Public School

"No Child Left Behind" is a highly ambitious policy. It is known as the largest educational reform in 40 years. Regardless of the law's goals of bridging the educational gap between all groups of children, there are many things the bill leaves behind.

A recent report by the Bluefield Daily Telegraph (http://www.bdtonline.com/) does a great jobs explaining some of the problem. This article states four main objective of "No Child Left Behind." These are:

1. "instruction be based upon research-based strategies;"
2. "schools provide quality reading instruction;"
3. "parents be given alternatives to low-performing schools;
4. "schools, districts, and states be held accountable for all students’ learning. "
   

Current research in the U. S. education system shows that kindergartners in public schools show equal or greater learning gains as compared to those who are privately educated.

The results of this University of Notre Dame study were a surprise to William Carbonaro, the research leader, because of the financial advantages and other major factors benefiting private schools.

The same study at higher academic levels show opposite effects. "... private school students still have substantially higher test scores at the end of kindergarten than public school students," Carbonaro said.

Carbonaro believes that public school systems should launch all-day kindergarten in order to catch up with private achievement levels.

This study was published in the November issue of the American Journal of Education.

Technology is becoming more of a focus in education, noted by university research, Web sites and other sources.

“Computers, multimedia tools, peripherals and applications, satellite downloads and the World Wide Web are becoming more common in schools and classrooms,” according to research posted on California State University’s Web site in 1999. “That infusion of the technologies into schools across the country has created substantial new expectations in K-12 education.”

Computers can help students meet test scores and other expectations early-on, Northwest Regional Educational Library suggests.

“Computers allow representation and actions not possible in the physical world. For example, children can manipulate variables such as gravity or speed and discover the resulting effects,” the Oregon-based nonprofit stated on its Web site in 2001. “Technology offers additional ways to learn and to demonstrate learning. For some children who have unique learning styles, computers can reveal hidden strengths. At the computer, children can approach learning from a variety of perspectives and follow various paths to a goal.

Besides encouraging cognitive skills, technology can help your child develop physically.
Northwest Regional Educational Laboratory suggests tips to help writing skills.

“Fine and gross motor skills develop at varying rates, and learning to write can be tedious and difficult as children learn to form letters,” the Oregon-based nonprofit published on its Web site in 2001. “A word processor allows them to compose and revise text without being distracted by the fine motor aspects of letter formation.”

QuickSource also lists activities to develop qualities such as hand-eye coordination.
One suggests preschoolers paint their own version of a well-known painting.

“Tape the print up for all of the children to see. Discuss the name of the painting and the artist,” the educational resource states on its Web site (www.teacherquicksource.com) “Great artistic masterpieces are stored in museums all over the world. Take this opportunity to bring the most famous works of art to life in the classroom, while encouraging children to explore and reproduce shapes.”

Technology can help children develop language skills, encouraging them to raise their hand in class more often.

“Language empowers children to participate in both the cognitive and affective parts of the educational program,” the Northwest Regional Educational Laboratory posted on its Web site in 2001. “Everyday, playful experiences in print-rich environments expose children to the processes of reading and writing for real purposes. Technology has a place in this environment; language and literacy development are major strengths of technology use with young children through the opportunities and motivation it provides.”

The nonprofit is funded through the U.S. Department of Education and advocates making computers part of every child’s development.

Tape recorders and video cameras are other helpful tools, according to the Northwest Educational Technology Consortium.

While there are many tools to help children learn, technology can accelerate the process, Northwest Regional Educational Laboratory published on its Web site in 2001.

The nonprofit funded through the U.S. Department of Education focused research on how technology fosters social, language, physical, general and cognitive development.

“Children can be successful learners in many different ways,” the organization states. “Properly used, however, computers and software can serve as catalysts for social interaction and conversations related to children’s work.”

Its Web site suggests not only making computers part of any young classroom, but placing them close together to encourage sharing, putting them in a middle area or setting up two chairs in front of each computer so children can easily work together.

I recently came across a great PBS Documentary called Becoming Bilingual. Here is the program description:

"Acclaimed actress Rita Moreno hosts Becoming Bilingual, a 30-minute PBS program that examines the challenges of teaching children to read in a new language. The show visits six cities across the country to learn about the different ways schools are working to create bilingual readers. Becoming Bilingual is the seventh episode of the award-winning series Launching Young Readers."

“An essential component of the U.S. national security in the post-9/11 world is the ability to engage foreign governments and peoples, especially in critical regions, to encourage reform, promote understanding, convey respect for other cultures and provide an opportunity to learn more about America and its citizens.”

The statement above was quoted from a press release published today on the United States Department of Education website found at www.ed.gov. The press release described a new partnership, between Michigan State University and local school districts, for teaching critical foreign languages within the public school systems. Two local school districts were given grants of $800,000 through the Foreign language assistance program (FLAP), in order to implement programs to teach Arabic, Mandarin and other foreign languages essential to our national security and economic stability.