poverty schools http://www.artwoo.com Returned search results for poverty schools Copyright 2008 Sat, 22 Nov 2008 12:16:05 +0000 http://www.artwoo.com/rss/poverty+schools What Can The Washington DC Schools Teach Us? http://www.artwoo.com/article/what-can-the-washington-dc-schools-teach-us http://www.artwoo.com/article/what-can-the-washington-dc-schools-teach-us#comments Mon, 13 Aug 2007 02:15:02 +0000 washington dcdc schoolsschool vouchersracial achievement gapironicallyextreme povertyexacerbate http://www.artwoo.com/article/what-can-the-washington-dc-schools-teach-us extreme poverty, the Public Schools face a struggle that epitomizes the state of education in this country. While the elite and affluent live in the best districts, or send their children to private schools, many students in the Washington, function in poverty and need.

Why does this matter? The discrepancy between the haves and have-nots in the Washington, DC Schools mimics that which has led to the glaring in the country. Recently, studies reporting on the gap percentages in all states have gotten a lot of attention. Also, reports on the correlation between income and achievement have received a lot of press. Although I don't think any jaws are dropping; the question for Washington, DC schools isn't if poverty leads to low achievement, it's what to do about it.

Methods in the Washington, DC Schools

The initiatives that the Washington, DC Schools implement are an important barometer for the rest of the schools in the country. If efforts work, they will be duplicated. If they fail, it is a cause for concern, and considered a waste of money. Vouchers are one big issue. Due to declining enrollment in the Washington, DC public schools, and a desire to offer school choice to low-income students, a federal program offering $7,500 was offered to needy students in the Washington, DC Schools.

Not everyone is fond of this method because they are afraid it will actually encourage more students to leave the Washington, DC Schools for charter or private schools. Many feel this could degrade the quality of the system. , this is the same concern when affluent and educated families leave the public school system. The Washington, DC Schools loose both per pupil funding and the most involved parents when this happens. Vouchers may the situation.

However, this may be just the thing to motivate schools to improve. Just like in business, competition can be a good thing.

Needed Construction in Washington, DC Schools

Washington, DC Schools are also a mirror to the nation is in terms of adequate space and buildings. As old schools deteriorate, the district is challenged to renovate them. Recently, this became a focus of the district. 120 schools are either being renovated or built at this time. Part of the effort involves reconfiguring these Washington, DC Schools for better efficiency. For instance, feeder 6-8 middle schools are being put on campuses with the appropriate high school. The location of administrative offices and special education facilities are being reconsidered to make better use of the space, and to better meet the children's needs. Other districts around the country are following the results of these changes closely. The successes and failures of the Washington, DC Schools will have consequences felt by a lot of students in the nation. Washington DC Public Schools Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Washington-DC/Washington-DC/index.html ]]> Desperate Times For Some California Schools http://www.artwoo.com/article/desperate-times-for-some-california-schools http://www.artwoo.com/article/desperate-times-for-some-california-schools#comments Mon, 06 Aug 2007 22:34:59 +0000 california schoolsstudent povertyenglish learnersacademic performance indexcalifornia public schoolsschool district officialschallenges http://www.artwoo.com/article/desperate-times-for-some-california-schools California Schools to demonstrate what works in education. While many are indeed exemplary, there are also many that are struggling. In 1999, the state of California decided that it needed to take a closer look at these struggling schools, and that these California Schools needed help to overcome their problems.

The California Schools in question shared one common characteristic - a relatively high level of . Many but not all of them have high percentages of students who were and/or Hispanic, a statistic that has been correlated with student poverty. Most have very small populations of white students.

These troubled California Schools tended to be larger than average and were much more likely to be on a multitrack, year-round calendar. This type of school calendar allows the school in question to serve a greater number of students by being open all 12 months of the year; with some California Schools teachers and classes sharing rooms with those who are off on a break.

In terms of staffing, these California Schools had a much higher proportion of teachers not fully credentialed and were also more likely to have a high percentage of first- and second-year teachers.

Principals of the California Schools in question were surveyed to determine the differences in the faced by their particular schools. were also able to provide more information.

California has operated its school accountability system for nine years now and the average API () scores for all schools have risen. Elementary schools have shown the most progress. However, as a whole, elementary level California Schools have faced greater challenges than their middle- and high-school counterparts.

On average, they had either similar or more challenging proportions of English learners and students living in poverty. School sizes are modestly large and the proportion of fully credentialed teachers is somewhat lower than middle- and high-school teachers working in California Schools.

Conversely, California Schools in the middle and high school levels have consistently shown less improvement than elementary schools. From a statistical perspective, secondary California Schools often face different challenges than elementary schools do in attempting to meet their API growth targets.

Middle Schools have not had the full benefit of the state's investment in K=9612 education since the mid-to-late 1990s, however. From an instructional perspective, the state has put more focus on improving achievement in the earliest grades, most likely with the belief that if a student's academic success can be improved upon at an early age, they will continue to be successful throughout their school careers.

While there many changes that need to be made to improve the quality of California Schools, it is indeed heartening to see that the state's board of education is up to the challenge of helping schools make the improvements needed to produce successful and vital members of tomorrow's society. http://hubpages.com/hub/California_Public_Schools Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/California/index.html ]]> Nashville Schools Examines Its 2005-2006 Performance http://www.artwoo.com/article/nashville-schools-examines-its-2005-2006-performance http://www.artwoo.com/article/nashville-schools-examines-its-2005-2006-performance#comments Mon, 11 Sep 2006 18:27:13 +0000 nashville schoolsadequate yearly progressboard of educationprogress resultspoverty schoolseducation reviewstennessee http://www.artwoo.com/article/nashville-schools-examines-its-2005-2006-performance Nashville Schools Reviews Results

Every year, every school district in must examine its performance from the pervious school year. This summer Nashville Schools had to do this as well. The Nashville Schools' Board of Education, which included both the outgoing members from 2005-2006 and the incoming members from 2006-2007, reviewed the results from the Tennessee Adequate Yearly Progress. The results will help to pinpoint for Nashville Schools those areas that have improved and where continued progress is needed. Nashville Schools had both remarkable achievements in some areas and areas that continue to be a challenge. This is the third year that the majority of schools in the Nashville Schools have received a rating of Good Standing, the highest rating that can be given. The remaining schools had moved either up or down from the previous year. The number of schools in Good Standing was 81 which is the same number as last year.

Possibly the biggest gain this year for Nashville Schools is that some of the schools categorized as high received Good Standing ratings. Two schools Kirkpatrick and Napier Elementary Schools achieved a Good Standing rating for the first time since the Tennessee Adequate Yearly Progress was established. These two schools are two of the highest poverty schools in Nashville School District. There ratings reflect the effort that the students, teachers, parents and principals put in last school year.

But many schools did not receive a rating of Good Standing or even the same rating as last year. Many of these schools received a lower rating than previously. This indicates that there are still lots of areas that still need improvement. Nashville Schools has made the commitment to strive for every school to receive a Good Standing rating. Each summer the Nashville Schools' Board of Education meets to determine what steps can be taken to improve the coming school year's scores. The difficulty is that there are a variety of factors that can influence the rating. A small adjustment in one area could affect the overall standing. With this in mind the Board tries to find a way to make every school a school that rates Good Standing.

One of the biggest concerns for the Nashville Schools' Board of Education is the size of the District. Nashville Schools currently has around 74,000 students and must provide educational opportunities that meet the needs of this student population. Nashville School District includes both Nashville and Davidson Counties, so there are logistic concerns also. Nashville Schools are very confident about how this school year will proceed. The Nashville Schools Board of Education is a nine member body that is elected at the end of every school year composed of educators, community leaders and administrators. The members are elected in a public vote by the citizens of the Nashville School District. The Board believes that there is a real potential for all the schools to gain ratings of Good Standing by summer of 2007. Stacy Andell is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information on Nashville schools visit http://www.schoolsk-12.com/Tennessee/Nashville/index.html ]]> Impoverished Florida Schools Get Tech Makeover http://www.artwoo.com/article/impoverished-florida-schools-get-tech-makeover http://www.artwoo.com/article/impoverished-florida-schools-get-tech-makeover#comments Sat, 15 Sep 2007 11:20:04 +0000 florida schoolsnegligibleminimal computer skillsaffluent neighborhoodseconomic statusvoucherspoverty http://www.artwoo.com/article/impoverished-florida-schools-get-tech-makeover Poverty have Tech Equipment

Florida schools have long struggled with the wide disparities between schools in , and those that serve the state's weaker sections in high poverty pockets of the state. Low of the students has been proven to be detrimental to a student's learning ability. Along with other factors like the student's intellectual capacity and economic status of the schools he or she attends, its not anything that Florida schools can do much about. It's not surprising that most Florida schools in the state's poorest belts rank so low on standardized tests.

As a result of these poor performances, many Florida schools that cater to the poor are denied precious funding that would otherwise help them introduce new programs, renovate structures, or upgrade existing tech equipment in their schools. Of all these possible uses for funding, the most important from the point of view of preparing students for life in the real world is undoubtedly access to state of the art computers and technology. With a knowledge driven global economy in which only those with at least will make the cut, schools that aren't able to offer access to the latest equipment are in danger of failing their students. Many Florida schools lag dismally in this regard with many students forced to use aging equipment or share computers with other students.

Big Business Backs Florida Schools

Now there appears to be some good news for impoverished Florida schools. Microsoft Corporation's anti-trust settlement reached with several states, including Florida, means the software giant will shell out funding to each state which will be used by the state's education department. In Florida's case, this funding will be in the form of valued at over $80 million. The technology vouchers will go towards purchasing new computers and software, and will directly impact those Florida schools that would otherwise have no access to the funding for these upgrades.

Benefits to Florida Schools

The schools expected to benefit are those that have at least half the student population on reduced price or free lunches. According to Florida education authorities, at least 1,790 schools with student populations of a total of 1.1 million will be eligible for these technology vouchers. Half the vouchers will be utilized for upgrading existing software and purchasing new ones, while the remainder will be used for hardware. A chunk of the money will also go towards programs that include curriculum development, and training of Florida schools administrators. With this windfall, computer labs at Florida schools will get a much needed shot in the arm. The main beneficiaries will be the students in these Florida schools who will receive much needed access to current technology. Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Florida/index.html ]]> Union Trade Apprenticeships For Philadelphia Schools Students http://www.artwoo.com/article/union-trade-apprenticeships-for-philadelphia-schools-students http://www.artwoo.com/article/union-trade-apprenticeships-for-philadelphia-schools-students#comments Wed, 26 Jul 2006 16:27:14 +0000 philadelphia schoolsafl ciotrade unionsstatus quolifestyle improvementexponentiallyincome families http://www.artwoo.com/article/union-trade-apprenticeships-for-philadelphia-schools-students Philadelphia schools, along with other schools across the nation, are concerned with students who do not enter college upon graduation. Many are left with low-paying, dead-end jobs with little prospects for future improvements -- keeping many of those students from impoverished homes in the low-income lifestyle.

This has been of concern also for James Nevels, chairman of the state-appointed School Reform Commission that is responsible for overseeing city schools within the state, including the Philadelphia schools. Nevels believes students have been historically underrepresented in the local , and believes it is time to change that .

Both Nevels and the Philadelphia schools believe that the city benefits, when graduated students are gainfully employed and productively adding to the community in a positive manner. When these students are from low- and are allowed to raise themselves out of the poverty level, the community benefits . Trades offer non-college bound students just the opportunity for such future growth and .

In June 2006, a four-year deal was announced between the Philadelphia schools and the Building and Construction Council (AFL-CIO). Politicians, business leaders, and educators alike are calling the deal significantly historical for the city and its future.

As part of a $1.7 billion construction and maintenance contract with the Philadelphia schools, the Council through its local trade unions will provide a minimum of 250 apprenticeship opportunities for Philadelphia schools students, who meet the requirements. Potentially, 425 apprenticeships for graduates could be offered over the four-year period. It is estimated that the majority of the students to qualify will be minorities from low-income families, a truly remarkable shot in the arm for the families, as well as the city. It also means the Philadelphia schools can offer these students more opportunities to learn skills that could potentially lift them out of the poverty level.

The Council will be working with the Philadelphia schools to develop the curriculum. They will host seminars for students to pique their interest and motivate them to apply for the apprenticeship programs. The Council also will monitor the results of the apprenticeships for co-review with the Philadelphia schools.

With nearly 200,000 students currently enrolled in the Philadelphia schools and about 12,000 graduating each year, this program was desperately needed for both the students and the community. It's expected that a minimum of 62 students will enter the apprenticeship program each of the four years, though there are potentially more apprenticeships available.

This four-year deal between the Philadelphia schools and the Building and Construction Council is truly groundbreaking for the city of Philadelphia. The Philadelphia schools can offer more to their students. The students get an opportunity that may not have been otherwise available to them. The trade unions can build their memberships with young, vibrant workers, as well as build their diversity. The city gets more productive community members. It is a win-win situation for everyone. Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more on Philadelphia schools visit http://www.schoolsk-12.com/Pennsylvania/Philadelphia/index.html ]]> Union Trade Apprenticeships For Philadelphia Schools Students http://www.artwoo.com/article/union-trade-apprenticeships-for-philadelphia-schools-students http://www.artwoo.com/article/union-trade-apprenticeships-for-philadelphia-schools-students#comments Wed, 02 Aug 2006 06:27:10 +0000 http://www.artwoo.com/article/union-trade-apprenticeships-for-philadelphia-schools-students The Philadelphia schools, along with other schools across the nation, are concerned with students who do not enter college upon graduation. Many are left with low-paying, dead-end jobs with little prospects for future improvements -- keeping many of those students from impoverished homes in the low-income lifestyle.

This has been of concern also for James Nevels, chairman of the state-appointed School Reform Commission that is responsible for overseeing city schools within the state, including the Philadelphia schools. Nevels believes students have been historically underrepresented in the local trade unions, and believes it is time to change that status quo.

Both Nevels and the Philadelphia schools believe that the city benefits, when graduated students are gainfully employed and productively adding to the community in a positive manner. When these students are from low-income families and are allowed to raise themselves out of the poverty level, the community benefits exponentially. Trades offer non-college bound students just the opportunity for such future growth and lifestyle improvement.

In June 2006, a four-year deal was announced between the Philadelphia schools and the Building and Construction Council (AFL-CIO). Politicians, business leaders, and educators alike are calling the deal significantly historical for the city and its future.

As part of a $1.7 billion construction and maintenance contract with the Philadelphia schools, the Council through its local trade unions will provide a minimum of 250 apprenticeship opportunities for Philadelphia schools students, who meet the requirements. Potentially, 425 apprenticeships for graduates could be offered over the four-year period. It is estimated that the majority of the students to qualify will be minorities from low-income families, a truly remarkable shot in the arm for the families, as well as the city. It also means the Philadelphia schools can offer these students more opportunities to learn skills that could potentially lift them out of the poverty level.

The Council will be working with the Philadelphia schools to develop the curriculum. They will host seminars for students to pique their interest and motivate them to apply for the apprenticeship programs. The Council also will monitor the results of the apprenticeships for co-review with the Philadelphia schools.

With nearly 200,000 students currently enrolled in the Philadelphia schools and about 12,000 graduating each year, this program was desperately needed for both the students and the community. It's expected that a minimum of 62 students will enter the apprenticeship program each of the four years, though there are potentially more apprenticeships available.

This four-year deal between the Philadelphia schools and the Building and Construction Council is truly groundbreaking for the city of Philadelphia. The Philadelphia schools can offer more to their students. The students get an opportunity that may not have been otherwise available to them. The trade unions can build their memberships with young, vibrant workers, as well as build their diversity. The city gets more productive community members. It is a win-win situation for everyone. Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more on Philadelphia schools visit http://www.schoolsk-12.com/Pennsylvania/Philadelphia/index.html ]]> Minneapolis Public Schools Lose Students To Charter Schools http://www.artwoo.com/article/minneapolis-public-schools-lose-students-to-charter-schools http://www.artwoo.com/article/minneapolis-public-schools-lose-students-to-charter-schools#comments Fri, 05 Oct 2007 13:25:01 +0000 minneapolis schoolsblack studentsminneapolis public schoolsplummetedcharter schoolslurchbarely http://www.artwoo.com/article/minneapolis-public-schools-lose-students-to-charter-schools Minneapolis Schools

Minneapolis schools are being faced with the prospect of empty school buildings as more and more students flee the system to in the district. Minneapolis schools' enrollment figures have to just 36,000 this year - that's almost half its capacity of 50,000 students. Schools in the north side have felt the pinch the hardest with a 44 percent drop in enrollment over the past five years. All indications are that there is no stemming this tide and Minneapolis schools have already announced plans to close 5 schools leaving more than 2000 students in the , desperately scrambling to find new schools.



The Exodus of Blacks and Minorities from Minneapolis Schools

A bulk of the students that chose to leave belongs to high poverty black neighborhoods and other minority communities. The statistics reveal a strong yet disturbing trend. In the '99-'00 academic year, more than 48,000 sought admission in Minneapolis schools. Compare this to the bleak picture painted for 2008 when enrollment from black students is expected to touch 33,500.



Most black students prefer to enroll at charter schools in the district which have perceived higher standards than public Minneapolis schools. This problem of "black flight" is, authorities agree, a serious problem for Minneapolis schools. Surveys in the African American community show that black parents in general tend to be dissatisfied with the quality of education in Minneapolis public schools. Not that they have any reason to feel differently. In 2005, barely 29 % of black students in the eighth grades in Minneapolis schools managed to pass basic math tests and just 47% could manage to scrape through the reading tests. Graduation rates for black students at Minneapolis schools were some of the lowest at fifty percent.

Besides blacks, Asian students are joining the growing movement out of Minneapolis schools.

Moves to Stem the Tide at Minneapolis Schools

The success of charter schools can be traced to a number of factors. School sizes are smaller, and it is generally believed that teaching staff are more in tune with students' requirements and are better able to meet these needs. Minneapolis schools have begun to realize that immediate steps have to be taken to avoid the current migration of students. School authorities have proposed initiatives that require schools in the district to offer additional emphasis on music, arts, and language besides improving their core academic curricula.

It's hoped that raising the bar on academic learning will stem the growing tide. Even if the schools do not succeed in attracting students back to their fold, one hopes that at the very least they will be able to stop students leaving in masses. Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Minnesota/Minneapolis/index.html ]]> New Orleans Schools Reach Out To Parents http://www.artwoo.com/article/new-orleans-schools-reach-out-to-parents http://www.artwoo.com/article/new-orleans-schools-reach-out-to-parents#comments Mon, 30 Jul 2007 00:15:01 +0000 city of new orleansparents guideincome parentshurricane katrinapublic educationmapsachievement gaps http://www.artwoo.com/article/new-orleans-schools-reach-out-to-parents city of New Orleans and the New Orleans Schools. Inner city and racial that had been ignored before were impossible to ignore once the districts had to be rebuilt. The biggest challenge in rebuilding the New Orleans Schools seems to reflect the overall problem with in the United States. While everyone seems to have an opinion, no one really knows the best way to educate our children.

Helping Parents Adapt to the New Orleans Schools

Many former students of the New Orleans Schools are still scattered in other cities around the nation. But for those who returned to the emerging new system, the past school year has been confusing and often frenzied. Low- and parents with little education are rarely comfortable in academic settings. But these are the people who the New Orleans Schools need to reach out to most.

A coalition of community groups has come together to create a parents' guide to the new New Orleans Schools. The New Orleans Parents' Guide to Public Schools contains a ton of information on the school options available, how to obtain lost documents, childcare, and picking the best school for your child.

The guide lists all 69 of the new New Orleans Schools, , photos, how to register, and transportation for each. The goal of the guide is two-fold. First, it aims to make parents more comfortable with the New Orleans Schools. Second, it tries to make accessing the information they need as convenient as possible. A list of locations where parents of children in the New Orleans Schools can pick up the book is available at http://www.nolaparentsguide.org .

The book's editor, Aesha Raheed, said, "Empowering all of our families is a critical step for us to redesign public education in New Orleans. We're focused on student achievement and academic outcomes. We have an opportunity to push us in that direction. We're redefining what the expectations of public education are... and making sure our students get the best education they can."

Challenges of Low Income Populations

Educators in New Orleans Schools are intimately familiar with the challenges of educationing "at-risk" populations. Children who come from poverty, who have poorly educated parents, or absent parents, or live in dangerous environments, are more likely to suffer from attention issues, undiagnosed learning disabilites, and to struggle in school. As a result of Hurricane Katrina, many of these children in the New Orleans Schools are now dealing with post-traumatic shock issues as well.

The one unexpected benefit of the devastating hurricane is that the New Orleans Schools are being rebuilt from the ground up. Administrators, educators, and parents of the New Orleans Schools district are creating new public schools, charter schools and other initiatives designed to provide all children with adequate public education. Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Louisiana/New-Orleans/index.html ]]> Tampa Schools Require Change Of Focus http://www.artwoo.com/article/tampa-schools-require-change-of-focus http://www.artwoo.com/article/tampa-schools-require-change-of-focus#comments Tue, 14 Aug 2007 00:25:01 +0000 kids in mindweatherearly auguststate mandateflorida schoolsmaximum class sizesunny tampa http://www.artwoo.com/article/tampa-schools-require-change-of-focus
While most of the country doesn't go back to school until after Labor Day, Tampa Schools (like all ) are used to starting school in . Being the tourist state that it is, Florida Schools have tried to arrange a schedule different from the flock of tourist crowds. But the schedule had some problems.

Families in the Tampa Schools complained that the early August start date wasn't reasonable. Ever been in Tampa in August? Not the best time for sitting in a crowded classroom and trying to concentrate on schoolwork. Turns out that even families in the Schools use summer vacation as a prime travel time. And just think about how many Tampa Schools' residents are northern transplants! Early August is a prime time for family vacations, and get-aways to the cooler northern . So this year Tampa Schools will be going back to school at the end of August. But a different starting date won't get the children in Tampa Schools where they need to be when the No Child Left Behind Mandate rolls around.

Tampa Schools Need to Focus on Families Reforms in the Tampa Schools address issues like class size (a ), drop-out rates, and preparation for life after high school. These are definitely critical issues. While the state of Florida passed the requirement, and schools are required to comply, it's not easy to do. Many of the Tampa Schools needed to add portables, hire extra teachers, or create team teaching groups to get sizes down.

But this is all done with the . And even teachers who gripe about being set out in a portable trailer don't usually argue the merits of smaller class sizes on student achievement. Here's the real problem. Whether in the Tampa Schools or anywhere else, the kids who are struggling are the lower income students, and they are often minorities. That's why the achievement gap in the Tampa Schools has gotten such attention.

But of course it makes sense that less educated parents with less money/time, are going to have children who struggle. So every time I hear someone quote a study on the correlation between poverty and low achievement, well- I thought that was a no-brainer to begin with!

I'm not saying that the Tampa Schools are doing anything wrong by implementing their current initiatives. On the contrary, they need to. But the most critical need of the Tampa Schools is to find a way to reach out to struggling parents. Because struggling parents are going to have struggling children. And a large percentage of them would love to do better, but don't know where to begin. So maybe the key to improving education in the Tampa Schools lies in educating the parents of the Tampa Schools. Tampa Schools http://hubpages.com/hub/Tampa_Schools Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Florida/Tampa/index.html ]]> Changes Are In The Works For Baltimore Schools http://www.artwoo.com/article/changes-are-in-the-works-for-baltimore-schools http://www.artwoo.com/article/changes-are-in-the-works-for-baltimore-schools#comments Sun, 19 Aug 2007 02:30:02 +0000 improve student achievementbaltimore schoolsmost people would agree thatbaltimore county public schoolslimited english proficient studentsreading language artsbcpss http://www.artwoo.com/article/changes-are-in-the-works-for-baltimore-schools Most people would agree that most change is for the better. Leaders of hold this belief in relation to improving the 180 schools and 82,000 students they serve. They know that for students and their , working to enact change is to the benefit of all =96 since the district is in need of drastic student achievement. A school system that is dire straits, Baltimore Schools are in need of some major overhauling.

To this end, the Baltimore Schools system and administration have adopted a new vision. This vision hopes to "accelerate student progress through effective implementation of the master plan, focusing on quality instruction, managing systems efficiently, and sustaining a culture of excellence."

Baltimore Schools have set 6 goals for themselves which they believe will help them fulfill this vision. The following is a brief description of the first 3 goals, with this author's opinion on how to accomplish said goal.

"Goal 1: By 2013-1014, all [Baltimore Schools] students will reach high standards, at a minimum attaining proficiency or better in reading/language arts, and mathematics." While this is indeed an admirable and necessary goal, it is a difficult one at best. Baltimore Schools, any school for that matter, strives to . After all, the purpose of school is to educate students and help them become successful contributors to society. But the difficulty lies in factors that are beyond Baltimore Schools ultimate control. Poverty, education level of parents, even a good night's sleep are all factors that are beyond the reach of educators.

"Goal 2: All [enrolled in Baltimore Schools] will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics." An important goal, and one that is attainable, improving the achievement levels for LEP students is a given. Just because a person does not have English as their primary language does not mean they are unintelligent and unable to achieve to the highest standards. However, to truly succeed in any American public school, it is important that students are fluent in the language in which they are being instructed.

"Goal 3: By 2005-2006, all core academic subject classes (CAS) will be taught by highly qualified [Baltimore Schools] teachers." Again, this goal is obvious. Baltimore Schools Teachers who have no training in education are most likely to fail in the profession. It has been said (wrongly, in my opinion) that "Those who can do, and those who can't teach." Well, let me tell you, not everyone can walk into a classroom, command attention, respect, and discipline, all while facilitating a student's learning. Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Maryland/Baltimore/index.html ]]> No Need To Fear Poverty As It Can Be Overcome By Focusing On Super Prosperity http://www.artwoo.com/article/no-need-to-fear-poverty-as-it-can-be-overcome-by-focusing-on-super-prosperity http://www.artwoo.com/article/no-need-to-fear-poverty-as-it-can-be-overcome-by-focusing-on-super-prosperity#comments Sat, 15 Dec 2007 07:25:01 +0000 poverty situationutter povertyhell on earththought patternssafe guardrubber ballearliest times http://www.artwoo.com/article/no-need-to-fear-poverty-as-it-can-be-overcome-by-focusing-on-super-prosperity
We have seen at least a glimpse of poverty at certain stages in life. Haven't we?

We see the dreadful shadow of poverty when we loose a job, get laid off even temporally, suffers a heavy financial loss, find unable to make ends meet, encounter deficiencies of income, fall in to heavy debt etc. At such a time a nice house-hold would appear a hell-on -earth to one who is under the shade of poverty.

What causes poverty? Is it `the stars and stars above us that that governs our fate', or is it our own negative or is the poverty the result of bad luck. Let us analyze.

As believed from , if it is the fate that causes poverty, then it can be overcome with determined endeavor as we can see many examples of people who were in but with courageous attempts were able to overcome it and build vast fortunes for themselves and generations to follow, Walt Disney's story is one good example. The world abounds with poof that the fate can be over come with consistent purpose-focused-efforts. The secret is the principle. That is a rubber ball bounces back when it is dropped down. Greater its fall higher it bounces. The life too has its falls. The falls are the failures in life. Every time you fall, if you bounce back like the rubber ball, then your failures will support you to bounce back to success. When continued with an unruffled determination you will go on falling and bouncing higher and higher to reach your focused level of attainment.

If it is not the fate but it is ones own negative thought-patterns that slip one in to a (as present day theorists believes), then too the poverty can be overcome. The negative thoughts can be replaced with positive thoughts with focused efforts to leave no room in the mind for negative thought patterns to dominate. Once the mind is built up with positive thoughts the pin-point focus should be on reaching your life's purpose. Then the positive thoughts will give enough power to one to energetically spring up to a high level of prosperity overcoming setbacks at poverty levels. This in other words is putting `Think and believe everything is Possible' in to practice.

If for instance, it is nothing else but one's bad luck that brings misfortune that leads one to poverty, as many people think, and then too it can be overcome. There is a saying that goes on like this=85 "Luck is nothing else, but the end product of Pluck." Yes, `Pluck' means courage.

And with undeterred courage (that can even move mountains) poverty can be moved out of sight. Therefore, we need not worry even if the poverty situation resulted due to bad luck.

As you see what ever the causes of poverty may be, what we need to avoid poverty is focused, unwavering, resolute, dogged courage. With courage you also need cast-iron focus at a vision, a definite goal set high above the poverty level. Importantly, it has to be at a higher level of prosperity well above the reach of poverty. Thus, a goal at super Prosperity level should be the focus. That is a level that ensures Financial Freedom. It will be a level of effortless wealth generations to fulfill your and your loved ones dreams and fill your home with love.

Today more and more people from poverty levels with nothing reach prosperity level than any other time in history. Find out what secrets they use reach such heights in Prosperity by defeating Poverty. What ideas, what proven methods are available today for you to do the same. You can know more about ideas and secrets of wealth generation and on proven methods used by some people to climb from lowest poverty levels to super prosperity levels at my website: http://www.chanano.com

Copyright =A9 Chandrasoma Perera To find the best home based business ideas and opportunities so you can work at home and earn, visit: http://www.chanano.com ]]> Alleviating Poverty Through Incentive Based Aid Programs http://www.artwoo.com/article/alleviating-poverty-through-incentive-based-aid-programs http://www.artwoo.com/article/alleviating-poverty-through-incentive-based-aid-programs#comments Sat, 09 Aug 2008 05:08:35 +0000 infant mortality ratehuman development indexinternational herald tribunemeasure povertysouth american countriesun human development indexpoverty rate http://www.artwoo.com/article/alleviating-poverty-through-incentive-based-aid-programs
An article which appeared August 21, 2007 in the entitled Managing Globalization: To reduce poverty, money isn't everything by Daniel Altman addresses this issue by examining two Brazil and Venezuela. Incomes in both countries are rising but poverty is only actually being alleviated in Brazil despite Hugo Chavez's socialist platform and agenda of equality for all. Incomes in Venezuela have been rising due to the high price of oil of which they have an abundant supply whereas Brazil's economy has been rising due to "relatively firm economic policies" and "confidence in its business prospects among both locals and foreigners" (Managing Globalization by Altman). The in Venezuela has been fluctuating since Chavez's election from 50 percent when elected in 1999 to 60 percent in 2003 back down to 40 percent in 2005. The figures follow the level of economic growth more closely than the level of investment by Chavez's government. Furthermore many experts (UN ) not just by purchasing power but by other factors such as literacy, infant mortality, and life expectancy. In these areas Venezuela's progress stops, their is below the regional average decreasing 17 percent since Chavez's election, illiteracy is higher, as well as underweight births. The downfall of Chavez's program to eliminate poverty is that aid is not given off the basis of need, and is not used as an incentive to better educate people but instead is a response to political loyalty. An effective way of improving the well being of the poor in other countries has been to link economic aid with useful actions such as attending school or going to the doctor. Venezuela rewards those who are loyal to Chavez.

In contrast to Venezuela, Brazil's success has been wide spread. The country has attracted foreign investment, lowered illiteracy, and increased life expectancy. Brazil has geared its monetary benefits for families and is linked to "actions such as attendance in school, prenatal care, and childhood vaccinations". Brazil's incentive based aid system not only help with immediate aid to the poor but is contingent on the poor taking steps to better themselves so they will be better equipped to improve their situation.

By looking at these two countries it becomes apparent that in order for economic aid to be useful it must be geared in such a way that it promotes the betterment of the people it is meant to help. The aid must not only meet the immediate need but should be contingent upon helping the people receiving it improve them selves. Only through well thought out aid programs that encourage people to improve there own conditions can we hope to make a significant dent in the poverty crisis affecting our world.

refernces:

Altman, D. (2007, August 21). Managing Globalization: To reduce poverty, money isn't everything. International Herald Tribune. Retrieved August 21, 2007, from http://www.iht.com/bin/print.php?id=7191319/John Schlismann has an interest in International affairs and how they relate to the United States. For more information on world wide poverty goto http://www.poverty.com]]> Oklahoma Schools Working For Recognition http://www.artwoo.com/article/oklahoma-schools-working-for-recognition http://www.artwoo.com/article/oklahoma-schools-working-for-recognition#comments Sun, 05 Aug 2007 23:30:00 +0000 blue ribbon schooloklahoma schoolsribbon statusadvances in technologyninety nine percentoklahoma city public schoolshelp schools http://www.artwoo.com/article/oklahoma-schools-working-for-recognition help schools in numerous ways. Some awards give the recipients a cash bonus, while others give an endorsement of excellence. are no exception. Recognized for numerous, innovative programs, and admirable improvement, enjoy a high status within the 50 states. Improved in reading and math, , and being named a are all examples of these recognitions.

One of the highest national honors an Oklahoma School (or any other school in the nation, for that matter), can receive is being named a Blue Ribbon School. The Blue Ribbon honors schools that have closed achievement gaps and where students are excelling at high levels. For the 2006 =96 2007 school year, several Oklahoma Schools have been recognized by the U.S. Department of Education. More than 50 schools in the state have been honored since this program began in 1982. Six Oklahoma Schools were honored for the school year. Four elementary schools and two middle schools received the honor.

The number of K-12 schools, public or private, that each state can nominate depends on that state's population. 60 percent of schools nominated each year for the Blue are recognized by the federal government. All six of the nominated Oklahoma Schools won the recognition. These Oklahoma Schools are recognized because they have met criteria in two areas. These requirements are: improvements made by low-income students, and schools that have scored in the top 10% on the state's standardized tests.

Advances in technology have been made in Oklahoma Schools. More than 200,000 computers are available for students' use, at a rate of one computer for every three students. Ninety-nine percent of Oklahoma Schools classrooms have internet access. A majority of this progress in technology comes from the federal E-Rate program, local bond issues and grants, and upgrades for schools and libraries in high poverty areas.

Oklahoma Schools not only added technology to the classrooms, but have also integrated standards defining basic skills of technology into its core curriculum for Pre-K through 12th grade, known as the Priority Academic Student Skills (PASS). Students must learn the operation of a computer, application of software as a tool, problem-solving skills, telecommunications skills and ethical and legal issues in using technology.

Oklahoma Schools have shown improved performance in reading and math at all levels between 2002 and 2006. Achievement gaps between different ethnic groups have narrowed between 2002 and 2006 in reading at all grade levels tested. The biggest improvements were seen in elementary math, but reading scores have also increased.

In the Technology Counts 2007 report released March 29, Oklahoma Schools earned an overall B- compared to the national average of a C+. The state's schools scored an A- in the use of technology for student standards, establishing a virtual school and offering computer-based testing. Oklahoma Schools, as well as the other schools throughout the nation were surveyed to measure the status of K-12 educational technology; developments over the past ten years are also considered. Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/Oklahoma/Oklahoma-City/index.html ]]> Washington DC Schools Improves Its After-School Program http://www.artwoo.com/article/washington-dc-schools-improves-its-after-school-program http://www.artwoo.com/article/washington-dc-schools-improves-its-after-school-program#comments Fri, 25 Aug 2006 16:27:07 +0000 washington dcdc schoolsdc childrenwallace foundationcommunities initiativetrust corporationinvestment trust http://www.artwoo.com/article/washington-dc-schools-improves-its-after-school-program Wallace Foundation Invests $8 Million in Schools

Washington after schools and out of school programs are getting a boost from the nonprofit and Youth Investment and The Wallace Foundation. The DC Children and Youth Corporation is works to increase the quality, quantity and accessibility of services for children, youth and families in the Washington DC area. The DC Children and Youth Investment Trust Corporation is responsible for giving funds to community organizations for out-of-school time programs, youth entrepreneurship programs, and early childhood development programs and parent centers. The DC Children and Youth Investment Trust Corporation has recently received the promise of $8 million from The Wallace Foundation for Washington DC Schools after school programs. The Wallace Foundation is a national foundation that aims to support the ideas and practices that expand learning and enrichment opportunities. The Wallace Foundation currently lists its three goals as: strengthening education leadership to improve student achievement; enhancing out-of-school learning opportunities; and expanding participation in arts and culture.

The Wallace Foundation's Learning in Communities

Washington DC Schools were chosen to be apart of The Wallace Foundation's Learning in . Learning in Communities strives to develop comprehensive methods for learning in and organizing after school programs that have very high standards. The Learning in Communities initiative has begun in three Washington DC Schools middle schools, Charles Hart Middle School, Kelly Miller Middle School, and Lincoln Middle School. The program currently serves around 600 students but the plan is to expand the program to all middle schools in the Washington DC Schools. The Learning in Communities initiative has help to establish high quality activities outside of the school day; after school, on weekends, and during the summer.

The Learning in Communities, guided by the DC Children and Youth Investment Trust Corporation, has created partnerships with Washington DC mayor's office, Washington DC Schools, leaders, local universities, private foundations, parents, and the community. This partnership is now aiming to add an additional $8 million to the $8 million that has been donated by The Wallace Foundation. This partnership also aims to institute employee volunteers to act as mentors or tutors starting in the 2006-2007 school year.

The Learning in Communities initiative is starting in middle schools in Washington DC Schools due to national educational research that has indicated that middle school age children are the best group to help from failing later. The research shows that middle school students who have one or more of the following risk factors are less likely to graduate from high school. The four identified risk factors are failing English, failing math, poor behavior, and truancy. Middle school students in the Washington DC Schools often must deal with added obstacles, such as living below the poverty line, having limited English proficiency and high truancy rates. Washington DC Schools now have more than 150 programs that serve at least some middle-school students but the Learning in Communities initiative aims to put an after school program in every middle school in the Washington DC Schools. The Learning in Communities initiative will improve Washington DC Schools after school and summer programs by connecting the programs, producing diverse quality programs that fit children's needs, developing better standards for training providers, and creating a database that will allow officials to match children with after-school programs. Stacy Andell is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more on Washington DC schools visit http://www.schoolsk-12.com/Washington-DC/Washington-dc/index.html ]]> Washington DC Schools Improves Its After-school Program http://www.artwoo.com/article/washington-dc-schools-improves-its-after-school-program http://www.artwoo.com/article/washington-dc-schools-improves-its-after-school-program#comments Fri, 18 Aug 2006 06:27:14 +0000 washington dcdc schoolsdc childrenwallace foundationcommunities initiativetrust corporationinvestment trust http://www.artwoo.com/article/washington-dc-schools-improves-its-after-school-program Wallace Foundation Invests $8 Million in Schools

Washington after schools and out of school programs are getting a boost from the nonprofit and Youth Investment and The Wallace Foundation. The DC Children and Youth Corporation is works to increase the quality, quantity and accessibility of services for children, youth and families in the Washington DC area. The DC Children and Youth Investment Trust Corporation is responsible for giving funds to community organizations for out-of-school time programs, youth entrepreneurship programs, and early childhood development programs and parent centers. The DC Children and Youth Investment Trust Corporation has recently received the promise of $8 million from The Wallace Foundation for Washington DC Schools after school programs. The Wallace Foundation is a national foundation that aims to support the ideas and practices that expand learning and enrichment opportunities. The Wallace Foundation currently lists its three goals as: strengthening education leadership to improve student achievement; enhancing out-of-school learning opportunities; and expanding participation in arts and culture.

The Wallace Foundation's Learning in Communities

Washington DC Schools were chosen to be apart of The Wallace Foundation's Learning in . Learning in Communities strives to develop comprehensive methods for learning in and organizing after school programs that have very high standards. The Learning in Communities initiative has begun in three Washington DC Schools middle schools, Charles Hart Middle School, Kelly Miller Middle School, and Lincoln Middle School. The program currently serves around 600 students but the plan is to expand the program to all middle schools in the Washington DC Schools. The Learning in Communities initiative has help to establish high quality activities outside of the school day; after school, on weekends, and during the summer.

The Learning in Communities, guided by the DC Children and Youth Investment Trust Corporation, has created partnerships with Washington DC mayor's office, Washington DC Schools, leaders, local universities, private foundations, parents, and the community. This partnership is now aiming to add an additional $8 million to the $8 million that has been donated by The Wallace Foundation. This partnership also aims to institute employee volunteers to act as mentors or tutors starting in the 2006-2007 school year.

The Learning in Communities initiative is starting in middle schools in Washington DC Schools due to national educational research that has indicated that middle school age children are the best group to help from failing later. The research shows that middle school students who have one or more of the following risk factors are less likely to graduate from high school. The four identified risk factors are failing English, failing math, poor behavior, and truancy. Middle school students in the Washington DC Schools often must deal with added obstacles, such as living below the poverty line, having limited English proficiency and high truancy rates. Washington DC Schools now have more than 150 programs that serve at least some middle-school students but the Learning in Communities initiative aims to put an after school program in every middle school in the Washington DC Schools. The Learning in Communities initiative will improve Washington DC Schools after school and summer programs by connecting the programs, producing diverse quality programs that fit children's needs, developing better standards for training providers, and creating a database that will allow officials to match children with after-school programs. Stacy Andell is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more on Washington DC schools visit http://www.schoolsk-12.com/Washington-DC/Washington/index.html ]]> The Downside Of Public School Rankings http://www.artwoo.com/article/the-downside-of-public-school-rankings http://www.artwoo.com/article/the-downside-of-public-school-rankings#comments Sat, 08 Mar 2008 16:14:59 +0000 inner city educationpublic school rankingsno child left behind mandatessorry shapeindependent websitespoverty levelsad truth http://www.artwoo.com/article/the-downside-of-public-school-rankings No Child Left Behind mandates, and all have their ways of evaluating the nation's schools and children. There are some valid reasons behind this. The schools in our country are in sad and . Economic status has more impact on a child's future than any other factor. So have emerged as part of an overall attempt to identify failing schools and help them improve.

So why are so many teachers and parents up in arms about testing? There are a lot of reasons.

The Inequities of Testing and Public school rankings

The fairness of testing, and ultimately public school rankings, has always been a controversial topic. Advocates claim that it's the only way to keep schools accountable; and they say that the students who fail do so because they just aren't ready to pass. Opponents of testing based public school rankings say that misses the point completely. If many students aren't ready to pass it's because their schools don't give them the skills they need. And they claim that the rankings paint these schools in a bad light, which makes the situation worse. When fewer children choose to attend poorly rated schools the schools then lose money based on per pupil funding. So what's the real deal?

Having taught in the inner city for years, the truths aren't anything that anyone really wants to hear. Public school rankings give parents a basis for evaluating their children's school, and for making educated decisions on moving. Politicians also love public school rankings for gen interest because they can make the numbers fit their story. But no public school rankings can tell the complete story of .

The is that money buys education in a lot of ways. Parents who are forced to work two jobs have a lot less time and energy to devote to their children's schooling. Kids whose parents are in and out of prison, on drugs, or living in the dangerous housing projects usually have other concerns above academics. And the best teachers often choose not to teach in the poorest schools because it's dangerous, supplies are scarce, parent involvement is minimal, and the schools often have a lack of leadership and vision. The public school rankings are often right on target in these situations.

Where Public school rankings Fall Short

Here's what they miss. Public school rankings rely heavily on demographics and standardized tests. Standardized tests are one small part of the overall picture of a school and student's success. A school that does a great job educating students with special needs or English Language Learners will have far worse test scores than schools with small numbers of these populations. Public school rankings also fail to mark current progress, improvements and initiatives in a school. Changes in school leadership can also have a drastic effect on public school rankings.

While we shouldn't throw public school rankings out the window, no one should rely on them 100%. We need a whole new public discourse on what good education is, and what it should look like in this country. When that finally happens public school rankings for k-12 general interest will be a balanced part of an entirely different conversation. Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/index.html ]]> New Exciting Relief Program http://www.artwoo.com/article/new-exciting-relief-program http://www.artwoo.com/article/new-exciting-relief-program#comments Wed, 29 Nov 2006 02:27:17 +0000 humanitarian relief organizationcavite philippinespeter hansengod churchesangelhumanitarian helpchristian speaker http://www.artwoo.com/article/new-exciting-relief-program Christian speaker has started a new ( Relief) after seeing the great need for in the Philippines. Christian speaker Peter Hansen has traveled most of the world, and seeing the great basic needs for help, has brought his attention to do more relief work.

Peter says: It is overwhelming to see the great needs among people in places like the Philippines and even in Eastern Europe! I want to help and sow a seed into these peoples lives and give them a hope for the future, even though it is very difficult for them. Being a light is what can make a world of a difference in their daily lives.

Together with his fiancee Abby, they have traveled throughout the Philippines speaking in churches and High Schools and giving out rice and food to those with a need. Recently they went to General Trias in Cavite, Philippines where Peter spoke in two Assemblies of . In the churches they gave bags with clothing and food to those who needed it and throughout the morning they went to very depressed areas where people were living in handmade shelters of wood and old materials. Here they gave food and clothing to families with children.

Peter says: Being in a place like this just makes me want to do more relief work. The children were so happy to see us. It was a great experience to see their faces with big smiles. We want to do and continue more work in areas with poverty and hunger. It is a blessing to give and know that what we do is a great help in their daily lives.

Angel Relief will continue to help with food programs in the Philippines. Between 16- 23 percent in the Philippines suffer from hunger. That means more than 15 million people have a difficult time getting food in their stomachs everyday! Aside from that, those who life in poverty will make their children work instead of sending them to school. Angel Relief will also make a school supporting program and help the poor with school supplies. Angel Relief is working together with churches and schools to make it easier to distribute the help and keep it under supervision to make it safe.

Peter says: As a Christian, it is my duty to help people in need. But it is not only a Duty, it is something deep inside my heart that wants to help and spread the love of Christ to those with a need of any kind. As a speaker and preacher I know my words have power, but the truth is, my actions and attitude have even more power. It is true with all of us; we cannot say something and do something else. We have to do what we preach! Peter Hansen is a young dynamic Christian speaker who has spoken to thousands of people about faith and life and being involved with relief work in many countries. Angel Relief International is a Christian humanitarian relief organization helping the homeless and poor. http://www.angelrelief.org ]]> Number Of Charter Schools Increasing Over Traditional Tampa Schools http://www.artwoo.com/article/number-of-charter-schools-increasing-over-traditional-tampa-schools http://www.artwoo.com/article/number-of-charter-schools-increasing-over-traditional-tampa-schools#comments Thu, 26 Jul 2007 03:15:01 +0000 public charter schoolscharter schoolfirst chartergovernor jeb bushtraditional schoolsstudent test scoresapproaches http://www.artwoo.com/article/number-of-charter-schools-increasing-over-traditional-tampa-schools governor Jeb Bush co-founded the first within the state of Florida, when most educators across the nation thought of charter schools as nothing more than a fad. Now, there are more than 350 charter schools within the state of Florida; there are 38 across the Tampa Bay area with several in the Tampa Schools area =97 private and public. The movement has mushroomed across Florida with charter school enrollment expected to top 100,000 students this year.

Yet, if you ask the average adult on the street, most have no idea what a charter school is. Though many charter schools are private businesses that operate under the guidelines of the state school board, many were converted to and still under the direction and control of the school districts, such as the Tampa schools.

Charter schools are given more flexibility from many of the regulations that apply to the traditional Tampa schools in exchange for greater accountability. Charter schools can be as different as day and night in their mission, vision for their students, to curriculum and teaching methods, and administrative structures, as well as their overall philosophy.

Each charter within the Tampa schools area must prove that their students are continuously improving academically from year to year. If they fail (indicated by on the Florida Comprehensive Assessment Test (FCAT)), they are closed.



Any individual or business that wishes to create a charter school can. Successful new approaches to education by some charter schools are copied by others. The primary philosophy of these schools, however, is that one curriculum and one way of doing things is not correct for every student.

The success of the charter schools within the Tampa schools' area has forced the Tampa schools' leadership and educators to re-evaluate their traditional schools, giving students and parents more educational choices from which to choose.

Clearly no longer just a fad, the Tampa schools lose many students (and the funding that goes with each student) to charter schools each year, and the numbers are on the increase. The Tampa schools now have 12 public charter schools converted from their traditional schools. Ten are lower grade levels and two are secondary. A few have middle school grades included.

Charter schools within the Tampa schools' area, as well as across the nation, continue to produce mixed results. Since their inception in Florida, 78 have closed, and nearly 30 percent were in the red financially a few years ago. Charters traditionally average 11 percent less funding per student, and their students generally score slightly lower on the FCAT, though they are improving.

Most charters within the Tampa schools' area have a greater proportion of minority students than the traditional schools. Many are located within the inner city communities, where all schools face their biggest challenges. Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information on Tampa schools visit http://www.schoolsk-12.com/florida/tampa/index.html ]]> The San Jose Schools Struggle With Charters http://www.artwoo.com/article/the-san-jose-schools-struggle-with-charters http://www.artwoo.com/article/the-san-jose-schools-struggle-with-charters#comments Thu, 14 Feb 2008 05:25:02 +0000 california charter schoolseducational research grouppublic education systemurban school districtorganization charterbusiness charterbone of contention http://www.artwoo.com/article/the-san-jose-schools-struggle-with-charters urban school district, you can't say that the San Jose Unified School District hasn't tried a lot of different angles for success. The diversity in the San Jose Schools, with a significant percentage of Spanish and Vietnamese speaking families, can be part of the problem when communicating with parents and building successful schools. That's why the charter schools within the San Jose Schools are such a .

Charter schools are usually public schools which are independently run by a local or independent organization. Charter schools in the San Jose Schools often are freed from some of the constrictions that the regular public schools face. Is this good or bad? Well, there are a lot of opinions. For those who think that the San Jose Schools needs to be taken over privately, and run like a business, charter schools make a lot of sense. For those in the San Jose Schools we are trying to make the current system better, charter schools seem like a drain on funding that get to operate outside of the rule book. What do the results say?

Results of Charters in the San Jose Schools

A recent study of had some interesting results that may impact the San Jose Schools. An independent found that charters are better for middle school students, worse for elementary school students, and there was no consistent pattern for high school students.

What does this mean for students, parents and teachers in the San Jose Schools? A lot more indecision and confusion. Look at the Leadership Charter Schools. There's one in East San Jose, and a few more in outlying areas. Many parents are passionate about sending their children here, but the charter has continually butted heads with the local public schools. That's partially because schools lose money when students leave for another school. So the charters can cost the public schools money.



But here's what the San Jose Schools should be focusing on. There's a reason why charter middle schools seem to perform better than other middle schools. Let's not wait another 3 years for an independent research team to find out what's going on. The principals and teachers of San Jose Schools should be meeting and brainstorming to find out what the differences are. Charter and public schools on the same team. I suspect the need for preadolescents to have be in smaller and more intimate settings is going to show up as a factor. But why then, would charter elementary schools be in worse shape?

Maybe elementary schools are smaller to begin with so size is less of a factor? Maybe the elementary schools tend to be newer and by the time the kids filter up to middle the kinks are worked out? Lots of questions that need to be answered. At the moment, the San Jose Schools use the charter schools as an alternative, largely for low-income families. And with the state of education, alternatives aren't something we should give up. Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/California/San-Jose/index.html ]]> Shortage Of Teachers Impacts High School Rankings http://www.artwoo.com/article/shortage-of-teachers-impacts-high-school-rankings http://www.artwoo.com/article/shortage-of-teachers-impacts-high-school-rankings#comments Thu, 27 Sep 2007 16:15:00 +0000 no child left behind acteducational authoritiesschool authoritiesinevitable repercussionscore academic curriculumnclbeasier said than done http://www.artwoo.com/article/shortage-of-teachers-impacts-high-school-rankings
The () specifically determines the quality of teachers in a school as one of the basis for high school rankings. According to the provisions of NCLB, teachers are required to be highly qualified to teach , and are required to prove their competency through tests. Teachers need to have a bachelor's degree and must demonstrate their proficiency through completion of an academic major. Finding such teachers is proving to be . Qualified teachers are hard to find and this shortage has on high school rankings for those institutions that fail to attract and retain top quality teachers.

High School Rankings and Under Qualified Teachers



According to a study conducted last year, schools that are in minority neighborhoods or high poverty areas are likely to be staffed by teachers who are under qualified and lack a minor or major in the subject that they teach. It's not surprising therefore that many of these schools fare so low when high school rankings time of the year rolls around.



Recruiting Teachers Who can Maintain High School Rankings

say that the country's schools will need between 1.7 million to 2.7 million teachers next year. These will be required to replace aging teachers who retire, and those who abandon teaching or relocate. With the quality of teachers being such a prime condition of NCLB and high school rankings, are raising the stakes as they compete fiercely to attract the highest quality talent for their schools. As usual math and science teachers, who are the hardest to find, are being chased the hardest in an effort to boost high school rankings.

Innovative New Schemes to Attract Teachers

At some school districts, authorities have taken to promoting teaching as a career among college football players in an effort to attract more talent. These players are encouraged to join as substitute teachers and then make the transition to full time teachers. It's hoped that this will help counter the shortfall of teachers and mark an improvement in high school rankings. In Miami educational authorities are turning to the military to tap potential teachers. The district hosts career fairs that showcase teaching as a career to former service men, and is involved in the Troops to Teachers Program. Some schools have turned to the local minority community to fill vacancies.

While the role of teachers in determining high school rankings is unquestionable, many schools have begun to realize that finding quality teachers can be a challenge. While better compensation packages can go a long way in attracting talent, they also need to be combined with providing a support system for teachers, giving them respect, and involving them in the decision making process. Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit http://www.schoolsk-12.com/index.html ]]>