Category Archives: school

School Improvement Plan-Promoting Reading Culture in Schools

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                                                   School Improvement Plan

                                           Promoting Reading Culture in Schools

Introduction

 Due to increased accountability, the educational institutions of the modern era are being asked to impart quality education to all their students, regardless of the differences in their capabilities as well as social backgrounds. No school can claim to be the best without continuously adapting and improving its teaching strategies in accordance with the changing times. Therefore, improvement has become a permanent feature of school practice.

Our elite private schools are considered one of the best in Pakistan. Even though these schools have a high student achievement level, there is still room for further improvement which can be brought about by promoting a reading culture. It has been observed, generally, that our students and their parents are not much involved in reading activities. In this age of science and technology, if we can manage to entice our children long enough from computer and console games to develop their interest in reading, we can turn them into lifelong readers, writers and learners.  

“…finding ways to engage students in reading may be one of the most effective ways to leverage social change.” This is the conclusion of a report, based on the findings of the Organisation for Economic Cooperation and Development’s Programme for International Student Assessment (OEC

The objective of this paper is to develop an action plan which would promote a reading culture amongst our young learners for further improving the standard of education in our schools. A timeline for a realistic achievement of the goals has also been given. Some success indicators have been mentioned, along with the assessment tools and evaluation and monitoring strategies.

 The importance of an Effective Reading Programme

 Once students start enjoying reading, they develop an interest in their curriculum too. Therefore, for the past few decades, UNESCO has been urging educators to initiate effective reading programmes at schools. The purpose of an effective reading programme is to develop the child’s ability to grasp the meaning of what is being read, by teaching him or her how to analyse a sequence of ideas and make logical conclusions (Irwin, 1967).

 Need Analysis

 Realizing the significance of reading in converting our students into lifelong learners, we need to embark on an ambitious reading program. Although most of the students are good at reading, sometimes a few encounter difficulty in comprehending the given text. The results of previous reading comprehension activities show that their reading skills need to be further polished.

 As students spend a major amount of their time with their parents, their role in bringing about the desired change cannot be ignored. Reading development involves the participation of children, parents, educators and the community as a whole.

 School Improvement Plan

 Promoting reading culture amongst all schools need to be an ongoing process. To promote reading culture, the schools initially need to encompass the following main areas:

 Our Goal

 Our main goal is to improve the learning process in our school by promoting pleasure reading amongst our young learners. Parents and community play a vital part in helping us to achieve this goal.

 Further Explanation of the Main Goal

 A visual profile for the reading culture should be created in each school. Creative ideas may be taken from the internet. Links can be made with other schools to develop a more coordinated approach towards reading. Book fairs should be held once a term to provide books at discounted rates. As we want to increase parental support in the reading program and school activities, awareness about their role in the reading improvement program will be developed through informal meetings at school.

 Overall responsibility for Leading

 The overall responsibility for leading this ambitious one year program rests with the administration, teacher leaders, librarian, as well as, the rest of the teaching staff.

 Success Indicators

 We will know that the reading culture is being promoted when more and more parents will borrow books from the school library. Children will be able to read more fluently and spell new words. Their progress through the reading levels will be a sign of their progress. Also, while doing comprehension activities, they will be able to work independently.

 Evaluation

Class teachers and the librarian will regularly monitor the reading capabilities of students through diagnostic testing. They will use checklists to gather information about the reading capabilities of students. Levels of reading competencies will be monitored through reading competitions too. This would enable teachers to find out to what extent significant progress is being made by students, especially the less able ones. Students will also evaluate their performance themselves with the help of their teachers

Informal meetings will be arranged with parents to discuss the success of efforts made to promote pleasure reading. Feedback would be provided to the administration and duly recorded for further consideration.

 Key Tasks

 Newsletters and other school publicity materials can be used to promote the importance of all kinds of reading. Students may be encouraged to help the art teacher in developing creative displays. All the corridors, school entrances and classrooms should reflect the reading culture of our school. Posters of popular book characters can be displayed on the soft boards, doors or any other suitable area.

 Staff members should promote reading inside and outside the classrooms. Each student can be asked to read quietly for fifteen minutes. Teachers would monitor them and provide support whenever needed. Sometimes teachers can play on the tape recorder some stories which they have pre-recorded in their own voice. Pupils, either individually or in groups, can read along with the teacher as the tape plays.

 Teachers can be encouraged to use Howard Gardner’s theory of multiple intelligences while planning different activities for the pupils.

 Additionally, pupils’ recommendations in making pleasure reading successful can be sought. They may be asked to provide feedback regarding the kind of books they would like to see in their library.  Information about the educational needs of students can be collected through surveys or questionnaires. This would enable teachers to plan support tasks for the less able ones. The fluent readers may be awarded some token like a certificate, or maybe a badge, for doing excellent reading.

 Students should also be encouraged to write book reviews regularly. They should be provided with opportunities to read aloud during the morning assemblies or any other suitable time.  

 Also, several reading events are held in the world like the World Book day and Children’s Book week. Hence, the same practice would be followed in our schools too. Reading competitions should also be held twice a term and the parents would be invited to such events.

 Advantage of the internet should be taken to link each school with other local and international schools. This would enable us to share our reading experiences with them and learn from each other.

 Once a week, during the library period, parents/volunteers can be invited to come and sit with children and help them read. This practice would take no more than 30 minutes, but would provide children an opportunity to learn a lot.

 All the teachers and students who participate with enthusiasm in promoting the reading culture should be publicly acknowledged and awarded certificates.

 Resources Needed for Developing and Enhancing the Reading Culture

 A workshop should be conducted by the school administration to familiarize the teachers with Howard Gardner’s theory of multiple intelligences based on the fact that children have different ways of learning and processing information.

 The librarian and the administration would have to ensure that the library is welcoming and all the resources are easily accessible to students. Interesting posters and displays should be set up to motivate students to use library.  Posters of popular book characters can be made by students. Most of the class rooms are already equipped with tape recorders; the rest can share.  

Second hand books in satisfactory condition will be purchased to equip the school library. Different classes can exchange their books with each other. Students and the local community will be requested to donate books. Book shop owners may be contacted for arrangement of book fairs.

 For getting registered with online reading activities, the services of those teachers who are well versed with IT skills will be used. They can be requested to printout certificates and badges for the fluent readers.

 The class teachers should recruit suitable volunteers to help children read in school during their library period. Training sessions would be organised during the summer vacation for the volunteers and all class teachers

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What Are The Advantages Of Attending A Private School Education?

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There is much debate about the benefits of participating in a true State Institute of Education, Toronto. The main advantages of private schools are the Toronto high academic standards. There are many different types of schools and education is a function of school size. There are few schools, the preparation of primary school to secondary school.

Most private schools offer facilities and the extracurricular activities of Greater Toronto. Private schools are able to offer the best sports and music education. Classes tend to be smaller than public schools and hiring the best teachers and are able to offer an attractive salary.

Another benefit of private schools is that they can govern themselves and have the freedom to develop their programs without the restrictions of a supervisory board of the school. There are more options for schools in Toronto, Toronto high schools and several independent private institutions. The independents offer a variety of options when it comes to education. Toronto Independent residential religious day schools, unisex or mixed schools.

On the other hand, usually have smaller classes, better structured and disciplined. Consequently, students with a learning environment that is more conducive to the solution to your individual needs. Toronto private schools offer students a solid academic foundation for higher education. Studies have shown that most students participating in schools financed by the private sector continue to perform well in their profession.

Independent education is not dependent on public funds. Therefore, it is not, as in the case of developing their programs and extracurricular activities. The school is not prepared to indicate the limited budget and not worry about cuts in several programs.

The financial freedom allows private schools to develop their own programs. They are free from government interference and a better quality of education possible. This gives students the opportunity to develop spiritually in a wide range of scientific disciplines.

Standards for teachers to be eligible to work in public institutions in most states and provinces must be certified by a diploma and some form of federal, state or province. But in the most prestigious independent schools, teachers generally more qualified. Most teachers work in accounting and other private schools have more professional success.

Both public and private schools and educators are working hard to make the best learning environment for students. It is both good public schools and private schools. However, the trends towards greater number of private schools are better than public schools offer academic programs. In Canada, private schools tend to rank higher than the public schools. The standardized test scores of students in private schools are generally higher than those of students participating in the public schools. It is important that parents know what they want in a school and private education. It is important to go to school and have the opportunity to spend time with teachers. Select private education for their children is associated financial obligations, but the quality of education will be a good investment.

Children participating in private schools often travel options. The experience of different cultures is an important journal Child Development. Consider an independent school in Toronto.

Pro Shop – How To Find The Right Golf Pro School

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There are many characteristics that a good golf pro school should have: It should use high-quality equipment, employ experienced instructors, and offer student support services such as post-graduation job placement. However, just because a golf pro school has all of these things does not mean it will be the best school for you. There are many other characteristics that don’t necessarily make a school good or bad, but could work for or against your own personal needs.

Obviously, not every golf student’s situation and goals will be the same. As a result, a golf pro school that gave your friend exactly the education she needed might not be as good a choice for you. When choosing a golf pro school, be sure to consider how the school relates to your unique needs, such as:

Does the school’s curriculum support your chosen career? The golf industry actually varies rather widely, including everything from the obvious jobs such as professional golf and golf instruction, to less known positions such as golf course management, business management, and more. While what’s good for the goose is good for the gander, the same does not necessarily apply in golf. A pro golfer requires a different education than a golf equipment designer or a resort manager, for example.

In short, a pro golf school needs to teach you what you need to know in order to prepare you for your chosen career. When researching schools, look over the classes offered and be sure that they will satisfy your needs. No matter how acclaimed a school is, if it doesn’t teach you what you need to know, it won’t do YOU any good.

Do the school’s instructors have experience in your chosen career? Most respectable golf schools require their instructors to have not only an education, but also sufficient experience in the industry. However, this experience may vary quite widely from teacher to teacher. How thoroughly do you think Tiger Woods could school students on golf course management or club design? Likewise, is an instructor whose experience has been focused on landscaping and golf course maintenance really going to be able to teach you how to perfect your swing?

You wouldn’t expect a math teacher to teach you how to write a story, or an English teacher to teach you how to use a microscope. The same common sense should apply when considering golf schools. Your best bet is to attend a pro golf school where you can study under teachers who have experience in your chosen career.

Is the school’s location convenient? Location is a huge consideration when choosing a pro golf school. Although you may know of an excellent golf school on the East Coast, it may not be feasible for you to attend if you live in California.

Of course, many people can and do relocate for the sake of their education. However, this is not an option for everyone, as many people have jobs, families, and lives to attend to, preventing them from simply picking up and moving. If you know you cannot relocate to attend a golf pro school, be sure to only look at schools with a reasonable commute.

Can you afford to attend the school? Unfortunately, for many of us money is a major factor when pursuing an education. Scholarships and financial aid can help to take the edge off, but even so, most people will not be able to make a decision without considering cost. It may help to decide beforehand how much you can afford to pay out-of-pocket for your education, or how much you are willing to accumulate on student loans. Once you have decided on a figure, be sure to only consider schools that will stay within this range.

There are many things to consider when you are thinking about attending a golf pro school. There are obviously many factors to take into consideration that separate the good schools from the mediocre or poor schools: factors such as equipment quality, instructor requirements, and the quality of student support services. However, there are many high-ranking schools, and every one will offer its students a slightly different experience. Therefore, it is important to keep in mind your career goals and other personal needs when you are choosing a golf pro school.

Atlanta's Public Schools – Setting The Standard for Education Reform

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

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

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

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

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

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

America’s Choice: This model enables all students to reach internationally benchmarked standards. Learning is focused on getting all students to standards, varying only the time and resources needed. Atlanta Schools teachers use prevention, early intervention and acceleration techniques, as needed.

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

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

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

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

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

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

How To Find The Right Automotive School To Rev Up Your Career

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Automotive school is a necessity for anyone who wants to pursue a career as an auto mechanic. However, the school you go to can affect the path your career takes after graduation. Factors such as quality equipment, knowledgeable instructors, strong degree and ASE certification programs, the school’s qualifications and reputation, and student services all lend themselves to the overall quality of your education. Therefore, it is important to thoroughly research the automotive schools you are considering before making a final decision.

Your goal in attending automotive school is to learn as much as possible about auto mechanics; therefore, it is important to ensure that the school will provide the training you need. Part of this training is plenty of hands on experience. A good automotive program should include not only classroom lectures about automotive principles and mechanical theories, but also ample opportunity to work on cars and practice your skills. Be sure to ask how the school gets an ample supply of cars for students to train on; some schools may rely on donations, while others may attract paying customers in the community with discounted rates.

The school you attend should also have an ample supply of up to date equipment. A school with a shortage of the proper tools will make it difficult for you to get sufficient practice, and old or damaged equipment can be a safety hazard. Since your education depends a great deal on the amount of hands on experience you get, the automotive school you attend should be fully equipped to meet the students’ needs.

Naturally, the curriculum is a major factor in the quality of your education. The school you attend should have several different degree programs to choose from, allowing students flexibility in choosing their career paths. A good automotive school also offers an Automotive Service Excellence (ASE) certification program, where students can become certified in different areas of expertise, adding to their qualifications and increasing their potential salaries. ASE certification requires passing at least one of more than forty available tests, as well as proof of at least two years of relevant work experience; the school you attend should fully support students in acquiring these certifications.

Accreditation is also an important indicator of the quality of education a school can provide. Accreditation verifies that a school meets a predetermined set of standards; however, there are many different accreditation agencies, so it is important to research not only a school’s accreditation, but also the accrediting agency’s reputation and standards. If being able to transfer courses you have taken is important to you, be sure to find out how many other schools are accredited by the agency, and whether the credits you earn at the school can be transferred.

Additionally, you should consider the school’s reputation: an education from a school with a good reputation can make you stand out from the other applicants and help you get a job, but an education from a school with a bad reputation can also hurt your chances of getting a good job. By searching the Internet and talking to other mechanics, you can find out whether a school is known for providing quality education. You may also want to contact several dealerships and garages and ask whether they would hire a graduate of one of your top choices. After all, your education must do two things: not only provide you with quality training, but also indicate to potential employers that you have received quality training.

Similarly, student services are an important part of a good automotive school. Examples of student services are financial aid and loan offices, student housing or assistance in finding housing, and the availability of internships. Job placement services are particularly important; most good schools will offer some type of job placement assistance to students and graduates. A school that guarantees job placement after graduation may indicate a high success rate among its students. Also, many schools have relationships with local dealerships and garages, which is a considerable benefit to students and alumni of the school.

Naturally, there are other, more personal deciding factors when choosing an automotive school, such as the cost of tuition and the school’s location. Ultimately, your decision will depend on which features are most important to you. Whether you make your decision based solely on the quality of education the school offers, or on a more tangible benefit such as affordability or location, be certain that you choose a school that will help you achieve the career you seek.

Boston Schools Awarded & Recognized For Excellence

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Awards always reflect high achievement and excellence. Winning an award or “just being nominated” for one is a huge boost to one’s ego.  It demonstrates to the world just how hard a person or organization has been working to achieve superiority over others in the same field.  Actors, scientists, novelists, corporations, sports teams and school districts are all examples of professionals or organizations that strive to win awards.  

Boston Public Schools have, over the years, reaped the benefits of receiving awards and recognition. They have been able to prove, throughout time, that they are worthy of these acknowledgments.  From students to individual schools to the school board, these schools are top-notch.

If you are planning to relocate your family, and you have a good job lined up in the Boston Schools area, enrolling your child in one of the Boston Schools would be a good idea. These centers of learning are well-known for their excellence in the business of educating children, as they have done so for centuries, now.

Many people are impressed by the amount of years an organization has been in business.  Stores and restaurants boast signs bearing the year they were established.  Even wine garners more appreciation based on how old it is.  

One could, if it is so desired, base the excellence of a school system, like Boston Schools on how long it has been in existence. The Boston Latin School is the oldest public school – it was founded in 1635!  Boston can also boast of having the oldest public elementary school – Mather School, founded in 1639.  Boston Schools are members of the oldest public school system, organized in 1647.  The city also has English High, the oldest public high school which opened its doors to students in 1821.

The prestige of a school system like the one that serves Boston Schools is indeed notable and recognizable in the fact that, if for no other reason, it has been around the longest. But of course, most of us would like to base our decision on enrolling in one of the Boston Schools on more than mere staying power.  It would be helpful to know about some of the other achievements that Boston Schools have won.

Recently, two Boston Schools publications earned Awards of Excellence: the first Boston Public Schools Career and College Guide and The Boston Educator.  This award exemplifies the commitment that the Boston Schools system upholds to communicating with its students, parents, and teachers.

Also of late, the mayor of Boston, and School Board traveled to New York City to accept the Broad Prize for Urban Education as the most improved urban school district in the country. The Broad Prize included 0,000 in scholarship money for BPS students. This was the Boston Schools fifth year as a finalist. Boston Schools have now earned a total of million in scholarship money.

Obviously, Boston Schools not only have years and years of experience on their side, but also accolades for the work they continue to do in order to maintain their standard of excellence.

Taking Pride – Boston Schools Basking In The Glow Of Awards & Recognition

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Attending an excellent public school is one of any parents highest priorities. For those living in or considering a move to Boston, the award-winning Boston Schools are an excellent choice. Boston Schools and their governing board have the following plan in place to continue the excellence that is the most appealing feature for parents and the community.

A national commendation to the district of Boston Schools was recently awarded by the National School Public Relations Association (NSPRA).  The award considers a variety of print and on-line publications in its annual awards competition. Publications of two Boston Schools have earned Awards of Excellence: the Boston Public Schools Career and College Guide, and The Boston Educator.

“Effective communication is critical to engaging students, families, staff, and the community in the success of Boston Schools,” said Superintendent Michael G. Contompasis. “I am pleased that our improved communications efforts have been recognized, and I congratulate the Boston Schools staff and external partners who worked to create these award-winning products.”

On September 19, 2006, Boston Mayor Thomas M. Menino, School Committee Chair Elizabeth Reilinger, and Interim Superintendent Michael Contompasis traveled to New York City to accept the Broad Prize for Urban Education from Eli Broad and the Broad Foundation as the most improved urban school district in the country. The Broad Prize includes 0,000 in scholarship money for the students of Boston Schools. This was Boston’s fifth year as a finalist. Boston has earned a total of million in scholarship money, having earned 0,000 total for being selected as a finalist in the previous four years.

“… the School Committee, Superintendent Contompasis and his staff have been working hard to accelerate the improvement in all of the city’s schools,” Mayor Menino said. “This award today could not have been accomplished without the hard work of the staff in Boston Schools and of the students and their families who make Boston Schools an exciting place to be and a great place to learn.”

There are 146 schools in the district of Boston Schools. The enrollment in Boston Schools is 57,000 students.

Boston Schools have a unique history; it is the first district in the United States to open a school; the Boston Latin School was founded in 1635, and Mather, the oldest public elementary school opened it doors in 1639. The public school system in Boston Schools is the oldest public school system, started in 1647, and opened the nation’s first public high school in 1821.

Truly, a public school system that serves, that has a rich history, and continues to be recognized nationally, is one that all Boston Schools parents (or parents considering a move to a new city) should consider enrolling their children in.

Have California's OYO Schools Received More Than Their Fair Share?

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Superintendent of Instruction for the California schools, Jack O’Connell, initiated an audit more than a year ago into the fiscal concerns of the Options for Youth and Opportunities for Learning (OYO) schools. The OYO is a chain of independent study charter schools within the California schools system, which are privately run but funded by the state.

The OYO California schools serve students who have dropped out of the traditional high schools. They currently have about 15,000 students in 40 storefront locations across the state. These California schools students do most of their work at home, meeting with teachers twice a week. According to state records, student achievement test and high school exit exam scores are above average, as compared to other alternative high schools within the California schools system. According to a Los Angeles Times article of August 10th, only 11 percent of OYO students graduated during the 2003-2004 school year. The remainder of students that left school that year either dropped out, were expelled, or transferred to other schools.

The California schools’ audit was conducted by the Fiscal Crisis and Management Assistance Team, who concluded their analysis and presented their findings in a report that was released in August 2006. The audit cites accounting defects, overpayments by the state, conflicts of interest, nepotism, excessive compensation, and mixing private business concerns with public schools.

The OYO was founded and still operated by John and Joan Hall, former teachers from Hollywood High School. They have fully cooperated with the California schools’ audit, but dispute most of the findings.

Some examples from the audit report are:

•Accounting Defects and Overpayments. The Halls count each of their teachers as 1.92 full-time positions. Their spokesperson, Stevan Allen, stated that this is a common practice for charter schools in the California schools system and is a legitimate method for compensating school staff for longer days and year-round schedules. California schools superintendent O’Connell believes teachers should be counted only as one full-time position each. The auditors disagreed, citing that traditional California schools teachers spend much less time working each year than those at OYO. However, the auditors believed the 1.92 amount is inflated. This example, alone, accounts for more than half of the million overpayment.

Additionally, the report noted several questionable expenses. One example of unrestrained spending, given by the Times was an ,000 staff party held at Disneyland. Allen defended that event as an attempt at relationship building between staff members, who are scattered across the state. He noted that the costs was less than per staff member.

•Conflicts of Interest and Mixing Private Business with Public Schools. Besides the charter schools, the Halls own and operate several private businesses that sell materials and services to schools. The Times noted that the Options in OYO was the nonprofit part of the setup, with the Opportunities part being for-profit. The audit calls this practice and setup into question.

•Excessive Compensation. The audit also questions the combined salaries for the Halls, which is 0,000 annually. The report states that it may be excessive for the amount of time the couple actually works.

•Nepotism. The Halls created a separate charity with .8 million of the California schools’ funding, called Pathways in Education. The charity is run by their daughter, Jamie Hall. Little money has been spent toward education thus far.

The Halls contend that they previously had requested guidance on their operation from the California schools many times, but never received any response. Thus, they tried to follow California schools requirements as best they could with their understanding of the policies. Even O’Connell conceded that none of the cited practices are illegal.

The audit recommends the California schools should attempt to recover the million in overpayment from the OYO. O’Connell has sent the report to the state’s attorney general’s office for review and any necessary action.

Some California Schools Not Making The Grade

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A large part of the country’s education systems have long looked to California Schools to demonstrate what works in education. While many California Public Schools are indeed exemplary, there are also many that are struggling. In 1999, the state of California decided that it needed to take a closer look at these struggling schools, and that these California Schools needed help to overcome their problems.

The California Schools in question shared one common characteristic – a relatively high level of student poverty. Many but not all of them have high percentages of students who were English learners and/or Hispanic, a statistic that has been correlated with student poverty. Most have very small populations of white students.

These troubled California Schools tended to be larger than average and were much more likely to be on a multitrack, year-round calendar. This type of school calendar allows the school in question to serve a greater number of students by being open all 12 months of the year; with some California Schools teachers and classes sharing rooms with those who are off on a break.

In terms of staffing, these California Schools had a much higher proportion of teachers not fully credentialed and were also more likely to have a high percentage of first- and second-year teachers.

Principals of the California Schools in question were surveyed to determine the differences in the challenges faced by their particular schools. School district officials were also able to provide more information.

California has operated its school accountability system for nine years now and the average API (Academic Performance Index) scores for all schools have risen. Elementary schools have shown the most progress. However, as a whole, elementary level California Schools have faced greater challenges than their middle- and high-school counterparts.

On average, they had either similar or more challenging proportions of English learners
and students living in poverty. School sizes are modestly large and the proportion of fully credentialed teachers is somewhat lower than middle- and high-school teachers working in California Schools.

Conversely, California Schools in the middle and high school levels have consistently shown less improvement than elementary schools. From a statistical perspective, secondary California Schools often face different challenges than elementary schools do in attempting to meet their API growth targets.

Middle Schools have not had the full benefit of the state’s investment in K-12 education since the mid-to-late 1990s, however. From an instructional perspective, the state has put more focus on improving achievement in the earliest grades, most likely with the belief that if a student’s academic success can be improved upon at an early age, they will continue to be successful throughout their school careers.

While there many changes that need to be made to improve the quality of California Schools, it is indeed heartening to see that the state’s board of education is up to the challenge of helping schools make the improvements needed to produce successful and vital members of tomorrow’s society.

FL Secondary Schools Begin Entrepreneurship Courses

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One of the things I appreciated, only after graduating college graduation, was that my school employed professors, who had “real world” experience. I cannot tell you how many times we heard a professor say, “Okay, that’s what the textbook tells you. Now, let me tell you how it works in the real world.”  

Textbooks only give students a foundation on which to build later in a real job. Often times, the real world does not follow the procedures set forth in or look/act anything like those models in the textbooks, making it difficult to adjust. You expect one thing in a new job but discover another, feeling lost as to how to proceed.

The Florida Schools in partnership with the National Foundation for Teaching Entrepreneurship (NFTE) are introducing some of the “real world” into the Florida schools. Beginning with the 2007-2008 school year, high school students in the Florida schools will be able to sign up for a major course in entrepreneurship at participating schools.

In June 2006, then governor Jeb Bush signed the A++ Education Act, which offers 442 additional major coursework in the Florida schools. The entrepreneurship course is one of these offerings.

The importance of teaching such a course to secondary Florida schools’ students is not lost on businesses that complain across the nation that high school graduates are not prepared to enter today’s workforce upon graduation. The Florida schools’ entrepreneurship course will teach students vital business skills that will benefit the entire community and economy. With business being primarily knowledge-based, knowing how to use technology and employ critical thinking skills are essential for Florida schools’ graduates. As well as providing this training, the new Florida schools’ entrepreneurship course will create a new awareness for the students.

The NFTE was instrumental in the development of the entrepreneurship program for the Florida schools. The group is committed to providing entrepreneurship education to low-income and minority youth. They believe that introducing entrepreneurship to high school students gives them greater motivation to stay in school in order to do more with their life after graduation. Entrepreneurship offers hope and an opportunity for many students, who feel that there is nothing for them after high school except minimum wage jobs. It gives them the knowledge and confidence that they can do more.

The nationwide program of the NFTE has shown that entrepreneurship coursework at the high school level decreases the drop out rate and increases the number of students who go on to college. Their claim has been documented by Harvard Graduate School of Education in a multi-year study on the influence of NFTE coursework on school engagement. The NFTE currently has high school coursework programs in 47 states and 16 countries with over 150,000 courses worldwide, and there are 23 Florida schools within the Miami-Dade County Public School District that already successfully use the entrepreneurship program.

With the signing of the Act in 2006, the Florida schools have become the model for school boards across the nation. Florida schools’ officials have been receiving telephone calls from as far away as Arizona and California. Other states wish to emulate the Florida schools and their new entrepreneurship program to bring the “real world” to their high school students, as well.