News-Record.com

Jen,

I think there is a place for single sex schools and they could be very beneficial for some students.

I had a good friend who had graduated from VMI years ago. When he went to high school in Richmond it was an all boys Catholic school; his wife went to an all girls Catholic school. Usually for social events, many schools just like these two schools, partner. So indeed you have a social life, but your academic world does not have certain distractions during the school day. There could be more of a focus on academia. You would not have the distraction of always wondering what to wear; and wondering what is appropriate to wear, i.e., dressing like going "clubbing" instead of to school to learn.

Many colleges are the same - there is usually a complimentary college of the opposite sex that they socialize with nearby. So you can still have the best of both worlds - learning and a social life.

I can say when I saw a photo of the young men from A & T Middle College a few months ago in the newspaper, I was very impressed. I was also impressed with the report that Russell of A & T Middle College gave at the SB meeting the other night. He did an outstanding job. You can tell he is a dedicated professional who cares about these kids. I felt he was certainly grilled (why I don't know), but held his own and gave an excellent report.

As far as separate science classes. When I went to high school, the girl were separated from the boys for certain parts of biology. This actually did make it a more comfortable and less embarrassing setting to ask certain questions on the very little sex ed that we were taught. Today, however, kids know so much and at an earlier age. I wonder if anything embarrasses them? You can thank MTV, the internet and lack of adequate adult supervision for this.

I think in certain situations, this could be very beneficial when it comes to certain kids wanting to have some open discussion and not be embarrassed to ask questions and get the correct information first hand.

A friend of mine recently sent me this article from "Chicago Tribune". The link didn't work for me. So see next post for the article that I cut & pasted. I found it a very interesting read. This is what MANY of us have been saying. We pay all these tax dollars for these so called "experts"; we hire consultants and facilitators to "teach" the teachers to teach. To me we are putting the cart before the horse, in my humble opinion. Why can't we hire good teachers in the FIRST place and week out the bad; pay them fairly, but MORE IMPORTANTLY (and this confirmed by the surveys we gave teachers): support our teachers; give them the resources they need - textbooks and copy paper would be a super start; TA's where needed in the classroom; quit putting kids on 90 minute bus rides; spend that 90 minutes tutoring them; quit taking money from our classrooms to hire all these top paid "experts" at central office. Has all this hiring of the experts helped our ABC's,AYP's, and SAT's improve?
When will GCS learn it is time to search what is working, to get back to the basics? Article to follow. Thank you for your patience.

STUDY FINDS GAINS IN SCHOOLS OUTSIDE DIRECT DISTRICT CONTROL
A new study examines the practices and performance of Chicago elementary
and middle schools that have shown steady -- and in some cases dramatic --
improvement in test scores. The 144 schools serve nearly 100,000 students,
of which 87 percent are from low-income families. For the most part, these
schools are quietly succeeding in a system that heaps the most attention
on schools that are either failing or thriving with some of the brightest
students in the city. In 1990, only 20 percent of students at the 144
schools were reading at or above national standards. As of 2003, 50
percent of their students met national reading standards. "These schools
are the biggest overlooked resource ... that can help Chicago improve on a
large scale. What we see in these schools are the kinds of practices that
most middle class people expect from their schools," said Don Moore,
executive director of Designs for Change. The research tracked the
progress -- or lack of it -- in Chicago public elementary schools during a
reform process that began in 1988, when the state legislature shifted
significant authority from the central school administration to individual
schools. The study revealed that the schools on probation improved at a
far slower rate than these fast-rising schools, and about a fourth of them
stagnated over the last 15 years. "The irony is that the schools who have
improved the most are the schools that have not been subjected to these
central office interventions," Moore said.
http://www.chicagotribune.com/news/local/chicago/chi-0509210214sep21,1,4556406.story

Here is the article. Something to think about.

Schools left alone, to shine
Study finds gains in schools lacking district control, while those without freedom suffer
Advertisement





By Tracy Dell'Angela
Tribune staff reporter

September 21, 2005

At Albany Park Multicultural Academy, principal Mary Lee Taylor said she "weeds out" teachers who make excuses for student failure. She bans classroom busywork. She spends most of her discretionary budget buying extra books and supplies for her middle school students.

At Washington Elementary on the Far South Side, report card day is never a surprise because parents are called if their children are falling behind or blowing off homework. Principal Craig Ergang said he demands extra work from his teachers, but he shares power and buffers them from central office dictates that he believes are capricious and won't work at his school.

Albany Park and Washington are two Chicago public schools highlighted in a study being released Wednesday that examines the practices and performance of 144 elementary and middle schools that have shown steady--and in some cases dramatic--improvement in test scores over the last 15 years. The 144 schools are located throughout the city and serve nearly 100,000 students, of which 87 percent are from low-income families.

For the most part, these schools are quietly succeeding in a system that heaps the most attention on schools that are either failing or thriving with some of the brightest students in the city. In 1990, only 20 percent of students at the 144 schools were reading at or above national standards, based on results from the Iowa Test of Basic Skills. As of 2003, 50 percent of their students met national reading standards.

"These schools are the biggest overlooked resource ... that can help Chicago improve on a large scale. These people are the experts, not the people [in central offices] on Clark Street, because they actually are doing it," said Don Moore, who helped author the study as executive director of Designs for Change, an advocacy organization that has pushed for district reforms since 1977. "What we see in these schools are the kinds of practices that most middle class people expect from their schools."

Long-term analysis

The research tracked the progress--or lack of it--in Chicago public elementary schools during a reform process that began in 1988, when the state legislature shifted significant authority from the central school administration to individual schools.

The study also measured what happened to the 85 low-performing schools that landed on probation in the mid-1990s, a designation that reduced schools' autonomy over spending and staffing decisions. The study revealed that the schools on probation improved at a far slower rate than these fast-rising schools, and about a fourth of them stagnated over the last 15 years. The district toughened its probation policy in 2004, and now some 209 elementary and high schools are on probation.

"The irony is that the schools who have improved the most are the schools that have not been subjected to these central office interventions," Moore said.

Barbara Eason-Watkins, a longtime principal and the district's chief educational officer, said the system already has started to tap into the expertise at these thriving schools but disagreed with the conclusion that central office interventions have failed. Twenty-one fast-improving schools will open up as demonstration sites this year so nearby educators can learn what's working, a program the district hopes to expand in coming years. Another 85 well-managed schools were given an unprecedented level of autonomy from central office dictates earlier this summer.

"Clearly we feel we have some schools making significant progress and we really value their work," Eason-Watkins said. "This has the potential to drive achievement levels across the district."

The study suggests that the system could build on the schools' success by holding more up as models to struggling schools, as well as allowing some of them to expand into K-12th grade schools.

The ingredients that led to sustained success include visionary principals, a demanding curriculum, nurturing and well-trained teachers, involved parents and local autonomy--yet there are subtle differences.

Methods of success

"Consistency is a big thing here," said Taylor, the Albany Park principal who took charge of the middle school in 1990, when only about 30 percent of her students were reading at national standards. Last school year, 58 percent passed reading tests and 71 hit the mark in math. "And I'm all about academics. I've got to get these kids into a good high school and I only have two years to do it."

Taylor's no-nonsense policies have alienated teachers over the years, but she said she believes her devotion to her children have earned her the respect of her staff, parents and local school council. She cracks down on teachers who are abusing sick days and students who are tardy more than three times. She works the system to get rid of teachers who do not have the passion and work ethic she demands. She offers rewards to encourage an attendance rate that hovers around 97 percent.

"My kids can go to Harvard too," said Taylor, who retires next summer and has already groomed her successor.

Ergang has been at Washington for 20 years, including the last 13 as an administrator. The school has seen student-achievement on its reading scores nearly double since 1990, from 39 percent at national norms to 73 percent this year.

It took almost eight years before Ergang could cultivate the staff needed to turn around performance and motivate teachers to "put the students first."

He's a constant presence in classrooms, and he allows teachers to try something new even if he doesn't think it's going to work. He resists any new program that smacks of a "cookie-cutter approach."

"I push the envelope, without being insubordinate," Ergang said. "I don't want to be mandated to have this or to do that. I'd rather have my people here tell me what they need."

- - -

Schools' report card

Researchers analyzed state and national test scores for 434 elementary schools, zeroing in on schools considered low achieving in 1990. Of those, researchers identified 144 that increased the percentage of students scoring at national norms by 24 percent over time, or at least 1.5 percent each year. Researchers also conducted interviews at targeted schools.

For more information, see www.designsforchange.org.

----------

tdell'angela@tribune.com

Does anyone remember the movie about the principal that was really tough... anyway; it was tough love at it's best. I admire the principal and teachers that put the child first, but sadly many of ours don't. It's like any profession, some great, some good, some awful. The teachers union protects the teachers that either A)need to move on; or b) need help in becoming better. My guess is that every school has a few of those teachers.. when you know your child is going to be put in their class you are horrified! Quality is the key here, and of course common sense. High standards, higher accountablity from the community, parents, and students as well as the teachers. Every child can learn! I agree that it takes more time and effort to teach children that do not have parental support or high expectations from home, but it can be done with the right attitude and supplies and time!!!

Just a simple thought that came to me today.....Do you know that Southwest High School is in actuality the ONLY school in the entire Guilford County System (and it is a VERY BIG county) that is being forcible BUSED through a lottery. That includes elementary schools, middle schools, high schools, pre-K programs, several true magnet schools, charter schools, several middle college programs, Weaver Academy, early college at Guilford and even SCALES (because they have a CHOICE of their closest school first depending on their behavior before they are sent to SCALES). Of the other two HP high schools, 100% of students at Andrews and Central got their first choice so it really is ONLY ONE SCHOOL IN GUIFORD COUNTY THAT IS BEING FORCIBLY BUSED THROUGH A LOTTERY. ONE SCHOOL. PERIOD.

What is it that SWH has that is so special?

Why is this allowed to happen?

And how many schools are there in the entire county?

Something to really think about.

Jennifer,Bruce;
I tried to respond the the editorial about neighborhood schools in today's paper, but each link took me to a forum where it wasn't listed.

Here are my thoughts on that opinion:
a)
Most people want neighborhood schools because it is easiest for them to get to the school. How can our poorest parents stay involved if their children go to school across the county many miles from where they live?
b)
Our neediest schools get more money per student than the ones in the $200,000 neighborhoods. They get title 1 money from the federal government, equity plus money from the county, they have the lowest ratio of students to teachers, they get the most training and newest programs before everyone else. All this is because there is a true need! Many of our local businesses support these schools with time and money to help out. At the neighborhood schools of the $200,000 homes it isn't politically correct for the companys to help the 'rich' schools--all of that is dumped on parents, since we can 'afford' it.
c)
The American Dream...work hard, earn a diplomia,better your finacial situation, be able to choose where to live and then let the government move your children all over the county... why do you think private schools are busting at the seams?
d)
Every child deserves a quality education! Only the children who understand that education is the key to success will take advantage of the opportunity. How do we help the neediest children and more important their families understand this?

Deb,

As always some excellent points and all TRUE. I was at a SWH football game Friday night. A friend of mine who has a 10th grader and knows many of the current 9th graders said the kids who have been bused across HP are miserable. They do not participate in after school activities; they do not take advantage of clubs, etc.; they do not come to the sports games; they put in "their time" (sounds like jail) and go home. And anyway how much time is left in a day after a long bus ride. This is not how high school should be. The extra curricular life is just as important for social development.

Deb is correct about our poorest parents feeling disconnected. Many have not been able to come to forums/SB meetings because of transportation issues. (This is also true in other parts of the county.) They are not venturing out and spending gas money to go across town to a school that is not in their community.

True "community" can exist anywhere. That is being stolen from ALL families. They have to scramble for car pools in some areas. More parents have to work to pay for gasoline or are pulling kids out for private school and working two jobs to pay for that. Poorer kids are ripped from their neighborhoods and sent across town to the school that might be deemed "better".

There is no reason with all the government money poured into poorer schools, if good teachers/tutors where provided, if you would engage their parents in the educational process, if rules and order weere enforced, if a common sense approach to education would be provided, that ALL children could not learn at any school. Different children may just have different needs at ANY school. Funds need to be put back into the classroom instead of taking more out of the schools' budgets to pay for the basics.

Now recently, I have heard that SW Middle school kids have been told to bring in batteries for the SCHOOL calculators; to have their parents donate these. Once again, the burden is on the parents. First we hear about paper, then batteries, and lack of textbooks at some schools.

When will people realize that it all begins in the classroom with supplies and good teachers and good parents? The budget needs to be shifted back into what is needed in the classrooms.

Where did my 9th grade Central daughter want to go Friday and where did she go?
You guessed it! First word starts with S and second with W!

Bastards!

"When will people realize that it all begins in the classroom with supplies and good teachers and good parents?"

I couldn't agree more Barbara. While I do have the supplies I need, I've talked to teachers that do not have basic supplies. There are classes at many schools with 30+ students so that students have to share textbooks. There are also some courses that do not have a textbook so that the teacher has to copy materials for each student in the class. Ironically, it is rare though to find a classroom without a TV/VCR and a computer.

Reassigned you are correct. One kid who is going to Bishop-M even came back for homecoming but it is not the same. Others are miserable according to several 9th grade parents'comments.

And as I had previously mentioned why is SWH the ONLY school, one out of how many in the entire county being forcibly bused?

Andi, when we moved here in 1996, we were in SHOCK about the condition of the schools - all the trailers, lack of supplies, lack of computers, lack of space. We used to give eye exams in the halls at Florence and Accelerated Reading tests in a supply closet. The "playground", i.e. basketball court out back was overgrown with grass and had rims with no nets. In a few years that entire area was covered with more trailers anyway (now they are out front). There is more adequate space inside now than several years ago and currently an expantion taking place BUT why did this take so long?

My daughter never had a science textbook in 5th grade, the entire year. Science was taught by "lecture" and taking notes. I have subbed elementary school in the past when we shared Social Studies books with other classes so we couldn't teach it at the same time. Years ago the computers that went into the classroom at Florence were donated by PTA fundraisers; so was the playground equipment.

Now I know what "the others" will say. See you bring in the "right parents" to the school and they will donate things and start the ball rolling.

Well we all pay many taxes already; we all pay the same price for gasoline to volunteer at the schools; we donate our time; we bring in our kleenex, hand sanitizer, etc. Why can't GCS with their multimillion dollar budget buy: copy paper, textbooks, batteries for calculators, and as Dr. Grier himself even mentioned recently at the SB meeting, updated books for media centers - books that kids want to read. Educational fun videos are needed in some of the libraries too. 5th graders do not want to watch "The Magic School Bus" series over and over again.

Look what all the money is budgeted for. It is not lack of funds in many instances; it is the lack of responsible spending and proper accountability for those funds.

Oh forgot to mention (and Deb could identify with this) when we came here in 1996 to Florence with all the trailers, no classrooms, not enough computers, lack of playground equipment, lack of parking space, lack of textbooks, lack of supplies......this was considered one of the "better" schools.

So how fair is that.

Florence is a mix of many kids of all nationalities and economic levels. It is a great place to work because of all the great kids, the parents and the staff and teachers. But in the end, no matter, "rich" school or "poor" school, it is the CHILDREN who suffer from consequences of not having the BASICS they need.

To the editorial staff at the N&R:

You can only push the middle class and upper middle class families so far. The great thing about this country is that there is still freedom to make choices. While each child is entitled to a public education, it is not a mandatory requirement.

Keep busing and you'll see the very families you wish to keep in the public schools leave for private schools.

Be careful - your message could easily backfire.

I may well get clobbered for some of the comments that I am going to make here but it won't be the first time. As well I may even get a smattering of applause from some.
Some days ago I posted parts of an article on education on another blog or perhaps in response to another article. In that post I stated that the money for schools not be given to the folks in the ivory towers to spread about piecemeal. I suggest that each school would have a budget, with the principal accountable for the expenditures. The principal would be accountable to a board made up of teachers and parents. If the principal failed to produce results then he would be fired, just as any General Manager of any company would be. I also noted that teachers also would be given a budget that would cover all the necessary supplies for that class. This budget did not include frills such as computers for students to sit and stare at and attempt to learn something from. It did not include TV's for students to do the same thing with. It included BOOKS from which teachers would TEACH from and the students would be expected to achieve certain goals. If not, they would FAIL that subject or class. If the TEACHER did not produce results of a satisfactory ratio then the teacher would be replaced and then retrained into a subject or field that he/she was better suited to.
There would be no need for folks like Greir and his bean counters. Only one COO would be needed in the entire county and he would be responsible for seeing that the monies were placed in the principals offices on time each year and that the funds were spent according to the budget submitted by that principal. There would be no need for a STATE conglomerate to do umpteen studies and design a thousand useless test and come up with thousands of useless hoops for teachers and students to jump through to show that they had passed another useless test designed by those who wish only to use these figures to get more taxpayer money and more from the government to waste on more test, studies and hoops. A COO would be required at the state level to see that funds were received and disbursed according to the budgets submitted by the principals at the local level.
There would be no use for a NO CHILD LEFT BEHIND program because students would be given the opportunity to learn in an environment conducive to learning. There would be no social promotions, no excuses for failure on students part or teachers part or parents part. Schools would be in the students home area where parents, no matter how poor, or no matter of a lack of transportation would be REQUIRED to meet with the student and the teacher on a as needed basis.
I am not a great believer in frills as you can see. I know that computers are important in today's world but there is a time and a place for those. The classroom is not the place where they are used as "something to do" and take the place of a teacher. All students would have a class in computers but there would be no need for computers in all the classes for all the students. I believe BOOKS are better than computers. TEACHERS are better than computers. I believe that STUDENTS need BOTH TEACHERS and BOOKS. BASICS are what I believe in and right now, it ain't happening. Too much emphasis placed on TEST and teaching the same. I believe test should be given weekly by the teacher based on the material covered and that would suffice to tell if a student has learned the material sufficiently enough to move on to the next level.
I have much more that I could offer but will leave this as points to be chewed on, spit out and rehashed at some further point in time. Thanks for reading.

I concur on Russell Harper for Principal of the Year. This is a tough call though as I had two other principals in mind, but missed the deadline.

We could nominate him for EMPLOYEE OF THE MONTH.

What I admired about him the most in hearing him speak, is he laid it on the line of getting the kids no one wants. He is really trying to turn these kids around. He is HOPE for them.

Dr. Young who is black and a noted Harvard graduate who rose from a slum area of Pittsburgh said, "The problems seem so complex. But in a way, it's pretty basic. The disease is despair. There are so many people who have given up hoping. And that's the cure. HOPE. Hope sounds like a wimpy word, but hope is what we are. We are no bigger - or smaller - than our hopes. HOPE CAN'T BE TAKEN AWAY FROM YOU. BUT YOU CAN GIVE IT UP."

Do you know how tired principals and teachers get day after day in an "easier" school. All the teachers and staff at the middle colleges need to be commended. They are both mentor and surrogate parents to some kids.

Thank you to everyone who is giving these kids HOPE and who aren't giving up. It is truly the small every day things that mature into the bigger results.

Mr. P,

These are some wonderful thoughts. I have ALWAYS been a firm believer in the basics first: great teachers; especially good books too. We did not own a computer in our home, ON PURPOSE, until July 2003, when my child would be a freshman the following year. We always read a lot, went on "learning field trips" - like the grocery store - how to shop with coupons - how to buy nutritious food; nature trips - and it didn't have to cost much at all; outside play and sports. When we finally got a computer, it was appreciated as a "tool" for research projects for school or for writing papers. She used to hand write and look up the spelling of words before she got a computer to type on. (This skill definitely came in handy a few years ago during the big ice storm and we were out of our house for 7 days. She could still hand write a paper.) I have never ever regreted waiting on purchasing a computer; she is and avid reader now and at the top of her class.

She has never ever owned a video game. She has a few like the kind where you build roller coaster parks or build pretend families. (of course, no time for this now) We stressed more play in board games where you interact with people and can talk or doing simple art projects.

My point is there is a lot you can do that does not cost much money; it just takes some time.
For people who say they can't buy books, there are great public libraries. We used them extensively before having a computer.

As boring as some tasks are for kids in school, like memorizing their multiplication tables, etc. they still need to know some basic knowledge. A computer game can make this fun; but you still have to memorize the facts. You still have to study.

Numbersgame,

You are so right! You can only push the middle class so far. I will do one of two things:
Remove my youngest to private school. Or move out of this county when my oldest finishes high school!

General, I'll answer that question; they are more concerned about the numbers not helping those kids. When are they going to realize this is about behavior not race. And the problem I see is if people in power continue to tell the disadvantaged and uneducated that you will never succeed because of the color of your skin, these people will NEVER rise above their backgrounds.

New and Record, since you continue to back this socialist crap,I am cancelling my paper!

Mr. P,

No criticism from me. I'd say that most would agree with what you said.

Mr. P., I'll let you slip into the lead draft on that one. We may have just been a little tense towards each other over at the "Off My Rocker" site. Sometimes that can be the Bristol of blogs.

Cole, I am not familiar with the "off the rocker" blog. I have not found it on the N&R blog listing either. Perhaps you have mistaken me for someone else or else the Typekey system which continually rejects my e-mail as incorrect on this blog has slipped and allowed someone else to use my name.
I do not hold grudges Cole, nor do I usually stoop to a level of name calling and such. I have , I admit that I have had a few word with a few on the LTE blog and taken good aim at them and given them a slap into last week , hoping that they would pass by me again so I could once again give them a slap in the right direction. I have plenty of experience in "chewing butt," which I seldom use any more, since my kids are all grown up. I was a DI and a 1st Sgt and both those positions offered the opportunity to do such.

I got sidetracked by the sidetrack of the thread and posted the long article which actually has nothing to do with "same sex schools".
My daughter attended all girls schools overseas and I found nothing actually wrong with them. She however did not care for them because of the "clicks" that are so often formed in them. She perferred to be in a school were she could talk sports with boys and boys with the girls. I tend to agree with her.
Her sex ed classes in the US were seperate and neither she nor I found anything wrong with that. According to her it made others more comfortable discussing certain issues. She had no problem discussing female issues with a male since she had no choice as I was the only parent. We did well much to both our surprise in these discussions.

Mr. P,

You sound like a great dad. I am sure your daughter is very proud of you.

Yea BA she was so glad I was her Dad and that we could discuss anything that I had to continue to go into the store to buy her feminine products until she got married. Now that is what you might call a loving Dad. hahahhaa.

Mr. Produce,

Truth or fiction? Chicago has a school concept that incorporates much of the autonomy that you described, as well as being a neighborhood school?

Truth. They are called Autonomous Neighborhood Small Schools. Here is a short description from the CPS website:

"Autonomous neighborhood small schools are autonomous small schools that enroll students from the local attendance area. As with other small schools, autonomous neighborhood small schools have small numbers of students and specifically design their programs to maximize the benefits of a small faculty and student body. Each autonomous neighborhood small school has its own unit number, administration, faculty, students, Local School Council, budget, and schedule. Most autonomous neighborhood small schools do not require admissions tests for students.

In a few cases, small schools housed in one building utilize a director for each small school and one building principal, rather than a principal for each small school. In these cases, they are referred to as multiplex schools, such as the three small schools housed at the Cregier Multiplex. Each school in a multiplex has its own unit number, lead teacher or teacher director, governing body (Local School Council or advisory board), budget and schedule. Each is recognized as a separate school by the Chicago Board of Education. The principal in a multiplex manages building-wide issues and shared space, as well as approves teacher evaluations and personnel decisions made by each of the small schools."

I beleive that these small schools were created by grants for small learning communities by the Gates. This is what they had in mind when they created those grants. What GCS has tried to do with it is not similar.

This concept could have some promise if allowed to be used locally, but it likely won't happen because it gets the central office out of the picture.

Here's the link for more information.

http://www.smallschools.cps.k12.il.us/types.html

By the way, I'm pretty sure that these automomous small schools are the ones that are being referred to in the Chigaco Tribune story that Barbara Ann posted at the top of this thread, so the concept must be working pretty well in Chicago. Anyone have a guess when out "innovative" superintendent will implement some of these programs? they appear to sure beat what we are doing here in good ole Guilford.

Stormy, you will get no argument from me on having such a system as I have described or even the one in Chicago. From all I have read that is one system that has worked it's way to the top. It is not an overnight thing as we often wish it could be. Even the system that I have described would take some time and lots of effort to sustain. It is a system that is being discussed in Australia. The too have much the problems there as we do here in the educational system. One which turns out students incabable of doing the 11th and12th year work much less going on to university. They do have many more private schools there than we but the public schools are in shambles from what I can read.

Cole, you mean "off the record" do you not? The same comment as before goes unchanged.

before, should read as above in regards to comment on the subject.

Mr. P,

Sure any such school program that we have disscussed would take time and hard work by everyone involved to make it work, but the bottom line is that they do work if implemented with the right people. why do we not try someting like this instead of all the old stale, warmedover programs we are now using?

Bruce/Jen,

What is with the BIG PRINT? Web site change? Is this for the older readers? Now I do have progressive lenses but this is sure big.

Now Mr. P that is a lot of information, but I figured a single dad would do as much. Especially to be commended for a dad that is a DI too. Did you happen to be in the Marines?

Stormy, I agree with you 100%. Warmed over programs just don't make it. But you will always have those who will say, "well that ain't the way we use to do it." But change must come and with change there is a cost and we should be prepared to pay.

Barbara Ann, Yea,Information a bit much, I guess so but I figured that by the time she hit 18 she would do her own shopping haahhahha.
No not a DI in the Marines. My service was in the Army and then the AF.

Barbara Ann,

Big print? We haven't changed the Web site to big print as far as I can tell. My screen still shows everything normal-sized. You might want to check the preferences on your computer. You might have hit a combination of keys that changed your preferences. I know that you can make the icons on the desktop really big if you want or normal-sized. Same with type.

Barbara Ann,

You're just thinking BIG this afternoon! We all know that you have BIG dreams and BIG hopes for the schools and its students so I'm sure your BIG thinking is now incorporated into your computer.

...or it just could be a another glitch...

Either way, I hope your BIG dreams come true.

Jen,

I have know idea why the print on the N & R blog sites is huge. I may have hit something but it's only different on those screens.

Small Hopes,

I am touched. That must surely be it.

BA

I do not understand why they tupe is so small in the N & R blogs.

I am doing a research project on single gender education in the public sector. My interest is centered on neurological differences between boys and girls and how these differences affect learning. I see this as a hypothetical approach to the issue,and am concerned with identifying where gender and achievement intersect. I find merit in the works of Leonard Sax as well as Michael Gurian, and believe the single-sex classroom can benefit specific target groups, such as high risk urban environments. I welcome any information or comments to further educate myself on this subject.

Well I have noticed that boys are more productive in the enviroment of single sex classes but I think that they need more experience with girls because it will benifit the way they act towards girls

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