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September 27, 2006



Please, if the "no child left behind" is in place for the 2007/2008 school year, then why would a school not set up a writing class for children in elementary school who are having trouble? My son is very smart yet his writing is un-readable almost and he is in third grade. No teacher has actually set time aside to help him. I ask them if they had a writing class and they said no. I believe they (all schools) should have a writing class. This is the time they need it, when they are in elementary school. I believe it will help 100% for those students to get ahead and feel good about themselves....they will do better in every subject if they feel good about their handwriting.


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I feel that this is a simular issue to "teaching by standards." There are two camps. One for and one against, where I have always felt that the "standards" are a great place to start.

Schools need to be rated by similar school, score, ethnicity, etc. to get a true idea of how they are doing and if in fact they are really growing. When I taught in CA. we were rated by test score overall AND by type of school It made more sense and also gave us a true picture of where we were.


remember a childs age and stage are huge factors on how he or she develops mentally and must be assessed by his or her teacher. Profile of each child can help assist a teachers approch in determining the appropriate style of teaching.After all teachers are the educators and should address this issue with great concern.no child left behind act can over time improve the way children are being taught as before when scores were weak and drop offs were common. the school has custody of a child in a formal educational setting and every child should be provided with well trained teachers.


I am a special education student teacher so I preface my remarks with the comment that I am looking at AYP with somewhat 'new' eyes. However, I don't see how evaluating schools AYP as if they were a uniform product with uniform and standard issue students can possibly be accurate. My students weekly test scores have steadily improved (even though they read at 3rd grade level and are being exposed to 5th grade level material and tests), but they are still not 'passing' as determined by test scores. There is growth, and greater understanding, but these students still need more time and modified curriculum to reach grade level - which is why they qualified for special education in the first place. Why is improvement in scores, and more importantly, understanding, not included as part of the total picture?


I think AYP is critical to watch as it eventually effects funding for a student while NCLB, as it exists, is in place.

Now, should the Feds be in the progress evaluation game and is progress an indicator of school quality as opposed to objective evaluation of what students actually know and can do? That's another story. ;-)

I have a question about GreatSchools and K12 Inc. What is GreatSchools relationship with K12 Inc.and why are advertisements for K12 Inc being included in parental school summaries such as the NCLB one I just received?

Thanks, John


I always wondered how you could use absolute scores to judge a schools performance. The underline assumption is that all children learn at the same rate, and that they all start at the same school in kindergarten.

The reality is not all children learn at the same rate, and not all children start and stay in the same school ( or school district) throughout their educational career.

Think about all the immigrant children who come into California schools at different ages and educational backgrounds. Why would you expect a school that had a large immigrant population to do as well on the APY as a school that had mostly local or US born children?

I think the true measure of a schools success would be test the child at the beginning of the year and then at the end. How much they learn at the school is a far better measure then absolute scores that don't take the background of the children into account.

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