School board member: How I was bullied at school - The Answer Sheet - The Washington Post

School board member: How I was bullied at school - The Answer Sheet - The Washington Post:

School board member: How I was bullied at school

By Valerie Strauss

This was written by Dana Smith, of Waddington, N.Y. ,a member of the St. Lawrence-Lewis Board of Cooperative Educational Services and a member of the board of directors of the New York State School Boards Association.

By Dana Smith

Bullying is, obviously, a problem in our nation’s schools. Sometimes it leads to suicides or lawsuits, and that ends up making headlines.Bullying can also coast under the radar of adults in the form of social ostracizing, taunting and catty postings on the Internet.

Bullying can and does happen in cafeterias, auditoriums, gymnasiums and school recreation areas. It can happen during chorus rehearsal, extracurricular activities and even advanced placement classes.

D.C.’s new sex ed standardized test: Fodder for a Jon Stewart skit

by Valerie Strauss

I can just imagine the skit Jon Stewart and his crew at The Daily Show will put together on this: D.C. schools officials have written the nation’s first statewide standardized test on sex education, drug use and health.

Yes, indeed, according to this story by my colleague Bill Turque, there will be 50 questions and the test will be given for the first time in April 2012 to kids in fifth, eighth and tenth grades, along with the regular standardized tests in math and reading and other traditional academic subjects that are part of the city’s accountability system.

Read full article >>

The Whole Child Blog « Whole Child Education

The Whole Child Blog « Whole Child Education:

Engaging, Supporting, and Connecting Parents and Families in Learning

September 13th, 2011 by Klea Scharberg

It isn’t a new concept that parent and family engagement in children’s learning is key to student success and development. But we are introducing and working with new technologies that can improve, reinforce, and support the engagement and communication. Microsoft Education in the United Kingdom offers resources to allow educators get the most from information technology investments and has worked with the Department for Children, Schools, and Families to share the stories of five schools that are using technology in innovative ways to better engage parents in their children’s education.

Primary Schools

Clunbury Church of England Primary School serves a small village and larger rural area i

Schools Matter: Finding the money for school repairs: reduce testing

Schools Matter: Finding the money for school repairs: reduce testing:

'

Finding the money for school repairs: reduce testing

by skrashen

Sent to the New York Times, Sept 13, 2011

The chair of the Ohio Republican party wonders how President Obama will find $25 billion for school repair ("In Ohio, Obama Emphasizes School Upgrades as Part of Jobs Proposal," Sept. 13). I have a suggestion: Reduce testing and scrap plans to increase testing.

The US Department of Education plans to increase testing well beyond the already excessive amount we are doing now, without any supporting evidence.

Test development and revision, administration and scoring will cost billions. The new tests will be administered

The Educated Reporter: SAT Scores Drop: Critical Reading Hits All-Time Low

The Educated Reporter: SAT Scores Drop: Critical Reading Hits All-Time Low:

SAT Scores Drop: Critical Reading Hits All-Time Low

by Emily Richmond

Students who took the SAT last year posted the lowest average score on record in critical reading, and the average math score fell to its lowest point since 1995, the Associated Press reports.

But, like most education issues, there's more to the story than just the numbers.

An official at the College Board, which oversees the national exam, pointed to changing demographics among test-takers. The percentage of students coming from households where English was not the only language rose to 27 percent from 19 percent a decade ago.

A well-known critic of high-stakes exams, Fair Test's public education director Bob Schaeffer, doesn't buy a bigger testing pool as an excuse. He told the AP's Justin Pope that there have been other years with even bigger

School Tech Connect: Reform In The Age of Obama

School Tech Connect: Reform In The Age of Obama:

Reform In The Age of Obama

by noreply@blogger.com (Tim)

Susan Ohanian at the SOS March

Who here among us does not love the legendary Susan Ohanian? Sorry, I always channel John Kerry when blog from the majestic height of my front stoop. Anyway, if you're not a subscriber to her frequent emails, you're missing out. It's where I get half my material.

And I think it's clear where I get the other half.... Ahem.... cough.... hack....


It ain't the Jan Schakowsky newsletter, that's for sure.

Anyway, Susan's got this great piece from Glen Ford of Black Agenda Radio. You've got to read it. Or better yet, hear it. Play it at a meeting.

New-School-Year's Reflections - Bridging Differences - Education Week

New-School-Year's Reflections - Bridging Differences - Education Week:

New-School-Year's Reflections

by Deborah Meier

Dear Diane,

September. For nearly 50 years September was a signal for me of renewed enthusiasm for the possible. Everyone seemed to enter the schoolhouse with new convictions for THIS year. It was our equivalent of New Year's.

For kids and teachers, the resolutions included staying up to date on our assignments and keeping our desks and bulletins boards neat and current; for teachers only, never yelling at kids. ("What, never?" "Well, hardly ever.") At home, I'd start a new system for leaving messages for the kids each morning and reporting on our plans for the evening. Each year my system ran out of steam after a while, but I consoled myself that five steps forward and four back still equaled progress. (Which was more or less what my history textbook had said when I was growing up.)

Yes, when teachers would rush together at 3 p.m. on the Wednesday after Labor Day they'd gloat over the great

Last Stand for Children First: Congressman Jack Kimble on Empowering Parents Through Quality Charter Schools Act

Last Stand for Children First: Congressman Jack Kimble on Empowering Parents Through Quality Charter Schools Act:

Congressman Jack Kimble on Empowering Parents Through Quality Charter Schools Act

by Last Stand for Children

Earlier today, I came off the campaign trail to sign important providing education choice for millions of parents across the country. Charter schools are the wave of the future in this country by providing the selectivity of private schools, but doing it at tax payer expense. Charter schools are freed up of the bureaucratic nightmare of environmental and fiscal regulation and aren't required to grant their teachers due process as a result fully 17% of charter schools perform better than public schools and some of them have become multi-million job creators.

One of the greatest things about charter school supporters like hedge fund operator Whitney Tilson is that they don't limit their contributions to one political party. It's not unusual to be at a pro-charter cocktail party and find liberals like Jared Polis socializing with strict conservatives like myself. It's this spirit of putting children first

NYC Educator: Writing Beside Them

NYC Educator: Writing Beside Them:

Writing Beside Them

by Miss Eyre

A week into the school year and my high schoolers are already working on their first major writing assignment of the year. If you really want kids to work their writing hard, a writing assignment beyond a page or so really requires some structured time in class for brainstorming, drafting, getting feedback, revising, editing, and publishing. Without this time, many of the kids for whom writing is intimidating and un-fun would simply not try. So, with a due date about two weeks out, we've already gotten a head start.

A "best practice" that I used to resist was completing a writing assignment along with the students. I have a master's degree, so went my thinking. I don't need practice on writing a five-paragraph persuasive essay. But the years have taught me that while that may be true, the kids certainly need the practice, and watching and listening to a confident writer works wonders on the students. Just the other day, I realized, mid-lesson, that I hadn't done a great job modeling a writing task. I fleshed out the model more fully for the next class, and their writing was much, much

Teaching History at Las Montanas–Mr. Macauley | Larry Cuban on School Reform and Classroom Practice

Teaching History at Las Montanas–Mr. Macauley | Larry Cuban on School Reform and Classroom Practice:

Teaching History at Las Montanas–Mr. Macauley

by larrycuban

After lunch is a tough time to teach. Yet a 56-minute lesson does not seem to faze James Macauley. The 28 tenth graders, sitting in parallel rows on either side of the room face one another with Macauley in the middle. He is energetic, dramatic in gestures, and, to me sitting in the rear of the classroom, charismatic. Seemingly, they share my opinion because their attention hardly flags as they listen, respond to Macauley’s questions, and work on assigned tasks. And this at 1:30 in the afternoon.

The World History class is midway through a unit on Nazi Germany that involves a simulation on authoritarian and democratic governments. After collecting and assigning homework, Macauley moves to the day’s lesson on Hitler taking over the chancellorship of Germany in 1933. He asks students to take out their notebooks; two students raise their hands that they forgot theirs–he asks them to leave class and stand outside the door for five

Ode to The Charter School Pusher MAN

H.R. 2218: Empowering Parents through Quality Charter Schools Act 112th Congress: 2011-2012 60% 40% To amend the charter school program under the Elementary and Secondary Education Act of 1965. Sponsor: Rep. Duncan Hunter [R-CA52] Status: This bill has been passed in the House. Next: The bill goes on to be voted on in the Senate.Explanation: Keep in mind that debate may be taking place on a companion bill in the Senate, rather than on this particular bill. [Last Updated: Sep 14, 2011 6:16AM]

(About Ads | Advertise Here)

Track H.R. 2218 This feed includes all major activity on this bill and its amendments, references in the Congressional Record, and relevant upcoming committee meetings. Preview Feed > Personalize your Tracked Eventspage by selecting trackers. You are not logged in to an account. Why sign up? Log In | Sign Up (for free) Make a widget for this tracker to display on your web page. Make a widget that shows the status of this bill for your webpage. Primary Source See H.R. 2218 on THOMAS for the official source of information on this bill or resolution. BILL OVERVIEW Co-sponsors: Show Cosponsors (13) Text: Summary | Full Text Status: Introduced Jun 16, 2011 Referred to Committee View Committee Assignments Reported by Committee Jun 22, 2011 Amendments (8 proposed) View Amendments Passed House Sep 13, 2011 Senate Vote ... Signed by President ... Last Action: Sep 13, 2011: On passage Passed by recorded vote: 365 - 54 (Roll no. 705). Related: See the Related Legislation page for other bills related to this one and a list of subject terms that have been applied to this bill. Sometimes the text of one bill or resolution is incorporated into another, and in those cases the original bill or resolution, as it would appear here, would seem to be abandoned. Votes: Sep 13, 2011: This bill passed in the House of Representativesby roll call vote. The totals were 365 Ayes, 54 Nays, 12 Present/Not Voting. Vote Details. You are not tracking any senators or representatives. To see their votes here, look up a Member of Congress. View all 4 votes on this bill.

Steppenwolf - Steppenwolf (1968)
The Pusher (Hoyt Axton) - 5:49

You know I've smoked a lot of grass
O' Lord, I've popped a lot of pills
But I never touched nothin'
That my spirit could kill
You know, I've seen a lot of people walkin' 'round
With tombstones in their eyes
But the pusher don't care
Ah, if you live or if you die

God damn, The Pusher
God damn, I say The Pusher
I said God damn, God damn The Pusher man

You know the dealer, the dealer is a man
With the love grass in his hand
Oh but the pusher is a monster
Good God, he's not a natural man
The dealer for a nickel
Lord, will sell you lots of sweet dreams
Ah, but the pusher ruin your body
Lord, he'll leave your, he'll leave your mind to scream

God damn, The Pusher
God damn, God damn the Pusher
I said God damn, God, God damn The Pusher man

Well, now if I were the president of this land
You know, I'd declare total war on The Pusher man
I'd cut him if he stands, and I'd shoot him if he'd run
Yes I'd kill him with my Bible and my razor and my gun

God damn The Pusher
Gad damn The Pusher
I said God damn, God damn The Pusher man.

The Slekar Family Stands Up and Opts Out - Living in Dialogue - Education Week Teacher

The Slekar Family Stands Up and Opts Out - Living in Dialogue - Education Week Teacher:

The Slekar Family Stands Up and Opts Out

by Anthony Cody

Recently we have heard news of more and more parents taking a stand against standardized testing, acting in what they believe to be the best interests of their children. Two of the leaders of this movement are Tim and Michelle Slekar, of Pennsylvania. I asked them if they would share their perspective.

What led you and your wife to take a public stand on opting out?

Tim Slekar: There is a simple answer and then there are all the academic and philosophical reasons. Let's start with the simple answer. Last year my wife (Michelle) and I went in for a parent teacher conference with one of Luke's teachers. We were concerned because he was really starting to demonstrate some negative attitudes towards reading and language arts. During the conference it became very obvious why he was having issues. While I was talking about the fragile nature of literacy and middle school boys, Luke's teacher spoke up and rather candidly said, "I understand what you are saying but my job is to get Luke ready for the PSSA. I don't have time to teach literature." Michelle walked out and I stayed to point out all the research that essentially

Why H.R.2218 Passed -Dude it's about the MONEY!!!

Bill Text - 112th Congress (2011-2012) - THOMAS (Library of Congress):

SEC. 5203. GRANTS TO SUPPORT HIGH-QUALITY CHARTER SCHOOLS.

`(a) In General- From the amount reserved under section 5202(b)(3), the Secretary shall award grants to State entities having applications approved pursuant to subsection (f) to enable such entities to--

`(1) award subgrants to eligible applicants for--

`(A) opening new charter schools;

`(B) opening replicable, high-quality charter school models; or

`(C) expanding high-quality charter schools; and

`(2) provide technical assistance to eligible applicants and authorized public chartering agencies in carrying out the activities described in paragraph (1) and work with authorized public chartering agencies in the State to improve authorizing quality.

`(b) State Uses of Funds-

`(1) IN GENERAL- A State entity receiving a grant under this section shall--

`(A) use 90 percent of the grant funds to award subgrants to eligible applicants, in accordance with the quality charter school program described in the entity's application approved pursuant to subsection (f), for the purposes described in subparagraphs (A) through (C) of subsection (a)(1); and

`(B) reserve 10 percent of such funds to carry out the activities described in subsection (a)(2), of which not more than 30 percent may be used for administrative costs which may include technical assistance.

`(2) CONTRACTS AND GRANTS- A State entity may use a grant received under this section to carry out the activities described in subparagraphs (A) and (B) of paragraph (1) directly or through grants, contracts, or cooperative agreements.

`(c) Program Periods; Peer Review; Grant Number and Amount; Diversity of Projects; Waivers-

`(1) PROGRAM PERIODS-

`(A) GRANTS- A grant awarded by the Secretary to a State entity under this section shall be for a period of not more than 5 years.

`(B) SUBGRANTS- A subgrant awarded by a State entity under this section shall be for a period of not more than 5 years, of which an eligible applicant may use not more than 18 months for planning and program design.

`(2) PEER REVIEW- The Secretary, and each State entity receiving a grant under this section, shall use a peer review process to review applications for assistance under this section.

`(3) GRANT NUMBER AND AMOUNT- The Secretary shall ensure that the number of grants awarded under this section and the award amounts will allow for a sufficient number of new grants to be awarded under this section for each succeeding fiscal year.

`(4) DIVERSITY OF PROJECTS- Each State entity receiving a grant under this section shall award subgrants under this section in a manner that, to the extent possible, ensures that such subgrants--

`(A) are distributed throughout different areas, including urban, suburban, and rural areas; and

`(B) will assist charter schools representing a variety of educational approaches.

`(5) WAIVERS- The Secretary may waive any statutory or regulatory requirement over which the Secretary exercises administrative authority except any such requirement relating to the elements of a charter school described in section 5210(1), if--

`(A) the waiver is requested in an approved application under this section; and

`(B) the Secretary determines that granting such a waiver will promote the purpose of this subpart.

`(d) Limitations-

`(1) GRANTS- A State entity may not receive more than 1 grant under this section for a 5-year period.

`(2) SUBGRANTS- An eligible applicant may not receive more than 1 subgrant under this section per charter school for a 5-year period, unless the eligible applicant demonstrates to the State entity not less than 3 years of improved educational results in the areas described in subparagraphs (A) and (D) of section 5210(6) for students enrolled in such charter school.

`(e) Applications- A State entity desiring to receive a grant under this section shall submit an application to the Secretary at such time and in such manner as the Secretary may require. The application shall include the following:

`(1) DESCRIPTION OF PROGRAM- A description of the entity's objectives in running a quality charter school program under this section and how the objectives of the program will be carried out, including a description--

`(A) of how the entity--

`(i) will support both new charter school startup and the expansion and replication of high-quality charter school models;

`(ii) will inform eligible charter schools, developers, and authorized public chartering agencies of the availability of funds under the program;

`(iii) will work with eligible applicants to ensure that the applicants access all Federal funds that they are eligible to receive, and help the charter schools supported by the applicants and the students attending the charter schools--

`(I) participate in the Federal programs in which the schools and students are eligible to participate; and

`(II) receive the commensurate share of Federal funds the schools and students are eligible to receive under such programs;

`(iv) in the case in which the entity is not a State educational agency--

`(I) will work with the State educational agency and the charter schools in the State to maximize charter school participation in Federal and State programs for charter schools; and

`(II) will work with the State educational agency to adequately operate the entity's program under this section, where applicable;

`(v) will ensure eligible applicants that receive a subgrant under the entity's program are prepared to continue to operate the charter schools receiving the subgrant funds once the funds have expired;

`(vi) will support charter schools in local educational agencies with large numbers of schools that must comply with the requirements of section 1116(b);

`(vii) will work with charter schools to promote inclusion of all students and support all students once they are enrolled to promote retention;

`(viii) will work with charter schools on recruitment practices, including efforts to engage groups that may otherwise have limited opportunities to participate in charter schools;

`(ix) will share best and promising practices between charter schools and other public schools, including, where appropriate, instruction and professional development in science, math, technology, and engineering education;

`(x) will ensure the charter schools they support can meet the educational needs of their students, including students with disabilities and limited English proficient students; and

`(xi) will support efforts to increase quality initiatives, including meeting the quality authorizing elements described in paragraph (2)(E);

`(B) of the extent to which the entity--

`(i) is able to meet and carry out the priorities listed in subsection (f)(2); and

`(ii) is working to develop or strengthen a cohesive statewide system to support the opening of new charter schools and replicable, high-quality charter school models, and the expansion of high-quality charter schools;

`(C) of how the entity will carry out the subgrant competition, including--

`(i) a description of the application each eligible applicant desiring to receive a subgrant will submit, including--

`(I) a description of the roles and responsibilities of eligible applicants, partner organizations, and management organizations, including the administrative and contractual roles and responsibilities;

`(II) a description of the quality controls agreed to between the eligible applicant and the authorized public chartering agency involved, such as a contract or performance agreement, and how a school's performance on the State's academic accountability system will be a primary factor for renewal; and

`(III) a description of how the eligible applicant will solicit and consider input from parents and other members of the community on the implementation and operation of each charter school receiving funds under the entity's program; and

`(ii) a description of how the entity will review applications;

`(D) in the case of an entity that partners with an outside organization to carry out the entity's quality charter school program, in whole or in part, of the roles and responsibilities of this partner;

`(E) of how the entity will help the charter schools receiving funds under the entity's program consider the transportation needs of the schools' students; and

`(F) of how the entity will support diverse charter school models, including models that serve rural communities.

`(2) ASSURANCES- Assurances, including a description of how the assurances will be met, that--

`(A) each charter school receiving funds under the entity's program will have a high degree of autonomy over budget and operations;

`(B) the entity will support charter schools in meeting the educational needs of their students as described in paragraph (1)(A)(x);

`(C) the entity will ensure that the authorized public chartering agency of any charter school that receives funds under the entity's program--

`(i) ensures that each charter school is meeting the obligations under this Act, part B of the Individuals with Disabilities Education Act, title VI of the Civil Rights Act of 1964, section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and title IX of the Education Amendments of 1972;

`(ii) adequately monitors and helps each charter school in recruiting, enrolling, and meeting the needs of all students, including students with disabilities and limited English proficient students; and

`(iii) ensures that each charter school solicits and considers input from parents and other members of the community on the implementation and operation of the school;

`(D) the entity will provide adequate technical assistance to eligible applicants to--

`(i) meet the objectives described in clauses (vii) and (viii) of paragraph (1)(A) and paragraph (2)(B); and

`(ii) enroll traditionally underserved students, including students with disabilities and limited English proficient students, to promote an inclusive education environment;

`(E) the entity will promote quality authorizing, such as through providing technical assistance, to support all authorized public chartering agencies in the State to improve the monitoring of their charter schools, including by--

`(i) assessing annual performance data of the schools, including, as appropriate, graduation rates and student growth; and

`(ii) reviewing the schools' independent, annual audits of financial statements conducted in accordance with generally accepted accounting principles, and ensuring any such audits are publically reported;

`(F) the entity will work to ensure that charter schools are included with the traditional public school system in decision-making about the public school system in the State; and

`(G) the entity will ensure that each charter school in the State make publicly available, consistent with the dissemination requirements of the annual State report card, the information parents need to make informed decisions about the educational options available to their children, including information on the educational program, student support services, and annual performance and enrollment data for the groups of students described in section 1111(b)(2)(C)(v)(II).

`(3) REQUESTS FOR WAIVERS- A request and justification for waivers of any Federal statutory or regulatory provisions that the entity believes are necessary for the successful operation of the charter schools that will receive funds under the entity's program under this section, and a description of any State or local rules, generally applicable to public schools, that will be waived, or otherwise not apply to such schools.

`(f) Selection Criteria; Priority-

`(1) SELECTION CRITERIA- The Secretary shall award grants to State entities under this section on the basis of the quality of the applications submitted under subsection (e), after taking into consideration--

`(A) the degree of flexibility afforded by the State's public charter school law and how the entity will work to maximize the flexibility provided to charter schools under the law;

`(B) the ambitiousness of the entity's objectives for the quality charter school program carried out under this section;

`(C) the quality of the strategy for assessing achievement of those objectives;

`(D) the likelihood that the eligible applicants receiving subgrants under the program will meet those objectives and improve educational results for students;

`(E) the proposed number of new charter schools to be opened, and the proposed number of high-quality charter schools to be replicated or expanded under the program;

`(F) the entity's plan to--

`(i) adequately monitor the eligible applicants receiving subgrants under the entity's program; and

`(ii) work with the authorized public chartering agencies involved to avoid duplication of work for the charter schools and authorized public chartering agencies;

`(G) the entity's plan to provide adequate technical assistance, as described in the entity's application under subsection (e), for the eligible applicants receiving subgrants under the entity's program under this section;

`(H) the entity's plan to support quality authorizing efforts in the State, consistent with the objectives described in subparagraph (B); and

`(I) the entity's plan to solicit and consider input from parents and other members of the community on the implementation and operation of the charter schools in the State.

`(2) PRIORITY- In awarding grants under this section, the Secretary shall give priority to State entities to the extent that they meet the following criteria:

`(A) In the case of a State entity located in a State that allows an entity other than a local educational agency to be an authorized public chartering agency, the State has a quality authorized public chartering agency that is an entity other than a local educational agency.

`(B) The State entity is located in a State that does not impose any limitation on the number or percentage of charter schools that may exist or the number or percentage of students that may attend charter schools in the State.

`(C) The State entity is located in a State that ensures equitable financing, as compared to traditional public schools, for charter schools and students in a prompt manner.

`(D) The State entity is located in a State that uses charter schools and best practices from charter schools to help improve struggling schools and local educational agencies.

`(E) The State entity partners with an organization that has a demonstrated record of success in developing management organizations to support the development of charter schools in the State.

`(F) The State entity demonstrates quality policies and practices to support and monitor charter schools through factors including--

`(i) the proportion of high-quality charter schools in the State; and

`(ii) the proportion of charter schools enrolling, at a rate similar to traditional public schools, traditionally underserved students, including students with disabilities and limited English proficient students.

`(G) The State entity supports charter schools that support at-risk students through activities such as dropout prevention or dropout recovery.

`(H) The State entity authorizes all charter schools in the State to serve as school food authorities.

`(g) Local Uses of Funds- An eligible applicant receiving a subgrant under this section shall use such funds to open new charter schools or replicable, high-quality charter school models, or expand existing high-quality charter schools.

`(h) Reporting Requirements- Each State entity receiving a grant under this section shall submit to the Secretary, at the end of the third year of the 5-year grant period and at the end of such grant period, a report on--

`(1) the number of students served by each subgrant awarded under this section and, if applicable, how many new students were served during each year of the subgrant period;

`(2) the number of subgrants awarded under this section to carry out each of the following--

`(A) the opening of new charter schools;

`(B) the opening of replicable, high-quality charter school models; and

`(C) the expansion of high-quality charter schools;

`(3) the progress the entity made toward meeting the priorities described in subsection (f)(2), as applicable;

`(4) how the entity met the objectives of the quality charter school program described in the entity's application under subsection (e);

`(5) how the entity complied with, and ensured that eligible applicants complied with, the assurances described in the entity's application; and

`(6) how the entity worked with authorized public chartering agencies, including how the agencies worked with the management company or leadership of the schools that received subgrants under this section.

`(i) State Entity Defined- For purposes of this section, the term `State entity' means--

`(1) a State educational agency;

`(2) a State charter school board; or

`(3) a Governor of a State.'.

School Tech Connect: Tip For Undoing A Public Trust

School Tech Connect: Tip For Undoing A Public Trust:

Tip For Undoing A Public Trust

by noreply@blogger.com (Tim)

Use the word "choice."

Affluent reformers and their Democratic allies have figured out that poor people will flock to regimented discipline factories. It has nothing to do with achievement or learning or offering the kind of education they choose for their own children. It has to do with the perception of safety and shock doctrine rhetoric that's driving the public discourse. Achievement doesn't matter. It's about undoing the American system with the language of choice. This vote on the charter bill was terrible, and I'm frankly ashamed of my congresswoman, Jan Schakowsky, for piling on. I've heard Jan say many intelligent things, and I admire her work, but I've never heard her say one

Leo finally comes around. « Fred Klonsky's blog

Leo finally comes around. « Fred Klonsky's blog:

Leo finally comes around.

by Fred Klonsky

I’m not sure who it was that AFT leader Leo Casey had in mind when he argues against those who say we should only talk to those who agree with us.

Who said that?

For starters, I talk with our board, and have done so in negotiations for over two decades, and we don’t always agree.

I even talk to Leo.

And I know that those of us who criticized the AFT for inviting Bill Gates to their convention last year didn’t do it on the basis that we should never talk to those who we disagree with. That’s a straw man that would make Dorothy proud.

And it wasn’t as if Gates only became outspoken in his anti-teacher pronouncements after AFT President Randi

Parent Involvement « Parents Across America

Parent Involvement « Parents Across America:

Parent Involvement

by pagrundy

This week, Parenting Magazine is sponsoring a blog-a-thon, in which parents from across the country, especially delegates to the 2010 and 2011 Mom Congresses, write open letters to their kids about what they’re going to do for education this upcoming school year. This letter was written by PAA co-founder Pamela Grundy, who was the 2011 North Carolina delegate to Mom Congress.

Pamela is spending the fall in Shanghai, China, with husband Peter Wong (a visiting scholar at Tongji University) and son Parker.

Dear Parker,

Only three more days before we head for Shanghai. Four months to explore one of the world’s great cities! I’ve already got a long list of places to visit together: museums,