schools initiative http://www.artwoo.com Returned search results for schools initiative Copyright 2008 Mon, 01 Dec 2008 23:40:56 +0000 http://www.artwoo.com/rss/schools+initiative 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 ]]> Transforming Ohio Schools http://www.artwoo.com/article/transforming-ohio-schools http://www.artwoo.com/article/transforming-ohio-schools#comments Sat, 04 Aug 2007 20:20:02 +0000 bill melinda gates foundationracial gaptransformation initiativesmaller schoolsschool improvement effortsattendancebill melinda gates http://www.artwoo.com/article/transforming-ohio-schools Transformation Initiative (OHSTI). This is a plan that replaced the Ohio Schools' massive and ineffective high schools with almost 60 . The funding for this effort came from a number of both government and private sponsors.

The Problems with Ohio Schools

Ohio Schools are not in good shape. According to information from one of the supporting partners, Knowledge Works, only 32% of graduates from the Ohio Schools are ready for college after graduation, only 70% graduate, and only 30% will receive a bachelor's degree within ten years. In addition, the is alarming. Only 12% of African-American and Hispanic students are considered college ready. This ranks Ohio Schools as the second lowest in the nation for this measurement.

But the problems within the Ohio Schools don't stop there. In the large Ohio Schools was poor, high school students were not engaged in learning, and the expectations were low.

A Possible Solution for Ohio Schools

The OHSTI has been described as "one of the nation's most aggressive ." It doesn't hurt that the initiative has the backing of the Bill and Melinda Gates Foundation. In fact, the initiative was largely spurred by Bill Gates' assertion that American schools are in a crisis state, and that smaller schools have more to offer. In June of 2007 the Ohio Schools received $7.4 million to strengthen the OHSTI. Here's why.

Numerous studies over the past 3 decades have found that students in smaller schools exhibit better grades, increased college enrollment, better attendance, and a better sense of belonging, safety, and security. All were missing factors for a large number of students in the larger Ohio Schools.

The smaller sized Ohio Schools are showing success with the new high school model by doing a number of things differently. Ohio Schools can now focus on individual learning styles and multiple intelligences; both pedagogical methods proven to increase student achievement. Students in small Ohio Schools also focus on a specific major, like business or languages, which makes learning more relevant. Finally, students participate in real world activities that require teamwork and higher level thinking skills, rather than the traditional "lecture and regurgitation" method.

Funding for Ohio Schools

Since 2004 the Knowledge Works Foundation, the Bill and Melinda Gates Foundation, the Ford Foundation, along with the Ohio and US Departments of Education, and local organizations have funded 58 small Ohio Schools. The small schools are showing improvements. But the nation will watch Ohio Schools closely to see if funding, improvements, and government support for the program continues. Private funding for public schools has become a national trend that many think may be the solution to public school woes. 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/Ohio/index.html ]]> Michigan Schools Taking Direction From Governor Granholm http://www.artwoo.com/article/michigan-schools-taking-direction-from-governor-granholm http://www.artwoo.com/article/michigan-schools-taking-direction-from-governor-granholm#comments Tue, 11 Jul 2006 16:27:09 +0000 michigan schoolsskillman foundationstate lawmakersschool initiativegovernorsmerit scholarshipgranholm http://www.artwoo.com/article/michigan-schools-taking-direction-from-governor-granholm Granholm has a vision for the state of Michigan and the . In 2005, the Cherry Commission on Higher Education recommended that the state must double its number of college graduates in order to compete economically. Granholm took this recommendation and developed her small high for the Michigan schools.

She believes that smaller high schools allow students to develop relationships and interact more with their teachers, subsequently creating an atmosphere for more rigorous coursework and graduating students who are bound for college.

It has been proven across the nation that smaller high schools with smaller classes make a big difference in the lives of students. The Governor, along with the , are encouraging the Michigan schools to create, expand and develop smaller high schools. The Foundation is encouraging and organizing foundation support for the initiative.

Specific Michigan schools are being targeted first for smaller school and classroom development. Any high school that has fallen short of the federal student achievement goals under the No Child Left Behind Act and/or are located in districts with high dropout rates are first on the Governor's list for redevelopment.

After the Cherry Commission's recommendations, the Governor called on to pass legislation to make it easier for Michigan schools to renovate and build new schools. Under the Governor's Jobs Today program, which funds needed public improvement projects, Michigan schools districts may borrow up to $180 million over a three-year period to renovate or construct new buildings, as long as the finished schools house no more than 400-500 students each.

Other incentives under the Governor's program include:

• A proposed New for Michigan schools students, who go to college and successfully complete at least two years -- these Michigan schools students will receive a minimum of $4,000 in scholarship support from state and federal sources.

• The Governor has called for a statewide mandatory curriculum for the Michigan schools -- rigorous and relevant coursework will be included to ensure students are prepared to continue their education after high school.

• Beginning with the class of 2008, Michigan schools students will be required to take the nationally recognized ACT (American College Test) college entrance exam -- another recommendation of the Cherry Commission to pave the way for students to attend college.

The Michigan schools want to prepare every student for success in college, in the workplace, and in life. The Governor is helping the Michigan schools reach higher standards with her initiative. Both the Governor and the Michigan schools believe that helping all students attain and remain on a successful path that leads to a college degree is the most important goal. They wish to help students view a college degree as an attainable goal and be motivated to go after it. 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. Patricia has a nose for research and writes stimulating news and views on school issues. For more on Michigan schools visit http://www.schoolsk-12.com/Michigan/index.html ]]> Bill And Melinda Gates Foundation Invests $21 Million In Chicago Schools http://www.artwoo.com/article/bill-and-melinda-gates-foundation-invests-21-million-in-chicago-schools http://www.artwoo.com/article/bill-and-melinda-gates-foundation-invests-21-million-in-chicago-schools#comments Wed, 02 Aug 2006 06:27:43 +0000 http://www.artwoo.com/article/bill-and-melinda-gates-foundation-invests-21-million-in-chicago-schools The Bill and Melinda Gates Foundation made an investment of $21 million in Chicago Schools to strengthen the students' preparation for college. The gift funds the Chicago High School Redesign Initiative, which will provide for major improvements in high school curriculum and instruction to ensure the students are prepared to succeed in college and career.

Under this initiative, the coursework structure and teaching methods of 50 high schools will be transformed. The goal is to give all students access to a high quality education, while keeping them motivated throughout their high school years. Courses will be offered to capture student interest, while providing them with the knowledge needed to graduate and go on to college or another form of post-high school education. The initiative also will provide teachers who are well prepared and able to inspire these young people with a love of learning and desire to excel.

Like many other large urban districts, traditional high schools in the Chicago schools struggle to provide challenging and relevant coursework with the personalized instruction necessary for all students. Currently in the Chicago schools, only 47 percent of graduates go on to college, while 46 percent of 9th graders dropout before graduation. Many of those who continue on to college find they need remedial classes to cover content they should have mastered in high school.

The Gates Foundation chose Chicago schools to be one of the first big cities to meet this challenge for today's youth. The Chicago schools were eager to partner in this endeavor.

Initially, Chicago schools will implement the transformation plan with 14 high schools, starting with the 9th grade. The redesign initiative then expands to other grades and to 36 additional high schools over the next three years. The initial 14 schools are:

• Bowen Environmental Studies Team (BEST) • Carver Military Academy • Chicago Military Academy at Bronzeville • Clark Academic Prep High School • Crane High School • Dunbar Vocational High School • Dyett High School • Fenger Academy High School • John Hope College Preparatory High School • Kenwood Academy • Wendell Phillips High School • School of the Arts, South Shore Campus • Mose Vines Preparatory Academy at Orr Campus • George Washington High School

The goals of the broad redesign initiative are to improve classroom instruction, provide more options and opportunities for students and their parents, and to make Chicago schools performance more accountable to parents and the community. The five most significant challenges to be addressed by the Chicago schools are strengthening the curriculum, increasing rigor and relevance of coursework, adding depth to course content, improving professional development, and providing better school-based support.

The curriculum areas of focus are English, mathematics and science with teachers providing more instructional support in these subjects. A new school accountability tool for parents is the scorecard. The card tracks a school's performance in areas, such as graduation rate, school climate, teacher information, and student achievement. One area of improvement of benefit to teachers, students and parents, alike, is the recruitment of and professional support for high quality principals for the Chicago schools.

The initiative is one of the most thoughtful and comprehensive approaches to high school reform in the nation with its aim of raising expectations and preparing every student for success after high school.

The initiative gives Chicago schools the potential to significantly impact the quality of education students receive in high school and put them on the right track to succeed after graduation. 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. Patricia has a nose for research and writes stimulating news and views on school issues. For more on Chicago schools visit http://www.schoolsk-12.com/Illinois/Chicago/index.html ]]> Bill And Melinda Gates Foundation Invests $21 Million In Chicago Schools http://www.artwoo.com/article/bill-and-melinda-gates-foundation-invests-21-million-in-chicago-schools http://www.artwoo.com/article/bill-and-melinda-gates-foundation-invests-21-million-in-chicago-schools#comments Tue, 25 Jul 2006 16:27:10 +0000 chicago schoolsbill and melinda gates foundationmelinda gates foundationbill and melinda gatesmilitary academyinitiativeschool redesign http://www.artwoo.com/article/bill-and-melinda-gates-foundation-invests-21-million-in-chicago-schools Bill and made an investment of $21 million in to strengthen the students' preparation for college. The gift funds the Chicago High , which will provide for major improvements in high school curriculum and instruction to ensure the students are prepared to succeed in college and career.

Under this initiative, the coursework structure and teaching methods of 50 high schools will be transformed. The goal is to give all students access to a high quality education, while keeping them motivated throughout their high school years. Courses will be offered to capture student interest, while providing them with the knowledge needed to graduate and go on to college or another form of post-high school education. The initiative also will provide teachers who are well prepared and able to inspire these young people with a love of learning and desire to excel.

Like many other large urban districts, traditional high schools in the Chicago schools struggle to provide challenging and relevant coursework with the personalized instruction necessary for all students. Currently in the Chicago schools, only 47 percent of graduates go on to college, while 46 percent of 9th graders dropout before graduation. Many of those who continue on to college find they need remedial classes to cover content they should have mastered in high school.

The Gates Foundation chose Chicago schools to be one of the first big cities to meet this challenge for today's youth. The Chicago schools were eager to partner in this endeavor.

Initially, Chicago schools will implement the transformation plan with 14 high schools, starting with the 9th grade. The redesign initiative then expands to other grades and to 36 additional high schools over the next three years. The initial 14 schools are:

• Bowen Environmental Studies Team (BEST) • Carver • Chicago Military Academy at Bronzeville • Clark Academic Prep High School • Crane High School • Dunbar Vocational High School • Dyett High School • Fenger Academy High School • John Hope College Preparatory High School • Kenwood Academy • Wendell Phillips High School • School of the Arts, South Shore Campus • Mose Vines Preparatory Academy at Orr Campus • George Washington High School

The goals of the broad redesign initiative are to improve classroom instruction, provide more options and opportunities for students and their parents, and to make Chicago schools performance more accountable to parents and the community. The five most significant challenges to be addressed by the Chicago schools are strengthening the curriculum, increasing rigor and relevance of coursework, adding depth to course content, improving professional development, and providing better school-based support.

The curriculum areas of focus are English, mathematics and science with teachers providing more instructional support in these subjects. A new school accountability tool for parents is the scorecard. The card tracks a school's performance in areas, such as graduation rate, school climate, teacher information, and student achievement. One area of improvement of benefit to teachers, students and parents, alike, is the recruitment of and professional support for high quality principals for the Chicago schools.

The initiative is one of the most thoughtful and comprehensive approaches to high school reform in the nation with its aim of raising expectations and preparing every student for success after high school.

The initiative gives Chicago schools the potential to significantly impact the quality of education students receive in high school and put them on the right track to succeed after graduation. 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. Patricia has a nose for research and writes stimulating news and views on school issues. For more on Chicago schools visit http://www.schoolsk-12.com/Illinois/Chicago/index.html ]]> Charter Schools In Boston Are Urged To Join Boston Schools System http://www.artwoo.com/article/charter-schools-in-boston-are-urged-to-join-boston-schools-system http://www.artwoo.com/article/charter-schools-in-boston-are-urged-to-join-boston-schools-system#comments Fri, 29 Sep 2006 14:27:04 +0000 charter school teachersboston schoolsboston teachers unionpilot schoolsjurisdictionfreedomsautonomy http://www.artwoo.com/article/charter-schools-in-boston-are-urged-to-join-boston-schools-system Boston schools launched an initiative to convert all the charter schools within the city over to their school system as . The move was in response to the millions of funding dollars lost each year for the children who attend the charter schools. Converting the schools to pilot schools, under the of the Boston schools, would reclaim future dollars, as well as expand the Boston schools' portfolio of experimental schools.

The Boston schools began with a recruitment letter to 550 and principals, signed by Boston Teachers' Union President Richard Stutman, then Boston schools Chief Operating Officer Michael Contompasis (now interim superintendent), and the Pilot Schools Network head Dan French. It was followed up with an open invitation meeting, where Boston schools officials and union members tried to convince the charter school educators of the advantages for making the conversion.

Charter schools were created in 1993 by state law and are under the jurisdiction of the state. There currently are 14 charter schools in the city of Boston that serve approximately 4,300 students. They give parents more choices for schooling their children, while enjoying and more than traditional schools. Educators determine what and how students are taught, the length of the school day and year, and how to disburse budgets. Teachers' salaries and benefits, however, are determined by each school with no guarantees or unemployment protections. Additionally, there are no restrictions on how many overtime hours teachers may work without pay.

Pilot schools, under the jurisdiction of the Boston schools, were created in 1995 in response to the competition from the charter schools. Of Boston schools' 58,600 students, about 6,000 attend the 19 pilot schools. They have more autonomy than traditional schools but less than charter schools, with educators having to negotiate their freedoms with the Teachers' Union and the Boston schools. Pilot school educators, however, are guaranteed union pay between $42,355 and $81,702 annually, as well as benefits and protection, including a restriction on how many overtime hours teachers may work without pay. Seven new pilot schools are planned by 2009.

The Boston schools' conversion initiative will be an uphill battle. It has been met with skepticism by many charter school educators, who like the flexibility and autonomy that would be lost. Converting to a pilot school would mean immersing themselves into rigidity, red tape and bureaucracy, as well as inheriting the Teachers' Union.

Some educators were intrigued by the idea but do not give it much hope. Some see it as a bold move that deserves a hearing and discussion, as with any new idea. Some would be interested, if the Boston schools were set up to deal with charter schools like New York City and Indianapolis -- autonomy is embraced rather than restricted.

Spencer Blasdale, executive director of the Academy of the Pacific Rim and president of the Massachusetts Charter School Association, encouraged each charter school to at least find out more details. He stated that his school, which is currently located in an old factory complex, could save $396,000 annually in rent -- if the Boston schools provide permanent facilities. Then Superintendent Thomas W. Payzant noted that the Boston schools already had difficulty finding permanent facilities for their existing pilot schools.

As the Boston schools continue their recruitment of charter schools, the residents of Boston can only wait to see what the outcome may bring. 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 Boston schools visit http://www.schoolsk-12.com/Massachusetts/Boston/index.html ]]> Teachers In New York City Schools http://www.artwoo.com/article/teachers-in-new-york-city-schools http://www.artwoo.com/article/teachers-in-new-york-city-schools#comments Tue, 25 Mar 2008 19:54:58 +0000 regents examyork city schoolsnew york city schoolsmandatory testsplace teacherslearning environmentscity experience http://www.artwoo.com/article/teachers-in-new-york-city-schools York City Schools are at an advantage because New York State has required the stringent as a requirement for graduation for years. That doesn't mean that everyone in the is fond of the , but it has put the city and state at an advantage as far as meeting some of the No Child Left Behind Act's Standards. At least teachers and administrators of the New York City Schools already had some tight standards in place.

Teachers in New York City Schools need to have or obtain a Master's Degree to teach. While the New York City Schools are in need of teachers, just like the rest of the nation, the standards that they hold their teachers to and the pay are among the highest in the country. That's not to say the New York City Schools don't have problems- they do. But the New York City Schools do have a sound foundation for hiring teachers.

Diversity of New York City Schools

For anyone who hasn't visited the Big Apple, it's not easy to explain the different worlds that exist in one city. It's like the difference between the hustle and busy of New York City and the rural feel of the rest of New York State- different worlds. For teachers in New York City it means that where you teach can make all the difference in the world. New York City school teachers in Harlem will have an inner-, while New York City school teachers in Long Island may have a more suburban teaching experience.

Issues for New York City Schools

The size of New York City Schools and classrooms is an issue that has haunted teachers for years. Most teachers agree that smaller class sizes are more effective for creating . Some students and teachers in about 50 New York City Schools have moved into smaller sized school buildings. Teachers in New York City Schools say that smaller school sizes create a more intimate setting, better parent-teacher relationships, and higher student achievement. Teachers also have a better chance of individualizing instruction when there are fewer students in a classroom. While the small schools initiative was mainly targeted at school size, teachers try to address class size as well.

Teacher turnover has been an issue in many, usually poorer, New York City Schools. Coming up with ways to keep teachers happy in these at-risk areas continues to be a challenge. Tenured teachers often leave these for "better" schools. And turnover itself creates issues. The teachers in the New York City Schools have a tough job by anyone's standards. And as the country looks for solutions to public education, New York City Schools will continue to be watched closely. 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/New-York/New-York-City/index.html ]]> Foundation Supports Student Achievement In Denver Schools http://www.artwoo.com/article/foundation-supports-student-achievement-in-denver-schools http://www.artwoo.com/article/foundation-supports-student-achievement-in-denver-schools#comments Fri, 29 Sep 2006 14:27:03 +0000 denver schoolsdenver area businessesscholasticstudent achievementpartnershipsleadershipcommunity http://www.artwoo.com/article/foundation-supports-student-achievement-in-denver-schools community and business philanthropy for the . Originally started in 1984, it played a passive role in the Denver schools, until it was revitalized in 2002.

The purpose of the Denver schools' foundation is to raise and manage funds in support of the district's ambitious plan to improve . The Denver schools develops the funding areas, and the foundation drives community investment and builds with local businesses. The price tag for improving student academic achievement is much higher than the available monies provided through annual city, state and federal funding.

During the 2005-2006 school year, the foundation's accomplishments show it to be a vital arm of the Denver schools' achievement initiative. Here are the major highlights:

• The foundation raised $750,000 to implement the first Principals' Institute that was held in June 2006. Leadership training, designed to improve student achievement, was provided to 130 Denver schools' principals, and new strategies were developed by the principals to transform their schools into effective learning organizations. The Denver schools principals will continue to be supported in their objectives in 2006-2007 by attending monthly professional development sessions that began in August.

• The foundation raised $250,000 to implement DPS Success, which provides supplemental instruction in math and literacy to students in grades three through ten. During the 2005-2006 school year, 558 teachers provided extra tutoring instruction to approximately 8,400 students in 82 schools.

• The School Partners Program was launched with $250,000 raised by the foundation. The program will create tailor-made partnerships between the Denver schools and , raising even more support for the Denver schools initiatives in the future.

• The A to Z Fund was developed to provide funding support for individual school programs and projects, ensuring that every student has an equal opportunity to access the same types of activities and further enrich the learning experience of Denver schools students. The goal is to raise $100,000 by December 2006, with the first funding cycle beginning in February 2007.

• The foundation facilitated the requests of numerous donors, who wanted their donations to underwrite specific projects. Some of the projects were library improvement, health and safety education programs, new gymnasium scoreboards, and athletic equipment.

• The Lights On After School initiative was developed to advance the quality of after-school programs in support of the Denver schools students. The following accomplishments are from this program:

o $658,000 in grants was awarded to 87 elementary and middle schools to support their after-school programs that served approximately 8,500 Denver schools students.

o Over $260,00 ensured that 3,000 middle school students could participate in competitive after-school sports.

o A study, released in April 2006, showed that multiple-year participation in quality and diverse after-school programs in the Denver schools does result in positive student achievement and school attendance.

o Phillips Elementary School improved its reading test scores for third graders from 45 percent proficient or advanced in 2004 to 89 percent in 2005. The school attributes its successes to Lights On After School tutoring.

o Tom Roberts, a Morey Middle School student, finished first at the Denver-metro Math Counts competition in March 2006. Math Counts at Morey is funded by the Lights On After School initiative.

During the 2006-2007 school year, the foundation will continue to support the above initiatives, as well as the following:

• Teacher Induction Program -- support new teachers during their first three years of service in the Denver schools, and

• Science Program -- enhance the current science program by supporting new elementary school science curriculum and providing high quality materials for the new Science Resource Center. 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 Denver schools visit http://www.schoolsk-12.com/Colorado/Denver/index.html ]]> San Francisco Schools' Small Schools Program http://www.artwoo.com/article/san-francisco-schools-small-schools-program http://www.artwoo.com/article/san-francisco-schools-small-schools-program#comments Fri, 18 Aug 2006 06:27:10 +0000 san francisco schoolsstatus quoillegal drugsschool environmentleadership high schooluniversity attendancelocal university http://www.artwoo.com/article/san-francisco-schools-small-schools-program San Francisco Schools' Small Schools are Effective

The Small Schools program in San Francisco Schools was established back in 2000. One successful example of a small school is the San Francisco Schools' . This high school has a total of only 345 students, uses high standards and close relationship with teachers to help at risk students. Leadership High School was established about 5 years ago and now has some of the highest test scores in all of the San Francisco Schools. Mainly the idea is to take large schools, usually high schools, into several smaller schools that can focus on the students needs better.

San Francisco Schools have become a leader in a growing trend that has spread across Northern California. The idea behind breaking up large schools is an attempt to provide an alternative to the . Students in a small school tend to have higher rates of graduation, higher attendance rates, and higher . The small succeeds due to a more personalized learning environment. The small schools of the San Francisco Schools use a mentor system that gives guidance to that they are personally engaged in their work. Students are motivated while being connected to the school community. The National Longitudinal Study for Adolescent Health reports that students in a small school environment were less likely to use alcohol, , become pregnant, or experience emotional distress.

San Francisco Schools' Small Schools for Equity

The Small Schools for Equity program is an innovative partnership between San Francisco Schools and a . This high school has one hundred students from all of the San Francisco Schools. This high school will be housed on the university's campus and be supported by the College of Education while being managed and funded by San Francisco Schools. The students, teachers and administration will have a say in curriculum development. Students who attend the Small Schools for Equity program were chosen by San Francisco Schools' officials. The high school students will study a rigid curriculum that will include high school level math, science, English, humanities, world language, art and Japanese. No college courses will be offered.

The Small Schools for Equity program provides the College of Education with a great opportunity in teacher education. San Francisco Schools has allowed university students seeking teaching credentials to teach and observe in schools throughout the San Francisco School district for years, now the College of Education will have a high school on campus that will benefit from modern educational theory and practices. The high school will be housed in Burk Hall and run a full school day from 8AM to 3PM, the rest of the day Burk Hall will be used by education students.

San Francisco Schools Board of Education Reviews Small Schools

The San Francisco Schools Board of Education is, this summer, reviewing a policy that would support the San Francisco Schools Small Schools By Design. The policy is being introduced by San Francisco Schools Acting Superintendent Gwen Chan and is supported by school board president Norman Yee and San Francisco Organizing Project, a community organization that supports the small schools initiative. San Francisco Organizing Project is a collection of religious congregations, schools and community centers. Those opposed to the program claim that the money spent does not equal the benefits but supporters say that the Small Schools offset the difficulties of declining student enrollment and the flight of families from San Francisco Schools. The current policy up for vote would create a task force to determine the locations and needs of San Francisco Schools which would benefit most from Small Schools. 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 San Francisco schools visit http://www.schoolsk-12.com/California/San-Francisco/index.html ]]> After-School Tutoring For Memphis Schools Students http://www.artwoo.com/article/after-school-tutoring-for-memphis-schools-students http://www.artwoo.com/article/after-school-tutoring-for-memphis-schools-students#comments Tue, 01 Apr 2008 04:15:00 +0000 volunteer tutor trainingvolunteer tutors workmemphis city schoolsmemphis schoolsnew memphistutor studentsmathematics skills http://www.artwoo.com/article/after-school-tutoring-for-memphis-schools-students Memphis Schools school board leaders struggled with this issue. Here's one way they're trying to help these struggling Memphis Schools students (and their teachers).

The Memphis Schools system has created a department to handle the recruitment and organization of community members who are willing and able to donate time and effort mentoring students. As stated on the website, "helping one child learn helps us all. Children must master basic reading and to succeed in life, and all of them can. But some need a little extra help and a little extra time. Some of them need you."

Memphis Schools are calling on the entire community to help , and will give volunteers all the training and materials needed to do the job. Adds the Memphis Schools website, "All you have to invest is a little time. And when this investment grows, everybody profits. It's time we stopped asking, "Why doesn't somebody do something?" Somebody can. You. Join Our children - Our Future, the City schools program." It is a wonderful initiative that is being undertaken by the Memphis Schools system, and one to be copied by other school systems throughout Tennessee and the nation.

When participating in the program serving students attending Memphis Schools, with K-6 students for 30 minutes once or twice a week, and 45 minutes once a week for those in 7th =96 12th grades. Times for tutoring sessions will be individualized for all Memphis Schools, and will include times before, during, and after the school day. Individual schedules of volunteers will be considered when scheduling tutoring sessions.

Volunteers at any of the Memphis Schools will receive approximately 2 =BD -3 hours of training, as well as all materials they might require when working with their student. Tutors can pick the age of the child they work with, as well as what subject (either Reading or Math) they want to help in. Volunteer tutors must have a high school diploma, and have a strong concept of algebraic concepts if tutoring in higher math. In addition, all volunteers must agree to a background check, in order to ensure the safety of all Memphis Schools students. 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/Tennessee/Memphis/index.html ]]> Nashville Schools Budget Barely Keeping With Inflation http://www.artwoo.com/article/nashville-schools-budget-barely-keeping-with-inflation http://www.artwoo.com/article/nashville-schools-budget-barely-keeping-with-inflation#comments Sat, 28 Jul 2007 22:34:59 +0000 nashville schoolsbudget gamebudget cutattendanceparentsguidance counselorsabsent from school http://www.artwoo.com/article/nashville-schools-budget-barely-keeping-with-inflation Nashville Schools are bracing for a . While costs are rising at about 3.4% due to inflation and other needed costs, the increase in the overall budget is only 1.1%. Despite the Nashville Schools best efforts to insure this deficit is not felt by students-there will certainly be changes felt by the loss of 40 classroom teachers and almost 100 custodians.

While the cuts will hurt some areas of the district, the Nashville Schools will still have some winners in the . Several positions will be added, programs kept or expanded, and critical concerns addressed. For starters, there will be an overall increase in and counselors. These are two positions that are expected to improve overall student success in Nashville Schools by steering students towards appropriate programs, and by ensuring regular and consistent attendance.

The Nashville Schools will continue to fund its attendance initiative. One key part of that is the automated `phone home' program that notifies if their children are . Nashville Schools feel this is a vital program to keep parents informed of their child's attendance, and to hold parents accountable. Also, slated to be kept on the budget for Nashville Schools, is the credit recovery program for both middle and high school students. This program allows students to earn missing credits in order to move up to the next grade level and to graduate on time. The Nashville Schools have seen an overall increase in the number of students graduating on time since its implementation.

The safety officers at each high school will actually see an increase in their numbers as both parents and administrators feel that they are necessary to keep students in Nashville Schools safe. In addition to safety officers, behavior specialists will be placed in schools with the most behavior challenges to help resolve these issues and have a positive impact on the academic lives of these students. The Nashville Schools will also be adding several special education teachers to better serve special needs students. The highly gifted students of the Nashville Schools will see an increase of nine new classrooms for highly gifted students in kindergarten through fourth grade.

A control clerk will be added to the textbook department which will save thousands of dollars a year in lost and misplaced textbooks. The Nashville Schools estimate they lose thousands of dollars each year in books that the school board simply can't trace. The Nashville Schools will also see an increase in the budget for charter schools. While charter schools aide in the education of students of the metro Nashville area, they deplete funds from other schools where teachers and supplies must be kept on hand even though the student population drops. There are also slight increases in the budget for materials, technology information, routine classroom supplies and clerical supplies. The Nashville schools also made an increase in their budget to cover the inflationary costs of fuel, natural gas, and electricity. 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/Tennessee/Nashville/index.html ]]> Eleven Virginia Schools Divisions To Participate In Commonwealth Scholars Program http://www.artwoo.com/article/eleven-virginia-schools-divisions-to-participate-in-commonwealth-scholars-program http://www.artwoo.com/article/eleven-virginia-schools-divisions-to-participate-in-commonwealth-scholars-program#comments Mon, 10 Jul 2006 16:27:16 +0000 commonwealth of virginiavirginia schoolscommonwealth scholarscore courseworkcareer opportunitiesscholars programschools initiative http://www.artwoo.com/article/eleven-virginia-schools-divisions-to-participate-in-commonwealth-scholars-program Commonwealth of Virginia and Governor Timothy M. Kaine have for some time been encouraging high school students to take more rigorous coursework. The Governor recently announced the pilot Program and promotional campaign to underscore this commitment to excellence in Virginia's youth.

Eleven divisions within the Virginia schools initially will participate in the new program. The required rigorous coursework goes beyond the minimum graduation requirements for a Standard Diploma, but falls below the college preparation coursework requirements for an Advanced Studies Diploma. Students who complete the under the Virginia schools program will be recognized as Commonwealth Scholars at graduation and eligible to receive a special diploma seal that recognizes their achievement. Instructional support will be provided to all students who participate.

A two-year, $300,000 State Scholars Initiative grant from the U.S. Department of Education funds the Commonwealth . Virginia schools were one of eight states selected in a national competition to participate in the federal grant program.

The Virginia schools divisions were chosen based on their interest in the program and their ability to meet the requirements of the grant. The eleven Virginia schools' divisions are:

•Albemarle County •Alexandria •Bristol •Carroll County •Chesterfield County •Henry County •Lancaster County •Nottoway County •Richmond •Roanoke County •Scott County

The Virginia Career Education Foundation, a statewide business and education partnership, will lead the Virginia . They will work with participating school divisions to develop partnerships with local businesses and to promote the program. Private sector volunteers will be trained to make presentations to the students, focusing on how the rigorous high school courses will improve their post-high school .

The Commonwealth Scholars Program is based on a core course of study that includes:

•Four years of English; •Three years of mathematics -- Algebra I and II, and geometry; •Three years of science -- biology, chemistry and physics; •Three and half years of social studies -- selected from United States and Virginia history, world history, geography, economics and financial literacy, United States and Virginia government; •Two years of health and physical education; and •Two years of language other than English.

Research has shown that there is a strong correlation between the academic rigor of high school coursework taken and postsecondary degree completion. One example is mathematics -- 40 percent of students who took Algebra II in high school earned a bachelor's degree, as compared to only 23 percent of graduates who stopped taking high school mathematics at geometry.

Governor Kaine has confidence that the new Commonwealth Scholars Program will encourage many Virginia schools students to continue onto college after graduation. He has thrown down the gauntlet and issued a challenge to those Virginia schools students who are not on track for an Advanced Studies Diploma. His hope is that they will reach higher and strive to move from competence to excellence. 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. Patricia has a nose for research and writes stimulating news and views on school issues. For more on Virginia schools visit http://www.schoolsk-12.com/Virginia/index.html ]]> Parents A Top Priority For Atlanta Schools http://www.artwoo.com/article/parents-a-top-priority-for-atlanta-schools http://www.artwoo.com/article/parents-a-top-priority-for-atlanta-schools#comments Sat, 18 Aug 2007 04:25:28 +0000 http://www.artwoo.com/article/parents-a-top-priority-for-atlanta-schools No one can deny that it is important for parents to be involved in their child's education. It is a widely known and rarely disputed fact that kids whose parents are involved in their child's school do better than those whose parents are not. Parental involvement increases and boosts student achievement. End of story. Or is it?

Many parents today have to work, whether they are heads of single-parent or two-parent families. Atlanta Public Schools parents are no exception. They know that if they want to give their children support by contributing to their child's learning environment, they must actually do something beyond telling the child in question to "go do your homework".



While lots of students will do extremely well despite their parent's lack of involvement, all kids would do better WITH that involvement. Yes, helping with homework is important, and for the struggling student, is vital. For even the highest achieving Atlanta Schools student will benefit from parents who work on homework with them. The child will feel that their parent loves and supports them, and is interested in what he or she has been doing all day.

This past school year, in August 2006, the Atlanta Schools education board gave the go-ahead for the formation of a Parental Involvement Task Force. The main purpose of this organization is to identify strategies which increase Atlanta Schools parental involvement. Their ultimate goal is to improve student achievement. This initiative by Atlanta Schools demonstrates yet another key factor in getting parents to participate in the schools at higher levels. Showing that they are determined to get their parents more involved, Atlanta Schools are taking the topic to the administrative levels. This move demonstrates that Atlanta Schools leaders are aware of and believe in the importance of getting =96 and keeping =96 parents involved in the schools.



Of course, helping with homework or simply reading aloud with a child (at any age, even with teenagers) shows enormous benefit to the child. But getting out there in their children's school by volunteering in the classroom, front office, library, and for special events is vital. Physically being there shows the student (and their friends) that the parent is interested and wants to know what's going on in the place their child spends most of their time.

The Atlanta Schools parental committee, a sub-committee of the Parental Involvement Task Force, is present at each elementary, middle, and high school throughout the Atlanta Schools area. Two parents and two faculty members from all Atlanta Schools are nominated to sit on this committee. Their objectives are to:

=95 Make recommendations to the Atlanta Schools Superintendent regarding parental, family and community involvement activities.

=95 Provide input to the annual parent/community report that will be submitted to the Board of Education by the Superintendent.

It is obvious that the Atlanta Schools are aware of the necessity to increase parental involvement, with the ultimate goal of improving student achievement. 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/Georgia/Atlanta/index.html ]]> Top Artists Join Music Project To Benefit The California Schools http://www.artwoo.com/article/top-artists-join-music-project-to-benefit-the-california-schools http://www.artwoo.com/article/top-artists-join-music-project-to-benefit-the-california-schools#comments Thu, 05 Oct 2006 12:27:06 +0000 singer bonnie raittcalifornia musiccalifornia schoolsmusic programsmusic teachersmusic industry executivesmusic professionals http://www.artwoo.com/article/top-artists-join-music-project-to-benefit-the-california-schools California schools. A recent study showed that within the past five years there has been a 50 percent decline in student participation in . Additionally, it showed that one third of all have lost their jobs within that same time frame. The study predicts that music education will be eliminated from the California schools within the next ten years, unless dramatic changes occur. Music within the California schools system is at a critical juncture.

said, "It's a shame we are depriving so many California children of the benefits of music in schools." She stated that every child deserves the chance to develop their fullest with a well-rounded education, including the arts.

To that end, the California Arts Council spearheaded the Project (CMP), a 401(c)(3) nonprofit, long-term initiative. The California schools, , and the council will work together through the CMP to bring much needed revenues and music programs back into the California schools. The goals of the CMP are to:

• Provide grant funding to music teachers, , and the California schools to bring more music leaning to students;

• Develop joint ventures with universities, businesses, foundations and music-focused organizations to fund, pilot and expand music programs within the California schools; and

• Serve as an advocate to both the public and private sectors to further music as a core discipline, so that every California schools students has equal access.

Governor Arnold Schwarzenegger proposed and approved a state budget with the California schools slated to receive an estimated $105 million in ongoing funding for arts education. That is an estimated $17-18 per student. Included is a one-time allocation of $500 million for arts, music and physical education equipment. Yet, it will not be enough to reverse the tremendous, almost ten-year decline of music education within the California schools. The California schools remain underfunded and understaffed in music education.

The CMP plans to heighten awareness and raise funds through all-star music CDs with top California performers, special events, and concerts around the state.

The first CD is scheduled for release in late October. Artists, publishers and labels donate all the songs and performances, with proceeds going to the CMP. It features a variety of genres from 18 California singers, musicians and bands. Included are: Los Lobos, Leela James, Beck, Dwight Yoakam, Warrne Zevon, Ben Harper, Jack Johnson, Jackson Browne, Bonnie Raitt, the Red Hot Chili Peppers, and others.

The artists are very passionate about their work and want to see California schools students get some of the same attention they received while growing up around music. Working with the CMP, the artists may get their wish. 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 California schools visit http://www.schoolsk-12.com/california/index.html ]]> Portland Schools Exceed Budget By $ 1.7 Million http://www.artwoo.com/article/portland-schools-exceed-budget-by-17-million http://www.artwoo.com/article/portland-schools-exceed-budget-by-17-million#comments Wed, 01 Aug 2007 00:15:00 +0000 federal mandatesbudgetcollective bargaining agreementshealth insurancesschools committeemaine department of educationspecial education http://www.artwoo.com/article/portland-schools-exceed-budget-by-17-million budget by about 2%. This is despite $500,000 in cuts made in May of 2006. O'Connor explained that the increased spending was due to factors beyond the control of Portland Schools officials.

Unavoidable Increases for Portland Schools

O'Connor stated that the deficit was "regrettable but unavoidable". Federal and state education mandates, increased utility costs, and were cited as causes of the huge deficit. Portland Schools has seen significant increases in energy costs and health insurance costs since the budget was first approved. Portland Schools say that all looked good with the budget until the end of May 2007, when forecasts projected the year-end deficit. What happened?

In the fall of 2006 the Portland Schools approved the hiring of over 7 new positions to fulfill state and . Also, in November the Portland approved a collective bargaining contract at 3%, rather than the projected 2.5%. The figures show that Portland Schools spent an additional $625,000 meeting the Special Education requirements. That number includes transportation services and out-of-district fees. The collective bargaining increases added an extra $675,000 to the Portland Schools budget. Electricity increases, higher than expected bus maintenance, and increased costs added up to $625,000. Finally, the cost of purchasing software to comply with updated standards from the added $80,000 to the Portland Schools budget. Balanced with under spent funds the district ended up overspending about $1.7 million.

Mandates Cause Deficit for Portland Schools

The Portland Schools have been challenged to use existing funds to meet No Child Left Behind mandates along with district and state polices. When the Portland Schools committee initially voted to reduce the budget by $500,000 in April of 2006, there was expected debate over where to make the cuts. Reductions resulted the following areas: professional services $30,000; transportation and travel expenses $85,000; books and supplies $165,000; oil and natural gas conservation measures $65,000; audiovisual and computer supplies $65,000; and deferred capital equipment purchases $60,000.

Despite the publicity over the exceeded budget, the Portland Schools have seen many positive outcomes result from changes over the last few years. The Maine Initiative requiring all students to take the SATs in their junior years raised the bar for graduation requirements. And the Maine program that provides Apple laptop computers to middle school students has been widely successful. Still, the Portland Schools will face increased pressure to insure that the budget numbers are aligned for the coming school year. According to the Superintendent, "It is now our task, on behalf of our students, parents and taxpayers to balance the realities of limited financial resources with the goal of providing quality education=85." 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/Oregon/Portland/index.html ]]> Metro Nashville Public Schools Promote Unconventional Role Models http://www.artwoo.com/article/metro-nashville-public-schools-promote-unconventional-role-models http://www.artwoo.com/article/metro-nashville-public-schools-promote-unconventional-role-models#comments Sun, 30 Sep 2007 11:34:58 +0000 metro nashvillenashville schoolsnashville public schoolsvisible role modelsleadership capabilitiescommunity organizationslocal community http://www.artwoo.com/article/metro-nashville-public-schools-promote-unconventional-role-models Nashville Schools

We're all familiar with the kinds of students who are projected to be potential leaders in high schools =96 the debate team member, the math club geek, the student council president. These are the stereotypical American leaders of tomorrow; lucky enough to have their special abilities recognized while they are still in school. But what of the other less ? The kid with a stammer who has a lot to say if he could only get the words out clearly enough, the teenage mom with unlimited potential, even the kid at the back row who spends more time in detention than in class?

You'd cringe at the thought of these students being portrayed as leaders and nobody would blame you. In a groundbreaking new program, Nashville schools believe that this exact group of "low on achievement but high on potential" students has the capabilities to make an impact on society. So confident are schools that these students, if given a gentle nudge, can make equal or greater contributions to society that they are partnering with local to promote this belief.

Identifying Role Models at Metro

Alignment Nashville, a group that aims to bring together Nashville schools and organizations like the YMCA, and Hands on Nashville, wants to create a more organized framework for co-operation between these bodies. Earlier well intentioned attempts to coordinate Nashville schools and voluntary organizations fizzled because of the unsystematic nature of the efforts. This time around the focus is on going beyond words to actual implementation. The organization has launched a couple of programs at two Metro Nashville Public Schools targeting students who possess but are currently frittering away these abilities in other pursuits. In other words it aims to draw out the potential of at-risk teens who might not have otherwise had a shot at any roles in the school system, leave alone positions of leadership.

Creating Unlikely Leaders at Nashville Schools

This heartening initiative to empower students in Metro Nashville Public Schools who have been marginalized and draw them into leadership roles in the system works in a surprisingly simple manner. Staff is asked to nominate students they feel are currently on the fringes of the school, but could blossom given the right opportunities.

The program then aims to target these students through reading programs, discussions, maintaining journals, enhancing problem solving and team work abilities. Students are encouraged to communicate successfully and respect diversity. Although it's still too early to gauge the success of this program, authorities at Metro Nashville Public Schools say changes are already visible. Students in the programs are already assuming positions in school bodies and clubs and even at other local organizations. In the long run, Nashville schools expect this commendable program to lead to fewer dropouts, decreased school fights and an overall enhanced school environment for all. 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/Tennessee/Nashville/index.html ]]> 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 ]]> Baltimore Schools Lose In Court -- Ruling Favored Charter Schools http://www.artwoo.com/article/baltimore-schools-lose-in-court-ruling-favored-charter-schools http://www.artwoo.com/article/baltimore-schools-lose-in-court-ruling-favored-charter-schools#comments Fri, 29 Sep 2006 14:27:05 +0000 baltimore schoolsreiteratedstudent chartervaguelyvastpatterson parkcity neighbors http://www.artwoo.com/article/baltimore-schools-lose-in-court-ruling-favored-charter-schools City Neighbors and Public, two charter schools in Baltimore, appealed the ' per student funding formula to the state board. The board ruled in their favor, and the Baltimore schools appealed the board's decision in the Court of Special Appeals, Maryland's second highest court. Early this month, the court ruled in favor of the charter schools, requiring Maryland school systems to spend as much money per student at charter schools as they spend at their traditional schools.

Charter schools are publicly funded, but they operate independently under contracts with local school boards. Of the 24 charter schools in the state of Maryland, 17 are located in the Baltimore schools system.

The Baltimore schools' per student funding formula differs between their traditional schools and charter schools. Traditional schools receive the equivalent of approximately $11,000 per student. Charter schools receive $5,859 per student in cash, with the remainder received in services provided to the schools by the Baltimore schools system, such as special education and food. City Neighbors and Patterson Park Public contend that this formula limits their ability to choose how to provide services to their students, and the court agreed.

After the court handed down its ruling, the Baltimore schools board met in executive session, issuing a worded statement. It that the Baltimore schools remain a strong supporter of charters schools, but believe the recent court ruling will hurt the traditional schools by imposing a financial hardship on the majority of them. The statement further noted that the ruling could result in traditional schools receiving less per student funding than the charter schools. Additionally, the statement said that the board is fully committed to complying with the law, but it leaves open the possibility of an appeal by stating that the Baltimore schools board "feels obligated to fully consider its legal options."

After the statement was released, City Neighbors board President Bobbi Macdonald stated that they were not asking for more money, only equity within the Baltimore schools system. City Neighbors attorney Will DuBois underscored the fact that both the state board and the court agreed on a funding model that achieves the parity sought by the two charter schools.

The charter schools hope to meet with the Baltimore schools to discuss the court's ruling. They would like to move forward with the Baltimore schools board toward the interest of all Baltimore schools students. Meanwhile, the Baltimore schools board Chairman Brian D. Morris stated that the Baltimore schools currently is analyzing the financial impact of the court's ruling. 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 Baltimore schools visit http://www.schoolsk-12.com/Maryland/Baltimore/index.html ]]>