More Data Collection

From the Federal Register:

Abstract: The High School Longitudinal Study of 2009 (HSLS:09) is a nationally representative, longitudinal study of more than 20,000 9th graders in 944 schools in 2009 who are being followed through their secondary and postsecondary years.

The study focuses on understanding students’ trajectories from the beginning of high school into postsecondary education or the workforce and beyond. What students decide to pursue when, why, and how are crucial questions for HSLS:09, especially, but not solely, in regards to science, technology, engineering, and math (STEM) courses, majors, and careers. To date, HSLS:09 measured math achievement gains in the first 3 years of high school and, like past studies, surveyed students, their parents, school administrators, school counselors, and teachers. After the initial 2009 data collection, the main study students were re-surveyed in 2012 when most were high school 11th-graders, and again in 2013 when most had just graduated from high school. The second follow-up data collection will take place in early 2016, and will consist of a survey, postsecondary transcript collection, financial aid records collection, and file matching to extant data sources.

The second follow-up focuses on postsecondary attendance patterns, field of study selection processes with particular emphasis on STEM, the postsecondary academic and social experience, education financing, employment history including instances of unemployment and underemployment, job characteristics including income and benefits, job values, family formation, and civic engagement. The HSLS:09 data elements are designed to support research that speaks to the underlying dynamics and education processes that influence student achievement, growth, and personal development over time.

This request is to conduct the HSLS:09 Second Follow-up Main Study interviews in 2016, the transcript and student financial aid records collections in 2017, and panel maintenance activities in 2018.

Education is building leaders not a workforce.

What students decide to do with their lives once they have been educated is their business.

When we provide every child in America with an excellent education they will decide to pursue the occupation that they love because it connects to and supports their gifts and talents not workforce demand.

Our children deserve an excellent education not government tracking.

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Thinking Alike – Acting Likewise

Like minds attract and we are naturally drawn to those with similar interests.

It is common to see in any meeting, groups of individuals who find they are alike in some way begin to gather and divide up into the majority factor representing that group. It is a natural and common occurrence.

However, when groups are formed for reasons of self preservation, the dynamic of the conversation is not one of common interest but of survival which generally means survival of the fittest.

By concentrating on concentrated poverty and growing the “middle class” in an America that offers freedom and justice for all those who pledge their allegiance to the Flag which is a necessary act in order to be naturalized, we are remanded to and remain in a constant state of self-preservation.

Believing that our elected officials are acting in our best interest, we allow public decisions to be made privately by those who have the minority status but majority voice because we remain silent.

If our federal government is willing to fund charter schools they should be willing to fund the same educational experience for all children in their neighborhood public school.

Our children have been failing for decades in public, private and charter schools. They are all being trained and not educated to a system of servitude and complacency so that the “hedgehogs” can continue to make their profits from the success of the “middle class” and off of the failure of the “lower class”.

When we provide every child in America with a developmentally appropriate, experiential, Arts based education, we will begin to see the evolution of our society towards humanity.

When we provide every child in America with a free and public education that concentrates on discovering, developing, and directing the gifts and talents of ALL children we will begin to experience educational success.

When every child in America can attend a school within their neighborhood community that acknowledges and values the gifts and talents of every member of the world community we will have achieved human success.

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From The Federal Register

On Friday, August 21, 2015 the Federal Register will release this new award:

“Applications for New Awards: Charter Schools Program Grants to Non-State Educational Agency Eligible Applicants for Planning, Program Design, and Initial Implementation and for Dissemination”

Applications for New Awards; Charter Schools Program (CSP) Grants to Non-State Educational Agency (Non-SEA) Eligible Applicants for Planning, Program Design, and Initial
Implementation and for Dissemination
AGENCY: Office of Innovation and Improvement, Department
of Education.

Purpose of Program: The purpose of the CSP is to increase national understanding of the charter school model by expanding the number of high-quality charter schools available to students across the Nation; providing financial assistance for the planning, program design, and initial implementation of charter schools; and evaluating the effects of charter schools, including their effects on students, student academic achievement, staff, and parents.

Non-SEA eligible applicants must be from States in which the SEA does not have an approved application under the CSP.

This means that the federal government is offering public funding, tax dollars, to private individuals who wish to open a charter school in states where charter school proliferation has not been approved.

This also means that the federal government, which has no jurisdiction over education, is undermining public education by utilizing tax dollars to support private charter school funding in states that have not succumbed to charter school takeover in their districts.

Our federal government has no right to offer financial support to private charter schools with public funds.

All of America’s children deserve an excellent education that is developmentally appropriate, Arts based, and experiential.

All of America’s children deserve an excellent education that is provided in neighborhood, public schools that are supported by public funds.

All of America’s children deserve an excellent education that is provided by knowledgeable, dedicated educators that acknowledge, understand, and support their gifts and talents as well as the gifts and talents of every member of the school community.

When we provide every child in America with an excellent education, our tax dollars will create a more informed and involved citizenry.

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Best Practices In Educational Excellence

“The Purpose of Life Is to Discover Your Gift. The Meaning of Life Is to Give Your Gift Away” Pablo Picasso.

This was the quote used by Dr. Bill Cala on the second day of the Empowering Excellence in Education Conference.

Teachers from several districts as well as retired teachers and community members attended and were educated to the power they had within them to change the system of education so that it concentrates on the child.

There was an emphasis on experiential learning as Dr. Cala announced that Fairport was adopting the Reggio Emilia approach to education.

Under the current system of education employed by the Rochester City School District, kindergarten children are expected to sit still and ingest repetitive lessons, play uninteresting educational games, and take tests each week on their vocabulary skills.

The Reggio Emilia approach “is an approach where the expressive arts play a central role in learning and where a unique reciprocal learning relationship exists between teacher and child. Much attention is given to detailed observation and documentation of learning and the learning process takes priority over the final product. It is a model that demonstrates a strong relationship between school and community and provides a remarkable programme for professional development.”

Will children in RCSD schools be afforded this opportunity?

Fairport spends $7,946 per student for regular education and $24,756 per student for Special Education.

The Rochester City School District spends $9,594 per student for regular education and $26,624 per student for Special Education.

It seems that adopting a developmentally appropriate system of education that concentrates on discovering, developing, and directing the gifts and talents of all children is less expensive to implement and sustain than the corporate sponsored, State regulated Common Core system of education under which the RCSD is currently operating.

It was stated by school board members that they are committed to replicating best practices. Fairport Central School District is an example of best practice. Will their move to the Reggio Emilia
approach to early childhood education be replicated for children in the RCSD?

Our children deserve to play.

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Education Is Not Child Friendly

There is nothing about education that lends itself to the education of children. The decisions made in education are made by adults for the comfort and convenience of adults and most importantly, for the profits of the “hedgehogs”.

We train children according to the needs of the industries and corporations that “place orders” for workers.

Should the job market need service workers our children are herded toward service industry positions.

Should companies require assembly workers, schools are asked to produce students who can follow orders and work well with others.

Currently, the job market is open to technology taking STEM education to the forefront of the field.

A child’s natural development, their gifts and talents, likes and dislikes, are rarely considered once a child enters the current system of education.

The social/emotional development of the child is used to determine their deficiencies and classification instead of as a source of insight into the child’s personal strengths and weaknesses.

If it becomes too costly to operate a school with small class sizes, regardless of what the current, credible research states, schools are closed and children are warehouse in classes of twenty-five or more to save money.

If busing students out of their neighborhood is more cost effective than operating neighborhood schools, then neighborhood schools are closed and children are bused. The negative effects of busing children out of their neighborhood, proven by research, is inconsequential.

When we change the language of education so that it concentrates on the child, we will begin to see the success of children in education.

When we begin to concentrate on discovering, developing, and directing every child’s natural gifts and talents in safe, neighborhood schools, we instill in children, personal pride and pride in their community.

When we provide every child with a developmentally appropriate, Arts based, experiential education delivered by knowledgeable, dedicated adults who recognize and respect their own gifts and talents along with the gifts and talents of every member of the school community, we will begin to see educational success and civic pride spread throughout America.

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Carousel Controversy

Another issue in the forefront is the 110 year old painting of a racist depiction of Black children, referred to as “pica ninnies” being scared by a rooster.

While some may wish to remove the painting from the carousel, it would serve a better purpose as a learning tool.

Yes, this was the attitude of elitists during that era.

Yes, though some things have changed, institutional racism and white supremacy still exist.

No, removing the painting will not change things.

Erasing history tends to make us forget it.

Many thousands of individuals suffered and died to change the attitude of Whites towards Blacks, this includes Whites, and their struggle should never be forgotten.

The caricature depicted decries an era in our history filled with hate that must never be repeated.

We must remind our children of the course human thought and belief can take should hate be allowed to reign over love.

We must remind our children that we, as a united people, raised our voice to overcome the racist attitudes that thought it was not only correct to paint the picture but to display it publically.

That picture is a constant reminder that we cannot allow ourselves the luxury of thinking that things are alright now, that racism no longer exists and that our children should no longer be afraid of the hatred that can exist.

It is only by acknowledging the existence and power of hatred that we can unite with the strength and power of love to change the attitudes of our world.

When we change the language of education to concentrate on discovering, developing, and directing the gifts and talents of every child in America towards becoming a responsible, respectful, citizen who recognizes and respects the gifts and talents of every person of every culture which lends a unique perspective to the fabric of America, we can look at a controversial mural and openly discuss its implications and effect on society and how best to change things for the betterment of America and humanity.

Respect the past; change the future.

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A New Code

Code: Program instructions

Conduct: The manner in which a person behaves, especially on a particular occasion or in a particular context.

Self Control: The ability to control oneself, in particular one’s emotions and desires or the expression of them in one’s behavior, especially in difficult situations.

There has been a great deal of concern about the Rochester City School District’s Code of Conduct.

It seems that teachers, administrators, and other adults working in schools do not know and understand how to “manage” the behavior of students in the classroom.

Out of and In-school suspensions have not worked and police presence on school grounds has not been effective.

Adults, controlling the behavior of students, has never and will never work.

Adults, teaching children how to control and take responsibility for their own behavior will, most always, work.

For decades we have given children an excuse for their behavior, their color, their socio-economic condition, allowing them to direct the climate of the classroom.

For decades we have been punishing children for their behavior without holding them accountable for their actions.

Placing adult consequences, suspension, on children who want to be suspended from the institutionalization of education, has resulted in the continued failure of our children which the “hedgehogs” that profit from that failure rely upon.

When children enter our current system of education, they quickly learn that they will be bullied by the adults in their environment who they see being bullied.

They quickly learn that schools are not child friendly places no matter how warm and inviting they may look. The purpose and intent of their schooling is to control them and turn them into compliant workers who are satisfied with whatever job they may attain, never exploring their gifts and talents in order to understand and acknowledge how creative and talented they were created to be.

When we change the language of education to concentrate on discovering, developing, and directing the gifts and talents of all children, program instruction will support the positive behavior of children learning to become respectful, actively engaged citizens.

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Now For The Dems

Lincoln Chafee: Chafee supported President Obama’s “Race to the Top” initiative which was a move toward the Common Core. The former governor supports a federal role in setting or organizing education standards, with states getting significant flexibility in how they apply those standards. As senator, Chafee voted in favor of the No Child Left Behind Act.”

Hillary Clinton: Clinton effectively endorsed the Common Core. Yes, she threw a bone to liberal opponents of Common Core by calling on teachers to “lead the way” in further developing these national standards. It’s obvious from Clinton’s overall remarks, however, that she supports Common Core.”

Bernie Sanders: “. . . there are few others as opposed as he is to the sweeping education law – which Congress is attempting to update – and to “this absurd effort to force teachers to spend half of their lives teaching kids how to take tests. If I have anything to say in the coming months, we would end [No Child Left Behind]. . .”

Martin O’Malley: “Increasing the frequency of tests doesn’t necessarily increase the quality of education,” O’Malley said. “We have to be mindful of the whole child – their development, their nutrition, their health. Learning is about more than that feedback loop of tests and quizzes. . . [O’Malley] defended the federal government’s role in K-12 education, which lawmakers on both sides of the aisle have said needs to be scaled back to some extent.”

Jim Webb: “When it comes to education in America we are looking at three challenges, which could actually intersect and become opportunities. The first is the benefit we can get through Pre-K programs that would allow less-privileged children to begin socialization and education at an earlier age . . .”

Neither the Republican nor the Democratic party seek to change the language of education so that it concentrates on discovering, developing, and directing the gifts and talents of our children towards becoming knowledgeable, actively engaged citizens who will become the elected public servants that will lead America to success in its humanitarian efforts to solve the problems created by political and corporate control.

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What Does The Candidate Say?

Mother Jones is an American magazine featuring investigative and breaking news reporting on politics, the environment, human rights, and culture.(Wikipedia)

Allie Gross, reporter for Mother Jones writes, “How the GOP Candidates Are Flailing on Common Core”

Ben Carson: “. . .high academic standards are important, but that having the government responsible for both creating and enforcing them “is naive.”

Sen. Ted Cruz: “We need to repeal every word of Common Core.”

Carly Fiorina: “I think Common Core is a really bad idea.” She added, “Giving more money to the Department of Education doesn’t improve learning in the classroom.” . . . but she commended No Child Left Behind for helping the “US set a high bar for our students.”

Sen. Lindsey Graham: “. . . is anti-Common Core today. In February 2014, he even introduced a Senate resolution that “denounced the Obama Administration” for using federal funds to “coerce” states into adopting Common Core. But in September 2013—three years after his home state adopted Common Core—Graham had no clue about it.”

George Pataki: “Education has always been the prerogative of the states and should continue to be that.”

Rand Paul: “. . . the standards contain “anti-American propaganda, revisionist history that ignores the faith of our Founders and data-tracking of students from kindergarten on.”

Rick Perry: “I will not commit Texas taxpayers to unfunded federal obligations or to the adoption of unproven, cost-prohibitive national standards and tests”

Sen. Marco Rubio: “The executive branch does not possess the authority to force states into compliance with administration reforms”

Rick Santorum: “I wasn’t for Common Core. And today, I’m still not for Common Core.” While he may have never been for the Common Core, in 2001 he voted for No Child Left Behind, the apex of federal accountability in schools.”

Donald Trump: “That’s a disaster. It’s bad. It should be local and all of that.”

While these candidates are opposed to the Common Core, they must understand it is more important to change the language of education so that it concentrates on our children’s gifts and talents.

We must fight for every child’s right to an excellent education.

Join the Movement to Save Our Children!

Then And Now

Last week the news reported a victory for food service workers who will see a wage increase of $6.25 over three years for New York City workers and over six years for fast food workers in the rest of the state.

This week, the Mayor, Congresswoman Slaughter, Governor Cuomo, and Vice President Biden were pleased to announced, “Photonics Manufacturing Expects 6,000 New Jobs” over a five year period, creating 1,200 jobs a year.

As in the past, the elite have produced programs that will cause those uniting to change our attitudes and customs towards education and equality in America, to believe that they are now in a better position, financially, than they have every been. The “hedgehogs” are working diligently to convince American citizens they are concerned about the welfare of America and not their profits.

And, while the elite throw the American public more bones, the public, settling for those bones, will not recognize their condition has not changed, they have just been made more comfortable in their position.

The poor will remain poor and the middle class will remain middle class, supporting the social programs of the impoverished which secure the profits of the elite.

Cities in New York State are fighting each other for the tax dollars that are collected from every working citizen in the United States.

The people go before our elected officials, begging to receive some benefit from the taxes that are taken from their paycheck every pay period.

When we, as tax paying citizens of the United States, know and understand that we, the people of the United States, are the government, we will be able to exercise the power of “one man, one vote” over the financial influence of the “hedgehogs” in our government.

When we, the people, rise up out of the fear of poverty and begin to properly educate our children to believe that they are more powerful than the money the “hedgehogs” use to manipulate our politicians, we will see, an excellent education for our children and equality for all can and will be achieved.

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