| Newspapers; 3/13/06 | |
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| Tweet Topic Started: Mar 13 2006, 06:53 AM (317 Views) | |
| NFarquharson | Mar 13 2006, 06:53 AM Post #1 |
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From the Detroit News: http://www.detroitnews.com/apps/pbcs.dll/a.../603130349/1026 Monday, March 13, 2006 Charles V. Tines / The Detroit News Carol Hansen of Royal Oak schools handles the duties of the director for student services and chief of curriculum instruction. "I can't devote or focus on one issue for very long because there's always something else," she says. Dual roles overload school leaders More administrators juggle duties of several jobs without extra pay to save districts money. Christina Stolarz / The Detroit News ROYAL OAK -- Carol Hansen does two jobs for the price of one at Royal Oak Neighborhood Schools. She tackles special education and schools of choice issues as the executive director for student services, and then changes gears midday to attend meetings as the director of curriculum instruction -- both of which used to be full-time jobs. And she's feeling the pressure as her time is divided among the long list of responsibilities. "I can't devote or focus on one issue for very long because there's always something else," said Hansen, who has been with the district for 12 years. "That's the most stressful thing. The other big fear is that I'm going to overlook some deadline or responsibility." Hansen is among a growing number of administrators in cash-strapped Metro Detroit school districts who are doubling up on duties -- without extra pay or benefits -- to save money. Districts no longer have the luxury of hiring one person to fill a specific role. Instead, administrators are being forced to share the workload because there's not enough money in district coffers to fill vacant positions, even after retirements. In South Redford schools, the curriculum director also handles Title 1 funds and does the district's grant writing. Southfield's deputy superintendent serves as the supervisor of the district's 20 buildings and coordinates the $96 million bond approved by voters in December 2002. Also, a teacher is serving as acting assistant principal in one Wayne County middle school, said Bruce Barrett, deputy superintendent for Wayne RESA. "You just take it (the responsibilities) on and try to do the best for your district," Hansen said. While administrators say they are doing what they can to keep the burden away from the classrooms, others are concerned that the trickle-down effect can't be avoided, said Margaret Trimer-Hartley, spokeswoman with the Michigan Education Association. "When you see our programs fragmenting the way they are across the board, you can't help but hurt the kids," said Trimer-Hartley, noting larger class sizes and teacher layoffs. "We have too few people doing too many things in our schools." Students get shortchanged The duties of a school principal are many: They tackle discipline, day-to-day building operations, teacher support and professional development among others. Multiply those responsibilities by two to catch a glimpse into the daily schedule of Shawn Wightman, principal at both Eastland and Pierce elementary schools in Roseville. Officials with Roseville Community Schools wouldn't comment on the dual role Wightman hired into this school year. Parent Brent White has no complaints about his son's principal, but he believes that Wightman could be much more effective if he didn't have to balance his time between two schools. "I haven't seen any direct issues, but it doesn't mean that they're not there," said White, whose son, Kaleb, is a fifth-grader at Pierce. "It's important for him to be 100 percent dedicated to every situation at Pierce. "It bothers me that districts have to do this." District officials say it's going to get worse before it gets better because there's not enough money coming from the state. And eventually, they say, it will impact students. "There's no way to avoid it," said William Kiefer, assistant superintendent of administrative services with Warren Consolidated Schools. "Children are going to be deprived of what they could have. Something will have to change." Two principals in the Royal Oak district have already taken on more administrative work. Hansen said she had no choice but to pass off some of her previous duties -- the gifted student program and English as a Second Language -- because it was too much for one person to handle. "Everybody understands that we're all expected to do a little more," she said. "The thing that worries me, as we take on more and we ask principals to do more … they're less able to deal with the needs of their teachers and instruction." Parent Marty Cardamone commends the administrators in Royal Oak but fears further cuts to the budget will cripple the district. "I think they're managing it now," said Cardamone, who has two kids in the district. But, "we're probably not to the end of it yet … which is unfortunate." Burnout looms on horizon District officials say they're willing to take on the extra load, but there's always a breaking point. "You're going to see, at some point, burnout," said Kiefer from Warren Consolidated Schools, where 1/3 of the district's 52 administrators are pulling double duty. "I see increased illness, stress. They don't know what to tackle next." All the stress had Southgate Community Schools Superintendent Dave Peden looking forward to midwinter break for the first time in six years. "It just keeps getting piled on," he said. "We haven't even started with the new graduation requirements. "There's no end in sight." You can reach Christina Stolarz at (586) 468-0343 or cstolarz@detnews.com. ___________________________________________ http://www.detroitnews.com/apps/pbcs.dll/a.../603130331/1026 Monday, March 13, 2006 Charles V. Tines / The Detroit News Michelle Thibodeau, front, and Jeffrey Thomas do some work in Plato Lab, a credit-recovery program offered by the Huron Valley Schools. Plato Lab allows students who have failed English, math or science courses to make up credits through a computer program. Learning Lab helps students catch up Huron Valley high-schoolers get second chance for better grades through Plato. Jon Zemke / Special to The Detroit News Students spend two hours twice a week after school to learn the material and pass a final exam. The students must log 60 hours of computer time for each half credit. The computer keeps track of the time; if a student's mouse doesn't move for two minutes or more, the computer stops logging time. See full image The Plato Lab This semester, about 60 students at Milford and Lakeland high schools are taking the Plato Lab to make up class credits in English, math and science courses. Each half credit costs $125 to take through the Plato Lab. It costs $225 for a student to take a half credit at summer school. WHITE LAKE TOWNSHIP -- Audrey Colasinski spends a couple of hours after school twice a week working away at a computer, trying to get caught up with school. The Lakeland High School junior is retaking the sophomore American Literature class that she failed last year. It's part of a credit-recovery program called Plato Lab. "Last year I stopped going to school so I needed to make up some credits," said Audrey, 16. After missing much of a semester of school because she was sick with mononucleosis, Audrey failed two credits worth of classes. The program allows students who have failed English, math or science courses to make up credits through a computer program. The students spend two hours each Monday and Wednesday after school to learn the material and pass a final exam. For Audrey, it's a good fit for her. "Plato is a lot easier than doing those two things because I only have to be here twice a week," Audreysaid. School administrators hope it will turn into a viable, widely used alternative to summer school or correspondence courses. About 30 students have enrolled in the program at Lakeland High School since it started in early February. Another 30 are also in the same program at Milford High School. The Huron Valley Schools started the program at its alternative high school and in its adult education program about three years ago. "This is a great way for us to deliver curriculum and an opportunity for students to retrieve credits," said Paul DeAngelis, the director of community education for Huron Valley Schools who helped bring the program to the school district. Plato Lab uses a computer program that teachers can pattern after existing curriculum. The students learn through reading lessons and working through problem modules on a computer program. A teacher is also present to answer any questions or offer assistance. The students must log 60 hours of computer time for each half credit. The computer keeps track of the time; if a student's mouse doesn't move for two minutes or more, the computer stops logging time. Each student takes a diagnostic exam before starting the program. That test is used to judge how much information the student retained from when they originally took the class, if any. DeAngelis said the programs have pinpointed high school students who are reading at fifth or even third grade levels. The program works with them to raise their reading level to the appropriate degree they need for the class. School district administrators said about 90 percent of the students who enroll in the program pass and move toward graduation. Plato Lab is aimed toward at-risk students with either bad attendance records and behavioral problems, those who are not strong learners or who simply fell behind in school. Many of those students stumble while making the transition to high school, school administrators said. "Bottom line is some of these kids would drop out," said Kathryn Chuhran, a teacher who oversees the Plato Lab at Lakeland. "Without credit recovery they would drop out." Craig Sawinski, a junior at Lakeland, is one of those students trying to catch up through the Plato Lab by taking Introduction to Literature, a freshman class. Sawinski admits he missed lots of classes while his parents were going through a divorce. When he was in classes, he admits he was "mostly there messing around." "I don't like to read that much and it was a lot of reading," Sawinski said. He added that he's enjoying the Plato Lab because it's easy to take after school and lets him go at his own pace. School administrators are working toward expanding the program during the school year and incorporating it into summer school. They are also looking at using it for students who want to get ahead in school. "Once we have the bugs worked out of this at the remedial level we will offer enrichment courses," DeAngelis said. Jon Zemke is a Metro Detroit freelance writer. __________________________________ http://www.detroitnews.com/apps/pbcs.dll/a.../603130322/1026 Monday, March 13, 2006 Brandy Baker / The Detroit News Katelyn Treloar, 7, is a first-grader at St. Lawrence Catholic School in Utica. Her mother, Paula, supports a campaign to bring a new Catholic high school to northern Macomb County. Macomb County School backers optimistic Plans for new Catholic academy move ahead Jim Lynch / The Detroit News Brandy Baker / The Detroit News The proposed Austin Catholic Academy's estimated cost is $24 million. See full image -- The beat goes on with fundraising efforts to bring a new Catholic high school to northern Macomb County, but the tempo has slowed somewhat. Organizers of the fundraising drive to make Austin Catholic Academy a reality are behind schedule, but only slightly, according to Leonard Brillati, president of the Macomb County Regional Catholic High School group. The estimated price tag is $24 million. "We're about 20 percent of the way to our goal at this point," Brillati said. "And we'll have another announcement coming up in the next 30 to 60 days." After targeting 2006 for ground-breaking last year, Brillati said project backers hope construction will start in the next 18 to 24 months. "It looks like it might be two years or so before we can break ground, if we do," said the Rev. Jerome Machlik of St. John Vianney. The idea of a new high school has been in the works since 1996. Three years later, the Archdiocese of Detroit signed off on the idea and, in 2000, officials bought property for the school, which would be on 23 Mile between Card Road and North Avenue in Macomb Township. Sterling Heights resident Paula Treloar is a project supporter who said she wants another high school option for her 7-year-old daughter, Katelyn. Treloar has 12 years of Catholic education in her own background. "When she goes to school, what I'm teaching at home gets reinforced," Treloar said. "And I think Catholic schools can be better academically." If the school isn't open by the time her daughter is ready, Treloar has few options if she still wants a Catholic education for Katelyn. One possibility would be to drive her to Notre Dame Preparatory School in Pontiac. Seven parishes in the county are sponsoring the school: St. Isidore in Macomb Township, St. John Vianney in Shelby Township, St. Lawrence in Utica, St. Mary Mystical Rose in Armada, St. Maximilian Kolbe in Macomb Township, St. Peter in Mount Clemens and St. Therese of Lisieux in Shelby Township. Treloar said she thinks there is more than enough interest in Macomb County to support a new Catholic high school. "There are so many families that would support it; I just hope my daughter does well enough academically so she can go there," she said. Once completed, Austin Catholic Academy would enroll students for grades 9-12. It would have a student capacity of 800, and would be built on 63 acres now occupied by the Oliver Sod Farms. Supporters have enlisted the Augustinian Fathers to run the school. The order has experience in the Metro Detroit area, having run Austin Catholic Preparatory School on the city's east side for more than a quarter century, beginning in 1952. "They are a teaching order with a long tradition of academic excellence," Machlik said. You can reach Jim Lynch at (586) 468-0520 or jlynch@detnews.com. |
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| NFarquharson | Mar 13 2006, 06:58 AM Post #2 |
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From the Detroit Free Press: http://www.freep.com/apps/pbcs.dll/article...ION02/603130309 Local columnists NICHOLE M. CHRISTIAN: Why it's important to sift the educational diatribes March 13, 2006 With so much rhetoric surrounding the problems of education lately, it's hard to know what to accept as fact and what deserves a challenge. If you believe Jay P. Greene, very little conventional wisdom is true. Greene wrote "Education Myths: What Special-Interest Groups Want You to Believe About Our Schools -- And Why It Isn't So." In the book, Greene sets out to bust an array of "myths" about some of education's steepest challenges, from inadequate school funding and inflated graduation rates to the popularity of small class sizes as an antidote to poor achievement. Because Greene is a senior fellow at the respected conservative Manhattan Institute, I confess to expecting a predictable rant. I believe in many of the liberal leaning views he takes aim at. Greene didn't change that. He did, though, make me recommit to ignoring labels and partisan politics long enough to focus on the heart of issues. Understandably, teachers and their unions might not be so open. But they can't deny he's provocative. The Money Myth: "Our nation's experience over the past 30 years has shown that a lack of resources is not one of the major problems affecting our schools' performance. The idea that underperforming schools would succeed if only we gave them more funding is simply unsupported." Greene bases his argument here on U.S. Department of Education figures that per-pupil spending on public schools has increased steadily over the last 50 years. It's a decent point. But I can't disregard the impact soaring pension and health care costs have had over the same period, limiting schools' ability to pour money into the kinds of teacher training that would pull up some underperforming schools. The Teacher Pay Myth: "When we compare hourly earnings instead of annual salaries, we find that teachers are substantially better paid than accountants. The U.S. Department of Labor reports that, on average, elementary school teachers earn $30.75 per hour and secondary school teachers earn $31.01, while accountants and auditors earn $23.35." Yes, on an hourly basis teachers' salaries look pretty good. But what does that matter when weighed against the emotional investments that teachers, more than any other professionals, make every hour of their workday? Or the hours they put in outside the class schedule? The Graduation Myth: "To calculate official graduation rates, the federal government and many state governments use flawed methods that produce implausible results." On this issue, Greene couldn't be more correct. There is no consistency on how graduation rates are calculated. That's important if you want to know who's succeeding and who's abandoning school. There are enough smart people in the business of education to come up with a universal approach. Sure, if the truth got out, some districts might see diminished funding, which is often tied to enrollment. But at least schools would have a clearer picture of which students in America are truly being left behind. The Class Size Myth: "Every dollar spent on class size reduction is a dollar that will not be available for teachers' salaries, new books, better equipment or the implementation of school reform. ... Even if all the claims made to promote the Class Size Myth were right, improving student performance by reducing class size is a little bit like driving from Los Angeles to San Francisco by way of Pittsburgh." I'd love to see Greene fly that argument by the 75% of high school dropouts who, in a new report from the Bill and Melinda Gates Foundation, said smaller class sizes would have kept them in school. If a smaller class can keep a young person committed to learning, then it's a well-spent investment. The value of Greene's research isn't so much in his blunt, tough conclusions. A number of them are frankly hard to swallow, because they're too dismissive of the real social and economic problems that put pressure on schools. If Greene's book has a great value, it's reminding people who care passionately about education that caring is the just the first step to improvement. Finding the courage to consider radical thinking, from all sides, is more powerful. NICHOLE M. CHRISTIAN is a Free Press editorial writer. Contact her at 313- __________________________________________ http://www.freep.com/apps/pbcs.dll/article.../603130312/1068 Local columnists MICHIGAN READING MONTH: Reader for life Jimmy Womack learned patience and focus from a triumphant tortoise March 13, 2006 • Words, pages, adventure Name: Jimmy Womack Age: 52 Claim to fame: President, Detroit Board of Education Favorite book: "The Hare and the Tortoise," one of Aesop's Fables, this text by Peter Holeinone Womack says: I was a hyperactive child and as an adult have been diagnosed with attention deficit disorder. Being unable to focus on projects and objectives, I'd become frustrated and impatient. I remember my mother reading this book to me. As she reminded me to take my time and keep moving forward, I'd identify with the tortoise. In my mind, the name of the story was "The Tortoise and the Hare," not the other way around. My mother would tell me it wasn't how fast I finished something or got to something, as long as I got there. Running too fast sometimes slows you down, you lose momentum and miss the mark. Throughout my life, in school and my different careers, I've used this story to remind me to stay focused and be patient. This story for children and adults has a message that is simple and powerful: It's not how fast you go; it's completing the journey. The book says: The sun started to sink below the horizon, and the tortoise, who had been plodding towards the winning post since morning, was scarcely a yard from the finish. At that very point, the hare woke with a jolt. He could see the tortoise a speck in the distance and away he dashed. He leapt and bounded at a great rate, his tongue lolling, and gasping for breath. Just a little more and he'd be first at the finish. But the hare's last leap was just too late, for the tortoise had beaten him to the winning post. Poor hare! Tired and in disgrace, he slumped down beside the tortoise who was silently smiling at him. "Slowly does it every time," he said. |
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| NFarquharson | Mar 13 2006, 07:09 AM Post #3 |
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From the O & E: http://www.hometownlife.com/apps/pbcs.dll/...EWS17/603120581 School board spars over meeting minutes Change in way comments are recorded to be considered on Monday The Rochester School Board is poised to overhaul its meeting minutes by barring specific public, board or administrative comments from its written record. Officials Monday will consider changing the board bylaws to streamline written minutes. If approved, the minutes, which are available to the public on the school district's Web site, will include the meeting date, time, place, members present, members absent, the purpose of any closed meeting called during the open session, as well as any action taken during the open meeting. Board members, administration and the public would no longer be allowed to state their comments for the public record. The potential change has inflamed officials on both sides of the debate. "This is an example of government gone awry. Nowhere else in any other form of government would the concept of open debate be shunned," said Trustee Mike Reno. "If you look at the city of Rochester Hills (minutes) they don't quote each board member but they give you the substance of the debate that's going on. "They ought to provide a flavor of what was going on in the debate." But school board President Michelle Shepherd said minutes are meant to reflect board action, not individual opinion. "We're not trying to be closed. We have a Web site, our (phone) numbers are published," she said. The district also videotapes and cablecasts board meetings. "We're trying to align our minutes with what is indicated by legal counsel, the Open Meetings Act and area school districts' minutes," Shepherd said. Historically, the Rochester school board minutes included individual comments. But continuing debate over the amount, accuracy and inclusion of all ideas in the minutes, compelled officials to remove their names from the written discussion. About a year ago, the board simply began recording a summary of the discussion, without singling out individual board members. However, according to the board bylaws, members can specifically request that their name and comments be read into the public record. Shepherd says that practice of including summarized discussion in the minutes is out of line with the board's own bylaws. And she says that although the bylaws permit board members to request their statements be included in the public record, the practice has turned the meeting minutes into "more of a personal opinion than a reflection of action." "This has gotten out of hand. Look at any other group and you never just have one point of view," said Trustee Darlene Janulis, adding that Reno has inserted comments into the public record with increasing frequency. "He does this on every topic," Janulis said. "Mike Reno comes to the board table scripted on every topic." Added Shepherd: "What's disturbing is if you look at the last three meetings, it's becoming a personal journal. It shouldn't be about, 'Here's what I think.' According to the Open Meetings Act, it should be a reflection of action." But Reno said he has inserted his statements into the minutes for the record only six times during the past year. He said he was blindsided by the board's concern over his three "for the record" comments made during meetings in January and February this year. "Their solution is to offer less to the public. I think they are trying to protect their own interests," he said, adding that the debate over minutes is a symptom of a "much larger problem." He contends that some board members aren't willing to compromise and he pointed out that others can insert their own comments into the record if they feel it's one-sided. He hopes the board will delay action on the minutes this Monday, giving members time to rethink the plan. "The members who always support administrative motions already get their say because the administration will support their ideas of why a motion should pass," he said. "If you're not in agreement with that, we're not allowed to make a presentation and now we're not even going to be able to include our rationale for a no vote." Janulis emphasized that "there are many ways of being open to the public." "It's not just the minutes of the meeting. Go online and write a letter to the board and the board will answer back. They (residents) can speak on every agenda item. Go to our Web site. I haven't seen any as detailed as ours." Originally published March 12, 2006 __________________________ http://www.hometownlife.com/apps/pbcs.dll/.../603120589/1034 School board to hear MEAP report on Monday The Rochester Community Schools Board of Education will hear a presentation on Michigan Educational Assessment Program (MEAP) testing at its meeting Monday. The meeting starts at 7:30 p.m. in the Harrison Room at the district office, 501 West University, Rochester. "The individual results will be mailed to parents on Monday," said Deb Hartman, the district's interim communications supervisor. "The presentation on Monday will by districtwide as opposed to school by school." She said individual schools will hold informational meetings on MEAP results for parents over the next few weeks. Students in grades third through eight take MEAP tests every fall. The state reports their results as a percentage of students who took the tests. High school juniors also take tests, but may re-test as seniors. The high school MEAP results reflect all results from tests taken by the class of 2005. The results are reported as the number of students who tested, not as a percentage. The following numbers reflect the total percentage of students who either met or exceeded test standards: Third grade: 96.7 percent in math, 96.6 in reading, 73.3 in writing, 92.8 in English-language arts. Fourth grade: 94.6 percent in math, 94.7 in reading, 71.5 percent in writing, 90.5 percent in English-language arts. Fifth grade: 94.3 percent in math, 94.2 percent in reading, 93.2 percent in science, 83.4 percent in writing, 92.6 percent in English-language arts. Sixth grade: 93.1 percent in math, 95.3 percent in reading, 94.8 percent in social studies, 93.1 percent in writing, 94.2 percent in English-language arts. Seventh grade: 90.8 percent in math, 94.2 percent in reading, 90.1 percent in writing, and 94.5 percent in English-language arts. Eighth grade: 87.3 percent in math, 90.8 in reading, 91.7 percent in science, 90 percent in writing, and 90.7 percent in English-language arts. High school scores, showing the number of Rochester students who either met or exceeded standards: 793 in math; 929 in reading, 768 in science, 574 in social studies, 744 in writing. Originally published March 12, 2006 _________________________ http://www.hometownlife.com/apps/pbcs.dll/.../603120357/1020 Students top MEAP averages BY TONY BRUSCATO STAFF WRITER The latest MEAP scores indicate -- once again -- Plymouth-Canton elementary and middle school students are generally outpacing students in Wayne County and throughout the state in reading, writing, English language arts, math and science scores. In only one case -- third-grade writing -- did Plymouth-Canton elementary students rank below the state average with 49 percent proficient, compared to 51 percent statewide. In middle school, where social studies was thrown into the mix in sixth grade, Plymouth-Canton students far and away outdistanced other Wayne County schools, as well as districts statewide. However, because the testing period for the current results was in October, compared to the winter last year, the scores can't be analogized to last year's test results to give administrators and teachers cumulative information on how students are performing. "The state has been clear, this is a baseline period," said Mike Bender, director of secondary education for Plymouth-Canton Schools. "The test had moved from later in the school year to the fall, which certainly changes the experiences kids had at that grade level." Students are being tested on information taught in their previous grade, which means this year's fifth-graders were tested in October on information they learned in the fourth grade. "A significant amount of time was spent in review, as well as balancing an approach where we began new instruction for kids in that grade level," added Bender. "There is discussion going on right now as to when the best time is for testing. The challenge for the state is that if the test is moved to winter or spring, will they have the outcome in time to meet the federal regulations which mandate we have our report card and grades (Adequate Yearly Progress) at the beginning of the next school year." It took approximately five months to get this year's results. If the tests were administered later, there's a chance scores wouldn't be available in time to make changes to meet the federal mandates. Also complicating the issue of comparing results: Last year's test was the first time Michigan used the MEAP to test third through eighth-graders in math and reading, increasing the number of students taking the test. "We're in the process of analyzing the results and drawing conclusions," said Bender. "We're very pleased and very proud of students and teachers, and the great job they've done." tbruscato@hometownlife.com | (734) 459-2700 Originally published March 12, 2006 ________________________________ http://www.hometownlife.com/apps/pbcs.dll/.../603120524/1025 Ex-school custodian charged with assault BY LEANNE ROGERS STAFF WRITER A former Garden City School custodian has been charged with assaulting his supervisor at a school. Garden City resident Brian Schmitt, 26, was arraigned Thursday on an assault and battery charge in 21st District Court. A not guilty plea was entered on the misdemeanor charge. The assault was reported March 2 at Garden City High School where Schmitt was working. Based on investigation, Lt. David White said Schmitt was apparently angry over being denied a day off. When the supervisor, a 45-year-old Canton man, came to the high school to deliver employee paychecks, White said Schmitt made some confrontational remarks. "He (Schmitt) asked the supervisor to come to his work area. We have surveillance video showing the suspect leading the victim into a classroom," said White. "The next thing you see is the supervisor falling back out the door, papers flying and the suspect pummeling him." The victim managed to wrestle free of his attacker, who then threatened retaliation, if the incident was reported, White said. "The supervisor went to the hospital and was treated for a bloody nose and a bruised eyeball," he said. "The suspect went home sick. He was discharged by the schools on March 8. He'd worked there for seven years." A pretrial hearing for Schmitt has been scheduled for March 21. Bond was set at $50,00 0/10 percent with conditions including no contact with the victim and that Schmitt is not to be at any schools. lrogers@hometownlife.com | (734) 953-2103 Originally published March 12, 2006 |
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| Grant | Mar 13 2006, 11:55 AM Post #4 |
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This Week's Fact to Memorize: Michigan charters receive an average $1,473 per student less than traditional district schools in total funding, according to the 2005 charter school report issued by the state Department of Education. At that rate, charters save taxpayers more than $125 million a year based on current enrollment. Kuipers Has Own Graduation Requirements Last Thursday Senate Education Committee Chair Sen. Wayne Kuipers (R-Holland) proposed stringent high school graduation requirements that are different from the ones that recently passed the House. Kuipers has spent several months traveling around the state, holding public hearings on the proposed graduation requirements. After logging nearly 3,000 miles, he's come up with a plan of his own, that follows state Superintendent Mike Flanagan's ideas and has bipartisan support. Read More At: http://www.charterschools.org/pages/lansingnews.cfm |
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| Derek | Mar 13 2006, 09:06 PM Post #5 |
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This comment is truly misleading of the big picture... Charter schools do not have to educate everyone... They have sverely less minorities, less lower income, and less if any special education students. While a public school system is charged with educating ALL students for the same per pupil funding... even when one student may need a nurse with him all day long! This and the misleading quotes about charter schools and parocial schools having higher testing scores are put out to mislead the reader in their favor. Also with testing, charter and parocial schools do not have to educate the same wide variety of students as do public institutions. Our public schools do a marvelous job with our children. Thank you Public school teachers for your dedication... amidst the barrage of constant attacks in the arena of public opinion... -Derek |
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| NFarquharson | Mar 13 2006, 11:55 PM Post #6 |
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I for one believe in public schools, which is why it pains me greatly that I am even in a position of considering parochial schools because of the LI. I must try to do what is best for my children and I believe that 900 10 and 11 year olds at Cooper is just wrong. |
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