Tutoring mess

According to Sunday's front page Morning Call story "Left Behind":

http://www.mcall.com/news/local/all-4tutoring.6480541aug10,0,1256694.story

"Under No Child Left Behind, school districts have to set aside 10 percent of their federal money to pay for private tutoring firms if a school with a high percentage of poor students receives three consecutive years of failing standardized test scores on the Annual Yearly Progress reports."

The intention of this federal program under NCLB is to help poor students. The ASD gets $470,000 from the fed. govt. Right now they are only using 3.5 percent of this money, and the rest is wasted.

Here's why, according to the article: There is too much bureaucratic red tape involved with this plan, few low income parents sign students up for private tutors, public schools don't work hard enough to promote the program, Allentown already uses state money (5.4 million) for public school teachers to tutor 3,000 students. So are that many students really being left behind?

This federal plan just seems like a waste. How could Congress approve this? Plus, private tutors are not as familiar with the local standards as the teachers. How about peer tutoring? That would not cost any money. I guess the ASD could be reaching even more students if they were allowed to use the federal money to pay their teachers to tutor students, but this is not allowed under NCLB.

What I think the real issue here is why are there so many poor students who need tutoring to begin with? Where is parental responsibility? Maybe the federal govt. should look into a tutoring program for parents. And it appears like the NCLB plan is more concerned with promoting private companies at the expense of poor students than actually helping poor students. The Dept. of Education is out of touch with reality. Incompetent leadership at the top, and everywhere else. I say, keep more control at state and local levels; it may still be lousy, but maybe not as lousy as the fed. govt.

Tutoring mess

According to Sunday's front page Morning Call story "Left Behind":

http://www.mcall.com/news/local/all-4tutoring.6480541aug10,0,1256694.story

"Under No Child Left Behind, school districts have to set aside 10 percent of their federal money to pay for private tutoring firms if a school with a high percentage of poor students receives three consecutive years of failing standardized test scores on the Annual Yearly Progress reports."

The intention of this federal program under NCLB is to help poor students. The ASD gets $470,000 from the fed. govt. Right now they are only using 3.5 percent of this money, and the rest is wasted.

Here's why, according to the article: There is too much bureaucratic red tape involved with this plan, few low income parents sign students up for private tutors, public schools don't work hard enough to promote the program, Allentown already uses state money (5.4 million) for public school teachers to tutor 3,000 students. So are that many students really being left behind?

This federal plan just seems like a waste. How could Congress approve this? Plus, private tutors are not as familiar with the local standards as the teachers. How about peer tutoring? That would not cost any money. I guess the ASD could be reaching even more students if they were allowed to use the federal money to pay their teachers to tutor students, but this is not allowed under NCLB.

What I think the real issue here is why are there so many poor students who need tutoring to begin with? Where is parental responsibility? Maybe the federal govt. should look into a tutoring program for parents. And it appears like the NCLB plan is more concerned with promoting private companies at the expense of poor students than actually helping poor students. The Dept. of Education is out of touch with reality. Incompetent leadership at the top, and everywhere else. I say, keep more control at state and local levels; it may still be lousy, but maybe not as lousy as the fed. govt.

Does the ASD need more minority teachers?

In Allentown, 77% of the students in the ASD are minorities, while only 7% of the teachers are minorities. Looks like the minorities are really the majority, as far student population goes. Apparently Bethlehem and Easton hire more minority teachers than Allentown, according to the Morning Call article http://www.mcall.com/news/local/all-b1_5asd.6479458jun27,0,5602646.story

The article quotes an Hispanic teacher from the Bethlehem School District who says that she knows people, including herself who were not even considered to teach in Allentown, even though they were highly qualified. They easily found positions elsewhere. Well, this makes me think, if Allentown is purposely excluding highly qualified minority candidates then that is really bad news. Need more info on that before I can reach a conclusion.

I think a teaching staff, and an administrative staff should be diverse. I think it's a bonus for students to have role models (teachers) who are from their culture, but I don't think it is necessary for learning. A really good teacher sets the bar really high, and challenges all students. That has nothing to do with one's cultural background. When I taught in the district 7 yrs. ago, there seemed to be a diverse staff at the middle school level. I think the article leaves out some important factors.


First of all the district employs many paraprofessionals (teacher's aides) who play important roles and interact with students every day. I have seen minorities as paras at every school I have taught at in the district. Also, in every elementary school I have seen business partnerships with the community where professionals volunteer to read with students and interact with them. Many of these inner city professionals work at PPL and many are minorities.
There are other programs like CIS (Communities in Schools).http://www.cisnet.org/
So I think the kids do interact with good role models from different cultures.


The article also mentions that many young teachers start in Allentown and use it as a springboard to teaching in the suburbs. This may be true because discipline is an issue in Allentown. Money is also an issue. Lack of supplies and other poor conditions. It's not the ideal teaching or learning environment. But I think the administrators need to work on a stricter discipline policy so the burden doesn't fall so heavy on the teachers.

A huge factor here is that parents need to be better role models and read to their kids, and take care of their kids, and prepare them for school. Even if the district hires more minority teachers, it's not going to fix the problem of so many kids coming to school without basic needs being met, with little or no skills, and with poor behavior.

Does the ASD need more minority teachers?

In Allentown, 77% of the students in the ASD are minorities, while only 7% of the teachers are minorities. Looks like the minorities are really the majority, as far student population goes. Apparently Bethlehem and Easton hire more minority teachers than Allentown, according to the Morning Call article http://www.mcall.com/news/local/all-b1_5asd.6479458jun27,0,5602646.story

The article quotes an Hispanic teacher from the Bethlehem School District who says that she knows people, including herself who were not even considered to teach in Allentown, even though they were highly qualified. They easily found positions elsewhere. Well, this makes me think, if Allentown is purposely excluding highly qualified minority candidates then that is really bad news. Need more info on that before I can reach a conclusion.

I think a teaching staff, and an administrative staff should be diverse. I think it's a bonus for students to have role models (teachers) who are from their culture, but I don't think it is necessary for learning. A really good teacher sets the bar really high, and challenges all students. That has nothing to do with one's cultural background. When I taught in the district 7 yrs. ago, there seemed to be a diverse staff at the middle school level. I think the article leaves out some important factors.


First of all the district employs many paraprofessionals (teacher's aides) who play important roles and interact with students every day. I have seen minorities as paras at every school I have taught at in the district. Also, in every elementary school I have seen business partnerships with the community where professionals volunteer to read with students and interact with them. Many of these inner city professionals work at PPL and many are minorities.
There are other programs like CIS (Communities in Schools).http://www.cisnet.org/
So I think the kids do interact with good role models from different cultures.


The article also mentions that many young teachers start in Allentown and use it as a springboard to teaching in the suburbs. This may be true because discipline is an issue in Allentown. Money is also an issue. Lack of supplies and other poor conditions. It's not the ideal teaching or learning environment. But I think the administrators need to work on a stricter discipline policy so the burden doesn't fall so heavy on the teachers.

A huge factor here is that parents need to be better role models and read to their kids, and take care of their kids, and prepare them for school. Even if the district hires more minority teachers, it's not going to fix the problem of so many kids coming to school without basic needs being met, with little or no skills, and with poor behavior.

No Child Left Behind: Raising the Standards or Lowering the Bar?

As some of you may know I am a former ASD art teacher. I have my bachelor's degree in art with a concentration in art history from Moravian College, and my teaching certificate in art education from Kutztown Univ., and I'm still working on my masters. I left teaching six years ago because I had a baby and decided to be a stay-at-home mom. Now I see things from both a parent's perspective, and an educator's perspective. My son currently attends 1st grade in the ASD.

I am on the school PTA, and I volunteer at school. At our last PTA meeting the principal told us about the upcoming PSSA testing. He said "Here at ---- School our lives revolve around testing." That sentence really disturbs me. Shouldn't an educator's life revolve around the students and giving them the best education possible? But this is America in 2008. I have seen the changes since the federal No Child Left Behind Act(NCLB) has been implemented and I believe that focusing on testing does not raise standards, but it actually lowers the bar by dumbing down the curriculum. Here's why.

With all the focus on reading and math, other subjects get ignored. When kids cannot make connections across the curriculum, then learning becomes less meaningful. A curriculum that encourages integrating subjects like reading and math with art, music, science, social studies, civics, etc. motivates students and prepares them for real-life experiences. Research has proven that children who study music and art score better on standardized tests. I believe if you are not giving students this kind of well-rounded education, then you are dumbing down the curriculum, and not encouraging critical thinking skills and creativity. These skills are necessary for children to make it in the real world.

Of course kids need to learn the basics so there should be standards. I think those standards should be set at a local level, not by the federal govt. An urban school district like Allentown is under a lot of pressure to meet the standards, and if they don't, they lose what little funding they have. NCLB does not provide the additional funding needed for special programs to help at-risk kids, kids who don't speak English, and special needs kids to score well on tests.

Poverty is one of the big reasons we have so many at-risk kids. I think THAT needs to be addressed first. Public education has been around for a long time, so it is not fair to just blame teachers and say public education is a failure. Many kids in urban school districts are entering first grade with little or no language skills, they are hungry, they are not taken care of at home, some are homeless or in foster care. If basic needs are not met, a child will not be ready to learn. An urban teacher wears many hats including care taker, social worker, psychologist and disciplinarian, working with little resources. I know, I have been there and it is a hard but rewarding job.

I think parents, and tax-paying citizens need to be aware of what is really going on in our schools. Public education and NCLB is a complicated mess, and I believe the children are the unfortunate victims of too much govt. bureaucracy and bad decision making. I am fortunate enough to be able to supplement my son with extra learning activities at home. Many people are not that fortunate. Volunteer at a public school and see what is going on. Don't be afraid to ask about the curriculum.

I know I have just scratched the surface here on NCLB. I want the best education for my child, and I had hoped he would get that at a public school, but what I see really worries me. I am not in the financial position to send him to a private school or to live in an affluent district.

(I know this is a controversial issue, so please be considerate of others while commenting.)

No Child Left Behind: Raising the Standards or Lowering the Bar?

As some of you may know I am a former ASD art teacher. I have my bachelor's degree in art with a concentration in art history from Moravian College, and my teaching certificate in art education from Kutztown Univ., and I'm still working on my masters. I left teaching six years ago because I had a baby and decided to be a stay-at-home mom. Now I see things from both a parent's perspective, and an educator's perspective. My son currently attends 1st grade in the ASD.

I am on the school PTA, and I volunteer at school. At our last PTA meeting the principal told us about the upcoming PSSA testing. He said "Here at ---- School our lives revolve around testing." That sentence really disturbs me. Shouldn't an educator's life revolve around the students and giving them the best education possible? But this is America in 2008. I have seen the changes since the federal No Child Left Behind Act(NCLB) has been implemented and I believe that focusing on testing does not raise standards, but it actually lowers the bar by dumbing down the curriculum. Here's why.

With all the focus on reading and math, other subjects get ignored. When kids cannot make connections across the curriculum, then learning becomes less meaningful. A curriculum that encourages integrating subjects like reading and math with art, music, science, social studies, civics, etc. motivates students and prepares them for real-life experiences. Research has proven that children who study music and art score better on standardized tests. I believe if you are not giving students this kind of well-rounded education, then you are dumbing down the curriculum, and not encouraging critical thinking skills and creativity. These skills are necessary for children to make it in the real world.

Of course kids need to learn the basics so there should be standards. I think those standards should be set at a local level, not by the federal govt. An urban school district like Allentown is under a lot of pressure to meet the standards, and if they don't, they lose what little funding they have. NCLB does not provide the additional funding needed for special programs to help at-risk kids, kids who don't speak English, and special needs kids to score well on tests.

Poverty is one of the big reasons we have so many at-risk kids. I think THAT needs to be addressed first. Public education has been around for a long time, so it is not fair to just blame teachers and say public education is a failure. Many kids in urban school districts are entering first grade with little or no language skills, they are hungry, they are not taken care of at home, some are homeless or in foster care. If basic needs are not met, a child will not be ready to learn. An urban teacher wears many hats including care taker, social worker, psychologist and disciplinarian, working with little resources. I know, I have been there and it is a hard but rewarding job.

I think parents, and tax-paying citizens need to be aware of what is really going on in our schools. Public education and NCLB is a complicated mess, and I believe the children are the unfortunate victims of too much govt. bureaucracy and bad decision making. I am fortunate enough to be able to supplement my son with extra learning activities at home. Many people are not that fortunate. Volunteer at a public school and see what is going on. Don't be afraid to ask about the curriculum.

I know I have just scratched the surface here on NCLB. I want the best education for my child, and I had hoped he would get that at a public school, but what I see really worries me. I am not in the financial position to send him to a private school or to live in an affluent district.

(I know this is a controversial issue, so please be considerate of others while commenting.)