| Educational Research; Facts and Research | |
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| Tweet Topic Started: Oct 30 2005, 05:54 PM (5,778 Views) | |
| Anna Krome | Nov 16 2005, 10:20 AM Post #61 |
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My girl went to Cooper for 2 years. We saved up to move up here (5/Middlebelt). That school has the worst MEAP scores in Livonia. Why? Very, very transitional neighborhood. Lots of problems. Lots of trouble with English and communication between teacher and child. Sweet kids, but lots of issues. We left there because teachers were constantly complaining about having no time to really teach. I know that the population will change things somewhat. But believe me, I was barely able to sell my house in n. Westland, because of those scores and the toxic dump across the street from Cooper. Leak, leak, leak. That school is unsafe. Anna |
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| lpsproposalsrbad | Nov 16 2005, 01:26 PM Post #62 |
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Please do not forget to visit www.citizensforlivoniafuture.com as research is posted there as well. I monitor all discussion forums on this site for relevant research, and then post it to the research page. I am trying to do this with FACTS - not just what someone overheard. This is a large undertaking, so not all info is posted - yet. If you have documented facts (emails, spreadsheets, other correspondence), please email them to me at lpsproposalsrbad@sbcglobal.net so that I may post them for all. Keep on digging, we're FAR from through with this proposal. Tom CFLF |
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| lpsproposalsrbad | Nov 16 2005, 01:28 PM Post #63 |
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Please do not forget to visit www.citizensforlivoniafuture.com as research is posted there as well. I monitor all discussion forums on this site for relevant research, and then post it to the research page. I am trying to do this with FACTS - not just what someone overheard. This is a large undertaking, so not all info is posted - yet. If you have documented facts (emails, spreadsheets, other correspondence), please email them to me at lpsproposalsrbad@sbcglobal.net so that I may post them for all. Click on the underlined words in this message to go to those links. Keep on digging, we're FAR from through with this proposal. Tom CFLF |
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| Administrator | Nov 16 2005, 04:30 PM Post #64 |
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Click this link for facts and reference page. http://www.citizensforlivoniasfuture.com/page2.html |
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| Elisa | Nov 18 2005, 09:13 AM Post #65 |
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Just some more info. to think about. I think that while our focus on class size is important, the issue of school size is more relevant. Research on class size has shown that the number of students in a class has to go below 20 for kids to recieve a positive academic benefit. Our district is no where near that and probably could never approach that number. Therefore, we MUST focus on school size. Sizing Up What Matters: The Importance of Small Schools CER Action Paper May 1, 2002 "Smaller is better" is often the mantra of school leaders with regard to class size. It is taken almost as an article of faith that smaller classes produce better academic results, and that reducing class size is a proven way to help America's schools. The effects of this sort of near-religious fervor are most evident in the state of California, which has undertaken a statewide mission to shrink class sizes. What is proclaimed less often is the truth of "smaller is better" when applied to school size. Even parents whose children are benefiting from small schools - and who recognize those benefits ? do not realize that having a small school is far more important than having children sit in small classes. But considering how loudly the education establishment and public officials recite the myth of smaller classes, it is little wonder that the word about smaller schools has been drowned out. So What Should Be Shrunk? The recent study by Public Agenda, a New York based survey and research firm, titled: Sizing Things Up: What Parents, Teachers and Students Think About Large and Small High Schools reveals attitudes about life in small and large schools. The report's overall conclusion is striking: Despite overwhelming evidence that parents of children in small schools are happier with their children's education than large school parents, when asked, small school parents tend to automatically advocate for smaller classes, not smaller schools. As noted in the report, "After talking up the advantages of community in her child's small high school, for example, one parent seamlessly began talking about the advantages of smaller classes." This phenomenon should not be surprising given the unquestioned loyalty to smaller classes expressed in the media by teachers unions, politicians and other groups. But there is a great deal of evidence indicating that decreasing school size is a more promising reform than smaller classes. As Andrew Rotherham, director of the 21st Century Schools Project at the Progressive Policy Institute said, "the research is pretty clear on this point: Smaller schools help promote learning. And . . . research shows that small schools are able to offer a strong core curriculum and, except in extremely small schools, a comparable level of academically advanced courses." In fact, small school research done at the University of Minnesota's Center for School Change found that "whether located in an urban, suburban or rural area, small schools are safer and, in general, students in small schools learn more." The other advantages of small schools were recently documented in the exhaustive National Longitudinal Study of Adolescent Health. The study found that small schools produced greater feelings of "connectedness" among their students, in turn resulting in reduced risks of violence, substance abuse, suicide and pregnancy. And, perhaps more importantly for the school size/class size debate, according to Dr. Robert Blum, who authored the study, "It doesn't matter whether you have 20 or 30 kids in a class. It doesn't matter whether the teacher has a graduate degree. What matters is the environment that a student enters when he walks through the classroom door . . . . In smaller schools, students, teachers, and school administrators all have more personal relationships with each other. They know who you are. This is important to keep kids engaged and part of school." In fact, the efficacy of small schools has begun to become so clear that the Bill and Melinda Gates Foundation has dedicated more than $345 million to help create more small schools across the country. Conclusion Since the end of World War II, the number of schools in America has shrunk by 70 percent and the average school size has grown by a factor of five. Simultaneously, student-teacher ratios have been in sharp decline. While these trends were emerging, a more alarming pattern was developing -- academic achievement was falling. These phenomena alone make clear the point illuminated by so much other research: "smaller is better" for schools, not classes. Nonetheless, a fervent faith in class-size-reduction seems to hold sway among policy makers, educators, and even parents, a faith ultimately manifested in California's $8 billion class-size-reduction program. But as the California experience has shown, policymakers need to focus on the data and the results. By Neal McCluskey Policy Analyst May 2002 Note: Endnotes available in hard copy version of this paper only. # # # The Center for Education Reform (CER) is a national voice for more choices in education and more rigor in education programs, both of which are key to more effective schooling. It delivers practical, research-based information and assistance to engage a diverse lay audience ˜ including parents, policymakers, and education reform groups ˜ in taking actions to ensure that US schools are delivering a high quality education for all children in grades K-12. For more information contact CER at 202-822-9000 or send us an email. |
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| Elisa | Nov 18 2005, 09:24 AM Post #66 |
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The committe referenced the Chappaqua Central School District. Here is what that district wrote when their committee for reconfiguration thought about school size: "Having two 5-8 middle schools of approximately 750 students disperses students in such a way that a small school environment is created..." "With a lower grade level enrollment (upper 180 per grade level) in each school, students are more likely to develop a sense of being known by others in the building; whereas, when the grade level consists of upwards of 360, this becomes more challenging. Moreover, it is more difficult for staff to identify, assess and prescribe for student needs, especially in a duration of only two years." |
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| Elisa | Nov 18 2005, 10:53 AM Post #67 |
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More info. To summarize the research on school size: it seems to matter most in lower income areas. Studies showing that lower income kids benefit most from smaller schools, kids from higher income areas fared better with larger schools...may explain Novi's results ( I do not have median income data for NOvi vs. Livonia, so I am assuming here that Novi is higher). Livonia has a diverse picture in terms of income. So the argument could certainly be made that smaller would benefit many in our city, especially the kids living in lower income families. ERIC Identifier: ED414615 Publication Date: 1997-07-00 Author: Irmsher, Karen Source: ERIC Clearinghouse on Educational Management Eugene OR. School Size. ERIC Digest, Number 113. There is a natural predilection in American education toward enormity," said William Fowler (1992), "and it does not serve schools well." HAVE LARGER SCHOOLS PRODUCED GREATER ACADEMIC SUCCESS AT LOWER COSTS? Michael Klonsky (1995), Mary Anne Raywid (1995), and others report that large school size hurts attendance and dampens enthusiasm for involvement in school activities. Large schools have lower grade averages and standardized-test scores coupled with higher dropout rates and more problems with violence, security, and drug abuse. Lee and Smith (1996) found that savings projected by proponents of school consolidation have not materialized. Instead of long-assumed economies of scale, they discovered diseconomies, or penalties of scale. Large schools need more layers of support and administrative staff to handle the increased bureaucratic demands. Large schools offer more specialized programs for disadvantaged and disabled youth, but students in these programs are more likely to feel cut off from the school culture. In fact, in large schools social stratification is the norm. Athletic and academic stars reap the benefits of daily close contact with adults. However, the other 70 to 80 percent of students belong to social groups that include no adults (Deborah Meier 1995). Large schools function more like bureaucracies, small schools more like communities. Klonsky concludes that large schools generally "correlate with inefficiency, institutional bureaucracy, and personal loneliness." IN WHAT RESPECTS ARE SMALL SCHOOLS MORE BENEFICIAL? A higher percentage of students, across all socioeconomic levels, are successful when they are part of smaller, more intimate learning communities. Females, nonwhites, and special-needs students, whether at risk, gifted, exceptional, or disadvantaged, are all better served by small schools. Security improves and violence decreases, as does student alcohol and drug abuse. Small school size encourages teachers to innovate and students to participate, resulting in greater commitment for both groups. More positive attitudes and greater satisfaction are reflected in higher grades and test scores, improved attendance rates, and lowered dropout rates. Deborah Meier (1996) cites seven reasons why schools of 300 to 400 students work best. 1. GOVERNANCE. Communication is easier when the whole staff can meet around one common table. 2. RESPECT. Students and teachers get to know each other well. 3. SIMPLICITY. Less bureaucracy makes it easier to individualize. 4. SAFETY. Strangers are easily spotted and teachers can respond quickly to rudeness or frustration. 5. PARENT INVOLVEMENT. Parents are more likely to form alliances with teachers who know their child and care about his or her progress. 6. ACCOUNTABILITY. No one needs bureaucratic data to find out how a student, a teacher, or the school is doing. Everyone knows. 7. BELONGING. Every student, not just the academic and athletic stars, is part of a community that contains adults. "Relationships are cross-disciplinary, cross-generational, and cross everything else," notes Meier (1996). "Kids don't just know the adults they naturally like, or the ones who naturally like them. They may hate some grown-ups and love others, but they recognize everyone as members of the same human club." DOES SIZE ALONE MAKE A MAJOR DIFFERENCE? Downsizing cannot, by itself, guarantee that school transformation will unfold or that marvelous teacher and student performance will occur. Change is always difficult, especially when top-down mandates force teachers to make changes for which they are not adequately prepared. Or when teachers are asked to work double time, operating within their old system while creating a new one. Meier, Raywid, and others agree that small schools have the best chance at success when they are permitted to become separate, autonomous, distinctive entities with a well-defined culture. Other factors influencing success included curricula developed around a theme or focus; tendency toward collaborative governance; voluntary participation of teachers and students; and collaboration with organizations and agencies outside the school. "The benefits sought by downsizing efforts," states Raywid (1995), "appear contingent upon the ability of the subunits or subschools to establish a collective identity, projecting clear, identifiable boundaries and displaying perceptible differences-palpable to students-from whatever lies beyond those boundaries." IS THERE AN OPTIMAL SCHOOL SIZE? Despite widespread agreement that the scale of most schools is too large, prescriptions for ideal size vary. Fowler, Howley, and others consider the potential for curricular adequacy to be reached at 400 students. Meier defines small schools as enrolling 300 to 400 students. Lee and Smith conclude that high school students learn best when enrollment is between 600 and 900. A joint policy statement issued by the Carnegie Foundation and the National Association of Secondary School Principals recommended that high schools break into units of no more than 600 students. HOW CAN DISTRICTS BETTER UTILIZE THEIR EXISTING LARGE SCHOOL BUILDINGS? Putting several small schools into an existing large school building can rejuvenate the school and enhance educational possibilities. Raywid and Meier both reported that doing so has typically resulted in great benefits for students, teachers, parents, and the entire school community. Chicago, New York City, Philadelphia, and many other cities have already instituted major restructuring efforts aimed at housing small schools in existing large buildings. Many see schools-within-schools as a crucial first step in restructuring, states Raywid. But, she notes, when creating new schools it is important to resist grouping students by ability or achievement. Divisiveness and conflicts are also minimized if all the schools in the building are small schools, rather than one small school sharing space with a mainstream large school. Schools that transitioned most successfully have been based on the principles of cohesion, autonomy, focus or theme, and a constituency assembled on the basis of shared interests. While the reasons for downsizing failures are still sketchy, reports usually cite one of three shortcomings: insufficient faithfulness to the small-school concept, insufficient autonomy and separateness, or failure to couple changes in the school culture with the structural changes. RESOURCES Fowler, William J., Jr. "What Do We Know About School Size? What Should We Know?" Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 22, 1992. 21 pages. ED 347 675. Howley, Craig. The Academic Effectiveness of Small-Scale Schooling (An Update). ERIC DIGEST. Charleston, West Virginia: ERIC Clearinghouse on Rural Education and Small Schools, June 1994. ED 372 897. ___________. Ongoing Dilemmas of School Size: A Short Story. Charleston, West Virginia: ERIC DIGEST. ERIC Clearinghouse on Rural Education and Small Schools, December 1996. ED 401 089. Klonsky, Michael. Small Schools: The Numbers Tell a Story. A Review of the Research and Current Experiences. Chicago: University of Illinois, College of Education, 1995. 24 pages. ED 386 517. Lee, Valerie E., and Julie B. Smith. "High School Size: Which Works Best, and for Whom?" Draft. Paper presented at the annual meeting of the American Educational Research Association, New York, April 1996. 51 pages. ED 396 888. Meier, Deborah W. "Small Schools, Big Results." THE AMERICAN SCHOOL BOARD JOURNAL 182, 7 (July 1995): 37-40. EJ 506 543. __________. "The Big Benefits of Smallness." EDUCATIONAL LEADERSHIP 54, 1 (September 1996): 12-15. Raywid, Mary Anne. Taking Stock: The Movement to Create Mini-Schools, Schools-Within-Schools, and Separate Small Schools. Madison, Wisconsin: Center on Organization and Restructuring of Schools, and New York: ERIC Clearinghouse on Urban Education, April 1996. 72 pages. ED 393 958. __________. "The Subschools/Small Schools Movement- Taking Stock." Paper commissioned by the Center on Organization and Restructuring of Schools. December 1995. |
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| Elisa | Nov 18 2005, 01:18 PM Post #68 |
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-------------------------------------------------------------------------------- More small school info: By Suzie Boss After decades of watching schools grow larger and more impersonal, educators and policymakers are taking note of the good things that can happen within smaller communities of learners. On the horizon? Smaller classes, smaller schools, and large schools that "feel" smaller. In the wide world of education, there's growing respect for learning that takes place on a smaller scale. Since the 1980s, study after study has tallied up the benefits of both smaller schools and smaller class sizes. (See class size story.) Researcher Mary Anne Raywid, surveying the literature on small schools for a 1999 ERIC Digest, reports that quantitative studies have "firmly established small schools as more productive and effective than large ones." Those benefits, she adds, "we have confirmed with a clarity and at a level of confidence rare in the annals of education research." What's more, small schools appear especially powerful for helping students most at risk of not thriving in school, whether they live in big cities or rural areas. "The jury's no longer out," says Kathleen Cotton, an associate at the Northwest Regional Educational Laboratory (NWREL) whose 1996 research synthesis on small schools has influenced policymakers and has been widely cited by other education researchers. 'PRODUCTIVE, EQUITABLE PLACES' When enrollments are small enough so that students and teachers know one another well, schools take on a different feel. Cotton's investigation into school-size research uncovered benefits for both students and teachers in smaller learning communities. She discovered that, compared with their peers in larger schools, students in small schools (which she defines as 300 to 400 students for an elementary school and 400 to 800 for a secondary school): Have more positive attitudes toward school Behave better (as measured by truancy, discipline problems, violence, theft, substance abuse, and gang participation) Participate in more varied extracurricular activities Are less likely to drop out Have better attendance Have a greater sense of belonging Intimacy is a big part of the appeal of smaller schools. It's easier for kids to connect and harder for them to feel anonymous or alienated in a smaller community of learners. But that's not the whole story. The very rhythms and routines of the school day are affected by school size. As Cotton reported, "Students [in smaller schools] take more of the responsibility for their own learning; their learning activities are more often individualized, experiential, and relevant to the world outside of school; classes are generally smaller, and scheduling is much more flexible." What's more, teachers in smaller schools tend to feel better about their work—an important consideration at a time when many districts are struggling to recruit and retain teachers. As Irmsher reported, "Small school size encourages teachers to innovate and students to participate, resulting in greater commitment for both groups." These benefits are so thoroughly supported by research and common sense, and so potent when it comes to helping disadvantaged students succeed, that many large districts are opening smaller schools or creating schools-within-schools as a cornerstone of reform efforts. The Department of Education is encouraging a variety of strategies to personalize high schools with $45 million in Smaller Learning Communities Program grants. (See NWREL's role in supporting smaller learning communities.) Meanwhile, private benefactors are also lending support to small schools. The Bill and Melinda Gates Foundation in September announced $35 million in grants to fund the creation of smaller, more personalized middle schools and secondary schools across the country, expanding on support for small schools that the Gates Foundation has already started in the Northwest. Gates funds are also helping to establish a Small Schools Center at the University of Washington's Center on Reinventing Public Education. Similarly, the Annenberg Challenge, a $500 million public-private venture to improve education, has supported development of hundreds of smaller learning communities as a reform strategy in Philadelphia and other large cities, and also has worked with 700 small communities to sustain "genuinely good, genuinely rural" schools. Recognizing the groundswell of support, Small Schools: Great Strides describes the "small schools movement" that is gaining momentum across the country. The report focuses specifically on downsizing in Chicago, where at least 150 schools serving fewer than 350 students have opened in recent years, but implications extend well beyond that city's borders. As lead author Patricia A. Wasley, newly appointed dean of the College of Education at the University of Washington, told Education Week, "The evidence is very compelling that small schools serve students much better." The appeal of small schools comes from their promise to address four broad concerns identified in Small Schools: Great Strides: To create small, intimate learning communities where students are well known and can be pushed and encouraged by adults who care for and about them To reduce the isolation that too often seeds alienation and violence To reduce the devastating discrepancies in the achievement gap that plague poorer children and, too often, children of color To encourage teachers to use their intelligence and their experiences to help students succeed Deborah Meier, founder of New York's celebrated Central Park East elementary and secondary schools, makes a case for schools of 300 to 400. As she explained in Educational Leadership, this size works best to promote seven strengths of smallness: governance, respect, simplicity, safety, parent involvement, accountability, and belonging. Not by accident, 400 students can assemble in one room for an all-school event. The teaching staff is small enough to share a potluck supper or fit around a meeting table. And the principal, Meier says, "can take the temperature of the school" at a glance. Increasingly, educators and policymakers also are considering harder-to-quantify factors, such as the seat time students spend on school buses when their schools are consolidated or the community connections lost when a small town shuts its only schoolhouse. School climate and safety concerns, in particular, have mounted since recent outbreaks of campus violence. After the worst incident—at Colorado's Columbine High, with an enrollment of nearly 2,000—analysts were quick to point to the tragic costs of school environments so large that troubled students can go unnoticed. Indeed, the National Center for Education Statistics reports that fighting and behavior problems get worse as schools grow larger. Michael Klonsky of the Chicago Small Schools Workshop has pointed out the high costs of large schools, such as "deleterious effects on a host of student outcomes, including achievement, attendance, involvement in school activities, and dropout rates." What's more, he adds, "Impersonal relationships breed anonymity, making it easier for students to act out and more difficult for adults to curb adolescent tendencies to defy adult directives." More and more, researchers and policymakers are finding reason to believe in those opportunities, too. Even the most enthusiastic proponents, however, caution not to view small schools as a fix-all for education. "Small is not enough," write the authors of Small Schools: Great Strides. Rather, they argue that keeping school communities to a smaller scale is just the starting place for comprehensive improvement. Given the challenges many students face in large schools, they suggest inverting the ratios: "making small schools the norm, and large schools the exception." ONLINE RESOURCES ERIC Clearinghouse on Rural Education and Small Schools provides access to research, online forums, grant information, and a calendar of upcoming events School Size, School Climate, and Student Performance, by Kathleen Cotton, is available from the Northwest Regional Educational Laboratory Small Schools: Great Strides, A Study of New Small Schools in Chicago, published by Bank Street College in June 2000, documents the benefits of integrating small schools into comprehensive school reform strategies Small Schools Workshop at the University of Illinois at Chicago maintains an extensive collection of resources, including research, readings, grant information, and a directory of organizations nationwide that support smaller schools |
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| Elisa | Nov 18 2005, 01:30 PM Post #69 |
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OK, are we all on the same page? Small schools are more important than small class sizes. There are some who would go as far as to say that the class sizes they are offering us are not really small. They definetly are not small enough to provide the academic gain that some research have found in small class sizes (classes below 20). |
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| c3hull | Nov 19 2005, 02:46 AM Post #70 |
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Florida In 2000 the legislature of Florida passed Bill 235.2157, “Small School Requirements.” The Legislature finds that: a) Florida’s schools are among the largest in the nation. Smaller schools provide benefits of reduceddiscipline problems and crime, reduced truancy and gang participation, reduced dropout rates, improved teacher and student attitudes, improved student self-perception, student academic achievement equal to or superior to that of students at larger schools, and increased parental involvement. c) Smaller schools can provide these benefits while not increasing administrative and construction costs. The statute limits elementary schools to 500 students, middle schools to 700 students, and high schools to 900 students, and requires that “eginning July 1, 2003, all plans for new educational facilities to be constructed within a school district and reflected in the 5-year school district facilities work plan shall be plans for small schools in order to promote increased learning and more effective use of school facilities” (Florida Department of Education, 2000, p. 40). |
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| c3hull | Nov 19 2005, 07:40 PM Post #71 |
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This is a post I have copied and pasted from the http://www.citizensforlivoniasfuture.com/ website. This guy calls himself "Research Geek" and seems to be a very credible source. I followed his suggestions a few weeks ago and found alot of the information that has been posted on the two websites regarding the Proposal. Research geek said... Here is what you do: first, set aside a couple of hours, you will need it. Go to google, type in "grade configuration and student achievement" You can also use"school transition and achievement" As a result, you will have enough real research to read for hours. An even better option is to goto U of M's School of Education Library. The have ALL of the journals of research pertaining to education. Their computer will help you search and the journals are very easy to locate on the shelves. I am one of those Masters geeks that sat for hours pouring through research (in a different u of m library). I can say that I have looked through a great deal of the current research and in my own summary it basically says that more frequent school disruptions lead to lowered academic achievement. If we adopt 5/6 schools, it would seem that we would be taking a step back from the model we have. |
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| Elisa | Nov 19 2005, 08:20 PM Post #72 |
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That's Me!!
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| c3hull | Nov 19 2005, 10:12 PM Post #73 |
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Elisa, THANK YOU!!! I found something VERY interesting today! See how the Admin. and Teacher Unions want BIGGER schools, not a better education policy for our kids!!! I hope this is NOT true for LPS, but nothing else has made any sense about this proposal. Maybe this is the reason, not to mention the K-4 plans saves the most teaching jobs(mentioned at the Nov. 14th meeting)! http://www.educationnext.org/unabridged/20044/56.pdf (page 19) The number and size of schools within a district directly influence the extent to which central authorities, such as superintendents and school boards, can be directly involved in the operations of their schools. In other words, school board members may face a conflict of interest between good education policy and the maintenance of their own authority over schools. For instance, given a district of 10,000 students, it will be less costly for central authorities to monitor the operation of 10 schools with 1,000 students each than to monitor 25 schools of 200 students apiece. A shift toward smaller schools would require central authorities either to spend more time and money on oversight or to become less directly involved in the operation of individual schools. Thus, any consideration of moving toward smaller schools is intertwined with the decentralization of authority within school districts. After professional educators and centralized education bureaucracies have struggled long and hard to centralize power, would it be in their interest to give some control back in the form of smaller schools? Although the evidence points to the benefits of smaller schools, education policy is seldom made on the basis of good research alone, especially policy that would involve transfers of power. Thus, as in so many areas of education policy, proposals for decreasing school size must confront the power of the teacher unions. The high observed correlation between school size and teacher salaries (Table 1) suggests that unions may be at least skeptical of, if not downright hostile toward, decreases in school size. |
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| c3hull | Nov 24 2005, 08:58 PM Post #74 |
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http://rjfreeman.net/board/complaint-ExhibitB.htm Note: The President or two Board members may call a special meeting. Service of notice, by Board member or employee of the Board, shall be by: 1. Delivering the notices to the members personally at least twenty-four (24) hours before such meeting is to take place; or 2. Leaving the same at the member's residence with some person of the household at least twenty-four (24) hours before such meeting is to take place; or 3. Depositing the same in a government mail receptacle (enclosed in a sealed envelope plainly addressed to each member at his/her last known residence address) at least seventy-two (72) hours before such meeting is to take place. If the above procedure is followed and if a notice of the meeting has been posted at least eighteen (18) hours prior to the meeting, a quorum present can conduct business legally. |
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| Cindi | Dec 9 2005, 07:36 AM Post #75 |
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Four people from the Demographics Committee are also affiliated with the Livonia Education Assocation (LEA) the Union. Joanmary Nenniger is the VP -on the Board of Trustees and BOD Doug Coates is on the Board of Trustees and DCII Julie King Theresa O'Brien See the link http://www.iammea.org/lea/ Transition Committee The Transition Management Committee met on Tuesday, November 29. This committee has been formed to include both the district and LEA Bargaining Committee Members to decide on the process of movement of teachers due to the Demographic Plan. The LEA members are: Nancy Shaw: Tyler, Jennifer Prouty, Emerson, Carolyn Norris-Deyell and Joyce Casale. Mary Martzolf from Riley has been added to both the Transition committee and the Bargaining Committee. Thank you, Mary, for stepping up to these responsibilities!! It is important that everyone understand that all the conversations will follow the LEA contract. It is also our intention that the process has a smooth transition system based on seniority. Joyce Casale is working hard on the “Legacy Initiative; Movement of Teachers” document. Of course, the system will be shared with all members when completed. NOTE: How it is important that everyone understand that ALL the conversations will FOLLOW the LEA contract. HMMMM COULD THIS BE CONSIDERED A CONFLICT OF INTEREST??? |
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Smaller schools provide benefits of reduced

3:39 AM Jul 11