teachers have argued that designated schools become even more chaotic. With principals who are reluctant to give suspensions, the violence at school escalates, while sending the wrong message to the other students — no punishment for breaking the rules.

Other Baltimore schools educators, however, like the reporting provision. It puts a much-needed focus on improving discipline at these schools, nipping the problem in the bud — before it is beyond repair. An example is Calverton and Thurgood Marshall. Though still on the list this year, suspensions for serious offenses have dropped significantly over last year.

Designated Baltimore schools do not receive any additional funding to help with their problems; however, the Baltimore schools must present a plan to the state on its strategy to improve these school situations.

The Baltimore schools is committed to resolving the issues in these six middle and high schools. Baltimore schools administrators know that quality educational opportunities only come in a safe learning environment that is free of violence and disruption.



GORDON

Patricia Hawke asked:


As in other states, Michigan schools are seeing more and more parents of disabled children pulling them out of public schools, providing alternative private education, and then suing the Michigan Schools to foot the bill. It has become a problem and growing expense for public schools across the nation, ever since the passing of the federal Individuals with Disabilities Education Act, which states that public schools are required to provide special education students with a free, appropriate public education. Disputes arise when parents and school administrators are in conflict over what is appropriate.

The Michigan Schools recently had its Birmingham school district sued by parents of a 17-year-old son with bipolar, obsessive compulsive and Asperger’s disorders, as well as other impairments. Andrew’s condition has become more serious in recent years, though Andrew’s daily regimen of pills control his otherwise violent and uncontrollable episodes.

His parents believed he would be better educated at home with one-on-one instruction, where there would be few distractions. Andrew had attended Groves High School in Franklin; however, his parents took it upon themselves to pull him out and provide his education at home through private teachers.

Michigan schools officials in the Birmingham district believe that Andrew would do better being educated at the high school with other students, where he could improve his social skills. The dispute between parents and Michigan schools administrators became a legal battle, with the parents seeking compensation of $113,000 to pay for the at-home private teachers and therapists for the past three years, as well as to cover these same expenses for one additional year.

The Michigan schools district in Birmingham charged that they had provided the Lipsitt boy with appropriate educational opportunities by shortening his school week and providing classes with opportunities for him to learn to socialize (some in regular classroom settings). They made numerous attempts to create a special educational program for Andrew, all of which were rejected by his parents, who wanted him home schooled.

This is not the first such case for the Michigan schools that currently have 242,000 students, who receive special educational services, and the number is growing each year. In the 2005-2006 school year, the Michigan schools saw 110 formal complaints over special educational services. There were only 77 such complaints just nine years ago. Though most cases are resolved before ever going to a hearing, the Michigan schools are seeing more and more parents pulling their special needs children out of the public schools first, providing alternative education, and then suing the Michigan schools’ districts for compensation.

Some cases do not even involve services that the Michigan schools are obligated to provide. One family with an autistic 12-year-old, for instance, was told by their doctor that their son needed several hours each week of speech therapy. They wanted the Michigan schools to provide this, but they offered 40 minutes each week, though they were not obligated by law to provide any such services. The parents then went to their insurance company, which paid for some of the therapy, as well.

The Lipsitt case was recently settled by a state administrative law judge, who ruled in favor of the Lipsitt family. Judge Lauren Harkness ordered the Michigan schools Birmingham district to pay for more than two years of homebound special education, stating that the district denied Andrew a free and appropriate public education. The district may appeal the ruling.

It is not that these children do not deserve these services — they do; however, the Michigan schools have a limited budget to cover such services for all of the 242,000 special needs children. As the number of such children rises, so does the state and federal contributions to each school; however, the current $723 million is not enough to cover the in-school costs of special education, as well as the expenses incurred by parents who make alternative educational arrangements (usually private and expensive).

There is no doubt that, as a society, we need to provide an appropriate education for special needs children. To do so, without hurting other children (including those with special needs who attend public school), the Michigan schools and other public school systems across the nation must develop a better method of communicating and working with the parents of special needs children, the community and government. Better funding and guidelines must exist for the schools, as well as other funding opportunities for such parents to provide non-educational services needed for their children. Otherwise, the public schools will be bankrupt paying for expensive educations and services for only a few.



ARIEL