North Kansas City Schools Have Only a Limited Amount of Funding Available

North Kansas City schools need to receive enough funding to ensure that students have the tools they need to learn. The problem with school budgets in general (not just the budget for North Kansas schools) is that the people in charge of those funds tend to forget exactly where the money comes from. The government can only collect so much in taxes, after all.

The challenge faced by North Kansas City schools is how to keep costs in line, while still providing a quality education. Since the vast majority of school board spending is on salaries, this is the budget item that might fist be examined for possible cuts. School business is a tough business. Teacher salaries are always a topic for debate and yet talented teachers are in demand and schools are finding it difficult to address budget needs at the teacher level.

Budget Goals at North Kansas City Schools Can Be Met Without Cutting Staff

I applaud the decision taken by board officials responsible for North Kansas City schools in deciding to look at where the public's tax dollars are being spent and make some changes where the lion's share of the money is being spent. No jobs will be cut, but the board officials at North Kansas City schools will be making adjustments to make better use of the human resources they already have.

The easy approach, by far, would be to get the axe out and start swinging. I was very glad to read that any reductions in the staff working at North Kansas City schools will be done through attrition. The schools can be thought of as being in the service industry; they get funding to provide educational services to our young people.

When you start cutting back too deep or too quickly, the quality of that service will suffer. When the quality of education suffers, then we will all end up paying for it. The children going through North Kansas City schools are our future leaders. If we start cutting the budgets for North Kansas City schools without having a detailed plan in place, we may end up with a generation that is not well prepared for life as adults when they finish school.

We use a portion of our tax dollars to invest in the next generation because we know those young people are worth it. The board officials need to spend those funds wisely, and that may mean making changes to class size or choosing not to run some courses where there isn't enough interest to justify keeping them going. North Kansas City schools are on the right track; more school districts need to follow in their footsteps.

Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Kansas City Missouri school district.

Original Post: Online Schools

Trimming The Budget At North Kansas City Schools Good News

Columbus Schools Need a Better Definition of Bullying

The definition of bullying being used in Columbus schools describes physical, written, or verbal acts against fellow students, but adds the words "more than once." I would argue that we all know what bullying is and that there should be zero tolerance for this type of behavior. By including the statement that an act is not considered bullying unless it happens for a second time gives the bully one free shot at a victim. That is simply not acceptable in Columbus schools or anywhere else, for that matter.

If we are talking about a physical act of violence that an adult commits, do they get one freebie before it is considered a crime? Not at all! Anyone who chooses to bully another student needs to take responsibility for their actions from the very first time they behave in that manner. All acts of bullying are harmful to the victims involved, whether it's the first time or not, and administrators at Columbus schools need to step up and recognize that fact.

Consequences of Bullying Should be Spelled Out

Not only should the definition of bullying used by Columbus schools be tightened up, but the consequences for this type of behavior should also be explained in detail with the objective of making consequences a deterrent in themselves. Students and parents should know what to expect if their child is bullied and, more importantly, know the consequences should their child be the bully.

For the policy to be effective, all bullying incidents at Columbus schools must be taken seriously. All allegations of bullying need to be investigated promptly, and if they are found to have merit, the penalty should be imposed with no exceptions. It's the only way that the problem of bullying at Columbus schools and in other jurisdictions has a chance of being overcome.

Too many people have the opinion that children have always picked on each other and that's just the way it is. I believe that over time our attitudes toward what is considered acceptable behavior can and does change. The students at Columbus schools deserve to learn in an environment that encourages tolerance. The victims of bullying at Columbus schools are not the problem; the problem of bullying lies squarely with the bullies themselves.

Let's tell officials at Columbus schools that their policy needs to be rewritten so that bullying incidents are dealt with the first time they occur, not give bullies a free first shot.

Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Columbus Public Schools.

Original Post: Online Schools

Are The Columbus Schools Policies As Tough As Their Bullies?

Los Angeles schools who attend these failing schools (approximately 13 in all) may feel like they are being taken care of by their school board, if they take the time to even think about it. Most likely, they have their minds on other, more pressing (to them) matters, such as living in poverty, learning to speak English, learning with disabilities and whether or not to stay in school at all.

These students attending these Los Angeles schools may look to their school as a place of sanctuary, but given the habit of teens to bring wear their problems on their sleeves, it’s doubtful that even the best school can offer much sanctuary from a stressful life.

The Plan: Inspired or Misguided?

So is the “Plan” misguided? I believe that the leaders of Los Angeles schools truly want to improve their schools that need improving. Is the plan the best way to go? Well, let’s take a look at a few of its high points.

• Local Control – individual Los Angeles schools will be given control over how they will improve. With district support, these Los Angeles schools can use what methods work best for their particular students. (One has to wonder, however, that if the administrators of these Los Angeles schools were doing their best in the first place, whether the problems would be as extensive as they currently are.)

• Rigorous Curriculum – Setting a higher standard for students to reach is all well and good, but if the students attending these failing Los Angeles schools are already behind, (and it’s a good bet that this is so, especially if we’re talking about those in danger of dropping out or with learning disabilities) it’s hard to see how raising the bar will help. Perhaps more concentration should go into getting these students of Los Angeles schools back on track academically speaking.

• High Quality Instruction – This simply means putting better teachers in the classrooms. Too often, low-achieving schools are the dumping ground for what’s wrong with the teaching profession; they’ll take any assignment they can get in order to keep their jobs. They’re teaching for the paycheck (as unbelievable as THAT may be) and little else. Improving teacher quality is imperative; principals have got to be able to rearrange, reassign, retrain or even FIRE ineffective teaching staff. Failing teachers working at failing Los Angeles schools really do not deserve job security. We wouldn’t accept that from a doctor, lawyer, policeman or even preacher, so why should teaching be any different?

While these are only a few areas which are addressed in “The Strategic Plan for High Priority Schools”, it is easy to see that Los Angeles schools have their work cut out for them. Reform is necessary, and won’t be simple. Hopefully, the leaders of Los Angeles schools will stick to their jobs for the long haul and fix what’s wrong with these Los Angeles schools.

Patricia Hawke is an expert researcher and writer on real estate topics such as economics, credit improvement tips, home selling advice and home buying preparations and education for relocating families. For more information please visit Los Angeles Unified School District

Original Post: Online Schools

Can Strategy Save Failing Los Angeles Schools?

What are the Basis of High School Rankings?

When you look at high school rankings, information other than the test scores may also be included. Along with the test results, the total number of students attending the school, and the student-to-teacher ratio is also provided. The percentage of students receiving a free or discounted lunch is also tracked.

Since the high school rankings do show that it is possible to have a good number of students getting a free or discounted lunch yet do well on tests, why is this figure included in the numbers prepared for publication?

Again, the administrators and the public are basing their opinion about what makes a school a good one simply on a snapshot of the test results from a single day. This view of high school rankings is a very narrow one. What about intangibles? What about facility attitudes toward teaching? What about student safety? Is the environment encouraging or discouraging. For example, taking California’s API scores, a school catering to a naturally above average student body in aptitude may end up with the highest test scores without teaching or challenging its students. Another school that begins with a student body collectively average or below in natural aptitude may score much lower but provide a challenge and significant improvement to the student body. Which school is then doing its job better? Put another way, if we truly want to get a good handle on high school rankings and what they mean, we need to keep in mind that they only tell one part of the story. Consider, if you will, a competition of any kind. It could be an athletic or academic one. At the end of the day, the winners will be selected. The standings don't show what the competitors went through to prepare for that day, who competed while battling symptoms of the flu, or which ones had trouble concentrating on the task at hand because of problems at home.

High school rankings do the same thing. They show a snapshot of one day but don't take into consideration the hard work the students are putting forward when they go to school or how much progress they have made over the school year. The high school rankings don't indicate which students were fortunate enough to have teachers who were willing to offer extra help or lend an ear when students had a problem they wanted to discuss.

All of these elements have a bearing on high school rankings. You simply can't take all the work that goes into a school year and choose one day that will indicate whether the students are a success or not. Check out the high school rankings if you want to, but do keep in mind that a set of figures does not tell the whole story about a school.

Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit High School Rankings

Original Post: Online Schools

Why High School Rankings Are Not Enough?

Tips for Test Taking from Detroit Schools

There are three distinct stages of test-taking according to Detroit Schools: before the test, day of the test, and after the test. Knowing what to do in each stage can be the most helpful in helping a child prepare for a test.

? Before the Test: In the weeks before a test, parents should be asking to see their child’s homework assignments. Parents should sit down with their children and discuss the reasons why he or she thinks they are getting the questions wrong. Parents should help children not just with answers to the questions but how those answers were arrived at. When a parent is stumped too, call the teacher. Detroit Schools have gone to lengths ensuring that all on their teaching staff are highly qualified. Parents of Detroit students should not hesitate to call and ask questions regarding their child’s progress.

Parents can also make sure that their child has adequate space to do homework in a quiet and well lit area. A rule of thumb for home work, depending upon age is 20 minutes of study for each hour of class 5 days a week through Jr. High. In High School that number increases to 30 minutes. Friday and Saturday nights can be rest nights with Sunday through Thursday nights being study nights. Effort and accountability are key lessons parents can teach their children. Detroit Schools recommend that parents give lots of praise for a job well done. The younger the child, the more he is actively seeking parental approval.

? Day of the Test: On the day of the test, Detroit Schools recommend that parents make sure their child is well rested and well fed with a hearty breakfast. Studies have shown that a student who has eaten breakfast performs better on tests. Also parents should be sure that the student arrives to school on time and is calm and relaxed. Reassure him that everything will go well and that he or she is ready. Also parents should re assure that as long as their child has done their best, everything will turn out alright. Detroit Schools will take it from there!

? After the Test: After the test is graded and sent home, parents should go over it with their children. Detroit Schools wants parents to ask their children questions about the test. If the student marked a question wrong but knows the right answer, there might be an underlying problem. Concerned parents should contact their teacher. Detroit Schools welcomes calls to teachers, principals, or counselors in order to resolve any problems.

Taking an active role in a child’s education is a parental responsibility!

Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Detroit Public Schools

Original Post: Online Schools

Tips For Test Taking In Detroit Schools

Tips for New Mentors

New mentors for Dallas Schools have a lot to live up to. It’s mentor’ responsibility to motivate and support the students in the program. Naturally, it can all be overwhelming, so here are some tips:

? Attendance: Since the AVID program is conducted mostly online, it is imperative that mentors show up for any scheduled face-to-face meetings with a Dallas Schools AVID student. This will ensure that mentors and students get to know each other properly and are able to attach a face to a name. Mentors’ should ask their students questions about his or her personal life. Find out about their goals, hopes, fears, etc. This will really help you in the mentoring process because you’ll know the student that much better.

? Limits: It is very important that a mentor understands that there are limits in their Dallas Schools AVID student’s life. He or she may not have access to a computer at home so it might take longer for him to respond to a mentor’s emails simply because it has to be done at school. Even with school internet access, it might take as long as a week to respond to any email a mentor might send. In order to work around this better, a mentor should find out when the student has internet access so they can establish a schedule of email response times accordingly.

? Do’s and Don’ts: Mentors should not, under any circumstances, initiate any outside contact with their student. Correspondence can only be made through email and scheduled AVID program events. It might be tempting to a mentor to take their Dallas Schools AVID student out to lunch or to talk over telephone, but remember that it is strictly forbidden by the program. This program might seem challenging to a mentor at first, because the student may not respond quickly. Dallas Schools encourages mentors to stick with it. Mentor should continue to provide words or encouragement for their Dallas Schools AVID reminding them that mentor support is behind them.

Overall, it seems that the E-mentoring program in Dallas Schools is headed in the right direction, but the lack of physical contact between mentor and student is troubling. Interaction works so much better between two people if they can meet on a regular basis and talk face-to-face. Dallas Schools, in order to be truly successful with the program, should consider integrating more supervised and meaningful face-to-face time in their e-mentoring program. The detached and impersonal nature of email mentoring would seem to be limiting in its power to make an impact on Dallas drop out rates.

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Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Dallas Independent School District

Original Post: Online Schools

Can Distance E-Mentoring In Dallas Schools Succeed?

No Gap Between Graduation Rates for African-American and White Students

The news item made a point of mentioning that the gap between graduation rates for African-American and white students had been closed. While ideally one would wish that such a statistic would not be necessary to reveal, the reality is graduation gaps between ethnicities are a major challenge among larger school districts and Cincinnati Schools are to be applauded for the effort and success of closing this gap while raising the overall standards and expectations of students.

Cincinnati Schools Did Their Homework to Make a Plan for Success

In hindsight, the preparation for this day began when administrators of Cincinnati schools studied the policies and procedures that were working on other jurisdictions with higher graduation rates for high school students. Administration assessed what could be taken and implemented to their school district and schools and set an ambitious goal - to increase the high school graduation rate to 75 percent and to close the gap between white and nonwhite students. More importantly, they devised a plan to reach that goal.

Other Districts Can Learn from the Success Achieved in Cincinnati Schools

This lesson in goal setting that worked so well for Cincinnati schools can be applied to other jurisdictions where the graduation rate for high school students remains a concern. The fact that the Cincinnati schools were successful in reaching their goal means that improvement is not only possible and achievable; it should be demanded by the public.

The best way to be successful in school district goal setting is to find a jurisdiction that has obtained the results an aspiring school district aspires to and adopting the policies and procedures that got the results for the model jurisdiction. This seems simple enough. The difficulty is for school district leaders to mire through the agendas and personalities of school board members while working within limited budgets provided by the state.

Cincinnati adopted policies and procedures that emphasized the drastic life differences between graduates and non graduates. They have successfully reached potential drop outs by demonstrating that a young person who leaves high school before graduating may not realize at that time that their decision will significantly decrease their quality of life for years to come. Taking this step effectively closes most doors toward increasing their education later or selecting a career that is fulfilling and financially rewarding.

We all have a responsibility to the next generation to try to give them the tools they need for success. One basic tool is a high school diploma. The increased graduation rates at Cincinnati schools means that more young people will have a better chance of being productive, contributing members of our society.

A big congratulations to the administrators, staff, and students at Cincinnati schools for the excellent progress. Now is not the time to rest on your laurels, though - there is still room for improvement in the graduation rates.

Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Cincinnati Public Schools.

Original Post: Online Schools

Increased Graduation Rate At Cincinnati Schools Proves Improvement Is Possible

National School Lunch Program in Chicago Schools

? National School Lunch Program (NSLP): The NSLP in Chicago Schools is completely voluntary, but many are participating in it because it provides cash reimbursement for schools that participate. Essentially, Chicago Schools participate in order to give your child a low or free of cost meal. In providing the meals, the government gives those participating Chicago Schools cash to keep the program going.

? Snack Services: Not all of Chicago Schools provide snack services after school, but they usually will if that school also has an after school program. The after school program is designed to keep children inside of the Chicago Schools learning and being constructive versus the temptations and safety issues facing them as latch key kids. They provide a healthy snack so kids can bridge the gap between lunch and dinner.

? Milk Program: Chicago Schools also have a milk program that provides free milk to those who cannot afford it. A cash reimbursement is also given to the schools that do this. The only stipulation is that a school with the milk program cannot have another NSLP program too. They have to choose which is the more pressing ned among its students.

Overall, it is nice to know that Chicago Schools are contributing to the overall health of its students. After all, a healthy child is a happier child and nutrition certainly contributes toward the educational success of children. It has been noted that the NSLP should increase its quality and control ensuring that its food be healthier. NSLP serves mostly processed foods that are increasingly under fire for containing ingredients that lead to an unhealthy lifestyle. They are used simply out of economics. Some argue that the NSLP in Chicago Schools are contradicting their very goals in failing to provide a truly healthy and nutritious lunch. Those critical of the current program believe the Chicago Schools should find more funding in order to provide a lunch that doesn’t just claim to be nutritious, but actually is nutritious. Of course the challenge is finding more funds.

As a parent, you’ve seen your child’s school lunch menu. How nutritious is it really? If you have concerns, you can always call your child’s school to ask for the nutritional information available or to just voice a concern about the food service system. The more parents voicing opinions, the responsive School Districts are to needs for change.

Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Chicago Public Schools

Original Post: Online Schools

Nutrition In Chicago Schools

What are Charlotte Schools’ Specific Goals for the Future?

? Lowering Ratios: Ratios are a part of life for most school districts and the Charlotte Schools are no different. The teacher student ratios are what are most concerning administrators and faculty alike. As more children move attend the district schools, more and more pressure is placed on existing teachers because their classroom numbers keep growing. Charlotte Schools are responding by hiring more teachers to lower the ratio of teachers to students. After all, the more interaction that a child has with his or her teacher, the better chance for academic success he or she will have.

? High Standards: Charlotte Schools desires to have best schools in the area. They aim to accomplish this goal by remaining uncompromised on their time tested academic standards but ensuring that new teacher hires meet a quality that will be up to the task. The burden of educational accomplishment falls not just at the base of the teachers. It is viewed as a three way contract. Students are expected to be motivated in their education and to learn more as the district expands it’s academic standards instead of contracting them. Administrators will be expected to handle the fiscal responsibility of keeping Charlotte Schools modern while also a desirable place for high quality teachers. Teachers will be expected to develop themselves more professionally, and the entire school will be expected to increase its performance on every level. High standards in Charlotte Schools require that motivated and talented people are putting forth their best effort.

Implementing the Goals of Charlotte Schools

Charlotte Schools need help in implementing their goals. They want parents to provide their children with help he or she needs academically succeed. Such needs include making positive learning environment at home and the encouragement to ask questions about homework or any problem he or she might be facing. In order to achieve high standards, children need their parents. Parents should ensure the child has adequate work space and enough time to finish his or her homework. Most importantly, encourage school attendance. The more he or she attends, the more he or she will learn.

Parents are encouraged to be active within the school district as well. One can see a myriad of volunteer opportunities at their child’s school. Learning is a community event and more should participate in the school system in order to help it run better. Join the PTA. Coach a sport. Get active in children’s education!

Overall, in our Country their seems to be an increasing trend toward placing education further on the back burner in favor of other more interesting things like helping students at home, we’re watching television or surfing the internet with the mentality that learning should only take place at school. This couldn’t be more wrong. Learning in the home begins at birth and into adulthood. If we parents take an active role in their children’s education, efforts like those taking place in the Charlotte Schools will fall well short of their potential.

Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Charlotte Mecklenburg Schools

Original Post: Online Schools

Goals Of Charlotte Schools

How are Houston Schools Helping Students Attend College?

The schools in Houston Independent School District, are dedicated to the focus of providing a quality education for all of its students. As part of this focus, the high schools within the district are implementing several “college readiness” programs to expose students to the benefits of a college education and help them understand that college is the way to go to further their success later in life.

The Houston Schools are emphasizing to all of their students the idea that every single one of them can go to college regardless of financial ability. Each student has the potential for college according to Houston Schools and they are gearing themselves toward providing the guidance and advice necessary to prepare their students for college. Such guidance includes early parent and student classes encouraging a college education at the elementary level. These classes, sponsored by the schools of the Houston Independent School District encourage parents to make college a priority in their children’s lives. It also encourages children to start succeeding early.

The Houston High Schools are also offering more Advanced Placement courses to their students as such Advanced Placement work prepare and acclimate students to the college class demands by increasing the work load and changing the curriculum in order to provide more time for scholarly essay writing and reading. A regular class might integrate more activities but an Advanced Placement course is more like a college-class than anything else. If they pass the standardized Advanced Placement test at the end of the year, it will apply as college credit when they do enroll at a college or University.

As part of the college preparedness effort, the Houston Schools are also offering dual-credit courses. Dual-credit courses allow the student to take a class that applies both to his high-school diploma as well as counting toward college credit requirements. It is conceivable that a student in the dual-enrollment program can graduate high-school with nearly an Associates Degree, or much of the general education requirement of college accounted for and be in a position to go to the University level and stay there for as little as two years.

Overall, Houston Schools are dedicated in their pursuit for most children to attend college. In our growing society, a college education is becoming increasingly more important. It is getting harder and harder for those without a college education to live above the poverty line simply because they are unable to make as much money as a college graduate. Encouraging your child to attend college from an early age will ensure that his future in the world will be secure. Houston Schools recommend starting early and taking an active role in your child’s education in order to maximize their achievement.

Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Houston Independent School District.

Original Post: Online Schools

Are The Houston Schools Making College Accessible?

Denver Schools’ Tips for Talking to Your Child about Sex

Denver Schools understand how awkward the “sex talk” can be between a parent and their child. But, they also know that parents talking to their children about sex can play a very important role in his or her sexual development in future years. Typically, the more open and honest parents are now, the better educated the child will be later. Denver Schools offer tips o parents to engage in a discussion about sex with their children:

? Age Levels: The child’s age and maturity level should be a major factor in knowing the right time to talk with them. Parents should make the talk gear toward their level of maturity. A younger child might not need to know all the details that an adolescent might need to know. Denver Schools suggest that parents keep the language as simple as possible for younger children.

? Start Early: Denver Schools suggests that parents start talking to their children at an early age. They stress that the talk should not simply be about intercourse, however. They need to know how the body matures as well. A younger child will be more curious about the differences between genders than intercourse. Denver Schools encourage parents to be sure they use the correct names for all body parts when trying to explain these differences. It will help to avoid confusion.

? Be Available: After parents speak to their children, Denver Schools suggests that parents mention that their children can always come to them if they ever have any questions. It is also encouraged to recognize the one parent talk with their child that it is over. Different talks held at different stages of life are the best way for a child to learn the intricacies about sex. In fact, the earlier a parent starts with their child the easier it will be as they grow up and can understand more. Remember that children know when something makes a parent uncomfortable, so parents should treat discussions on the body and sex very matter-of-factly. If children realize that talking about sex makes a parent feel uncomfortable, the child might not come to the parent if they have any additional questions.

Overall, Denver Schools are encouraging parents to promote sexual education in the home in order to give parents the power to educate their children on very important topics. The more strength one has as a parent, the better off the relationship with a child will be.

Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Denver Public Schools

Original Post: Online Schools

Sex And Parents In Denver Schools