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 curriculum. These new rigorous courses and high standards were enacted in an effort to maintain Washington D.C. public school enrollment. The Washington D.C Schools’ superintendent is competing against tantalizing vouchers. Because students decide to go private through vouchers in middle school, these grade levels face the most overhauls. The superintendent is attempting to unify all Washington D.C. middle schools. A reconfiguration of grades will affect the standard k-5, 6-8, and 9-12 grade progression throughout all schools.

In addition to the improvement of existing Washington D.C. school curriculum, a new initiative called for the construction of 20 new schools and the updating of more than 100 school buildings currently in operation. This Master Facilities Plan and is coupled with the Master Education Plan. The Master Facilities Plan also organizes high schools on single campuses, moves system administrative offices to excess school buildings, joins feeder middles schools to high schools with similar academic emphases, and improves the special needs programs for students currently enrolled in nonpublic Washington D.C. Schools.  Washington DC School report cards and Washington DC School Rankings

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 several years, Seattle Schools have developed and implemented a national standard for drinking water quality in public schools. This initiative is driven by a Seattle Schools policy on drinking water. The policy, adopted in 2004, sets standards for the maximum levels of lead, copper, iron and cadmium in all of Seattle Schools drinking water.

THEATER DIRECTOR: Theater Puget Sound honored Roosevelt High School Theater Director Ruben Van Kempen with the 2007 Gregory A. Falls Sustained Achievement Award in a ceremony on June 4 at the Seattle Center. The award honors those who have devoted time, energy and talent to Seattle’s theater community. Recipients also have had careers that demonstrate an influence on theater, locally and beyond.

LONGEVITY: Coe Elementary School celebrated its 100th anniversary this year. The school recently went through a major historic renovation, which was completed in 2002. This Queen Anne Hill landmark was renovated with Building Excellence I funds.

ENTREPRENUERS: Students at the Seattle Schools Secondary Bilingual Orientation Center (BOC) are learning how to speak, read and write English. They are also learning how to run their own successful businesses by selling greeting cards featuring original artwork that they create. All proceeds go to the school’s scholarship fund which aims to help needy SBOC graduates start their own small businesses. SBOC is a school for refugee and newly-arrived immigrant students.  For more information please visit
Seattle School review and Public School rankings

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 major reform of high schools which includes the creation of as many as 30 new small high schools intended to create greater choice for children and families.

Action Research and Youth: Where are the student voices in school reform? Researchers are working with youth groups in Philadelphia Schools as they react and respond to the current school reform.

Alternate Route Teacher Certification: RFA is assisting researchers at the University of Pennsylvania in an evaluation of the state of Pennsylvania’s pilot program in Philadelphia Schools. For those seeking an alternate route to teacher certification, professionals have access to the Accelerated Certification for Teachers program. This evaluation is funded by the Pennsylvania Department of Education.

Middle Grades Math and Science Achievement: RFA wants to answer the question: What improves outcomes in mathematics and science for middle grades students in Philadelphia Schools? The study, which focuses on schools serving high poverty neighborhoods, examines the impact of variables such as grade structure (middle school or K-8), provider (EMO or district school), curriculum, and teacher participation in professional development on student achievement.

As Philadelphia Schools move forward in their quest for greater reform, the Research For Action organization is going right along with it, studying the changes as they come.  For more information please visit Philadelphia School Rankings and Private School Rantings

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 given additional resources and restructured interventions to gain larger achievements for the children’s future.

The School District of Philadelphia has 8 school types namely; the preschool, elementary school, middle school, high school, technical/vocational school, programs, special school and charter school.

The African-American was among the most student-enrolled sector by ethnicity for public and charter schools. Second is the Hispanic, and third are the white Americans. Among the fourth and fifth on standing are Asian and Native American.

There are 291 public schools and 55 charter schools in Philadelphia. Students enrolled as of mid-October 2005 were about 184,560. Now, more students rely upon the good governance and success of its plans for the near future.

The District offers three main options for the improvement of student achievement. First is to implement a system-wide academic initiative within the programs. Second is to select a number of schools for immediate intervention. Third is the implementation of academic initiatives throughout the schools in the district.

The district is governed by the five-member School Reform Commissions. The success and failure of the district governance has not been driven that much by what the last governing body did. The new structure of Philadelphia School Districts refocuses on making policies and monitoring performance, as well as balancing the academic and financial goals. It also listens to the concerns of parents. This situation creates a governing support for improvement.

The School District provides free school bus service and free student tokens to their students to meet eligibility requirements. There are reduced fair tokens to students who do not meet the requirements.

The district serves about 117,000 lunches and 52,000 breakfasts, 4,200 for snacks and 5 to 10 thousand for dinner meals. About 76 percent of the students are eligible for free and reduced-price meals. High school students are given job opportunities in the federal government.

The district plans to give every student a kind of world-class education, equitable resource allocation for the students’ needs and accountability for all adults in the District base.

The 45-Day action plan is the first initiative in support of empowering different schools. Schools will receive professional development, quarterly assessment in math and reading, assistance to response team and monthly walk-through. Other supports include instructional specialists, full-time and substitute teachers, increased nursing services and social service liaisons.

The success of the new structures and services made a confident move in making the School District of Philadelphia gain awards in their No Child Left Behind Program. Today, more and more nomination to Pennsylvania schools is being submitted for possible recognition of the No Child Left Behind-Blue Ribbon Schools.

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 up-close-and-personal the adventures in learning that take place in one of these classrooms.

At the high school level, one of the educational offerings that makes the Scottsdale Unified School District enticing to those interested in a top-notch education is the International Baccalaureate program. More commonly known as an “IB” program, this rigorous program challenges students’ thought processes and helps them gain an international perspective. In SUSD, the IB program is currently offered at Desert Mountain High School.

During the intensive two-year program, juniors and seniors take courses with a global focus and are expected to successfully meet and complete testing criteria in six subject areas. In addition, the program includes requirements for an extended essay and community service.

One important note is that even if your Scottsdale home is outside the district boundaries, you still have the opportunity to enroll your child in an SUSD school through the Open Enrollment process. Open Enrollment packets are available at all 31 schools or on the SUSD website’s Open Enrollment Web page. Once accepted to an SUSD school through the Open Enrollment process, parents will not need to fill out another application for the remainder of their child’s public school career, but parents will need to provide their child’s transportation to and from school. There are a limited number of schools that do not accept Open Enrollment students because those schools are at full capacity. Please call the school in which you are interested to check Open Enrollment availability.

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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 needed. Atlanta Schools teachers use prevention, early intervention and acceleration techniques, as needed.

Core Knowledge: This reform model provides Atlanta Schools students with a curriculum based on what every educated citizen should know and understand to function in an educated society.

Direct Instruction: Direct Instruction (DI) is a model for teaching reading in several Atlanta Schools that emphasizes well-developed and carefully planned lessons designed around small learning groups. Teaching tasks are clearly defined and prescribed. The philosophy is based on the theory that clear phonics instruction – eliminating misinterpretations – can greatly improve and accelerate learning.

International Baccalaureate: This Atlanta Schools program is in place to develop students who are critical and compassionate thinkers and who are informed participants in local and world affairs.

Making Middle Grades Work: This program is designed to give Atlanta Schools middle school students intensive attention to raise achievement through alignment of content and standards, high expectations, extra help and time, and engaging classroom practices.

Project GRAD: Targeted to Atlanta Schools high school students, this program helps raise achievement through family support, school discipline, college scholarship and emphasis on reading and math.

Talent Development: Atlanta Schools that are implementing this model are ones that have established a strong culture for learning, curricular innovations, advanced work, parent involvement and professional development.

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 yards distance – 4:00.29 by German Fernandez of Riverbank (CA) High School. No. 2 all-time performer.

Mile: 3:53.43 – 4:01.09 by Rob Finnerty of Burnsville (MN) High School. No. 7 all-time performer. German Fernandez of Riverbank (CA) High School ran 4:01.69 to become the No. 8 all-time performer.

3,000 Meters: 8:03.67 – 8:04.1 by German Fernandez of Riverbank (CA) High School. Sets New Record for a high school race.

3,200 Meters: 8:36.3 for 2-Mile – 8:34.23 by German Fernandez of Riverbank (CA) High School. National Federation record.

2 Miles: 8:36.3 – 8:37.22 by German Fernandez of Riverbank (CA) High School.

3,000 Meter Steeplechase: 8:50.1 – 9:17.43 by Pat Dupont of Fairport (NY) High School.

5,000 Meters: 13:37.91 – 13:55.96 by Chris Derrick of Neuqua Valley High School in Naperville (IL) – Sets the USA record for a high-school-only race.

10,000 Meters: 28:32.7 – 30:53.08 by Donald Cabral of Glastonbury (CT) High School.

110-Meter High Hurdles: 13.22 record set at equivalent yards distance – 13.51 by Spencer Adams of Butler High School in Charlotte (NC).

300-Meter Intermediate Hurdles: 35.28 – 35.71 by Reggie Wyatt of La Sierra High School in Riverside (CA).

400-Meter Intermediate Hurdles: 49.38 – 50.46 by Reggie Wyatt of La Sierra High School in Riverside (CA).

4×100-Meter Relay: 39.76 – 40.26 by Rowlett (TX) High School.

4×200-Meter Relay: 1:23.31 – 1:24.06 by Hightower High School in Sugar Land (TX). No. 6 all-time high school relay performance.

4×400-Meter Relay: 3:07.40 – 3:09.59 by Dominguez High School in Compton (CA).

4×800 Meter Relay: 7:32.89 – 7:38.79 by North Penn High School in Lansdale (PA).

4xMile Relay: 17:06.6 – 17:28.47 indoors by Danbury (CT) High School.

800 Medley Relay: 1:28.43 – 1:31.28 by Raytown South High School in Raytown (MO).

Sprint Medley Relay: 3:21.1 – 3:26.16 by Mid-Prairie Community High School in Wellman (IA).

Distance Medley Relay: 9:49.78 – 10:02.47 by Carroll High School in Southlake (TX).

4×110 Hurdle Relay: 56:32 – 58:57 by Irvington (NJ) High School.

High Jump: 7-7 – 7-3.75 indoors by Eric Kynard of Rogers High School in Toledo (OH). No. 8 all-time indoor high school performer.

Pole Vault: 18-3 – 17-4.5 by Nico Weiler of Los Gatos (CA) High School.

Long Jump: 26-9.25 – 25-6.75 indoors by Christian Taylor of Sandy Creek High School in Tyrone (GA).

Triple Jump: 54-10.25 – 52-6.50 by Christian Taylor of Sandy Creek High School in Tryone (GA).

Shot Put: 81-3.5 – 71-3 by Jordan Clarke of Bartlett High School in Anchorage, AK. No. 8 all-time performer.

Discus Throw: 234-3 – 222-1 by Mason Finley of Buena Vista (CO) High School. No. 3 all-time performer.

Hammer Throw: 255-11 – 250-1 by Conor McCullough of Chaminade High School in West Hills, CA. No. 3 all-time performer.

Javelin Throw: 241-11 – 223-8 by Kyle Smith of Daphne (AL) High School.

Decathlon: 7,264 – 7,262 wind-aided by Curtis Beach of Academy High School in Albuquerque (NM).

USA Girls High School Track and Field Records and Best 2008 Performances Current through 6-10-08

100 Meters: 11.11 – 11.16 by Victoria Jordan of Dunbar High School in Fort Worth (TX). Equals No. 5 all-time high school performer.

200 Meters: 22.11 – 23.43 indoors by Ashton Purvis of St. Elizabeth High School in Oakland (CA). No. 5 all-time indoor performer.

400 Meters: 50.69 – 52.83 indoors by Nadonnia Rodriques of Boys & Girls High School in Brooklyn (NY). No. 4 all-time indoor performer.

800 Meters: 2:00.07 – 2:01.61 by Chanelle Price of Easton (PA) High School.

1,500 Meters: 4:16.6 – 4:17.46 by Jordan Hasay of Mission Prep High School in San Luis Obispo (CA). No. 7 all-time high school performance; Hasay also has the No. 4 and No. 5 all-time performances run in 2007.

1,600 Meters: 4:38.15 – 4:36.57 by Christine Babcock of Woodbridge High School in Irvin (CA) – Sets new USA High School Record, breaking the previous mark of 4:38.15.

Mile: 4:35.24 – 4:35.41 by Christine Babcock of Woodbridge High School in Irvin (CA). No. 2 all-time performer.

3,000 Meters: 9:08.06 – 9:23.90 by Jordan Hasay of Mission Prep High School in San Luis Obispo.

3,200 Meters: 9:48.59 – 10:03.07 by Jordan Hasay of Mission Prep High School in San Luis Obispo. Equals No. 6 all-time performer.

2 Miles – 9:55.57 by Jordan Hasay of Mission Prep High School in San Luis Obispo.

5,000 Meters: 15:52.88 – 17:03.79 indoors by Chelsea Ley of Kingsway High School in Woolwich Township (NJ).

100-Meter High Hurdles: 12.95 – 13.26 by Jacquelyn Coward of West High School in Knoxville (TN).

300-Meter Hurdles: 39.98 – 40.96 by Donique Flemings of Saginaw (TX) High School.

400-Meter Hurdles: 55.20 – 58.96 by Ryann Krais of Methacton High School in Norristown (PA).

4×100-Meter Relay: 44.50 – 45.17 by Dunbar High School in Fort Worth (TX).

4×200-Meter Relay: 1:33.87 – 1:35.94 by Dunbar High School in Fort Worth (TX). No. 11 all-time high school relay team performance.

4×400-Meter Relay: 3:35.49 – 3:37.16 by Eleanor Roosevelt High School in Greenbelt (MD). No. 8 all-time high school relay team performance.

4×800-Meter Relay: 8:50.41 – 8:43.12 by Eleanor Roosevelt High School in Greenbelt (MD). Sets new USA High School Record, breaking the previous mark of 8:50.41.

4xMile Relay: 19:56.75 – 20:10.76 by Saugus High School in La Crescenta (CA). No. 3 all-time high school relay team performance.

Distance Medley Relay: 11:33.42 – 11:42.16 by Roxbury High School in Succasunna (NJ). No. 11 all-time high school relay team performance.

800 Sprint Medley – 1:44.51 by Logan High School in Union City (CA).

Sprint Medley – 4:00.97 by Wilson High School in Long Beach (CA).

Distance Medley – 11:42.16 by Roxbury High School in Succasunna (NJ). No. 11 all-time high school relay team performance.

4 x 100H – 61:05 by Union (NJ) High School.

High Jump: 6-4 – 6-1.25 by Shanay Briscoe of Cypress Christian High School in Houston (TX) and by Victoria Lucas of Midland (TX) High School.

Pole Vault: 14-1.25 – 14-0 by Rachel Laurent of Vanderbilt Catholic High School in Houma (LA). No. 2 all-time performer.

Long Jump: 22-3 – 20.5 by Vashti Thomas of Mr. Pleasant High School in San Jose (CA).

Triple Jump: 44-11.75 – 43-1.5 indoors by Vashti Thomas of Mt. Pleasant High School in San Jose (CA). No. 7 all-time performer.

Shot Put: 54-10.75 – 52-4 indoors by Karen Shump of Penncrest High School in Media (PA). No. 6 all-time performer.

Discus Throw: 188-4 – 183-11 by Anastasia Jelmini of Shafter (CA) High School.

Hammer Throw: 201-7 – 194.0 by Allison Horner of Lovett High School in Atlanta (GA) No. 3 all-time performance.

Javelin Throw: 176-5 – 167-11 by Hannah Carson of Rhodes Junior High (Middle) School in Mesa (AZ). Sets new USA high school freshman record.

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. As of 2006, according to the North American Council on Online Learning, 38 states had established either state-led online learning, or policies regulating online learning, or both.

There is no body of well-designed research yet on how effective online instruction is for middle school and high school students as a whole. However, there are some “best practices” emerging that help define higher quality programs. This article will describe several basic features to look for in an online school, and suggest questions parents can ask to help evaluate how well a school will meet their child’s needs.

We decided to talk with representatives of the 2007 winner of the Best Practice Award from the nonprofit United States Distance Learning Association – the Florida Virtual School (FLVS) – so they could provide us with information and resources for this article. Florida Virtual School has been in operation for 10 years; in 2006 it provided 55,000 half-credit courses to middle and high school students.

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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 professional development of all Northwest teachers and school staff, site visits to other schools with programs, before an official application was submitted in June 2005. An International Baccalaureate site team spent two days last fall visiting the school and interviewing staff, students and teachers. The International Baccalaureate is currently offered in only seven schools in the state of Indiana. The International Baccalaureate follows a very tough curriculum of study. It includes tough pre-college workloads in such traditional areas of study as math, foreign language, history, science and the arts. Students who are eligible for the program will be required to write an extended essay and be expected to participate in 150 hours of community service that has been initiated by the student. All of the International Baccalaureate programs in Indiana are at the high school level. Indianapolis School District’s Center for Inquiry is currently in the certification process to offer an elementary and middle grades International Baccalaureate academic program.

This will give the more urban students in Indianapolis Schools the chance to rise to the challenges of this world-renowned curriculum. The tougher curriculum will result in higher expectations for student achievement and a strong academic focus. The accelerated program is intended to help foster the small schools curriculum design being used at Northwest High School. The high school currently has four small academies organized by academic and career themes all on one campus.

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 more efficient. The students, principal and teachers at Price Middle School all profited from Atlanta Schools’ participation in the Hewlett Packard’s “Bringing it Home” Program.

Atlanta Schools’ Long Term Partnership with General Electric

Atlanta Schools has been in a partnership with General Electric Energy since 1993 and will continue this partnership in the future. The partnership with General Electric involves several different ongoing projects and was originally started by former Atlanta Schools’ graduates who now are employed by General Electric. The General Electric Partnership was started as a tutoring and mentoring program where General Electric employees would volunteer in schools in the area but it has grown to include Saturday SAT preparation, the Family Technology Resource Center, and scholarship programs. There are now more than 1,500 General Electric employees involved in the General Electric Partnership in some way. The General Electric Partnership has proved to be very influential in student SAT performance.

In 2002, General Electric donated million to Atlanta Schools’ Southside High School as part of General Electric’s national College Bound Grant Program. This donation to Southside High School was the first grant from the College Bound Grant Program to be given to a school in the Atlanta Schools. The grant is being used by Southside High School’s “Strategic Design for Student Success” project. The school wide project plans to double, by 2007, the percentage of Southside High School’s graduating seniors who go on to four-year or two-year colleges or universities, or who enroll in technical institutions.