JULIE'S FAITH IN THE LORD!
JULIE'S CORNER
Wait Upon the Lord
After starting a new diet, I altered my drive to work to avoid passing my favorite bakery.
I accidentally drove by the bakery this morning, and as I approached, there in the window were a host of goodies.
I felt this was no accident, so I prayed ....
"Lord, it's up to you, if you want me to have any of those delicious goodies, create a parking place for me directly in front of the bakery."
And sure enough, on the eighth time around the block, there it was!
God is sooooo Good!
Vaughn Tolle said:
Julie, so Tracy wasn't attributing this to you w/out reason? Then, I appreciate your brightening my day, for sure.
BTW, in my case, it took 10 trips....
BTW, in my case, it took 10 trips....
Vaughn Tolle said:
http://www.kansas.com/wireupdates/story/182635.htm...
OT, to be sure. :-(
It seems the Northern Iraqi border has been closed by Iran protesting the U.S. military's detention of some Iranian, notwithstanding the Iraqi government's declaration that said detainee was in Iraq lawfully by virtue of a visa granted him. The Kurds are upset, alleging economic damage as the result of the Iranian action.
Damn it, the Kurds are, as nearly as I can tell, likely the most friendly folks there are in Iraq to the U.S. So, we'll make them mad, continue to upset the al Maliki government, etc., for what real purpose? This goes back to a "conversation" Ben was having "over there"; either Iraq is a sovereign state, or it's not. By disregarding any "visa" issued by said government, this sure sends yet another message that the U.S. does not consider Iraq an independent, sovereign, state. And, meanwhile, the pundits and others in D.C. wonder why the U.S. is not well liked in that part of the world.
OT, to be sure. :-(
It seems the Northern Iraqi border has been closed by Iran protesting the U.S. military's detention of some Iranian, notwithstanding the Iraqi government's declaration that said detainee was in Iraq lawfully by virtue of a visa granted him. The Kurds are upset, alleging economic damage as the result of the Iranian action.
Damn it, the Kurds are, as nearly as I can tell, likely the most friendly folks there are in Iraq to the U.S. So, we'll make them mad, continue to upset the al Maliki government, etc., for what real purpose? This goes back to a "conversation" Ben was having "over there"; either Iraq is a sovereign state, or it's not. By disregarding any "visa" issued by said government, this sure sends yet another message that the U.S. does not consider Iraq an independent, sovereign, state. And, meanwhile, the pundits and others in D.C. wonder why the U.S. is not well liked in that part of the world.
longhorn said:
HEE HEE HEE Julie!! Good one.
Reminds me of the saying they have in Texas about someone caught in the middle of a lake with a leaky boat.
"Pray to God but row towards shore"...
Reminds me of the saying they have in Texas about someone caught in the middle of a lake with a leaky boat.
"Pray to God but row towards shore"...
lindainks55 said:
Julie,
I quit trying to pretend since I was only fooling myself anyway. I read that fat people are happy people. I'm working on my personality and eating goodies.
OT - does this mean "off" or "Other" topic?
I just finished watching (well, not so much) and listening to bush address the United Nations. He has a sing-song to his voice when giving (reading) a speech. It annoys me. But when I glanced up and saw his face in closeup I saw what looked like a sick man. His eyes are puffy and swollen so his eyeballs are barely visible in the folds, his skin has a gray cast. He doesn't just look old, he truly looks sick!
I quit trying to pretend since I was only fooling myself anyway. I read that fat people are happy people. I'm working on my personality and eating goodies.
OT - does this mean "off" or "Other" topic?
I just finished watching (well, not so much) and listening to bush address the United Nations. He has a sing-song to his voice when giving (reading) a speech. It annoys me. But when I glanced up and saw his face in closeup I saw what looked like a sick man. His eyes are puffy and swollen so his eyeballs are barely visible in the folds, his skin has a gray cast. He doesn't just look old, he truly looks sick!
Vaughn Tolle said:
Linda, when I use OT, I mean "off topic"; but "other topic" works for me.
Mr. Bush is, as has all his predecessors during my lifetime after I was old enough to notice, showing the signs of stress, etc., associated with being the President. It is remarkable to look at the "before" and "after" pictures of all Presidents, not just those who have served two terms. Of course, some come through the experience looking a bit better than others (comparatively). Let's not forget that all of them also continue to age as well, even if we don't.
The best example of my last comment is attending a high school class reunion. My, my, what a bunch of middle-aged folks that have shown up for our reunion; nah, it can't be we're getting older. I know; they've not taken care of themselves like I have. So much the pity for them. (If you believe that, I've some ocean-front property in East Wichita I'd like to talk about with you.....)
Mr. Bush is, as has all his predecessors during my lifetime after I was old enough to notice, showing the signs of stress, etc., associated with being the President. It is remarkable to look at the "before" and "after" pictures of all Presidents, not just those who have served two terms. Of course, some come through the experience looking a bit better than others (comparatively). Let's not forget that all of them also continue to age as well, even if we don't.
The best example of my last comment is attending a high school class reunion. My, my, what a bunch of middle-aged folks that have shown up for our reunion; nah, it can't be we're getting older. I know; they've not taken care of themselves like I have. So much the pity for them. (If you believe that, I've some ocean-front property in East Wichita I'd like to talk about with you.....)
lindainks55 said:
You are speaking to a woman who has perfected the ability to see what she chooses in every mirror! I try my darn est to avoid photographs. What is there in that process? I can't blame it on the developing process any longer since most photos are digital. I know it exists just not why or how to fix it.
I suppose I might see more ugliness in bush than other presidents because I think he is ugliness personified. OK, I will admit it -- I feel nothing but disdain for him; not hate, because I truly don't have that much "feeling" for that man.
I suppose I might see more ugliness in bush than other presidents because I think he is ugliness personified. OK, I will admit it -- I feel nothing but disdain for him; not hate, because I truly don't have that much "feeling" for that man.
lindainks55 said:
I was talking to a group of people, mostly teachers, about NCLB. One in the group who is a statistician said in two more years when we hit the 70th percentile proficiency benchmark we will begin to see really good schools fail. So far, the ones that have failed are those whose student body represent a majority of those who are not capable of being proficient. But his prediction was we are nearing the point of the population who could ever achieve proficiency. He further stated it would probably take a couple additional years to figure out why everything went to hell in a hand basket two years before, putting us approximately four years down the road.
So, in about four years many will know the failures, and guess what? Those failures will probably become known by the majority (those paying attention already know) under the watch of the Democratic Party. This being based on opinions that a Democratic President will be elected in 2008. And Republicans who have perfected the ability to make "it" (fill in the blank because "it" includes everything) the fault of anyone but THEM will point out the original legislation was a cooperative between bush and Senator Kennedy. Never mind what Kennedy thought and what became law and how far apart those two were. Emphasis will be put on Kennedy. And, changes that will be made to try to overcome the stupidity that became the final legislation will come under Democratic majority. You see the picture.
We also talked of the "highly qualified" part of the legislation that affects teachers. NCLB is a K-20 initiative because it specifically addresses teacher preparation. So the state school boards and legislators must meet the requirements set out in the federal law. The state schools must then comply with what the state boards and legislature mandated after following their own mandates and have very little wiggle room. In fact, to the extent it addresses teacher preparation, NCLB even goes beyond K-20 into graduate school level by requiring additional endorsements on your teacher certifications.
Teachers know the failings of NCLB. But they can't speak out or they endanger their jobs. Most teachers are just shutting their classroom door and doing the very best they can for the students.
Non compliance with NCLB isn't endangering the monies from that legislation - it isn't funded and never has been. Non-compliance endangers all the federal education dollars from other programs (Title 1...).
So, in about four years many will know the failures, and guess what? Those failures will probably become known by the majority (those paying attention already know) under the watch of the Democratic Party. This being based on opinions that a Democratic President will be elected in 2008. And Republicans who have perfected the ability to make "it" (fill in the blank because "it" includes everything) the fault of anyone but THEM will point out the original legislation was a cooperative between bush and Senator Kennedy. Never mind what Kennedy thought and what became law and how far apart those two were. Emphasis will be put on Kennedy. And, changes that will be made to try to overcome the stupidity that became the final legislation will come under Democratic majority. You see the picture.
We also talked of the "highly qualified" part of the legislation that affects teachers. NCLB is a K-20 initiative because it specifically addresses teacher preparation. So the state school boards and legislators must meet the requirements set out in the federal law. The state schools must then comply with what the state boards and legislature mandated after following their own mandates and have very little wiggle room. In fact, to the extent it addresses teacher preparation, NCLB even goes beyond K-20 into graduate school level by requiring additional endorsements on your teacher certifications.
Teachers know the failings of NCLB. But they can't speak out or they endanger their jobs. Most teachers are just shutting their classroom door and doing the very best they can for the students.
Non compliance with NCLB isn't endangering the monies from that legislation - it isn't funded and never has been. Non-compliance endangers all the federal education dollars from other programs (Title 1...).
Vaughn Tolle said:
Linda,
For what's going to happen with NCLB in a few years see where the Texas plan is (the "model" for NCLB, enacted while GWB was the Governor) now. At the last discussion I had with some fairly knowledgeable folks on this issue, it was asserted that all hell has broken lose in certain Dallas suburbs where the schools are no longer achieving the Texas equivalent of AYP at the state level (remember, they (TX) are about 2-3 years ahead of the rest of us with respect to this plan). The Texas education commissioner was not sympathetic, noting that he had been pointing out the required progression for years, to deaf ears.
I'm no statistician, but it was and continues to be clear that those who are "proficient" as measured by the assessments will be, in general, no more than 75 % or so in the "good" schools, absent redefining proficient (as the states can, BTW) or changing the tenor and content of the assessments (also an option to the states). There's supposed to be some type of oversight on these issues by the Feds, but I understand that there are many taking a hard look at these two issues with a view towards "gaming the system". There are too many dollars on the table to expect anything else to happen. BTW, there may well be that exceptional school which can continue into the low 80%s, but the same will be rare, absent changes as discussed earlier.
That's going to happen all over Kansas and the other states in the next few years. There will be precious few schools coming close, IMHO. As you point out, Linda, the funding that's at risk isn't under NCLB, but under all the other federal programs. Finally, Senator Kennedy will be the "whipping boy" when the chickens come home to roost.
I'm all for third party accountability of schools and teachers; I also want the same accountability on students. NCLB tries to impose the former (and fails IMHO, as I've pointed out previously), and ignores the latter. Without student accountability, I daresay there will never be school and teacher accountability at the level desired, assuming arguendo that the level is reachable.
With respect to the "highly qualified" teachers issue; I agree with the goals of NCLB, not the execution as set out therein. I'm an old curmudgeon that believes in general there should be no undergraduate professional schools of any kind (business, education, engineering, journalism, etc.), but instead these programs should be offered at the post-baccalaureate level once the A.B., B.A. or B.S. is earned in a "liberal arts" field. Those who go on to obtain the graduate degrees would then be the pool from which teachers are drawn. Higher salaries needed? That depends, given the effect of graduate degrees required for the other professions where now no more than a baccalaureate degree is required. I sort of expect not, frankly. Should there be higher levels of compensation? Yes, if only to attract "better and brighter" students to the field.
I'm about to say something which likely is going to upset some folks reading this, so advance apologies are made here. I fully believe it is ludicrous to entrust the education of our students in the early elementary grades, at least, to math and science phobes, when those areas are of critical importance. Unless things have dramatically changes, to obtain an elementary education degree one had only to complete "college algebra" for a math requirement; and a low level science course. At KU, "back in the day", "Bugs and Boys" (really Insects and Man) was the "science" course of choice by el ed majors. Only the School of Journalism competed with the School of Education on the low level of graduation requirements in these areas, and the J-School, at the time, was about three times more academically demanding than the Ed school at KU; thus, those who filtered in for El Ed degrees were not academically inclined in general; and were damned sure not interested in challenging math and science courses (nor foreign language, etc., requirements). I know the requirements at the Secondary Ed level were more rigorous, and I also know the proportion of El Ed to Secondary Ed majors in the School of Ed when I graduated. The early education years are critical, and the ability to teach math and science with "gusto" rather than as a "'cause I have to" is critical.
Enough of my rant. Time to let others in, huh?
For what's going to happen with NCLB in a few years see where the Texas plan is (the "model" for NCLB, enacted while GWB was the Governor) now. At the last discussion I had with some fairly knowledgeable folks on this issue, it was asserted that all hell has broken lose in certain Dallas suburbs where the schools are no longer achieving the Texas equivalent of AYP at the state level (remember, they (TX) are about 2-3 years ahead of the rest of us with respect to this plan). The Texas education commissioner was not sympathetic, noting that he had been pointing out the required progression for years, to deaf ears.
I'm no statistician, but it was and continues to be clear that those who are "proficient" as measured by the assessments will be, in general, no more than 75 % or so in the "good" schools, absent redefining proficient (as the states can, BTW) or changing the tenor and content of the assessments (also an option to the states). There's supposed to be some type of oversight on these issues by the Feds, but I understand that there are many taking a hard look at these two issues with a view towards "gaming the system". There are too many dollars on the table to expect anything else to happen. BTW, there may well be that exceptional school which can continue into the low 80%s, but the same will be rare, absent changes as discussed earlier.
That's going to happen all over Kansas and the other states in the next few years. There will be precious few schools coming close, IMHO. As you point out, Linda, the funding that's at risk isn't under NCLB, but under all the other federal programs. Finally, Senator Kennedy will be the "whipping boy" when the chickens come home to roost.
I'm all for third party accountability of schools and teachers; I also want the same accountability on students. NCLB tries to impose the former (and fails IMHO, as I've pointed out previously), and ignores the latter. Without student accountability, I daresay there will never be school and teacher accountability at the level desired, assuming arguendo that the level is reachable.
With respect to the "highly qualified" teachers issue; I agree with the goals of NCLB, not the execution as set out therein. I'm an old curmudgeon that believes in general there should be no undergraduate professional schools of any kind (business, education, engineering, journalism, etc.), but instead these programs should be offered at the post-baccalaureate level once the A.B., B.A. or B.S. is earned in a "liberal arts" field. Those who go on to obtain the graduate degrees would then be the pool from which teachers are drawn. Higher salaries needed? That depends, given the effect of graduate degrees required for the other professions where now no more than a baccalaureate degree is required. I sort of expect not, frankly. Should there be higher levels of compensation? Yes, if only to attract "better and brighter" students to the field.
I'm about to say something which likely is going to upset some folks reading this, so advance apologies are made here. I fully believe it is ludicrous to entrust the education of our students in the early elementary grades, at least, to math and science phobes, when those areas are of critical importance. Unless things have dramatically changes, to obtain an elementary education degree one had only to complete "college algebra" for a math requirement; and a low level science course. At KU, "back in the day", "Bugs and Boys" (really Insects and Man) was the "science" course of choice by el ed majors. Only the School of Journalism competed with the School of Education on the low level of graduation requirements in these areas, and the J-School, at the time, was about three times more academically demanding than the Ed school at KU; thus, those who filtered in for El Ed degrees were not academically inclined in general; and were damned sure not interested in challenging math and science courses (nor foreign language, etc., requirements). I know the requirements at the Secondary Ed level were more rigorous, and I also know the proportion of El Ed to Secondary Ed majors in the School of Ed when I graduated. The early education years are critical, and the ability to teach math and science with "gusto" rather than as a "'cause I have to" is critical.
Enough of my rant. Time to let others in, huh?
longhorn said:
"Finally, Senator Kennedy will be the "whipping boy" when the chickens come home to roost."
Well, first of all, Senator Kennedy is ALWAYS the whipping boy for ANYTHING that goes wrong.
Second, I agree about el ed in general, and of course, there are numerous exceptions. We finance majors used to say the same things about sales and marketing majors :) They couldnt hack the rigors of the numbers, so they went with the touchy feely :) :)
Of course, they are mostly all making four times what I'm making now....
Well, first of all, Senator Kennedy is ALWAYS the whipping boy for ANYTHING that goes wrong.
Second, I agree about el ed in general, and of course, there are numerous exceptions. We finance majors used to say the same things about sales and marketing majors :) They couldnt hack the rigors of the numbers, so they went with the touchy feely :) :)
Of course, they are mostly all making four times what I'm making now....
longhorn said:
I think there is another reason teachers and others are reluctant to speak out on the failures of public schools. There is always a wingnut in the wings waiting to say "vouchers! vouchers!" and then take their kids to the local madrassa...
Vaughn Tolle said:
Yeah, lh, we used to dump on the marketing majors, too, but as KU at the time required the same basic math-based courses for all business majors, it was a bit hard to dump totally on them; but the finance majors and we accounting majors sure tried! Personal brag; all I needed for a triple major was one more course in finance; however, I couldn't stomach the thought of taking "Insurance" from the professor who taught it, so just went with the double. Loved finance classes otherwise; capital budgeting was my favorite.
Of course, then I went to law school, and screwed up my salary structure...
You're also right on the "vouchers, vouchers" thing. That's why I've studiously avoided any mention "over there" of the decline in high school reading assessment scores in the district. They MAY miss it when the Eagle gets around to printing the scores (but I doubt it; the drop was more than just a statistically insignificant blip, so the Eagle will surely publicize it), and I don't want to start a "close public schools" argument when it's possible that fight will be coming later.
Of course, then I went to law school, and screwed up my salary structure...
You're also right on the "vouchers, vouchers" thing. That's why I've studiously avoided any mention "over there" of the decline in high school reading assessment scores in the district. They MAY miss it when the Eagle gets around to printing the scores (but I doubt it; the drop was more than just a statistically insignificant blip, so the Eagle will surely publicize it), and I don't want to start a "close public schools" argument when it's possible that fight will be coming later.
lindainks55 said:
I agree with both of you on the subject of an overall "liberal" education being superior. When did that word liberal change to hold anything but positive connotations?? Sometimes the process of education shows the areas where a person excels (usually those they also love), so graduate fields are pursued by those best suited to that degree.
Isn't that presumptuous of me the uneducated to pretend I have the right to an opinion about education? You will all forgive me. I'm opinionated and have an opinion on everything whether I should or not.
There are too many who want to throw public education under the bus! Isn't that sad? There are ideas I can't understand but to believe we should throw many of our children under that proverbial bus (which is what would happen) is beyond anything I can fathom.
Isn't that presumptuous of me the uneducated to pretend I have the right to an opinion about education? You will all forgive me. I'm opinionated and have an opinion on everything whether I should or not.
There are too many who want to throw public education under the bus! Isn't that sad? There are ideas I can't understand but to believe we should throw many of our children under that proverbial bus (which is what would happen) is beyond anything I can fathom.
Vaughn Tolle said:
Linda, as I've posted before; you are not uneducated; you merely lack that "piece of paper" that says you attended an educational institution. There's a world of difference there.
We do need to consider something, IMHO, concerning our system of public education here in the U.S. That is, can we realistically continue our tradition of offering the same educational opportunities to all? In other words, should we, as a nation, do as most of the rest of the industrialized world does, and start "tracking" our students into university preparatory education/vocational or other education at some point in the elementary/middle school years? I think we need to debate this point seriously, and without malice. I'm not sure where I stand on this issue. The facile conclusion is that the U.S. is competing globally now, and thus we should adopt the system our competitors use. The other side to this is that our system of funding public schools relies on taxes paid by all, thus all should have the same opportunity. I do know this; the comparisons made by the anti-public education crowd on the performance of U.S. students vs. the world on the international assessments will continue to show the U.S. lagging so long as this is not a true apples to apples comparison.
What do you all think?
We do need to consider something, IMHO, concerning our system of public education here in the U.S. That is, can we realistically continue our tradition of offering the same educational opportunities to all? In other words, should we, as a nation, do as most of the rest of the industrialized world does, and start "tracking" our students into university preparatory education/vocational or other education at some point in the elementary/middle school years? I think we need to debate this point seriously, and without malice. I'm not sure where I stand on this issue. The facile conclusion is that the U.S. is competing globally now, and thus we should adopt the system our competitors use. The other side to this is that our system of funding public schools relies on taxes paid by all, thus all should have the same opportunity. I do know this; the comparisons made by the anti-public education crowd on the performance of U.S. students vs. the world on the international assessments will continue to show the U.S. lagging so long as this is not a true apples to apples comparison.
What do you all think?
lindainks55 said:
I know about the poor performance of American schoolchildren in international rankings. I don't know how they educate in other countries. I will do some research and maybe be able to comment with an opinion. Do you have any recommendations on reading material?
Vaughn Tolle said:
http://www.german-way.com/educ.html
Linda, no recommended reading material. The above is a short description of the German system (note the three levels of "high school"). I've gained much of what I know by readings over the years.
Note also the high regard of the German society for educators in general. Much different than in the U.S.
Linda, no recommended reading material. The above is a short description of the German system (note the three levels of "high school"). I've gained much of what I know by readings over the years.
Note also the high regard of the German society for educators in general. Much different than in the U.S.
Vaughn Tolle said:
http://www.ericdigests.org/2002-2/japanese.htm
A little something on the Japanese system. Note again the high regard the society places on educators.
A little something on the Japanese system. Note again the high regard the society places on educators.
Vaughn Tolle said:
Linda, an explanation of sorts for the two links. Most critics of the educational system in the U.S. based upon the results of international assessment performance often point to Germany and Japan as "how things would be if only ________________" and go on to push vouchers, etc., totally ignoring how the respective systems in these countries are set up AND the societal differences. Hopefully, the two links will give you a bit of an understanding of where my argument over "apples to oranges" comparison is based.
Vaughn Tolle said:
A bit of me on the nasty word "tracking" (well, nasty to educators, it seems; also very offensive to special ed folks).
Tracking is determining, by use of a certain set of criteria, what educational grouping a student should be placed in at a certain point in his/her school years. The arguments against it are many in this country, basically centered around two distinct points: 1) the students who are low SES invariably do poorly in certain areas, and as this group is largely ethnic minority, the use of tracking perpetuates racial stereotypes; and 2) it is possible that there is someone, somewhere in the non-university track that will be missed, even though s/he has all the potential in the world, s/he is a poor test taker, a late bloomer, etc., so we shouldn't track students.
Not going to object, in principle, to the above, but would point out that as to the second argument, the German system, at least as I understand it, allows for such "late bloomers" and admission back to the university "track" at a later point, once the student is taking the general ed/technology/business courses.
With regard to the first, low expectations breed low results. There seems to me to be in the eyes of those who find racial discrimination everywhere an implicit feeling that we, as a society, cannot expect high performance from folks situated as a racial minority, or who is in a low SES family, etc., so there needs to be some allowance made, a "hand up", whatever to aid these people in overcoming the bad hand life dealt them. In observing how NEMHS works over the years, I've noted that the school demographics mirror the district at large; and even though there's an achievement gap, minority sub-groups do a good job on the damnable state assessments, outdoing their counterparts in the comprehensive schools by a wide measure. The one thing of which I'm aware that makes NEMHS a bit different from the comprehensive schools is that there is but one level of academic expectations, due to the size of the school, which is high. For example; in Math, the lowest level offered is Algebra I. Another: Even though not so labeled on the transcript, many of the courses offered there are offered at the "honors" level, per the faculty and course content. There are a few "honors" courses, e.g., Honors Physical Science which is taken by ALL science magnet students, as well as by a few in the other magnet programs; similarly, Honors American History is taken by ALL law magnet students, along with a few (space permitting) from the other magnet areas. The point is that even within the honors sections, all students within a particular magnet area take those courses, and the expectations therein do not vary from student to student.
There is a cost; NEMHS devotes a substantial period of time daily to tutoring those who are struggling in Math and English. Informal tutoring is available to those struggling in other classes as well. That, of course, is difficult to do in a larger setting.
Tracking is determining, by use of a certain set of criteria, what educational grouping a student should be placed in at a certain point in his/her school years. The arguments against it are many in this country, basically centered around two distinct points: 1) the students who are low SES invariably do poorly in certain areas, and as this group is largely ethnic minority, the use of tracking perpetuates racial stereotypes; and 2) it is possible that there is someone, somewhere in the non-university track that will be missed, even though s/he has all the potential in the world, s/he is a poor test taker, a late bloomer, etc., so we shouldn't track students.
Not going to object, in principle, to the above, but would point out that as to the second argument, the German system, at least as I understand it, allows for such "late bloomers" and admission back to the university "track" at a later point, once the student is taking the general ed/technology/business courses.
With regard to the first, low expectations breed low results. There seems to me to be in the eyes of those who find racial discrimination everywhere an implicit feeling that we, as a society, cannot expect high performance from folks situated as a racial minority, or who is in a low SES family, etc., so there needs to be some allowance made, a "hand up", whatever to aid these people in overcoming the bad hand life dealt them. In observing how NEMHS works over the years, I've noted that the school demographics mirror the district at large; and even though there's an achievement gap, minority sub-groups do a good job on the damnable state assessments, outdoing their counterparts in the comprehensive schools by a wide measure. The one thing of which I'm aware that makes NEMHS a bit different from the comprehensive schools is that there is but one level of academic expectations, due to the size of the school, which is high. For example; in Math, the lowest level offered is Algebra I. Another: Even though not so labeled on the transcript, many of the courses offered there are offered at the "honors" level, per the faculty and course content. There are a few "honors" courses, e.g., Honors Physical Science which is taken by ALL science magnet students, as well as by a few in the other magnet programs; similarly, Honors American History is taken by ALL law magnet students, along with a few (space permitting) from the other magnet areas. The point is that even within the honors sections, all students within a particular magnet area take those courses, and the expectations therein do not vary from student to student.
There is a cost; NEMHS devotes a substantial period of time daily to tutoring those who are struggling in Math and English. Informal tutoring is available to those struggling in other classes as well. That, of course, is difficult to do in a larger setting.
lindainks55 said:
I'll read those links provided and see if I have further questions.
Remember way back when we were in school our classes were split by abilities? In first grade we had the blue birds, the red birds and the yellow birds, split by our reading skills. In junior high we were Groups A, B and C. By this age we all knew Group A were the higher-achieving students and Group C the slower with more special needs. I know it wasn't just the school I attended. Wasn't this the way your schools were? This was long before "special education" was mandated. Wasn't this "tracking"?
Remember way back when we were in school our classes were split by abilities? In first grade we had the blue birds, the red birds and the yellow birds, split by our reading skills. In junior high we were Groups A, B and C. By this age we all knew Group A were the higher-achieving students and Group C the slower with more special needs. I know it wasn't just the school I attended. Wasn't this the way your schools were? This was long before "special education" was mandated. Wasn't this "tracking"?
Danny said:
This is a bit off topic from anything here, but in some ways not really...
http://tinyurl.com/27y8ln
Anyway, the gist of this is, because gas prices are going up, fuel efficiency of vehicles is going up, or people are driving less, the government isn't getting the taxes they want/need from gas sales.
Thus, there is a currently in test system that will tax you based on the number of miles you drive. Then bill you at the end of the month your tax. This, to my understanding, doesn't replace the gas tax but is in addition to the gas tax.
Now since I don't drive very much except to visit family, I may end up cutting back on that as well. The real problem to me is, if I already paid tax on the gas then did I not do my part in paying my taxes? Why the 'double dip'?
In regards to education,
I think the problem stems from students not really being challenged from the start. Or only being presented certain course works. I think Linda said it well above, a liberal education(by which I define as having English, Math, Science, Arts, etc.) is a good thing. However, we have standardized tests(like them/hate them it doesn't matter they are probably a necessity to gauge how well a student and a school are doing) and often times the goal of teaching is changed to meet what is on those tests.
In attempting to cover throughly what is on the "test", other "liberal" subjects(deemed less important: history, arts, music, etc) get reduced or cut entirely. I could argue easily the merits of 'liberal' or less 'liberal' education I think indefinately in regard to the theory. But it seems to me, having a 'liberal' education is probably a good thing. I'll admit where I went to school(private schools yes) the education was 'liberal' based and we had to take a fair number of subjects as this was to prepare for college and a career upon graduation.
I think in the public school, my perception is at least, it seems that the goal is just to get the student out in 4 years(high school) and no longer regardless of what has actually been learned. Further, the goal of which is to meet test requirements not educational requirements. I don't think schools should be punished for doing poorly, yet there should be incentive for them to do well. Hence, the standardized test has to be in place to comparatively measure the schools. However, I think the tests should be designed and administered by educators on a wide ranging of subjects.
Further, I think the tests should be used as an indication of areas to improve(a great many students did poorly in math, lets see what problems they consistently missed). So I don't see a way to avoid standard tests to measure competency, but I don't think that should translate into a punishment for a school.
http://tinyurl.com/27y8ln
Anyway, the gist of this is, because gas prices are going up, fuel efficiency of vehicles is going up, or people are driving less, the government isn't getting the taxes they want/need from gas sales.
Thus, there is a currently in test system that will tax you based on the number of miles you drive. Then bill you at the end of the month your tax. This, to my understanding, doesn't replace the gas tax but is in addition to the gas tax.
Now since I don't drive very much except to visit family, I may end up cutting back on that as well. The real problem to me is, if I already paid tax on the gas then did I not do my part in paying my taxes? Why the 'double dip'?
In regards to education,
I think the problem stems from students not really being challenged from the start. Or only being presented certain course works. I think Linda said it well above, a liberal education(by which I define as having English, Math, Science, Arts, etc.) is a good thing. However, we have standardized tests(like them/hate them it doesn't matter they are probably a necessity to gauge how well a student and a school are doing) and often times the goal of teaching is changed to meet what is on those tests.
In attempting to cover throughly what is on the "test", other "liberal" subjects(deemed less important: history, arts, music, etc) get reduced or cut entirely. I could argue easily the merits of 'liberal' or less 'liberal' education I think indefinately in regard to the theory. But it seems to me, having a 'liberal' education is probably a good thing. I'll admit where I went to school(private schools yes) the education was 'liberal' based and we had to take a fair number of subjects as this was to prepare for college and a career upon graduation.
I think in the public school, my perception is at least, it seems that the goal is just to get the student out in 4 years(high school) and no longer regardless of what has actually been learned. Further, the goal of which is to meet test requirements not educational requirements. I don't think schools should be punished for doing poorly, yet there should be incentive for them to do well. Hence, the standardized test has to be in place to comparatively measure the schools. However, I think the tests should be designed and administered by educators on a wide ranging of subjects.
Further, I think the tests should be used as an indication of areas to improve(a great many students did poorly in math, lets see what problems they consistently missed). So I don't see a way to avoid standard tests to measure competency, but I don't think that should translate into a punishment for a school.
Danny said:
"... was to prepare for college and a career upon graduation."
I think I'd like to expand on this a little bit. This was preparing for the future. Something that I perceive as having lost focus in the public education arena over time. This is based solely on listening to my parents and their experiences with education vs. my siblings, wife, myself and our view and friends view of education.
I think I'd like to expand on this a little bit. This was preparing for the future. Something that I perceive as having lost focus in the public education arena over time. This is based solely on listening to my parents and their experiences with education vs. my siblings, wife, myself and our view and friends view of education.
Vaughn Tolle said:
Linda, in the jargon of educators, that was/is "ability grouping" (tracking by any other name...). Believe it or not, there are those earnestly arguing that ability grouping is a bad thing, and should be done away with so that no one is harmed.
Danny, ideally, the assessment process should be such that "teaching to the test" is merely teaching the curriculum that should be taught regardless. Unfortunately, the assessments I've seen don't necessarily track with this (although the ACT and SAT, coming from different perspectives, sort of, kind of, do). Your perception concerning the public school process (get them in and out in four years, what they may have "learned" be damned) is accurate in a lot of cases. The students are the ones who suffer, of course.
Use of assessment results by the schools, in my limited experience, does, in some part focus on the questions missed, or more generally, the areas in which students did not perform as well, to ascertain what should be emphasized for the next group, as well as for some remediation for those who were so assessed.
Danny, ideally, the assessment process should be such that "teaching to the test" is merely teaching the curriculum that should be taught regardless. Unfortunately, the assessments I've seen don't necessarily track with this (although the ACT and SAT, coming from different perspectives, sort of, kind of, do). Your perception concerning the public school process (get them in and out in four years, what they may have "learned" be damned) is accurate in a lot of cases. The students are the ones who suffer, of course.
Use of assessment results by the schools, in my limited experience, does, in some part focus on the questions missed, or more generally, the areas in which students did not perform as well, to ascertain what should be emphasized for the next group, as well as for some remediation for those who were so assessed.
Vaughn Tolle said:
Danny, the focus of education (K-12) should, in fact, IMHO be to prepare students for the future, whatever it may hold. To do so necessarily (again, my opinion) encompasses what is known as a "liberal" education. From what little knowledge I have about the educational process in general, the way things were when your parents were in school, and disturbingly were still when you were in school, was designed in the mid to late 1920s for the main purpose of producing labor for manufacturing jobs. As the economy shifted, education basically hewed to the same model, which can explain why your perception (and others your age) of education differs so. The focus remained the same; the market for the graduates changed.
There is some change, to be sure; but the old "Carnegie Units" model still holds sway to large degree.
Back to blasting assessments for a bit. It is interesting to observe, as I am able, the different approaches taken by a public school and a private school as the time for assessments (state, that is) nears. The public school takes some time to prep the students for the assessments, including review of old assessment questions, etc., as well as spending time on strategies. The private school may, on the day before, refresh the students on filling in the answer sheet correctly, and that's about it. Given the results as reported, it would seem that the private school curriculum most nearly mirrors what is sought by the state assessments, and the students generally do well; while there are still issues in the public school environment with assessment performance, even with the prep time spent, etc.
Apples and oranges again; the private school students are, for the most part, in the top quartile of ability, with a few at the top of the second quartile; the public school students are spread over all four quartiles, in varying proportions. If one school has no students that are not at least one standard deviation to the right of the mean in a normal distribution, should not that school perform better on the assessments? Of course it should, and it does.
There is some change, to be sure; but the old "Carnegie Units" model still holds sway to large degree.
Back to blasting assessments for a bit. It is interesting to observe, as I am able, the different approaches taken by a public school and a private school as the time for assessments (state, that is) nears. The public school takes some time to prep the students for the assessments, including review of old assessment questions, etc., as well as spending time on strategies. The private school may, on the day before, refresh the students on filling in the answer sheet correctly, and that's about it. Given the results as reported, it would seem that the private school curriculum most nearly mirrors what is sought by the state assessments, and the students generally do well; while there are still issues in the public school environment with assessment performance, even with the prep time spent, etc.
Apples and oranges again; the private school students are, for the most part, in the top quartile of ability, with a few at the top of the second quartile; the public school students are spread over all four quartiles, in varying proportions. If one school has no students that are not at least one standard deviation to the right of the mean in a normal distribution, should not that school perform better on the assessments? Of course it should, and it does.
lindainks55 said:
http://www.denverpost.com/ci_6966916
I believe STRONGLY that if 259 took the 200plus "teachers" who provide professional development courses (teach the teachers although teachers think they bring nothing of value) or roll carts of books into classrooms or any other number of duties that have NOTHING to do with students and do not impact students away from the silliness of their current duties and put them to teaching, to giving extra attention to those who need it we would see improvements that would be exponential.
Sorry, that sentence above should be split into several sentences but I'd never get it all out if I tried so just suffer through it.
My son-in-law is at Curtis Middle School. It sits in Planeview and failed a few years ago. The problems are indescribable -- most of you wouldn't believe them. He said this year they have a retired school teacher who comes just a couple hours daily and works with students who should be scoring higher (they have more than their fair share who can't). Their scores have improved dramatically! Why can't we do this with more of those who are paid as teachers but don't teach???
I believe STRONGLY that if 259 took the 200plus "teachers" who provide professional development courses (teach the teachers although teachers think they bring nothing of value) or roll carts of books into classrooms or any other number of duties that have NOTHING to do with students and do not impact students away from the silliness of their current duties and put them to teaching, to giving extra attention to those who need it we would see improvements that would be exponential.
Sorry, that sentence above should be split into several sentences but I'd never get it all out if I tried so just suffer through it.
My son-in-law is at Curtis Middle School. It sits in Planeview and failed a few years ago. The problems are indescribable -- most of you wouldn't believe them. He said this year they have a retired school teacher who comes just a couple hours daily and works with students who should be scoring higher (they have more than their fair share who can't). Their scores have improved dramatically! Why can't we do this with more of those who are paid as teachers but don't teach???
Vaughn Tolle said:
Linda, I'm familiar with Curtis; sits South of Southeast, and North of (oops; forgot the elementary school name) in that three school complex there between Lincoln & Harry. I fully appreciate the issues that are being dealt with there.
As to your complaints about the "instructional facilitators" (isn't that the term of art?), I agree; but if these "teachers" weren't doing "teaching the teacher", they would merely be in another classroom, likely over crowded, and there still wouldn't be the needed individual attention so many students need. I've no good answer to this issue; coming into a building, any building, as a volunteer tutor just doesn't work for my schedule, as the buildings (rightfully) need the tutors during the day while the students are still there; and, given the situation with many of the families of these students, it's not practical to expect to meet them at a branch library, e.g., so they can be worked with (assuming they want to work on homework rather than little league football, etc.) in the evening.
As to your complaints about the "instructional facilitators" (isn't that the term of art?), I agree; but if these "teachers" weren't doing "teaching the teacher", they would merely be in another classroom, likely over crowded, and there still wouldn't be the needed individual attention so many students need. I've no good answer to this issue; coming into a building, any building, as a volunteer tutor just doesn't work for my schedule, as the buildings (rightfully) need the tutors during the day while the students are still there; and, given the situation with many of the families of these students, it's not practical to expect to meet them at a branch library, e.g., so they can be worked with (assuming they want to work on homework rather than little league football, etc.) in the evening.
Wendy said:
interesting debate. Personally, I have decided to enroll my son in private (parochial) school here in Wichita for many of the reasons outlined above. And I think NCLB, while admirable in it's intent, has failed miserably in reality. And rather than accelerating our students education is harming it. Teachers are too busy teaching "to pass the test" so that they do not lose accreditation or funding, that they are no longer TEACHING...
lindainks55 said:
When we were in school our teacher(s) tested us on new material to see how we were doing before moving on and maybe once a year we took a test like the Iowa Basics Skill Tests to determine how we compared to kids around the country. The remainder of the school day was spent learning. Today, at least an amount of time equal to ONE FULL MONTH is spent taking tests. Then we wonder what's wrong...
And, when we were in school there were vo-tech classes at the high schools -- auto mechanics, woodworking, metals -- for those students whose aptitude naturally led them there.
I've also heard many employers are requiring more than a high school education for entry-level jobs so we're forcing people into colleges who don't belong there. Are we also lowering the standards since we know there are students there who shouldn't be? I think yes.
BTW, most of the problems identified relate directly to NCLB! The only part of that legislation that is good is the language! The words are pretty and noble sounding.
And, when we were in school there were vo-tech classes at the high schools -- auto mechanics, woodworking, metals -- for those students whose aptitude naturally led them there.
I've also heard many employers are requiring more than a high school education for entry-level jobs so we're forcing people into colleges who don't belong there. Are we also lowering the standards since we know there are students there who shouldn't be? I think yes.
BTW, most of the problems identified relate directly to NCLB! The only part of that legislation that is good is the language! The words are pretty and noble sounding.
Vaughn Tolle said:
OK, where to begin....
Wendy, should the parochial schools decide to continue with the state accreditation as the Wichita disoscean schools are, your son will also be subject to the assessment process. It is a fundamental part of the state accreditation process. If these schools do as TIS has done, there will be mercifully little time lost to preparation therefor.
Linda, the requirement of additional post-high school education has been around for a while, due to various reasons. This has led to too many thinking a four year college is needed, when instead enrollment in a community college program or in a Vocational/Technical college will take care of the post-secondary education requirement. I believe that college standards have been lowered a bit in at least the Regents' schools, but there are indications at KU (based upon what I've been reading) that this is likely to cease. There is a move afoot in Lawrence to essentially do away with the remedial courses, as they are 1) diverting needed resources from other, more "college level" programs, and 2) creating hard feelings among parents and students over paying for these courses when no credit is earned.
Wendy, should the parochial schools decide to continue with the state accreditation as the Wichita disoscean schools are, your son will also be subject to the assessment process. It is a fundamental part of the state accreditation process. If these schools do as TIS has done, there will be mercifully little time lost to preparation therefor.
Linda, the requirement of additional post-high school education has been around for a while, due to various reasons. This has led to too many thinking a four year college is needed, when instead enrollment in a community college program or in a Vocational/Technical college will take care of the post-secondary education requirement. I believe that college standards have been lowered a bit in at least the Regents' schools, but there are indications at KU (based upon what I've been reading) that this is likely to cease. There is a move afoot in Lawrence to essentially do away with the remedial courses, as they are 1) diverting needed resources from other, more "college level" programs, and 2) creating hard feelings among parents and students over paying for these courses when no credit is earned.
lindainks55 said:
You, my friends, know I have NO formal education. You've been kind in agreeing with me that you can't equate education with intelligence. That aside. I was 28 years old and the Mother of four small children when I first needed to support myself. I AM NOT ASKING FOR PITY OR ADMIRATION! I state this to let you know in the mid70s there was a way for a woman (first hurdle) with no education (finally forced to get a G.E.D.) to have a chance.
My first real job was at a tiny savings & loan as secretary to the president. IIRC there were a TOTAL of six employees. They were applying for federal insurance and that process required someone (ME! hooray!) to help the president and the board with the process. All I promised was to work hard and learn fast. From there I went to The Litwin Corporation, Koch, Associated Advertising... I tried hard and I was rewarded. Then I married and was able to be more selective. Again, I was allowed a chance at BG Products where I worked for 17 years. I worked long hours and learned as I went. And here I am at just shy of 60, retired and able to blog whenever I want. It's a wonderful world!
Is that opportunity even available in today's world?
My first real job was at a tiny savings & loan as secretary to the president. IIRC there were a TOTAL of six employees. They were applying for federal insurance and that process required someone (ME! hooray!) to help the president and the board with the process. All I promised was to work hard and learn fast. From there I went to The Litwin Corporation, Koch, Associated Advertising... I tried hard and I was rewarded. Then I married and was able to be more selective. Again, I was allowed a chance at BG Products where I worked for 17 years. I worked long hours and learned as I went. And here I am at just shy of 60, retired and able to blog whenever I want. It's a wonderful world!
Is that opportunity even available in today's world?
Vaughn Tolle said:
Linda, there might be that opportunity today; it would take a certain situation, with an employer who isn't concerned with "paper credentials" and is willing to look at the person and his/her abilities. Such a person would not be employable at most places, I fear, including in my office (I had to admit that), UNLESS that person had unique abilities in use of the computer, as an example.
What is important, I am told, by those who will look beyond the "lack of paper" is whether the person is a) friendly and will get along with the customers and fellow employees and a caring person; and b) is "trainable". I will look past the lack of paper, but there has to be some basic intelligence there with which to work in training that person. My particular part of the world does require a level of familiarity with grammar, etc., which is lacking among many who have the HS diploma or the GED. In fact, our last two clerical employees were college graduates, both of whom were English majors, who had good basic people skills and an ability to learn.
Not too good of an answer, but that's how it is in my little corner of the world.
What is important, I am told, by those who will look beyond the "lack of paper" is whether the person is a) friendly and will get along with the customers and fellow employees and a caring person; and b) is "trainable". I will look past the lack of paper, but there has to be some basic intelligence there with which to work in training that person. My particular part of the world does require a level of familiarity with grammar, etc., which is lacking among many who have the HS diploma or the GED. In fact, our last two clerical employees were college graduates, both of whom were English majors, who had good basic people skills and an ability to learn.
Not too good of an answer, but that's how it is in my little corner of the world.
Vaughn Tolle said:
Adding to the above; unfortunately, this really wasn't enough in the long run. Part of what I do requires certain arithmetic and mathematic aptitude on the part of the person who is my assistant. Neither of these good folks were so blessed; and, bluntly, if I've got to set up the spreadsheet, do the simple calculations, whatever, then doing the "paperwork" isn't too much more for me to do myself anyway.
My partner had a dear lady who was his secretary for many years whose main attribute was that she was a very good person. She was a very hard worker, and was very loyal as well, but did not learn things quickly, and had trouble unlearning the "old" when the "new" happened. Unfortunately, she and I didn't work well together, as I expected her to be able to do more than which she was capable (I eventually figured this out, and peace reigned in the office thereafter) and would get very frustrated about a variety of things. I regret I didn't figure it out sooner, as both she and I would have been much happier had I done so. This was a valuable lesson to me, and I've kept it close to the top when evaluating prospective employees, namely, try to ascertain just what it is that the person is capable of doing before hiring; life's too short to go any other way.
My partner had a dear lady who was his secretary for many years whose main attribute was that she was a very good person. She was a very hard worker, and was very loyal as well, but did not learn things quickly, and had trouble unlearning the "old" when the "new" happened. Unfortunately, she and I didn't work well together, as I expected her to be able to do more than which she was capable (I eventually figured this out, and peace reigned in the office thereafter) and would get very frustrated about a variety of things. I regret I didn't figure it out sooner, as both she and I would have been much happier had I done so. This was a valuable lesson to me, and I've kept it close to the top when evaluating prospective employees, namely, try to ascertain just what it is that the person is capable of doing before hiring; life's too short to go any other way.
lindainks55 said:
lol
Oh, the lessons we wished we had learned earlier.
Maybe we're all capable of "something more" when we have to but there's truth to the Peter Principle!
At the end of my working years among many other responsibilities I was the company's HR department. I screened applicants and in some areas made the final hiring decisions. I made mistakes, misread and misjudged but I also hired some absolute jewels who are still valuable employees.
I guess we all are a product of our experiences.
Looking at a person one can ascertain personal grooming, pride in appearance, whether the applicant is aware of what is appropriate. Looking at the simple application and any resume or CV provided one has the opportunity to judge penmanship, grammar. Sometimes tests are given which give more info. But it all comes down a judgment and only time tells how acurate that judgment proved to be.
Oh, the lessons we wished we had learned earlier.
Maybe we're all capable of "something more" when we have to but there's truth to the Peter Principle!
At the end of my working years among many other responsibilities I was the company's HR department. I screened applicants and in some areas made the final hiring decisions. I made mistakes, misread and misjudged but I also hired some absolute jewels who are still valuable employees.
I guess we all are a product of our experiences.
Looking at a person one can ascertain personal grooming, pride in appearance, whether the applicant is aware of what is appropriate. Looking at the simple application and any resume or CV provided one has the opportunity to judge penmanship, grammar. Sometimes tests are given which give more info. But it all comes down a judgment and only time tells how acurate that judgment proved to be.
lindainks55 said:
If I had made as many errors back then as I do today in blogging NO ONE would hire me. I don't have nearly as much riding on blogging as I did in yesteryear when applying for jobs. Thank goodness!
I do have a lot of pride in making it all on my own. No help from anyone (including child support). We saw some lean times but they didn't hurt us!
I do have a lot of pride in making it all on my own. No help from anyone (including child support). We saw some lean times but they didn't hurt us!
Wendy said:
True, Vaughn, but IMHO parochial schools have a tendency to be more "college-preparatory" from the get go (have gone to one until we moved to a small suburb that did not have private schools) and I feel that my son would benefit from that. In that instance, I don't think they necessarily need to "teach to the test" so much because their curriculum already exceeds the level of the test... I could be wrong, but that has been my experience to date. Not to mention smaller class sizes and more one on one interaction with a teacher is also a benefit to students...
Linda, I have a college degree, and have been with the same company for over five years. Last year, when all was said and done on my tax returns, my total taxable income was 16,000... now, if I work full time at a "professional" career and have a college degree, that just doesn't make sense to me... I could make as much by staying at home and running an in-home daycare as I currently make at my job - in fact this is an issue that the fiance and I have debated quite stringently as a possibility of my pursuing when the next child comes along in a few years... (god willing) as at that time once you figure what I make and subtract the cost of daycare for two children, i would make significantly MORE and be able to stay home with my child... (and this is figured off of five children in the daycare at an expense of $100 per week (which is SIGNIFICANLY lower than the going rate right now...))
Linda, I have a college degree, and have been with the same company for over five years. Last year, when all was said and done on my tax returns, my total taxable income was 16,000... now, if I work full time at a "professional" career and have a college degree, that just doesn't make sense to me... I could make as much by staying at home and running an in-home daycare as I currently make at my job - in fact this is an issue that the fiance and I have debated quite stringently as a possibility of my pursuing when the next child comes along in a few years... (god willing) as at that time once you figure what I make and subtract the cost of daycare for two children, i would make significantly MORE and be able to stay home with my child... (and this is figured off of five children in the daycare at an expense of $100 per week (which is SIGNIFICANLY lower than the going rate right now...))
Vaughn Tolle said:
Wendy,
With respect to your comments on parochial schools, I'm not disagreeing with you at all. I've come to my own conclusion that smaller class size, etc., does make a difference. I've also come to the conclusion that it's much easier to have a classic college-prep curriculum where there are some barriers to entry into the school, whether the same are imposed by admissions testing, parental self-selection, or otherwise. The issue I see in the public schools is that they must take all comers, and still try to maintain some semblance of a college prep curriculum (yes, that's how it looks to me, especially now that NCLB is in full cry) when a large proportion of the students are not going to attend college or are not suited for a college education. That's the basis upon which my queries concerning tracking rest.
Regarding a home based child care center, should you determine that is what you want to or will do, good luck with the necessary licensing, etc. requirements; there are a raft of income tax related issues involved here, too, such as self-employment taxes that will affect the "bottom line". There is a reason the current "going rate" is larger than that you propose. My limited advice here is check out all the costs, etc., and (as I know you will) do your "homework" before committing to this.
With respect to your comments on parochial schools, I'm not disagreeing with you at all. I've come to my own conclusion that smaller class size, etc., does make a difference. I've also come to the conclusion that it's much easier to have a classic college-prep curriculum where there are some barriers to entry into the school, whether the same are imposed by admissions testing, parental self-selection, or otherwise. The issue I see in the public schools is that they must take all comers, and still try to maintain some semblance of a college prep curriculum (yes, that's how it looks to me, especially now that NCLB is in full cry) when a large proportion of the students are not going to attend college or are not suited for a college education. That's the basis upon which my queries concerning tracking rest.
Regarding a home based child care center, should you determine that is what you want to or will do, good luck with the necessary licensing, etc. requirements; there are a raft of income tax related issues involved here, too, such as self-employment taxes that will affect the "bottom line". There is a reason the current "going rate" is larger than that you propose. My limited advice here is check out all the costs, etc., and (as I know you will) do your "homework" before committing to this.
Vaughn Tolle said:
And Wendy? Just another bit of unsolicited advice; by your posting your taxable income for 2006, it is possible to come up with an approximate gross income for you. This is not the type of information you might want others to know, IMHO.
Wendy said:
Vaughn,
thanks for the advice. had not thought about the income thing as far as other calculating mine... not much of a number person. I HAD considered the small business taxes and such when considering what my income would be running an in-home daycare as opposed to working (I was an assistant at an in home daycare for several years in college, so I was aware of that) and still come out ahead, even with the rate I noted (sad in some ways I think) above. The fiance just got a new job with the potential for a significant pay raise (salary plus commission, with a straight up raise in salary - we will have to see the commission brings before we know if it is "significant" or not!) which would enable me to work part - time or else work from home. Was considering going back to school and doing some graphic arts/computer classes and doing web design from home...
thanks for the advice. had not thought about the income thing as far as other calculating mine... not much of a number person. I HAD considered the small business taxes and such when considering what my income would be running an in-home daycare as opposed to working (I was an assistant at an in home daycare for several years in college, so I was aware of that) and still come out ahead, even with the rate I noted (sad in some ways I think) above. The fiance just got a new job with the potential for a significant pay raise (salary plus commission, with a straight up raise in salary - we will have to see the commission brings before we know if it is "significant" or not!) which would enable me to work part - time or else work from home. Was considering going back to school and doing some graphic arts/computer classes and doing web design from home...
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