Washington D.C. Schools experienced an uneven distribution of student enrollment in 2006. Public school population declined in a rapid trend for the past ten years as they Washington D.C. Schools lost more students to the private schools and voucher programs. The vouchers allow participants to enroll in private schools and the funding pays for ,500 worth of fees and tuition. The D.C. Public School District was alarmed and made efforts to corral their remaining students. Washington D.C. Schools’ officials received increased salaries, many of them making more than 0,000 dollars annually. These pay raises have been questioned by local publications. In response to the questions, the schools district’s media strategist claims that the raises were necessary to ensure the best leadership for Washington D.C. Schools.

Many Washington D.C. Schools’ parents wanted an extension of the voucher programs, due to their effectiveness and cost saving strategies. However, the consensus seems to be that vouchers would be more effective if they encompassed all of Washington D.C. Schools’ students. The solution seems to lie in the funding. As it stands currently, the vouchers are federally funded, saving the Washington D.C. Schools an incredible amount of money each year. If the vouchers become locally funded, the Washington D.C. Schools would save less money, but would increase school choices for students.

The troubled Washington D.C. Schools are going through other changes. Efforts have been made in the arena of educational overhaul. As recently as last year, the superintendent set a new list of standards for all grade levels to meet, referred to as the Master Education Plan. There was an emphasis placed on math time, reading time, and science time every day in the classrooms of Washington D.C. Schools. Additionally for high school students, community service and mathematical requirements were annexed to the Continue Reading

SUPERINTENDENT: On Thursday, April 12, the district board for Seattle Schools voted 6-0 to offer the position of Superintendent of Seattle Schools to Dr. Maria Goodloe-Johnson. “We are delighted to attract such a high-caliber superintendent to Seattle,” said Board President Cheryl Chow. School Board Director Michael DeBell, who is chair of the board’s finance committee, had this to say, “When Dr. Goodloe-Johnson stepped into the superintendent role in Charleston County, she inherited a budget deficit,” said DeBell. “Not only did Maria turn that situation around, but she also led her team to examine all expenditures. This mirrors the work that we have started here in Seattle Schools, and I am confident that Dr. Goodloe-Johnson will sustain and enhance those efforts.”

ENVIRONMENTAL EFFORTS: The Seattle Schools system has made a major commitment to reducing greenhouse gases. Some of the actions the district has taken to reduce greenhouse gas emissions include:
• Changing the heating and cooling set points to reflect a broader temperature range.
• Performing mechanical upgrades on operating equipment to increase efficiency.
• Reducing garbage and recycling pick-ups
• Adapting the time that computers automatically shut off
• Expanding the student-run composting program
• More efficient irrigation schedule for Seattle Schools sports complexes

APPOINTING NEW SEATTLE SCHOOLS PRINCIPALS: Before leaving office, former superintendent Raj Manhas appointed new principals for 8 Seattle Schools:
-Aki Kurose Middle School Academy
-Alki Elementary School
-The Center School.
-Eckstein Middle School.
-McClure Middle School
-Nathan Hale High School.
-The New School
-Whittier Elementary School.

TESTING WATER QUALITY: Seattle Schools consider student health and safety a top priority. Over the past Continue Reading

Research for Action (RFA), an independent research firm, is currently leading a program of study called Learning from Philadelphia Public Schools Reform. This is a comprehensive, multi-year study of Philadelphia Schools and their complex and radical reform effort. The schools system has been taken over by the state, in the hopes of drastically improving the services and learning students receive. RFA is examining the impact of the state takeover, with specific areas of focus, such as:

Data Use: This research is an in-depth study of data use in low-performing Philadelphia Schools. And asks how schools and communities within those schools are using the data to inform instructional decision-making. The ways in which external entities (including the district and providers) are influencing those practices is also taken into consideration.

Teacher Quality: Over the past four years significant strides have been made in improving teacher quality, recruitment and retention for all Philadelphia Schools. In fact, since 2002, Philadelphia Schools have drastically cut the number of teachers with emergency certifications, have reduced classroom vacancies, and raised the certification rate, especially among new teachers. This has been accomplished by providing more curricular and coaching support, by expanding a school-based hiring process, and by training principals in new teacher induction.

Governance: The current reform in Philadelphia Schools is like no other. It has seen a state take over, the replacement of the school board with a School Reform Commission, and contracts with Educational Management Organizations.

Student Outcomes: The bottom line continues to be student achievement and performance in all Philadelphia Schools. RFA is collaborating with Johns Hopkins University and the RAND Corporation to study student test scores.

Small High Schools: Philadelphia Schools are currently undergoing a Continue Reading

The School District of Philadelphia is a school district in Pennsylvania established in 1818. It includes primary to secondary schools. It is the eighth largest school district in the United States. It is known for its no-child-is-left-behind policy.

The School District of Philadelphia is dedicated to creating a positive and safe environment to all the students, parents, staff, teachers and community partners. Their core beliefs gave a strong foundation to the continued success of the district.

They prioritize the children first of all, along with parents as their partners. They also believe that the success of a classroom relies on a teacher with strong leadership and accountability.

The No Child Left Behind Program is one of their main thrusts in achieving high levels of improvement and progress in all students. This program honors public and private elementary, middle and high schools that can demonstrate superior academic achievement.

A few educational institutions in Philadelphia already received the 2008 No Child Left Behind-Blue Ribbon Schools. Among the selected schools are George Washington Carver High School of Engineering, Philadelphia’s Russell Conwell Middle School and Science High School. The continuing support of the governing body of Philadelphia’s School District gave a new face on good reforms on the overall situation of the schools.

The school board of Philadelphia was created in 1850 to supervise schools in the vicinity. During 1867 the Act of Assembly appointed the judges as controllers of the public schools to eliminate politics from the management. The state took over the district and the governor appointed five members for the new school reform commission. In spite of the funding problems and the threat to shut down the schools, the government of Philadelphia still managed to have a new management structure.

In the end, district-managed schools are Continue Reading

There are a number of reasons that Scottsdale homes are so highly sought after by families. Here’s one: excellent public schools. Chances are, if you’re looking to buy a home, land, condo or other residential real estate in Scottsdale, you’re already interested in the local school district. While there are many exceptional private schools nearby, the highly rated Scottsdale public schools are also an outstanding choice for many families.

The Scottsdale Unified School District has 31 schools and encompasses homes in most of the city of Scottsdale, in most of the town of Paradise Valley as well as in parts of Phoenix and Tempe. The district consists of five high schools (Arcadia, Chaparral, Coronado, Desert Mountain and Saguaro), six middle schools (Cocopah, Desert Canyon, Ingleside, Mohave, Mountainside and Supai), three K-8 schools (Arcadia Neighborhood Learning Center, Cheyenne Traditional and Copper Ridge), 16 elementary schools and one alternative school (Sierra Vista Academy). SUSD is currently considered one of Arizona’s “Most Excelling” school districts, with 22 schools earning the highest rating from the Arizona Department of Education.

One piece of information that is important to many families is that gifted and high-level services are available for elementary, middle school and high-schoolers. At the elementary and middle school level, the Comprehensive Self-Contained Gifted program is a full-time program geared toward highly gifted students whose needs are not being met through the general education curriculum. Tours are periodically scheduled for parents so you can see Continue Reading

Everyday educators, whether they are teachers, administrators, or board members, are striving to improve the services they offer. Teachers attend in-service training; principals meet with other administrators in their district, state, or even the nation; and board members travel to see what other districts are doing right All with the intention of gleaning the best methods and practices for their own schools. Atlanta Schools are no exception. As of the 2006-07 school year, Atlanta Schools were made up of the following:

* Traditional schools (89)* Elementary schools (59)* Middle schools (16)
* High schools (14)* Nontraditional programs (2)* Charter schools (7)
* Adult learning centers (1)* APS Learning Institutes (99)*Title I Schools (89)
* Year-Round Schools (3)* Schools of Excellence (2) * Magnet Schools (7)

Atlanta Schools serve a large number of students. The enrollment for the past school year (2006-2007) was 49,392. The students of Atlanta Schools represent many diverse, ethnic groups:

* African-American 85.98%* American Indian/Alaskan .03%
* Asian .59%* Caucasian 8.37%
* Hispanic 4.10%* Multiracial .93%

The operating budget in the past school year was 2,839,767. Atlanta Schools employ a total of 6,536 employees. 3,465 of these are full-time teachers, 226 are members of the Student Support Staff. 1,900 of Atlanta Schools teachers hold advanced degrees, and another 42 have achieved National Board Certification. The beginning teacher salary for the ’05-’06 school year was ,157.

Atlanta Schools have embraced many models of school reform, and have implemented them throughout the district, to serve individual areas as needed. Samples of these models are:

America’s Choice: This model enables all students to reach internationally benchmarked standards. Learning is focused on getting all students to standards, varying only the time and resources Continue Reading

Eight high school athletes set 6 new records during the 2008 track and field season. The shinning star of the boys had to be German Fernandez of Riverbank (CA) High School, who set 2 new records and led all boys by taking the top spot in 5 of 6 middle distance racesthe 1,500, 1,600, 3,000 and 3,200-meter runs and the 2 mile.

Fernandez ran the 3,000 in 8:04.1 to set a new record for a high-school-only race, and he set a National Federation record with an 8:34.23 clocking in the 3,200. He also led all comers with a 3:44.8 in the 1,500, a 4:00.29 in the 1,600 (No. 2 all-time), a 4:01.69 in the mile, and an 8:37.22 in the 2 mile.

Chris Derrick of Neuqua Valley High School in Naperville (IL) ran 5,000 meters in 13:55.96 to set the USA boys record for a high-school-only race.

Christine Babcock of Woodbridge High School in Irvin (CA) ran the 1,600 in 4:36.57 to set the new girls record, breaking the old mark of 4:38.15.

Jordan Hasay of Mission Prep High School in San Luis Obispo, another outstanding girls middle distance runner, led the nation with top times in the 3,000 meters (9:23.90), 3,200 meters (10:03.07) and the 2 mile ( 9:55.57). Babcock’s best 2 mile was 10:07.54.

USA Boys High School Track and Field Records and Best 2008 Performances Current through 6-6-08

100 Meters: 10.08 – 10.17 by Jeff Demps of South Lake High School in Groveland (FL). No. 5 all-time high school autotimed performer.

200 Meters: 20.13 – 20.65 by Brandon O’Connor of Southridge High School in Miami (FL).

400 Meters: 44.69 – 46.28 by Joey Hughes of Poly High School in Long Beach (CA).

800 Meters: 1:46.45 – 1:48.97 by Joseph Franklin of Godby High School in Tallahassee (FL).

1,500 Meters: 3:38.26 – 3:44.8 by German Fernandez of Riverbank (CA) High School.

1,600 Meters: 3:53.43 record set at equivalent Continue Reading

Online academic classes for students in grades six through 12 have become a booming industry over the past decade. Online schools served 700,000 students in 2005-2006, mostly at the high school level.1Students – and their parents – are drawn to online schools for very practical reasons: Kids can take classes not available locally, they can complete coursework at home, and they can set their own schedule and pace for completing a class.

When you hear the terms “online learning,” “distance learning,” or “virtual school,” you might imagine a student working alone at a computer on an old-style, self-directed correspondence course, with minimal instructor contact. But, in fact, today’s more sophisticated online schools may offer students such features as “real time” classroom discussion with the teacher and other students; regularly scheduled and/or “as-needed” phone and email contact with the teacher; assignments based in the real world; or the chance to join group projects and clubs.

Who sets standards for online schools?

Figuring out whether an online school might be a good option for your child and family requires the same kind of careful evaluation process you’d use to select any school. For parents of kids with learning difficulties, identifying a high-quality online school is just the first step. You’ll also want to ask some specific questions to find out if a program is a good match for your child’s particular strengths and challenges, both academic and technical.

Careful evaluation of online schools is also important because there are big variations in program quality, and in the way states oversee, regulate, and participate in administering these schools. In some states and districts, online schools are a hotly debated topic because of funding, oversight, regulatory, labor, and philosophical issues. Continue Reading

Students from Indianapolis Schools to Compete in African American History Challenge

Students from three Indianapolis middle schools will compete in the African American History Challenge held June 7-11 in Atlanta, Ga. The team is composed of Kenneth Rush from Crispus Attucks Middle School, Gordon Jackson of Park Tudor and Adrian Wynn of Craig Middle School. The team has trained for the event with Co-Chairs Pat Payne, of the Indianapolis Schools, and Kevin Davenport, 100 Black Men of Indianapolis. The African American History Challenge is an educational, scholastic program designed to encourage the study of African and African American history. The students in the program have been working to recognize the importance of history in the world, to seek truth in the study of history and identify when textbooks do not accurately reflected the contributions of people of African descent. The main source of study used in preparation for the national competition was “Before the Mayflower,” authored by historian Lerone Bennett. The students have been preparing for the competition since early October, meeting every Saturday morning from 9:30 a.m. to noon at the Indianapolis School’s Multicultural Center.

Northwest High School Will Offer International Baccalaureate Program

Indianapolis School students will have the opportunity to enroll in the International Baccalaureate curriculum. Starting this fall, the rigorous International Baccalaureate curriculum will be introduced at Northwest High School. The Indianapolis School District wide magnet International Baccalaureate program was formally approved on May 15, 2006. The International Baccalaureate Organization (IBO), a non-profit educational group based in Geneva, Switzerland approved the offering of the program at Northwest High School after the school completed a two year application procedure. The application process included training and Continue Reading

Atlanta Schools’ Office of Public Engagement

The Atlanta Schools’ Office of Public Engagement is responsible for creating and fostering partnerships between Atlanta Schools, community volunteers, teachers, parents, national and local corporations, non-profit groups, and civic organizations in order to advance student achievement. The Office of Public Engagement was created as part of the ongoing educational reform that is occurring throughout the Atlanta Schools. The Office’s aim is to connect the schools with any resource that could offer a positive influence on the success of the students in the Atlanta Schools. Many of these relationships are of a creative and ground-breaking nature. Several of the most successful partnership programs involve some of the largest corporations in the nation.

Hewlett Packard’s “Bringing it Home” Program

The Atlanta Schools has for many years been part of the Hewlett Packard’s “Bringing it Home” program. The Atlanta Schools partnership with Hewlett Packard is part of a larger program that has representatives from Hewlett Packard visiting over 600 schools in the United States, Canada and the Caribbean. The main goal of the Hewlett Packard’s “Bringing it Home” Program is to encourage students, their parents and teachers to create and communicate with technology. The Hewlett Packard’s “Bringing it Home” Program is an interactive exploratory program that allows students to gain practical experience using digital photography and computers.

Atlanta Schools’ Price Middle School was one of the locations where students were exposed to the latest innovations in technology. The Price Middle School’s students were able to see how this technology could be applied to their own assignments and projects. The aim at Price Middle School was to help the students by making their work Continue Reading