In what must be one of the most amazing education stories this year, the Los Angeles Times reports that two elementary schools in the Chino Unified School District inadvertently shortchanged their students by 5 minutes a day at one school and 10 at the other on 34 so-called minimum days. Because of this error—and even though the schools in question actually exceeded the minimum number of classroom minutes for the year—the schools will lose more than $7 million in state funds unless classes continue through July 31.
This missing time—170 minutes and 340 minutes—could easily be made up in one or two days, respectively. But if a school day runs short—even by 5 or 10 minutes—none of the time counts. Apparently this policy was instituted so districts would be less likely to skimp on students' classroom time, even by just a few minutes.
Unfortunately, the Chino students have already spent more than the yearly minimum required minutes in class, and families have already made vacation and camp plans. Although there's some hope that new emergency legislation will end this bureaucratic nightmare, the 34-day penalty is one that never should have been possible.
Instead of being bound by a rigid, punitive system with no leeway for common sense, administrators and legislators should have had alternative procedures available and in place for exploring solutions to the problem. Ironically, one of the main goals of public education is to impart critical thinking and analytical skills, yet what this situation has modeled is the exact opposite.
Showing posts with label Funding. Show all posts
Showing posts with label Funding. Show all posts
School Lunches: A Cheesy Solution
What happens when kids whose parents are supposed to pay for some or all of their school lunches fail to pick up the tab? Increasingly school districts around the country have begun serving these children cheese sandwiches instead of regular hot meals. Although critics have objected to this policy because it singles out and embarrasses kids whose parents can't afford to pay, others have lauded this attempt to enforce parental responsibility.
The kids in these programs aren't those whose family finances qualify them for free lunches; such children aren't affected by this new policy. Rather, they're kids who either are or aren't eligible for reduced-price lunches but whose parents haven't paid their bills.
A recent news story suggested that the alternative lunches—"a cold cheese sandwich, fruit and a carton of milk"—don't "seem like much of a meal." But many kids, in public and private schools alike, whose parents either can't afford school lunches or do without them out of frugality, bring similar lunches to school every day. These lunches, especially if they include a vegetable or two, are nutritionally just as good as, if not better than, the frequently overcooked, too salty, and fat-laden hot lunches schools provide.
So what's at issue here isn't really nutrition. Instead, it's the humiliation, or "punishment," kids suffer because of their parents' actions. Although the districts' cheese-sandwich solution provides a less expensive, nutritionally adequate lunch to students from nonpaying families, it's a poor one from the standpoint of children's overall well-being at school.
A better idea might simply be to stop providing lunches altogether unless they're either fully paid for or slated for free lunch–program students. This strategy would help solve the schools' budgetary problems without compromising the emotional health of students. Plenty of kids at even the most expensive private schools bring their own lunches, whether for dietary reasons or because their parents can't (or don't want to) pay what can easily amount to an extra $100-plus per month.
And if nonpaying parents then fail to provide inexpensive sack lunches for their kids out of negligence, that's a whole different issue—and one that schools shouldn't be expected to resolve.
(NOTE: Original comments on this post could not be transferred but may be viewed by clicking here.)
The kids in these programs aren't those whose family finances qualify them for free lunches; such children aren't affected by this new policy. Rather, they're kids who either are or aren't eligible for reduced-price lunches but whose parents haven't paid their bills.
A recent news story suggested that the alternative lunches—"a cold cheese sandwich, fruit and a carton of milk"—don't "seem like much of a meal." But many kids, in public and private schools alike, whose parents either can't afford school lunches or do without them out of frugality, bring similar lunches to school every day. These lunches, especially if they include a vegetable or two, are nutritionally just as good as, if not better than, the frequently overcooked, too salty, and fat-laden hot lunches schools provide.
So what's at issue here isn't really nutrition. Instead, it's the humiliation, or "punishment," kids suffer because of their parents' actions. Although the districts' cheese-sandwich solution provides a less expensive, nutritionally adequate lunch to students from nonpaying families, it's a poor one from the standpoint of children's overall well-being at school.
A better idea might simply be to stop providing lunches altogether unless they're either fully paid for or slated for free lunch–program students. This strategy would help solve the schools' budgetary problems without compromising the emotional health of students. Plenty of kids at even the most expensive private schools bring their own lunches, whether for dietary reasons or because their parents can't (or don't want to) pay what can easily amount to an extra $100-plus per month.
And if nonpaying parents then fail to provide inexpensive sack lunches for their kids out of negligence, that's a whole different issue—and one that schools shouldn't be expected to resolve.
(NOTE: Original comments on this post could not be transferred but may be viewed by clicking here.)
Celebrity Educational Activism: Spotlight on Clay Aiken
These are difficult times for K–12 education, with the economy and state budget cuts jeopardizing what were already severely compromised programs. Although active parent communities can help keep some offerings afloat, few have the financial resources to effect change on a larger scale.
Many celebrities, however, include education in their philanthropic activism. A relatively recent newcomer to this arena is former American Idol singer Clay Aiken, who has been unusually active in furthering educational missions. As he explains on his website, "My music career has allowed me to do the same thing I was doing before—work with kids. It has just given me a bigger stage, so I can enact change on a grander scale."
Before Idol, Aiken was pursuing a degree in special education and tutored a boy with autism. After successfully launching his singing career, Aiken quickly formed the Bubel/Aiken Foundation, which "serves to bridge the gap that exists between young people with special needs and the world around them" through inclusion and other programs. The foundation has been awarded grants to "create, test and launch a national model for an innovative K–12 Inclusive Service Learning curriculum which teaches social and life skills to children of all abilities while helping to dispel stereotypes and stigmas about disabilities."
From 2006 to 2008, Aiken served on the President's Committee for People with Intellectual Disabilities. Since 2004, he has also served as a goodwill ambassador for UNICEF, enabling "all children in the world to obtain a primary education" and helping children who have survived disasters, live in deplorable conditions, and must have education restored quickly. "School provides stability and hope when little else can," Aiken explains on his website. "Just to have someplace safe and meaningful to go can mean so much to children in tragic circumstances."
Through the generosity and activism of celebrities like Clay Aiken, important aspects of and initiatives in education can progress. As our schools continue to struggle with shoestring budgets, assistance from celebrities and others with the wherewithal to effect change and galvanize people into action may increasingly be key to the survival of important educational programs.
(NOTE: Original comments on this post could not be transferred but may be viewed by clicking here.)
Many celebrities, however, include education in their philanthropic activism. A relatively recent newcomer to this arena is former American Idol singer Clay Aiken, who has been unusually active in furthering educational missions. As he explains on his website, "My music career has allowed me to do the same thing I was doing before—work with kids. It has just given me a bigger stage, so I can enact change on a grander scale."
Before Idol, Aiken was pursuing a degree in special education and tutored a boy with autism. After successfully launching his singing career, Aiken quickly formed the Bubel/Aiken Foundation, which "serves to bridge the gap that exists between young people with special needs and the world around them" through inclusion and other programs. The foundation has been awarded grants to "create, test and launch a national model for an innovative K–12 Inclusive Service Learning curriculum which teaches social and life skills to children of all abilities while helping to dispel stereotypes and stigmas about disabilities."
From 2006 to 2008, Aiken served on the President's Committee for People with Intellectual Disabilities. Since 2004, he has also served as a goodwill ambassador for UNICEF, enabling "all children in the world to obtain a primary education" and helping children who have survived disasters, live in deplorable conditions, and must have education restored quickly. "School provides stability and hope when little else can," Aiken explains on his website. "Just to have someplace safe and meaningful to go can mean so much to children in tragic circumstances."
Through the generosity and activism of celebrities like Clay Aiken, important aspects of and initiatives in education can progress. As our schools continue to struggle with shoestring budgets, assistance from celebrities and others with the wherewithal to effect change and galvanize people into action may increasingly be key to the survival of important educational programs.
(NOTE: Original comments on this post could not be transferred but may be viewed by clicking here.)
Coping with School District Budget Cuts
Recently I received an e-mail from the superintendent of our former school district in California. The e-mail, which went out to all parents connected with this top-ranked district, followed up on previous communications discussing potential impacts of the state's budget cuts on local schools.
Needless to say, the news wasn't good. Cuts in staffing, classes, and programs were likely. At this point, however, most parents are likely inured to the district's gloomy prognostications. After all, the same thing happens, to a greater or lesser degree, every year, and somehow the teachers and schools carry on. Parental support, both financial and otherwise, is extremely high in this district and helps offset government shortfalls.
Nonetheless, today's students are still getting the short end of the stick, which means parents have to figure out ways to make sure their kids are learning what they need to learn and being exposed to "nonessential" subjects (such as art) more than, say, six times a year.
One way of doing this is by supplementing—signing kids up for lessons, extracurricular activities, and intensive academic programs after school, on weekends, during summer camps, and, increasingly, on line. But supplementing on this scale isn't cheap, and it can wreak havoc with families' already-crammed schedules.
Another solution is to take advantage of local public libraries, which provide access to a wealth of educational resources, and free or inexpensive museums, lectures, concerts, and plays. This strategy requires research, planning, and time but can offer valuable educational experiences for a relatively small financial outlay.
Perhaps most important—although most difficult—in these trying economic times is maintaining a positive attitude. Despite budget cuts, most schools will continue to operate much as usual, and students in well-performing districts will still get good educations. And whatever parents do to augment the schools' curricula will bring their kids' educations that much closer to the ideal.
Needless to say, the news wasn't good. Cuts in staffing, classes, and programs were likely. At this point, however, most parents are likely inured to the district's gloomy prognostications. After all, the same thing happens, to a greater or lesser degree, every year, and somehow the teachers and schools carry on. Parental support, both financial and otherwise, is extremely high in this district and helps offset government shortfalls.
Nonetheless, today's students are still getting the short end of the stick, which means parents have to figure out ways to make sure their kids are learning what they need to learn and being exposed to "nonessential" subjects (such as art) more than, say, six times a year.
One way of doing this is by supplementing—signing kids up for lessons, extracurricular activities, and intensive academic programs after school, on weekends, during summer camps, and, increasingly, on line. But supplementing on this scale isn't cheap, and it can wreak havoc with families' already-crammed schedules.
Another solution is to take advantage of local public libraries, which provide access to a wealth of educational resources, and free or inexpensive museums, lectures, concerts, and plays. This strategy requires research, planning, and time but can offer valuable educational experiences for a relatively small financial outlay.
Perhaps most important—although most difficult—in these trying economic times is maintaining a positive attitude. Despite budget cuts, most schools will continue to operate much as usual, and students in well-performing districts will still get good educations. And whatever parents do to augment the schools' curricula will bring their kids' educations that much closer to the ideal.
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