When it comes to drug and alcohol high school testing , what is more important: Protecting constitutional rights or protecting students? The consensus from students is surprising. There are just as many students for random drug testing as against and in some schools, more students are for random testing than not. The same opinion varies among parents, counselors, coaches and teachers.
There is a big majority of some schools’ who believe there is a big alcohol and a drug problem affecting students. Recent high profile court decisions have determined that it is unconstitutional to randomly test students for drugs and alcohol. The schools that were randomly testing students were testing students who were involved in extracurricular activities- meaning these students had the choice to participate, unlike regular classes required by law. Private schools also fell into this category.
Because the school is private, different laws and regulations differ from public, government-run schools, so they were able to randomly test students. The schools who were randomly testing students all acted on “reasonable cause,” like obvious evidence of increased drug or alcohol use on campus. Now, with recent constitutional cases, schools who were about to begin random alcohol/drug testing have postponed their program until further decisions by state and federal courts.
Students were previously tested using two different methods; urine testing and mouth swab tests for saliva testing. Previously, using either urine or the swabbing tests would only measure very recent alcohol or drug use. Now with EtG alcohol and drug testing, ethyl glucuronide testing, a sample now is able to test several days of prior alcohol and drug use, where it wasn’t possible before. Both urine and swabbing testing are intrusive and cost money to perform. Under current alcohol high school testing rules, a student who tested positive would not face criminal charges, but face varying lengths of suspensions from sports or other extra curricular activities. The student would still attend classes but also be required to attend an approved treatment program.
Hair alcohol testing is the latest and most accurate form of testing on the market today. With only an inch worth of scalp hair from a student, as much as 30 days of alcohol and drug use can be revealed using EtG testing. The instrument used for hair alcohol testing is called a liquid chromatography mass spectrometry, it is a sensitive machine used for testing the smallest of particles in a sample. Besides schools, lawyers, social workers and employers are finding that this type of hair alcohol testing is a far superior way to test someone for recent as well as past alcohol and drug abuse. Plus, hair alcohol testing is by far the least intrusive way to test someone’s metabolites.
Until there is a consensus in the U.S. courts over the rights of students with regards to random alcohol and drug testing, parents, teachers and coaches can only encourage students to abstain with the threat of other consequences or perhaps it will be a peer issue to threaten each other, “continue to abuse and we are all tested via police force, not just by a concerned counselor.”
Previously, the Virginia schools were required to test, under the No Child Left Behind Act, many of its children with disabilities in reading, math and science, regardless of their ability to do so. Unless they were severely disabled, the children had to take state-required tests for their grade level – whether or not they had the skills and understanding. Thus, many of these special students failed the tests. Testing grades were third, eighth and 11th on an annual basis.
This caused several problems that were frustrating for both the Virginia schools educators and the children:
• Their test scores were pulling down the school state rankings. Virginia schools are required to meet annual student achievement goals based upon these test scores. If they do not meet the goals, Virginia schools experience many possible sanctions, such as losing students to better scoring schools, reorganizing or closing.
• It made the students feel like failures, since they do not have the capacity to participate fully in the testing process at their grade level.
• Virginia schools educators had no accurate indicator as to how well these students were progressing or failing.
Since the testing was created for the non-disabled child at grade level, there was no accurate benchmark or test to show how these disabled children were progressing and what might be needed to do a better job for them.
In April 2007, the U.S. Education Department modified its rules governing the testing of special education children. For those Virginia schools students who are not apt to reach grade level achievement within the same timeframe as their peers without disabilities, they will be able to take a modified test.
Special tests will be written for individual students on their grade level content but at their level of understanding and ability. Otherwise, a Virginia schools fifth grade, disabled child with a third grade understanding will take a test at a third grade level of comprehension on the fifth grade content. To ensure the new regulations are not abused, schools can test up to an additional two percent of students, who meet the eligibility requirements, under the modified testing rules.
The federal government will give states more than million to cover the cost of creating the new tests and guidelines for their use. The new tests are slated to be put into service by the 2008-2009 school year.
With the new changes, state rankings of the Virginia schools will more accurately reflect the true achievements (or lack thereof) of each school. Additionally, Virginia schools teachers will be able to use the test scores to target problem areas for each of these children. The students can more fully participate in the testing process, showing teachers and parents what they have learned and how they are progressing.
The new modifications for Virginia schools testing are a welcomed change by students, educators and parents alike, making the Virginia schools testing a more useful tool – not just a hit or miss measurement.
Which is better; public, private or home schools? What makes the difference in a child’s education?
These questions were recently asked of me in my blog. There is a huge difference between education, and knowledge as well as many paths to achieve wisdom. I gave the following answer.
Our family has a unique opportunity to see this in action as one grandson Taylor (14) and his sister Amanda (13) have been either home schooled or enrolled in charter schools for most of their education. Their cousins Tyler (15) and Lexi (12) have always attended public schools. They live 300 miles away from each other and so I only get to observe them together two or three times a year.
The ones in public school have a greater knowledge of facts and figures. I think of their education as horizontal. They know everything they need to know in order to satisfy the school board, teacher and testing for their grade level. Those in independent study have a greater vertical wisdom. They have the time and encouragement to go deeper into a subject and take it to new heights.
It is amazing to watch them interact as they share and exchange what they have learned. There is no jealousy involved, more of a respect and wonder about the other path of education. They are all active in sports, music and clubs for outside interests, so their social skills are similar.
What I see as the major advantage a child has, no matter what the school room looks like,is committed parents. The parents who communicate openly and express unconditional love are going to have children who like themselves and enjoy learning. It is our job as the community of caring adults to enhance that education and encourage their journey. We are the ones who will teach the important stuff: honesty, empowerment, respect for all and how to listen to the promptings of the spirit.
Sure this is more than you wanted to know, but we have young people in our homes and neighborhoods who are Indigo Children and it is our responsibility to help them become the leaders that they were born to be.
As we work with them to combine the education and knowledge learned in a setting designed to teach, our main task is to help them to develop a love of learning and listen carefully to what their heart is telling them. It is their heart and intuition that will guide them in turning education into wisdom.
(c) by Judy H. Wright, parent educator and family coach aka Auntie Artichoke, the storytelling trainer. If reprinting this article, please include the contact information. Thank you.
Every now and then kids, such as kids in elementary school and junior high, tend to argue about private high schools. For example, some may say that attending private high schools will get them into a better college, which I’m going to talk about here.
Attending a private high school doesn’t have much at all to do with getting you into college. People who have been home-schooled or attended regular high schools and have managed to get into prestigious colleges. Attending good colleges has to do with the following:
Your grades. Getting good grades in high school has lots to do with getting yourself into a good college. If you’re getting C’s and D’s in high school, you may not even graduate from high school, let alone get into a good college. If you get lots of good grades, then you’ll probably be able to get yourself into a somewhat decent college. Don’t be a slacker. Doing just a bit of work and putting in some effort into everyday can go a long way. Your SAT/PSAT and ACT scores. This is the most important thing for you to worry about if you want to get yourself into a good college. If you score well on these tests, then you will probably get scholarships from a college. However, if you don’t score high enough on the SAT/PSAT and/or ACT, then you probably won’t get any scholarship at all. If you want to get into a good school and/or get a scholarship, you must go beyond “passing”. Remember, passing is the norm. It’s considered bad if you don’t pass/graduate from high school, and nothing special if you do. Go beyond the norm. What classes you take. Getting yourself into certain colleges also has to deal with what classes you took and what you are good at. For example, if you took a bunch of art classes in high school and you wanted to go to a college like Harvard or Ohio State University, then you’re not going to get admitted. For engineering colleges, you’ll need to take some form of sciences and do well in math. For business colleges, you’ll need to take economics and business classes in high school, as well as math. How well known your high school is. A private high school, like Cathedral in Indianapolis, may not be as well known as a public high school. A public high school like Carmel High School, in Carmel, Indiana, is quite well known. It is currently in the top 10 best high schools in the state of Indiana. So, if you attend a school well known to many colleges, then you will have a better chance than getting into a good college. If you attend an unknown private high school, then you may not get admitted into the college of your choice.
It’s up to you to get good grades in high school. It’s up to you whether you score decently on the SAT/PSAT and ACT tests. It’s up to you about what classes you take. Through all this, it’s up to you to what kind of college you get into. It’s up to you – not your school.
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The Supreme Court has held that the First Amendment requires public school officials to be neutral in their treatment of religion, showing neither favoritism toward it, nor antagonism against students’ religious expressions. As the Court has explained in several cases, “there is a crucial difference between government speech endorsing religion, which the Establishment Clause forbids, and private speech endorsing religion, which the Free Speech and Free Exercise Clauses protect.” The Supreme Court’s decisions over the past forty or so years distinguishes between government endorsed religious speech and private religious speech, which is clearly protected by law. The Supreme Court has clearly stated that private religious speech is as fully protected as is secular private speech under the Free Speech Clause. Students may pray or use religious expressions with other students during the school day on the same terms and conditions that they may use in any other conversation or speech. Student comments cannot be attributed to the government just because they are made in a public school setting. Students do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”
In 1948, the U.S. Supreme Court decided that religious instruction could not be allowed in public schools in their McCollum v. Board of Education decision. In 1954 the Supreme Court allowed a lower court ruling to stand in Tudor v. Board of Education, against the distribution of Bibles by outside groups like the Gideons. In 1962, in Engel v. Vitalethe Supreme Court disallowed a government-composed, nondenominational “Regents” prayer which had been recited by students in public schools. In 1984, the Federal Equal Access Act was passed, affecting all public schools that received federal funds. It required that religious clubs be allowed in public schools if other clubs, which were also not related to the curriculum were already allowed. These religious groups had to be run by the students themselves, and could not be convened during class time, with membership in the group having to be voluntary. The Equal Access Act’s has been upheld to be constitutional by the Supreme Court and doesn’t violate the Establishment Clause. In 1989, the U.S. Department of Education updated the guidelines on religion in public schools. In 1995, it was decided that public schools could now allow students to be excused from classes that conflict with their religious beliefs. The Secretary at that time, Riley, made three recommendations to local school boards and teachers:
that every school board should have a policy on religious expression.
that teachers be made aware of the role of religion in public schools through workshops and schools of education.
that parents should be informed about student’s rights to religious expression as well as their freedom of conscience.
On July 12, 1995, President Bill Clinton spoke to students at James Madison High School in Vienna, VA., saying that “nothing in the 1st Amendment converts our public schools to religion-free zones or requires all religious expression to be left at the schoolhouse door.” A short time later, on August 10, 1995, the President directed the federal Department of Education to issue a memo to public school superintendents. This document is calledReligion in the Public Schools: A Joint Statement of Current Law. This statement is an accurate statement of what the law currently is, and is a consensus on what the current laws do and do not allow. It is a good guide for educators, parents, and students alike. Some of principles stated in that memo were:
Students can read religious books, say a prayer before meals and pray before tests, etc. to the same extent that they may engage in secular non-disruptive activities.
In informal settings (cafeterias, hallways, etc.) students may pray and discuss religious subjects with other students, just as they may talk about any other subject.
Students can witness to other students, but cannot harass other students out of religious motivation.
No student can be coerced into any religious activity by another student or a school official.
Teachers and administrators cannot discourage or promote religious activity because of its religious content, which applies to anti-religious activity as well.
Schools can teach about religion and its role in society, and can teach about the Bible as literature, but they cannot provide religious instruction.
Students can distribute religious literature in the same way that they are permitted to distribute non-religious literature.
Students may be released from the public school setting to attend religious classes at another location.
Teachers and administrators cannot encourage or discourage students from taking advantage of such classes.
Schools can teach about common civic values, but they must be neutral with respect to religion.
This document states that students have the right to pray individually or in groups or to discuss their religious views with their peers so long as they are not being disruptive. It also states that the Establishment Clause does not apply to private speech made by students. Students have the right to read their Bibles or other scriptures, say a prayer before meals, pray before tests, and discuss religious subjects with other students who are willing to listen. In the classroom students have the right to pray quietly, except when they are required to be actively engaged in school activities. Outside the classroom, students are subject to the same rules of order as apply to other speech in these locations. School officials may not authorize or organize prayers at graduation, nor may they organize a religious baccalaureate ceremony. The courts have reached conflicting conclusions under the federal Constitution on student-initiated prayer at graduation ceremonies. Until this issue is finally resolved, school officials should ask their lawyers what rules might apply in their area. Students may be taught about religions, but public schools may not teach the tenets of a particular religion. It would be quite difficult if not impossible to teach art, music, literature and most social studies without considering the religious influences on each of these areas of study. The History of Religion, Comparative Religion, and The Bible-as-Literature are all subjects that are allowed to be taught in public schools. These may be taught as individual courses, or they may be included as part of another existing course. The role of religion in the history of the United States and in other countries may also be taught. The first pilgrims came to this country with a particular religious vision, specifically the Christian faith. Many of these religious observers had also been subject to much persecution in their home countries, because of their faith. Those who were involved in the abolitionist, women’s suffrage and civil rights movements all had religious motivations. None of these facts can be ignored, when teaching on these topics. The U.S. Supreme Court stated that, “it might well be said that one’s education is not complete without a study of comparative religion, or the history of religion and its relationship to the advancement of civilization.”
In comparative religion or social studies classes, teachers may teach about the differing explanations of life on earth, including the religious ones, like Creationism. On the other hand, in science classes, only scientific critiques of explanations of life on earth may be taught. No religious critiques, which are believed by some to be unverifiable by scientific methodology, may be taught, at this time. Schools may not refuse to teach evolutionary theory to avoid offending religious communities, and they may not teach an article of religious faith as science, such as Creationism. Schools may not teach any religious doctrine as scientific theory, while any scientific evidence for or against any explanation of life may be taught. Teachers should never ridicule a student’s religious explanation for life on earth, and students may express their religious or anti-religious beliefs in oral reports, homework, artwork, classroom discussions, and student presentations, which are all constitutionally protected speech. Teachers may not reject or correct submissions that include religious symbols or other religious aspects. Teachers may not require their students to change their assignments to remove religious view points or expressions.
Schools must balance students’ right to express themselves on religious subjects and student listeners’ right to be free of religious persuasion in a public school classroom. Teachers may not silence a religiously-based comment. They may not ridicule, exclude, or endorse religious remarks, but teachers may exclude any remarks that are irrelevant to the subject being discussed. If a class assignment calls for an oral presentation on a subject of the student’s choosing, and the student proceeds to conduct a religious service, the school has the right to prevent itself from being used as a church, because other students cannot be forced to become a congregation against their will. Students may distribute religious literature, such as the Truth for Youth Bible, or the Gideon’s Bible to their schoolmates. The same restrictions apply to this as apply to any other non-school literature. Schools may limit its distribution to a particular time or place, but it may not single out religious literature for this regulation, if it does not restrict the distribution of other kinds of literature. Outside groups, such as the Gideons, are no longer allowed to have access to the classroom. Neither religious literature, nor anti-religious literature may be passed out in the classroom, by any outside group. No court has yet considered if religious groups must be allowed to distribute literature in the common areas of public schools, if all other community groups are permitted to do so, as well. This is still up in the air for now.
Student participation in before or after school events, such as “See You at the Pole,” is permissible. School officials, acting in an official capacity, may neither discourage this, nor encourage participation in such an event. Students have the right to invite friends and acquaintances at school to attend church with them, and to speak to or attempt to persuade their peers on both religious and political topics. School officials may only intervene if a student’s actions become harassing toward another student. Repeated attempts by one student to convert another to a religious persuasion in the face of a request to stop are considered harassment. Student religious clubs must be allowed to meet in non-instructional time, if other clubs are also allowed to meet in non-instructional times. These clubs must also be allowed equal access to campus media, such as bulletin boards, loud speakers, newsletters, etc. to announce their meetings, if a school receives federal funds and allows any other non-curricular club to meet and use these. A non-curricular club is any club, which is not related directly to a subject area taught in the school. Schools do have the right to ban all non-curriculum clubs, but may not exclude only those that are of a religious nature. They may not declare some or all clubs to be curriculum-related, in order to allow them to meet. Teachers may not actively participate in any of the club activities. Non-school personnel may not lead or regularly attend the club meetings.
Public Schools may teach about the religious aspects of the holidays, and may celebrate the secular aspects of the holidays, but may not keep the observance of holidays as religious events. Teachers should excuse students who do not wish to participate in these celebrations. Schools may also excuse students from lessons which are objectionable to that student or the parents of that student on the basis of their preferred religion, which will likely defuse many of the conflicts over objectionable curriculum content. Schools are legally required to excuse students if particular lessons considerably encumber a student’s free exercise of religion, if the school does not have a convincing argument to require the student to attend. Public schools may teach civic virtues, including respect for other persons and their property, respect for the rights and freedoms of others, honesty, good citizenship, good sportsmanship, courage, courtesy, hard work, moral conviction, and tolerance. Schools may teach both sexual abstinence and the use of contraceptives in their sex education curriculum. How schools teach these subjects is a matter of educational policy, but they may not be taught as religious tenets. The fact that most religions also teach these types of values does not make it unlawful to teach them in public schools. Students may wear religious clothing, in the same way they are allowed to wear other clothing. T-shirts with religious messages may not be singled out for suppression. Students may not be forced to wear gym clothes, which they or their parents consider immodest on religious grounds. Schools may dismiss students to off-premises religious instruction, and may not encourage or discourage this practice. Schools may not penalize those who do or do not attend this kind of extra-curricular instruction. Schools may not allow religious instruction on the school premises by outsiders, during the school day.
Teachers may not participate in religious activities or advocate any particular religious view when they are teaching, counseling students, or acting as representatives of a school. Teachers should not share their personal religious views with students, but if a teacher’s religious views are discussed with students, the students must not be encouraged by the teacher to accept those views or practices as their own. A school can ask a teacher not to express religious viewpoints in the classroom, with schools having the right to stop teachers from giving the impression that it endorses a particular religion. The Unites States Constitution requires that a state-supported activity, such as a public school, not to be used for religious indoctrination. When acting in their official capacities, teachers and school administrators are prohibited from encouraging or soliciting student religious or anti-religious activity, or engaging in any religious activity with their students, but teachers are allowed to have private religious activity in their free time. Some courts have upheld state statutes that restrict teachers from wearing religious clothing, in order to remain religiously neutral, and not to appear to endorse a particular religion. Teachers are permitted to wear religious jewelry such as cross necklaces, and stars of David. Teachers have the same rights as any individual, when students are not present, such as when they are in a break room, or in their class room after hours. Teachers may participate in activities of religious organizations at their school after hours, as individuals rather than as school representatives, but they must make it clear that the school and government are not endorsing the activity.
In light of this information, public schools are clearly not religion-free zones and student’s religious rights cannot be ignored, nor trampled on by public school officials. Public schools should be neutral and never antagonistic toward students’ expressions of religious faith. The relationship between religion and government is governed by the First Amendment to the Constitution, which also protects religious activity that is initiated by students and other individuals from any government interference and discrimination.
Written by MamaHeartfilled Christian Counselor, and founder of Go Fish Ministries, Inc. for victims of sexual and domestic violence. http://gofishministries.wordpress.com/
The current Superintendent of Columbus Schools has some strong ideas on how children should be assessed and placed. In an era of constant testing and “no child left behind” there is some touchiness between those who are in favor of strongly mandated state testing, and those who oppose it.
Proponents feel that Columbus Schools need to have uniform statewide tests in order to hold both students and teachers to a higher standard. This side also feels that statewide tests provide parents and administrators with a measure to gauge how schools and children measure up, and areas for improvement.
Opponents complain that teachers waste valuable learning time “teaching to the test”, or teaching test taking skills rather than academic skills. Testing opponents also feel that the focus on testing impedes a teacher’s ability to use alternative methods of assessing a child’s comprehension like, creating a diorama to convey a story plot, or using drama to teach tone in literature.
Columbus schools face a huge academic gap among diverse socioeconomic groups. Students in Columbus schools also have a high drop out rate and low test scores on currently used assessments. So how does Superintendent Dr. Gene Harris feel about testing?
She has said publicly that Columbus Schools need testing to be accountable. But she has also been very vocal in pointing out that test scores should not be the only measure used to measure the success of a school or district. Given the large gap between the affluent and poverty level children in Columbus Schools, its no surprise that schools in those “better” neighborhoods have better test scores. How can an administrator or teacher combat those effects?
Part of Harris’ answer for Columbus Schools is to focus on putting quality teachers in the elementary and middle schools to prepare students for the rigorous high school expectations. Teacher training and incentives for math and science teachers are both ways that Harris is trying to lure more quality teachers into Columbus schools.
The other part of Harris’ goal is to keep “opt-out” options out of the high school curriculum. An opt-out option is the choice for a student to substitute other courses for those in the basic curriculum. Harris feels that would vault Columbus Schools back into the decades when tracking methods were used to separate the capable students from those who weren’t really expected to learn.
Harris says that the motto of Columbus Schools is “All Means All.” This is meant to highlight the belief that all students are capable of learning if given the opportunity. Now she must figure out how to ensure that all students at Columbus Schools are able to meet these high expectations. Once test scores are available, does anyone really view them as only one part of the equation? Or does the current leader of Columbus Schools have to deal with a Pandora’s box that won’t close anytime soon?
Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Columbus Schools
Professional athletes have been in the news a lot over the past few years, either being accused or admitting to taking performance-enhancing drugs. Major league baseball has taken several hits with accusations being brought against some of their top players, such as home-run king Mark McGwire, who took the fifth amendment to not incriminate himself during Congressional questioning on the subject. Barry Bonds of the San Francisco Giants, Jason Giambi of the New York Yankees, and Olympic sprinter Marion Jones are a few others, who have been accused of taking performance-enhancing drugs. More than 20 athletes were thrown out of the 2004 Olympic Games for “doping violations”, and at least two gold medal winners forfeited their wins and medals for using such drugs.
The abuse of steroids is most common among professional athletes and bodybuilders, who feel the pressure to win against daunting competition. The abuse of steroids has become so prevalent that President George W. Bush called upon professional athletes, team owners, and coaches to stop all players from taking the performance-enhancing drugs. Though the effects of long-term use of steroids is enough to cause concern with often permanent and dangerous physical and emotional effects, it has been shown that teen athletes now are using steroids at an alarming rate — to the point that it has the attention of Congress and the President of the United States.
Parents, too, are gravely concerned — and for good reason. A federally funded annual survey of teens’ drug use by the University of Michigan, called Monitoring the Future, showed that in 2002 three percent of high school seniors had reportedly taken steroids at least once. Other sources report that as many as five percent of teens between the ages of 12 and 17 have taken it. That is 1.1 million of our children across the nation.
Texas Lieutenant Governor David Dewhurst wants all Texas schools’ athletes to be the cleanest athletes in the nation and is proposing that all Texas schools’ athletes be randomly tested for steroids and other performance-enhancing drugs.
Texas schools has a sports program with more than 700,000 participating students — more than any other state. Dewhurst’s proposal would cost about million annually, which would be provided to the Texas schools through state funding specifically for the random drug testing program.
Reactions to Dewhurst’s proposal have been mixed within the Texas Schools. A few local school district officials do not believe such testing is necessary. Mike Owens, head football coach of Texas schools’ Robert E. Lee, located in East Texas, stated that the “cost would not be worth the outcome”, believing that the Texas schools have more of a problem with street drugs, such as cocaine and marijuana. If the Texas schools tested for those, he would be all for it; but he does not believe performance-enhancing drugs are that big of a problem within the Texas schools’ athletic programs. He backed up his beliefs by stating that Texas schools’ coaches see their athletes daily and would notice a change in physique and would see the mood swings associated with such drug abuse. He further suggested the money would be better spent on education about the misuse of such drugs.
Some Texas schools already do random drug testing with their athletes. Lindale, Chapel Hill and Whitehouse are three such Texas schools districts, though Chapel Hill does not test for steroids. Not only do they believe the random testing keeps the athletes clean, but they also hope that it gives the students a reason to say no.
Texas schools’ student athletes had the most surprising reaction to Dewhurst’s proposal. Many said they would not mind being tested. They know that such drugs makes for an uneven playing field and would like to keep their Texas schools’ athletic programs clean. There always is the temptation to use performance-enhancing drugs to gain strength and bulk in order to get the advantage over your competition. It has become especially tempting, knowing that so many professional athletes has used them.
Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. Patricia has a nose for research and writes stimulating news and views on school issues. For more information please visit Texas School Reports and Texas Public School Rankings
The Washington State High School Testing System through the eyes of a parent. Video Rating: 4 / 5
Baltimore Schools are still feeling the effects of reform. Five years ago in 2002, massive funding went to the Baltimore Schools, which are one of the most under funded school systems in the state. This particular plan was for improvement concerning six basic standards including academic achievement and curriculum upgrading. The fact that Baltimore Schools continue to strive for excellence is heartening and shows that the spirit of educators is not daunted by low performance results. They persevere in the face of disorganization and desire to achieve top marks in school rankings.
Many debate the effectiveness of standardized testing in Baltimore Schools. These general tests are designed to evaluate the progress of each school. While the intention is to ensure that all Baltimore Schools are on the same page, the results have not always been positive. For instance, teachers spend most of the year teaching the test to students. The type of question and appropriate response are drilled into the minds of test takers. Baltimore Schools are frantically trying to maintain a standard that will allow them to continue teaching and project good academic standing. The pressure placed on achieving a good outcome is intense.
The struggle to keep all students on a level playing field was the focal point of the new Baltimore School reform plan. There was a desire to unify the curriculum and present the same educational opportunity at each school. Given 20 million dollars in 2002, Baltimore Schools also began reducing classrooms into smaller, more condensed environments. The general consensus was that this would bring more focus and alleviate distractions encountered in large Baltimore Schools. Mostly this reform was geared toward neighborhood high schools which are the most crowded and have the lowest graduation percentage.
Five years later, the Baltimore Schools’ reform seems to have had a positive effect. By rejuvenating the neighborhood schools, students have been exposed to better educational settings. And now officials in Baltimore Schools have been inspired to continue in this vein. There is currently a second reform plan in motion, set for 2006-2008. Baltimore Schools are looking to accelerate the progress of students and better prepare them for college. Baltimore Schools are practical and stress the need to be ready for a place in the workforce. They desire quality instruction for their students. Baltimore Schools are setting a standard of achievement that has revolutionized the educational system in the past five years. Admittedly, five years is a long time and more attention should be given to the crises of illiteracy and unemployment. Both these issues begin in failing schools. But the Baltimore Schools are have shown improvement and are making strides to protect the foundation of a solid education.
Boston Schools are right in the middle of current concerns over stagnated student scores on the Massachusetts Comprehensive Assessment Exam (MCAS). For the second year in a row, test score are flat, causing concern to both Boston Schools and the state of Massachusetts.
The main concern is over MCAS results for grades 3-8, and especially at the third grade level. Boston Schools tend to mirror the state, with some minor differences. The only grade level that showed improvement overall was tenth grade. An impressive 84% of students passed the English and math portions on their first attempts.
Why all the pressure for Boston Schools to perform to these high stakes testing criteria? The 2001 No Child Left Behind (NCLB) Act requires all students to perform at a “proficient” level on state given tests by 2014. Proficient is the second highest rating given. So two years of stagnant test scores concern officials of Boston Schools.
Both the NCLB act and MCAS tests inspire heated political debate in Boston Schools and the political arena. Former Massachusetts Governor Mitt Romney has been a staunch supporter of MCAS testing. He most notably threatened to take funding away from New Bedford Schools last year when the district wanted to award diplomas to students who had not passed the MCAS.
Current Governor Deval Patrick is sending a different message to Boston Schools. Patrick and others appeared yesterday before the Joint Commission of Education to urge members to use a variety of diagnostic methods to determine graduation status, rather than rely solely on state testing. Many Boston Schools’ teachers have long argued that portfolios of student work, report cards, term papers and creative expression of materials should be included in an overall assessment.
Romney, and other testing proponents, see this attitude as part of the problem. During his tenure as governor Romney accused the teachers’ union and the democratic led legislature of hindering progress when they refused to approve his initiative of merit pay for teachers. This battle between accountability, pay for performance, and recognition of multiple learning styles represents the crux of the disagreement of both sides nationally and in Boston Schools.
So what do the recent flat scores mean to Boston Schools? Experts say the problems could lie in many areas: poorly trained teachers, poorly paid teachers, racial gap issues, class sizes, or lack of preschool preparation. The fact is that educators, administrators and teachers in the Boston Schools don’t have a one size fits all explanation for the problem, or an answer for it. The most likely outcome will be more pilot programs to address these issues, and actions based on the results of the programs. Boston Schools is one of the most watched districts in the nation due to its size, inner city schools, racial mix, and proximity to some of the best universities in the nation.
Children throughout Tampa wake up each Monday through Friday and head out to school, lunch and books in hand. While they may bemoan another day filled with reading, writing and arithmetic, they are receiving their education from one of the highest ranked school districts in the state.
Hillsborough County School District has a policy of offering a dynamic cross-section of schooling options because they understand that a “one size fits all” education doesn’t coalesce with their community. These include Walton Academy of the Performing Arts and two teen parent schools. Among the public schooling options are magnet and charter schools.
Magnet Schools
Magnet schools offer students a more exploratory education. Students must show a strong interest in the field of study of their chosen magnet school in order to be considered for enrollment. Even though magnet schools educate studies concentrated in a specific field, they are funded by the state and school district and must adhere to the performance standards just like traditional public schools. Most students of magnet schools go on to complete post-secondary education in their field of study. Magnet schools, listed with their field of study, in the New Tampa area include: Cahoon Elementary, Animal Science
Dunbar Elementary, Math/Science/Technology
Lee Elementary, World Studies
Lincoln Elementary, International Studies/International Baccalaureate
Lockhart Elementary, Foreign Language & Global Studies; Visual/Performing/Communication Arts
Lomax Elementary, Math/Science/Technology
MacFarlane International Studies/International Baccalaureate
Muller Elementary, Environmental Studies; Visual/Performing/Communication Arts
Philip Shore Elementary, Visual/Performing/Communication Arts
Rampello Kindergarten through 8, Cultural Arts & Humanities
Charter Schools
While magnet schools offer highly concentrated curriculums, charter schools offer highly specialized teaching styles. Charter schools are owned and operated privately with subsidization through Hillsborough County School District and the State of Florida. They are just as accountable as traditional and magnet public schools through FCAT testing (more on this under “Standards”, below.) Charter schools often require parents to commit to a number of hours of volunteer work throughout the school year. They also require that parents understand their particular charter, or contract. Examples of charter school options include those that teach in Montessori style, Core Curriculum or Independent Study (distance learning.)
Any student that qualifies for public education in Hillsborough County may apply to attend a charter school, regardless of how far or close the student lives from the school.
Standards
The Sunshine State Standards, or SSS, are the uniform educational criteria for each grade level from Kindergarten through graduation. All public and most private schools in Florida have adopted these standards and teach material so that students will meet or exceed them. In 1998, the State of Florida began testing students based on the criteria to gauge the effectiveness of the SSS. A consortium of educators and instructional professionals from around the United States came up with the Florida Comprehensive Assessment Test, or FCAT.
Students are tested annually from third grade through eleventh. Reading and math tests are given each year. Writing is assessed in all grades except fifth and eleventh grades. Science knowledge is tested in fifth, eighth and tenth.
Beginning in the 2005-2006 school year, students are required to successfully pass the tenth grade test to qualify for a regular high school diploma upon graduation. Students scoring less than a passing grade on any of the subjects tested are offered subsequent testing opportunities during their eleventh and twelfth grade years.
According to 2005 testing scores, Florida students scored at or above the national average in fourth grade reading, fourth and eighth grade writing, fourth grade science and fourth grade mathematics. All other grade levels and areas of study that were compared showed Floridian students were close to national averages and gaining ground.
Gorrie Elementary, located just a mile from the University of Tampa in West Tampa, scored highest of all elementary schools in fourth grade reading and mathematics among all Hillsborough schools tested in 2006. Roosevelt Elementary, located in the Palma Ceia area, scored highest for fourth grade writing skills of all Hillsborough County schools during 2006.
Terrace Community Middle School, a charter school located just south of New Tampa, scored highest among all eight graders tested in 2006 in Hillsborough County middle schools for math and science. Wilson Middle, located in the Davis Island community, scored highest among eighth graders in reading and writing.
Palma Ceia area’s Plant High School scored highest among all Hillsborough County tenth graders for math, reading and writing in 2006.
New Tampa schools showed remarkable staying power and above average scores for each of their six elementary, two middle and two high schools. Each school scored 300 or more in all subjects tested in 2006, for grades four, eight and ten.
Private Schools in Tampa
Some families in the New Tampa area prefer a religious or college preparatory private school for their children to receive their education. While the list of private education options is copious, below is a list of a few of the most prominent private schools in the area, as well as their particular specialty. Berkeley Preparatory School operates to create well-rounded, college bound students. They provide education from pre-kindergarten through twelfth grade. The teachers and staff strive to educate students beyond reading, writing and arithmetic; they offer competitive sports and arts as well as numerous clubs and community service projects.
The Academy of Holy Names is one of the oldest private schools in the Tampa area, having been founded in 1881. Their pre-kindergarten through eighth grade offers excellence in education to both boys and girls. Ninth through twelfth grade classes are restricted to an all-female student body. The school’s teaching are based on the Catholic faith. Students are not required to be of the Catholic faith to attend, though nearly three-quarters are.
The Jesuit School is an all-boy school with a reputation for turning out high-achieving graduates. This school was founded 18 years after the Academy of Holy Names. Jesuit School education includes numerous missionary and community service opportunities for its students. Students are not required to be members of the Jesuit Church.
In 2002, a three-decade old school began unpacking boxes in their new, state of the art facility across from Tampa its former home at the University of Tampa. Tampa Preparatory School serves students and their family from sixth grade through twelfth. Tampa Prep doesn’t offer remedial classes, their program was designed to offer challenging coursework in core subjects as well as a wide diversity of other subjects – fine art, computer technology, music, dance, theater, golf, track, swimming, volleyball, soccer, baseball, basketball and wrestling.
Co-ed students at Tampa Catholic High School receive their education in the three R’s as well as the three purposes set forth by the Catholic faith – teaching the Message of God as revealed in Christ and through His Church; building Community through fellowship in the life of the Holy Spirit; and providing opportunities for Service to the community. After school, students continue their education by taking part in some of the nearly two dozen clubs and extra-curricular activities. Tampa Catholic’s philosophy is to educate the entire student- mind, body, and spirit.
