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School Choice

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

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

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

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

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

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

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

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

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

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Now is the Time . . .

Ready. Set. Go. First though, breathe.

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

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

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

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

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

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

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

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

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

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Toss the Plan . . .

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

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

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

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

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

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

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

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

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

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

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

Sincerest thanks to Cheryl Magness for sharing her insights.

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Comparing Reading Lists – Part Four

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

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

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

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

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

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

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

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Comparing Reading Lists – Part Three

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

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

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

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

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

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

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

Please watch for Part Four because there is more.

Sadly.

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Comparing Reading Lists – Part Two

A wealth of history and charm within . . .

The first paragraph of Longfellow’s Evangeline:

“This is the forest primeval. The murmuring pines and the hemlocks, Bearded with moss, and in garments green, indistinct in the twilight, Stand like Druids of eld, with voices sad and prophetic, Stand like harpers hoar, with beards that rest on their bosoms. Loud from its rocky caverns, the deep-voiced neighboring ocean Speaks, and in accents disconsolate answers the wail of the forest.”

To my mind, and likely tens of thousands or more throughout the centuries, this reads as though music; daunting and delicious. Words when painting such pictures are perfection, and education. To be taken into scenes such as these and many others from classic writings our students learn geography, vocabulary, history – all endlessly entertaining. Is there any better way to learn? No.

Can you even imagine today’s students attempting these exquisite and important readings? Hardly. Granted, for current seventh and eight graders classic writings might seem difficult, a slog and perhaps unworthy yet a mere 100 years ago they are the standard. Our children are expected to learn this way so they do.

Quite probably, so sadly we’ve given up on these and too many other kinds of standards. We are left then wondering why education is failing when it appears clear if one only looks; compares.

Within Part Three we’ll see the stark comparisons between then and now. There are clues within this modern reading list: Nothing But the Truth by Avi, A Step from Heaven by An Na, The Adventures of Tom Sawyer by Mark Twain, Homeless Bird by Gloria Whelan, The Breadwinner by Deborah Ellis, Uprising by Margaret Peterson Haddix, Chains by Laurie Halse Anderson, Touching Spirit Bear by Ben Mikaelsen, The Last Book in the Universe by Rodman Philbrick, The House of the Scorpion by Nancy Farmer, The Diary of Anne Frank (Drama) by Goodrich & Hackett, Fahrenheit 451 by Ray Bradbury, Of Beetles and Angels by Mawi Asgedom and Call Me Maria by Judith Ortiz Cofer.

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Wondering Re Teacher Raises?

Despite Governors allotting more and more money for school districts, why isn’t more of it spent on teacher raises? Los Angeles teachers strike wanting primarily salary increases; Denver, Chicago, too, while others contemplate doing so. With funding available, why isn’t it being spent for teacher salary increases in every instance? So many reasons.

District superintendents, so school board members, do have to be attentive to other school related issues – none as important as teachers – still, what if money that comes into districts from a state’s reserves or some kind of surplus is a one time amount? It isn’t sustainable. Wouldst that more superintendents realize this before agreeing to raises that must then be continued but cannot be without taking money from district savings, or more likely levying more taxes.

Once upon a time schools had a principal – one – not three and often many more assistant principals; a school nurse, secretary and engineer along with teachers. Now? Don’t ask. Then, the gym teacher might have held some after school basketball or baseball games, not an ever growing list of extracurricular activities all of which are costly. Now superintendents are anxious to bring back these activities, school psychologists, teaching coaches; wait, what?

Yep. Teaching coaches who ostensibly help the teacher control his or her classroom. Shouldn’t certified teachers be able to do this themselves? While I am on the Board, intensely curious as to precisely what a ‘teaching coach’ actually does so ask our Assistant Superintendent of Elementary Grades to arrange that I be able to. We attend a third grade class where first I read the children a story and present the book to them for their library. They do listen intently and I suspect will want to read the story again because it is a fun one.

Now, I am sitting with the Assistant Superintendent at the back of the class to watch the teacher in action. The ‘coach’ stands nearby. The lesson is about writing stories and for the grade level essentially makes sense until they come to the part about whether a title needs to be determined prior to the writing of the story. The teacher advises it does need to be (it doesn’t, and often shouldn’t) and the coach agrees. I whisper to the Assistant Superintendent that this is wrong. She whispers back, “That’s okay. It isn’t that important.” Really?

If you think money is the solution to education you can clearly see here that it isn’t. Two teachers (a teacher and a ‘coach’) and a quite highly paid administrator either don’t know what they are teaching or don’t see the problem in it being taught wrong. There are days I want to give up. I don’t.

Next the four of us meet in a small meeting room – guess that makes sense – the teacher tells us how helpful the coach has been to her and the coach tells us that the teacher is really good on her own. That’s it. Oh. Okay.

Decreasing class sizes. First, any really good teacher can teach a class of 30 if need be. They did it for years, but children were far better disciplined both at home and at school. Teacher’s unions believe more teachers solve this problem. And it sounds good. To reduce class sizes, not only are more teachers required, but what about space? You never hear about this. If we need to reduce a class of 30 to 15 don’t we need another classroom, too? Doesn’t this require additional building? Expensive writ large. This might be another cost to which additional funding needs to be applied.

Superintendents, at the behest of parents, and politicians, wanting improved education, consider all manner of initiatives they think are going to make a difference. Laptops – don’t ask re the problems here; more hours added to the school day (more money for more teachers) along with more professional development for teachers. This is ridiculous. How much development does it take to teach two and two equal four, that George Washington was our first President, and how to stand and say the pledge of allegiance to the flag of our Country each day?

Yes, I understand there is more. But it doesn’t come from ‘development.’ It comes from common sense, caring and teaching from texts which have not been revised to change history, math and even language arts practices. ‘Development’ (remember for each day, a teacher is out of the classroom a substitute is hired so costs money and is not as familiar with the children so may cost them in learning) is not required to teach teachers to teach reading and writing. I mean really.

Finally, many states won’t have the money for teacher pensions they have gotten so out of line. So, are increases more important now, or that teachers receive benefits at retirement that they have been promised? I know, both. But it can’t be both.

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Electronics Aren’t the Answer

Sure, taking lecture notes via laptop is quick, but isn’t nearly as effective as handwriting notes. Your school board wants the best (and most expensive) and up to date equipment for the students at its district schools but do they ever think it through? No, and here’s why: Spending more money should help to ensure reaching educational goals – it hasn’t. In fact, our students are being less and less educated with every dollar (or million dollars) our districts spend.

As laptops become smaller and more ubiquitous – typing notes is faster which comes in handy when there is much to copy. It turns out though that there are still significant advantages to doing things the old fashioned way. Typing is fast but will you go back to reread these notes? Whereas handwritten notes actually help you to learn as they are written.

Research has proved that laptops and tablets have a tendency to be distracting – so easy to click over to Facebook during that dull lecture. Other studies show that while you have to be slower, and more deliberate taking notes by hand is what makes them more useful.

Of course you can type more words per minute that you can hand write, and when questioned re facts, like dates, students in each group do equally well; however, when asked about concepts students with handwritten notes do significantly better.

So, why are districts throughout the Country dropping cursive? Computers – yes, they are useful in any number of instances – but as for studying, not so much. Why then are they the replacement for inexpensive pencils and paper?

Follow the money is not any hollow expression. To make money on level after level our so called educational leaders are willing to seriously impair the ability of our students to truly learn.

Not okay with me.

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Learning Too Early


The Illinois legislature is considering putting into law that the children of the state must start school at age five. They may have by now. Does such an action improve education? Because it has been proven otherwise. A number of districts in IL and other states have convinced Board Members to vote to levy taxpayers to pay for pre school (that would be before kindergarten, before age five) buildings which all but ensures that the government gets their hands on our precious children at ages three and four. Insanity writ large.

There are times I wonder whether school board members ever really think through the issues upon which they are expected to vote. Other times I wonder why parents are not required to drop off their babies at public nursery school on the way home from the hospital. Maybe that will be next.

No time to play isn’t at all good for children’s learning. We need to stop, look and listen.

A kindergarten teacher friend claims the decline of play is quite true. Teachers are given just the number of minutes that are required to teach each subject area. She is told the designated minutes per day the children are to be instructed in language arts, math, science, social studies, specials (PE, art and music) and this breakdown includes lunch. It totals 380 minutes. The day is 390 minutes long. Aside from the fact that school children at any grade level are simply not given enough time to eat lunch and digest it, this breakdown does not include recess or play. The mantra is fairness among grade levels. Kindergarten is lumped in with 5th grade and has an equal number of language arts (ELA) minutes because ‘that’s fair.’

The fact is, fairness is misused in schools and in this ‘schedule of mandated minutes.’ Fairness is giving kids what they need. It isn’t about equal time spent on ‘subjects.’

In schools we are spending a lot of time trying to help kids who suffer from anxiety and depression by hiring more social workers, adopting social emotional curriculum (SEL) and at the exact same time we demand these be part of our day we unilaterally dismiss the importance of play.

My friend, and I agree, posits that if kids had opportunities for play, we wouldn’t need social emotional learning integrated into lessons. We wouldn’t need an abundance of social workers and psychologists in schools. By the way, when our students at whatever grade level leave the classroom to talk to a social worker, they miss valuable instruction time they cannot get back.

It is a vicious cycle and kids pay the price. Teachers know this, but data collecting curriculum directors disregard everything but test scores.

Her school district has suffered two suicides just this year. No one is certain of the reasons, but it’s almost always assumed to be bullying or home life. Maybe we need to look more closely and carefully. Maybe we’re doing it wrong in our schools is a thought she adds. To my mind clearly our schools are doing it wrong – way wrong.

Likely we have forgotten that play shouldn’t be and isn’t a break from learning, for young children it IS their learning.


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What Might We Learn Looking Back?


Some school board members research the newest available academic programs. Others simply agree to the appeal of the district administration. All in a frantic attempt, perhaps, to reform the chaos and somehow improve actual education. Teachers, politicians and education reformers seeking a silver bullet. Not happening though. Indeed, our children are learning less at the same time funding increases incredibly.

How many in either group look back? I would posit few, if any. For one thing, there isn’t any money in doing so. It cost less, if anything to implement ideas that have shown value during the past. So, why ever doesn’t anyone in any position to help to improve education do so? Money, probably. But let’s consider education history anyway.

Firm Discipline: My son who teaches first grade is a gentle, kind and fun teacher. But first, say the first week or two of class each year he is especially strict in these ways: Students are taught that they are expected to raise their hands before speaking, how to line up when leaving or returning to the classroom, insists they say please and thank you, sets high expectations, personally bonds to encourage trust so each student is more motivated – and are willing to take chances which helps to develop their critical thinking – how to discuss and learn from each other. Confidence and trust is of utmost importance if learning is to be optimized. Some teachers may not realize this, but unless it exists, there can be no satisfactory progress. Teachers must handle his or her own classroom problems and earn the respect of their students. Interestingly, my son wears long sleeved shirts with ties everyday to show his respect for his students. Many of his students begin wearing ties, too, even some of the girls. So nice.

Memorization: Old time, for sure. Remember memorizing times tables? I do. Not easy for me as math never is. But I do memorize them. Other lessons should be memorized because it is efficient and because memorized words express ideas to be conveyed better than a pupil can present them in his or her own language. Fear of memorization without understanding is groundless because future oral examination of students make it impossible for the learners to acquire mere words without ideas. Today memorization is considered ‘old school.’ Good. It is. But it works. Look back.

Teacher Autonomy: While a school may lay a framework of rigorous (overused jargon these days) study, this framework didn’t constrain teachers who had freedom to set their class structure and timetable. This gave the teacher the flexibility to spend time with students who might be struggling. Now, we just hire more teachers, teacher coaches, counselors. Best and most effective the way it used to be handled. Oh, and less costly.

One Class: There was a time albeit long ago when schools had an entire class study every subject in one classroom, with one teacher throughout the entire year. Students moving from room to room at the sound of a bell actually hinders learning and rather, trains students to obey rather than think. The previous arrangement produced better results than when frequent changes are made. Interesting and important concept.

Accelerated Learning: While a time was set aside for the course work, the school encouraged ambition by noting that “scholars” would have the option of completing their course in less time when willing to make due exertions they could be advanced according scholarship. Students also did not take multiple tests. How different from today. There was on final exam with the rest to be taken in college. And, in college there was no remedial education. Once again, yet again how very different from today. If students failed there, any diploma or certificate of scholarship which they might have received would have been a mockery. Students then obviously earned degrees. Too often now they just ‘get’ them. I like looking back.

This is how far back: During the mid 1800’s the Boston Latin School (the oldest and longest operating public school in America) was led by Francis Gardner who believed that “the sole true end of education is . . . to teach men how to learn for themselves; and whatever instruction fails to do this is effort spent in vain.” I agree and believe that some of the practices of that school would help to restore order and vigor in today’s classrooms.

How much might we learn about effective education by looking back? Clearly, very much.