Ashley’s Blog - Students Give Input, Too
I love the idea of online classes! It seems so appealing to me to be studying in the comfort of my own home.
However, as we all know, technology is not as reliable as getting up and physical attending class.
Through out all this I’m reminded of Blackboard. How many times have you tried to log in and have found problems. And is it me, or does blackboard always seem to be down when your trying to figure out what your homework is for the next day?
I once tried to take an online class, and from the second week feel behind. Some students, like me, benefit from being in a classroom, seeing the teacher and being encouraged to keep up with the rest of the class
Katie’s Blog - What about the Gifted?
It is interesting, the way society spends so much time attempting to cater to those students who are falling behind, but very little do we hear about the gifted students who are sitting in class, day after day, bored out of their mind!
I 100% agree about the grouping method. I actually got a knot in my stomach just reading that part. How horrible it would be for that student who is being challenged in class, almost more than they can bare, that is grouped with people how are much more intelligent then than they are? Obviously, they will become discouraged by the idea, and in essence the educator will be providing a dis-service to that student. So basically, I feel that grouping will have the opposite intended meaning with in the classroom.
Christina’s Blog - Bloodshed in Bartlesville.
Like I posted on Katie’s site, I think that if an educator attempts to separate the groups of students, they would be doing a dis-service by discouraging the seemingly less intelligent students, thus not doing their job.
Anyway, I don’t think that separating these students will be beneficial, especially in high school. High School students can be mean, can you image the torture? I think that teachers should just more prepared to give these students challenging material in the classroom.
Jamie’s Blog - Varsity Blues
I agree – what a horrible reaction to the situation. I fear that is just lets this situation slide, and make it seem forgettable, what else will she let slide? What kind of school must he be running if that kind of behavior doesn’t catch his attention?
I agree too that that school probably has a lot of problems, but if the assistant principle isn’t promoting peace and unity, more problems will be on the way, for sure!
Oh, and that coach deserves a pat on the back!
Kayda’s Blog - Falling schools across America.
What a comfort to know that it’s not just inner city schools, but suburban school too! I often feel, too, like the news just focuses on failing inner city Detroit schools. Although this is a horrible situation, it’s refreshing to hear that it’s not just Detroit anymore. Sad however that the problem is much bigger than what most people expected.
I particularly enjoyed your last paragraph and thought it was a really good point! Things would change, for sure if the administration could be in the classroom with those teachers, helping them prepare their students for the lessons they need to meet, by state standard, as well as preparing them for the MEAP.
It would be nice to work in a system one day where teachers have a direct say in standards. I agree with you, it probably would work in that case!
Colleen’s Blog - ESL Suit
I believe that this situation going against everything ESL works to accomplish?
How horrible that this boys academic gain would be put at risk because somebody in administration decided he couldn’t speak English because he looks Latino!
This is constant problem in many ESL programs: stereotyping. There needs to be better programs in place if ESL is going to be successful.
and shame on no child left behind; just another testimony of what that law needs to be taken out with the trash!
Ashley W’s Blog - Reviving Hope: One Principal’s Stand.
I enjoy the fact that the principal said he want to make being smart cool. Corny, but I agree.
I think that their is a direct correlation between the way students perform with how they feel about them selves, so this leads to question the atmosphere that this school is creating; why so many of the students are performing poorly.
Good to hear though that measures are being taken to promote social justice, and allow students to feel safe and comfortable in their learning environment.
Christine’s Blog – Trim the Tests
I 100% agree that standardized tests are really only a way to measure the effectiveness of how the school measuring up against other schools.
I became particularly interested in the quote that standardized takes away teacher’s professionalism. Scary; true. It’s so frustrating to think that so much time from teaching will be stripped away in order to prepare students to take the MEAP.
But I also liked the section about how only the teacher knows if Jonny has learned what he has supposed to learn. So true! What if teachers could write the test to measure the children’s knowledge (someway, somehow).
I guess it really just boils down the simple question: what is the point? Is anything being proven, prevented and/or changing because of this test. Because if things are going to be the same, year after year, then its time to take this test out with the garbage.
Interesting post!
Eli - I Like The Way Brits are Thinking here.
Schools need to be center of creativity: my new favorite quote!
I feel that their is a direct correlation between how the teacher presents the assignment, and how students will approach it. Ya know? If teachers simply hand you a piece of paper with an assignment in 12 pt. times new roman, probably not one student will have sparked interest.
I feel that it’s an educators job have creative juices. I’m sure we can all relate to having boring teachers. Were we inspired, motivated to succeed in education circles because of those educators? Probably not.
Interesting article. Maybe GVSU should send all education majors to England for some extra pep using creativity! 
Chris- Preschool + Language = Advantage
Earlier the better, absolutely! I will have to agree with Christina, as studies show, it is much easier for a young child to acquire a first or second language than for an adult to acquire one.
Especially with the Spanish speaking community growing in leaps and bounds every year, this children will benefit from being able to communicate in both languages. Not to mention that it does, indeed, open up the door for future opportunities.
I also think it’s important that the students know their native language isn’t being de-emphisized, and not give them a chance to feel inferior to the other students.
I’m very excited about the knowledge I have gain regarding Bilingual education, as well as the use of technology within education through my adventure using an EduBlog.
I feel that I have learned a great deal about Bilingual education, its pros and its cons. I feel reassured through my research that being apart of a Bilingual education system is something I aspire to be apart of as an educator.
I am also pleased with the knowledge I have gained through the use of my RSS feed through Google. Being up to date on the news has never been apart of my daily routine, but through this project I have found favor in being up to date with the latest news and issues within Education, specifically bilingual education.
Another aspect of about this experience I have thoroughly enjoyed was getting to know my fellow students. It’s an interesting experience getting to know a fellow student via an edublog, but an interesting experience anyway.
Indeed, I plan on using edublogs in my future classroom, and am excited about the idea. I feel that it was beneficial for me, and hope it will do the same for my students. Plus, as a future teacher, the less paper I have to carry around to grade, the better
The following article is a summary of the Candidates’ Views on Bilingual Education, taken from Education Weekly. Five democrats running for U.S president back the idea of a bilingual education system and two Republicans running opposite it, according to the Hispanic Link Weekly Report. (Maybe it’s time I start rethinking my policicial views!). The following quotes are what the Hispanic Link Weekly report learned when it posed the following question to the staff of 17 politicians completing in the presidential primaries that began Jan. 3: “What is your candidates’s position, if any, on bilingual education?”
What do the Democrats have to say about Bilingual Education?
Let’s hear from Hilary Clinton (THE Hilary Clinton)
Fabiola Rodriguez, the Clinton campaign’s Hispanic communications director stated the following on Clinton: ”Senator Clinton support the notion that children will learn more efficiently by being taught in their native language while learning English at the same time. ”
Cliche? I think so.
How about Bill Richardson. What does he have to say?
On behalf of Bill Richardson, Katie Roberts, deputy communication director stated the following: “Bilingual Education is a part of guaranteeing equal education for all American students!”
To her I say, Amen! I’m thoroughly impressed with the idea that Bilingual education is considered as a guarantee for all students. What a beautiful notion.
David Medina, on John Edward’s behalf blurbed the following: “ We’re for bilingual education.”
That’s all he could come up with?
And the Republicans? How do they feel about this idea?
Alex Burgos speaking for Mitt Romney said the following: “He believes immersion is the best method for learning the English Language.”
I agree, but what about that student who has just come from China, or Russia, maybe even Mexico who can’t speak any English but is thrown into an English speaking classroom anyway? How is that student going to feel, what is he or she going to do when they are incredibly overwhelmed by English until the point where they stoped caring? Additonally, it’s not uncommon for ESL students to be mistaken for special education, simply because they don’t have the ability to understand what is being presented to them in class. Is immersion a good idea for them?
On Tom Tancredo’s behalf Alan Moore says: “He thinks that classes should be in English only. He thinks English should be the official language in the U.S. and everything should be printed in English.
Again, good point seeing as we do live in an English speaking country. However, America is unique in the way that it’s considered the “melting pot” rather “salad bowl” and people have come here from all over the globe, bringing their unique language and culture with them.
This article further notes that the staff of the other 10 presidential candidates didn’t provide responses before this news letter went to press. Additionally it reports that while a spokesman for Mr. Romney didn’t tell Hispanic Link specifically that the former governor of Massachusetts opposes bilingual education, Mr. Romney has told his supports in speeches that he fought for the end of bilingual education in Massachusetts.
Interesting. My thoughts are this: I do believe that people calling this country home (temporary or permanent) should learn to read, write and speak our language, English. I saw that because we as Americans would be expected to learn the language of the country we were staying in. However, I think the ESL system needs to be reevaluated. Under no circumstances should a non-native speaker be thrown into an English classroom where he will be confused because somebody said “immersion is the best method for learning English? Again I’ll bring up the student who is new to our country and has no ability to speak a lick of English, but is thrown into an English speaking class anyway. How is that beneficial for the student. On the other hand, I don’t believe that non-natives speakers should be catered to, with all their education being presented in their native language. That’s why I think bilingual education can work, if there is a healthy balance between encouraging students to learn the English, and presenting material in their language.
for your reading pleasure:
http://blogs.edweek.org/edweek/learning-the-language/2007/11/presidential_candidates_views.html
I’d like to share with the rest of the blogging community, or maybe just my fellow bloggers in English 310 about another exciting bi lingual school I’ve recently read an article about. The following is a short synopsis, along with a few testimonies about the wonders this Bi-Lingual high school in
Quincy Maine is delivering on a daily basis.
Due to a rise in ESL students the Monmouth-Roseville High School, district 238 is taking new approaches in their curriculum. But what makes this school different from others bi-linguial schools is that the teachers and counselors are acting as interpreters between parents, students and fellow faculty in order to provide the care and education needed by Spanish speaking students.
The following is a common scenario you would find at Monmouth-Roseville High School:
A student is standing at the front office desk next to the phone; his mother waits on the other end of the line. This is where Frank, a full time bi lingual faculty member steeps in). The mother of the student does not speak English, and Bryan doesn’t speak Spanish. Frank asks the other if her daughter can stay after school in order to do homework.
Situations like these are extremely common at Monmouth-Roseville High, teachers translating for students. One might think that a school placing so much emphasis on ESL might be falling behind in academic circles. On the contrary, Monmouth-Roseville High has more than quadrupled its number of Spanish-Speaking teachers and has added an extracurricular activity to help with grades. 5 years Renee Burton was the only ESL teacher for over 50 ELL. “I was a Band-Aide basically”- Buron stated
Superintendent Martin Payne stated the following:
“It was a realization for a need and there needed to be a starting spot and that’s what it was. It was a starting spot know it had t continue to grow.”
So what about today? Today, there are 98 ELL students!
What about the teachers?
Like me, you have probably asked yourself where teachers come from to run/operate/educate a school like this, right. Currently, Mrs. Burton splits her time between Willits and Harding grade schools, with the help of two Spanish speaking aides. Buron spits her time between Willits and Harding school grades but the school has recently hired a new advocate for bi linguial education Todd Franks along with Todd’s wife Ana Franks who currently works as an ESL teacher. The number of teachers also depends on the student-to-teacher ratio in classroom. If there are 20 or more students who share the same language, then the school is required to have a bilingual teacher. HOWEVER: the number of ESL teachers depends on the amount of funds available for ESL. But with the way numbers are growing, more ESL teachers will be needed in due time.
What about Culture Differences?
Even though the students that are attending Monmouth-Roseville High School may be speaking differnt dialects of the same language, culture has shown to be a barrier between students. So obviously, teachers are learning to be more aware of culture differences. One of the largest improvements students are faculty both agree has helped Spanish-speaking students, along with English-speaking, is the newly formed soccer team at the high-school. Students, both Spanish speaking and English speaking, must keep their grades up in order to play on the soccer team. Teachers are using this as incentives so students will keep their grades at passing level.
What about the parents …?
Monmouth-Roseville High School has been working to make great strides in bridging the parent-faculty relationship. Over the past 5 years the district has begun creating forms, for almost everything that are being sent home in Spanish. Each year, more and more parents are sending back completed forms.Additionally, the district brings interprets ruing registration at the beginning of each school year so parents will feel comfortable at the school.
“Is that a mandate? No. But we do it because we think it’s going to be good? Yeah! It’s a smart, common sense, community friendly thing to do.”
In closing Buron stated the following:
“Regardless of the background of the student, all of our kids are equally important to us. As we move forward in the district, we are always looking for ways to make a positive education difference for all or our kids!”
I’m aware that this probably isn’t your typical blog entry, but I was excited to share my recent findings of a bi-linguial school taking education in a new direction.
for your reading pleasure:
http://www.register-mail.com/stories.102807/MAI_BEM6GWDF.GID.shtml
For some high school graduates, earning that diploma wasn’t difficult. In fact, some probably graduated high school with very little effort. For some who have comes from different parts of Latin America, during early years of life earning a high school diploma can be a momentous occasion. But for some who have arrived in America during teenage years, earning that diploma can seem impossible. Today, those that have come to America from parts of Latin America are finding something to rejoice about: the Spanish-language version of the General Educational Development test (GED).
About 666,000 citizens take the GED test a year, with 4% being Spanish speaking. This makes Spanish speakers particularly excited because the state of California doesn’t differentiate between GED and High School diploma, and doesn’t even recognize what language you took the GED test in! Although this new practice is causing some ruckus in Congress, the debate about what Language the test should be offered in is being mostly among those who teach Adult Literacy.
“Within the adult education world, there’s a fair amount of controversy as to whether the [GED] instruction is offered in Spanish or English,” said Cheryl L. Keenan, the director of the division of adult education and literacy in the U.S. Department of Education.
Each year the government provides 560 Million dollars for grants in Education, but doesn’t specificially say what language the money is to be used fore. So, if the Department of Education has not bond the test to specifically Englsih, why shouldn’t the opportunity be offered in different languages?! Not just Spanish, but in Chicago there is a high Polish, Russian and Korean population, so why can’t the test be provided in those languages?
Althought many are singing hallelujahs over this idea new, some are not so excited about a Spanish version of the GED. Jim Boulet Jr., the director of English First, claimed last week that
“Bilinguial educatoin and Spanish GED classes are a terriable idea. Money should be spent on English Classes”.
With all due respect, I think Mr. Boult is missing the point. The GED is creted to test basic high school knowledge. The Spanish version is just that. It’s not a cope out, pr a less invassive easier form of the GED, it’s the very same test, only translated into a different language. And it’s probably worth stating again, (or 100 more times if nessary), when the Department of Educaiton donated 560 dollars in grants for Education purposes, they didn’t specifically the grants must be used for English education.
I don’t agree with Mr. Boulet in the least bit so I excited to read on to find out what Cathy Balestrieri had to say. I agree, 100% when she said she feels that citizens from other parts of the world should learn English, as they are living in an English speaking country, but claims that it makes sense to provide them with proof of there skills in Spanish as part of their education.
“If a kid has zero credits and is 17, he doesn’t want to be sitting in a 9th grade classs. What we’re doing with our marketing and recruiting is saying, ‘You’re going to make yourself more marketable if you have the Spanish GED, some English, and a trade.’
Personally, I feel that the GED testing provided in alternate languages is a brillitant idea. I feel that if less citizens are scared of language barrier, then will be more prone to take the test, especially if they are not worried about understand the written language.
Apparently, Robert M. Berezny, the state administrator for GED testing in New Jersey agrees with me.
“The belief in the community is that if they’re able to take the test in Spanish, more people would come out and take the test,” he said.
I think that offering the GED in a variety of languages is only appropriate. After all, we are the melting pot …
On October 5th I had the privlidge of spending the day listening, learning and apprechiating the life and work of the brilliant William Shakespeare. The guest for the days festivities Dr James Shapiro and he began the day by giving an informative lecture, mainly based off his book entitled ‘A Year if the Life of Shakespear’. (More about that to come)
During the afternoon lecuture, Dr. Shaprio opened up the lecture by giving us the background information about what had prompted him to pen the book ‘A Year in the Life of Shakespeare’. He explain to us how the popular movie ‘Shakespeare in Love’ had given him the right amount of motivation to dig deeper, and gain more knowledge of the life of Shakespeare. While sitting in this lecture, probably like most of my fellow students, I was wondering how this Dr. was possibly going to lecture about an entire year in a short 40 minutes, but due that time limit, he focused on only seven weeks (Christmas 1598 – Febuary 1599). He gave more detail about those 7 weeks in the life of Shakespeare than I could have probably given about the last seven weeks of my own life! Dr. Shapiro was extremely captivating the way he described the daily routies and activies of Shakespeare’s life. During the course of this lecture Dr. Shairo gave us many key events in the life of Shakepears that embarrassingly enough, I had never even herd of. What I found most interesting was the fact that Shakespeare had poetry stolen from him, that was later published. Dr. espically spent time emphesizing how the war between the countires of England and Ireand was affecting the people of London.
After a lunch break, I was off the Stage-Talk with Dr. Shapiro. Due to some complications with the building and confusion about where we were supposed to meet, we ended up meeting in a, what appeared to be a room designed for dance students, ( I was given this impression due to the wall of mirrors which I typically see in movies that incoorpriate a plot about a dancer) but it actually worked out in our favor. We all sat very close to together, in a clumpy like semi-circle, were we all, well …most of us, took turns picking apart Dr. Shapiro’s brain for yet more details about not only the life of Shakespear, but about the play we were about to enjoy/apprechaite/learn from. It was much like a set where a family sits around a fire in a log cabin sharing stories, only there wasn’t a fire and obviously no cabin, but yet it still had that ‘homely’ feeling attached. Once again, Dr. Shapiro was very informative and did an excellent job about feeding us key knowledge that would help us better understand the play, and Shakespeare. I was espically excited that I was able to experience this part of the festival. In this Stage-Talk, there were a plethora of people from students to nuns, to parents and even some grandparents. We were all different in our walks of life, particularly age, (in the most respectful way possible) but were all together in the same room sharing the same expierence and being drawn together to apprechaite a man who has contributed so much the world of literature. That experience is something I won’t soon forget.
To end the night, or rather to begin the night, I headed over the the auditorium where I sat front and cetner ready to have yet another encounter with the late William Shakespeare in Cymbeline. To be blunt, I had never even cracked this book, but I am very glad that had the oppurnity to experience this production. I was actually really impressed with the play as a whole. When it comes to acting I’m clueless but in my opinion that actors were extremely talented and did a brillitant job! There were a couple of dramatic sceans that incorporated guns, smoke and cannonballs, but they were performed brilliantly. My favorite part of the play: the beautiful Victorian English, even thought I had to spend some time translating within my head.
All in all, I’m glad that I decided to attend the Shakespeare Festival. Obviously I like Shakespeare seeing as I’ve chosen to study literature in college and plan on persuing a teacher career where Shakespeare will be present, attending this festival has strengthed my apprechation for the work of Shakespeare.
When roaming through my Google reader today, I found a similar to the article I posted about yesterday. It looks as though, Spanish/English may be more popular that I had even given it credit for!
The article I have chosen, Dual-Language program Moves Ahead, takes us to Nampa Idaho where the educators in the kindergarten class rooms, named New Horizons, are insuring that children will be fluent in both Spanish and English before the students move on to high school.
This unique school, housed in portable classrooms behind Napa’s Ronald Regan Elementary School, just opened this fall to 104 students who come from primarily Spanish speaking homes, while a select few coming from English speaking homes. Apparently this new program is gaining popularity because parents can no longer enroll their children as they please, they must now enter a drawing to be eligible
The goal of these portable bilingual classrooms behind the main elementary school building: to offer the same programs to native English speakers as to native Spanish speakers.
“District Officials say research indicates that students involved in two-way bilingual programs score higher in reading test then do their peers.” – Idaho Press Tribune
The class has many activities that use Spanish as the main form of communication including alphabet work, Spanish songs and worksheets, and math, while many classes including music, library physical education and computers are taught in English.
“The high point for us is seeing the interaction between Spanish and English” – Cano – Principal of New Horizons
You might raise your eyebrow, as I did when thinking about such program, or bilingual education in its entirety, you have even proposed this question: “What if students don’t understand one language enough to understand instruction?” How can a classroom possibly be beneficial if a student struggles with the language of instruction?
“The key to the program is lots of encouragement, lots of repetition and modeling, modeling, modeling!” Viola Fernandez – teacher at New Horizons.
Ms. Fernandez, who admits that his program is difficult for all children involved, typically gives instruction in Spanish, while using gestures to help the native English speakers understand. If the message she is trying to reveal is important she will repeat the instruction in English, so nobody is confused. Even though I feel strongly that bilingual education is essential, I am concerned with the fact that a learning environment that uses two languages will cause stress for a 5 or 6 year old, because to frank: learning a second language is difficult! I’m aware that learning a different language at the University level is much more intense than kindergarten, but don’t you agree that speaking in two languages would be stressful for a child who maybe hasn’t’ even mastered his/her native language? How can such a program be successful?
“Learning a second language is stressful, we’re doing it in a non-stressful environment through songs, games and poems!” – Viola Fernandez
By the end of each school year students are expected to know basic vocabulary, colors, and months of the year and days of the week in both languages. All of these categories are basic knowledge of what a kindergartner should know but these students learn them in two languages, as opposed to one.
“We’re going to make it work because we know our goal. We know what dual language looks like” Viola Fernandez
http://www.idahopress.com/news/?id=999
Elementary School Teaches in Two Languages
A typical, every-day elementary school located in Houston Pennsylvania is taking new steps to “bridge the gap” between Spanish speakers and English speakers. Thy have created a good example of the kinds of school settings that Teachers students and the American population in general, but will witness and participating in, probably in the near future.
Located in Houston Pennsylvania, Webster elementary started their kindergartners in a radical approach in 2004 and is now currently in its third academic year of bringing students together in the same classroom that promotes and encourages students to become bi-lingual and biliterate and bicultural. Currently one half the kindergarten class come from Spanish speaking homes, while the other half come from English speaking homes. They principal and leader of this new movement, Michael Marquez states: “It’s fantastic for students, their parents and surrounding company!”
“When we looked back at the research, two-way immersion came out very clearly as the one that helps Spanish speakers develop the most English and remain academically on level.” Said Dr. Laurie Weaver with the University of Houston Clear Lake.
In the kindergarten class at Webster Elementary School, 90 percent of the class is taught in Spanish and the remaining 10 percent of the material is presented in English. In the classroom there is much student participating as well as singing, obviously in both languages. The goal of the teachers in
Webster Elementary school is to have the students now only learn from the teacher, but learn just as much from their fellow students. This program in Houston Pennsylvania has been expanding at rapids rates each year, and as of the beginning of the academic school year there wasn’t enough room for all the parents that wished for the children to be enrolled. Currently there is a waiting list for students to participate in this bilingual kindergarten classroom. Principal Michael Marquez has dreams of each grade level at Webster Elementary school participating in movement.
As a future educator, who is both passionate about excited about English and Spanish education, it excites me to read that school is taking such measures to create a common bond between the students who come from Spanish speaking homes, and English speaking homes. Besides being merely exciting for own personal gain, I think it’s extremely smart, and realistic to start educating children early in order for them to be able to communicate in both Spanish and English.
More specifically I really found the idea of students learning from each other, just as much as they learn from the teacher to be another unique approach to the educational success of students. With this approach students won’t mearly learn language from each other, but hopefully this approach will also bring together students from different cultural back grounds, and instill a sense in them of unity with those they attend school with, and others in their communities that speak different languages.
I think it’s important we think about the future of America, but more specifically the future of education when reading a news article report like this. As of January 2007 11 million Spanish speaking people live in America, by population making The United States of America the second largest Spanish speaking country. Is bilingual education important right now? Will it be important in the future? Absolutely!
http://www.click2houston.com/education/14151809/detail.html
I know, I know, I previously stated earlier that I was interested in mostly researching topics about ESL and Adult Literacy but when looking through my Google Reader this afternoon, I found an article I just couldn’t pass up ..
With tuition rates being as high as they are this day, I can almost guarantee that you have had a friend or loved one, maybe even yourself, have had seriously financial worries about finding money for college and/or keeping up with the increasing tuition rates. Maybe you considered not even attending school because of ’off the charts’ tuition rates? Ring a bell? ‘Almost 10,000 Signed Up For Scholarships’ by The Associate Press sheds light, and maybe even proposes ideas that will save future college students stress about paying for school.
Recently, almost 10,000 Wisconsin 9th graders signed a pledge that will guarantee them a spot in aWisconsin college, if they can successfully meet certain requirements during their high-school career. So far, 10,000 out of 75,000 have singed the pledge while promising to do the following: earn a b average, take courses to prepare for college, stay out of trouble and perform community service work. Not sounding shabby so far, yeah?
However, this plan to get more students into Wisconsin colleges has propsed some financial challenges and has drawn much criticism from Republicans who agree that just because students sign the pledge, doesn’t guarantee a college education for every student…
‘This is like sending in two box tops and you’ll get a paper that makes you feel good,” said Senate Minority Leader Scot Fitzgerald, R-Junearu. “It’s snake oil, that’s what this is.”
As of now, this proposal has not received legislative approvalAnother point is that even if this bill is passed it won’t promise students seats at the U of W Madison, but it will guarantee that students will be accepted in a Wisconsin college. The other twist: won’t provide any more financial aide than a student who has not signed the petition.
“The problem is the expectations that are being raised right now are incredible” -
The Associate Press
So far, with the deadline approaching in less than week again, you can find 10,000 out of 75,000 9th grade names on this pledge …
When I think back on my high-school career, all the times when I was discouraged about college, and graduate along with all the other emotions that tag along with those momentous times come to mind. How awesome it would have been to have that extra motivation when school seemed like a never ending rough patch! What a brilliant sense of accountability for students entering High-School. Raising standards for high-schools seems to be another bonus of having students sign the petition. If passed at the legislative level, I think this could be a good solution to keep students on the one-way track to college!
http://www.edweek.org/ew/articles/2007/09/14/04apwisc_web.h27.html
