This is one of the more interesting routes to homeschooling I have read.

Friday, September 22, 2006 , a knife somehow gets from Tyler D’Allesandro’s father’s workshop into his school bag. He noticed it at school and showed his friend. A third boy “grabbed it and brandished it toward other students ‘in a menacing manner.’” Tyler’s friend took the knife back, put it back in the bag and the incident was over.

Or so he thought.

But on the following Monday morning, a parent complained to the school’s dean, Michael Brumbaugh. According to the lawsuit, Brumbaugh drove Tyler home and told Tyler to let him in. Tyler’s mother, Kelly D’Allesandro, was inside taking a shower, and Brumbaugh knew that, the suit said.

Without conferring with Kelly D’Allesandro, Brumbaugh found the knife, then took the knife and Tyler back to school, the suit said. Chicago Sun-Times

For some odd reason, the parents were not happy to find out about all this afterwards. So what starts out as a case where zero tolerance may have gone awry escalates into school officials taking on the role of police officers and searching private homes for evidence. But it gets better.

[Principal Terry] Silva told them their son was being suspended for 10 days. They think the suspension was retaliation for their complaints. They kept complaining, all the way up to Supt. Donald Hendricks, and the district kept increasing the discipline against Tyler, the suit said.

Ultimately, the district recommended that Tyler be expelled. Fed up, Kelly and Michael D’Allesandro decided to home-school their son. Ibid.

Expelled in retaliation for your parents complaining about officials entering your home without your knowledge? I do not think I would want to send my child back, either, even if all were resolved in a satisfactory manner.

Welcome to homeschooling. But it doesn’t always mean that your problems with the school district go away.

homeschooling, zero tolerance, education

There is a new blog in the edusphere tackling a topic near to my heart: gifted education. Unwrapping the Gifted, published by Teacher Magazine, explores the challenges of reaching these children in the classroom.

I had the pleasure of having two gifted children back when I taught, and it was a perpetual challenge to keep them engaged and motivated. After years of gifted education myself, I knew how it felt to be the child who was never called on, pulled aside to discuss how it made other children feel that I got such consistently high grades and just sitting through class after class reviewing material I already knew. It is little wonder that 20% of high school dropouts actually test in the gifted range.

Don’t get me wrong. I actually loved school. And that instance about my grades and other children was actually with one of my favorite teachers. In German no less. It involved another student snatching my test and reporting the grade to the class. I had already learned long before that I got along better “hiding” behind silence when tests and grades were being discussed. But another student had decided to “challenge” me in a friendly grade competition in class, which was a little difficult since I never let anyone know what my grades were.

A lot of people are a bit touchy about the whole issue of giftedness. “All children are gifted,” I have heard. “All are special and unique.” The second statement is true, the first is not. All children are gifts from God, but that is not the same as the educational use of the term “gifted.” In an institutional setting, gifted education falls under special education for a reason. These children have special needs that are difficult to meet in a traditional classroom setting. This is important to note as many districts are opting to cut back on gifted education to concentrate on the lower performing students who are less likely to pass the state assessments. Tamara handles the discussion beautifully in her entry, It’s a Learning Difference.

The issues are a little different in the homeschool, but still important to consider if you are working with a gifted child.

Reason to homeschool number 45: Even I couldn’t mess things up this badly:

After saying this week that 50 percent of D.C. schools might not have all of their required textbooks when classes start August 27, Mayor Adrian M. Fenty (D) and schools Chancellor Michelle A. Rhee acknowledged yesterday that they could not pinpoint the extent of the problem.

Only half the schools will have their required materials? What was that the National Association of Elementary School Principals said against homeschooling? Ah, here it is, at number three, homeschooling might:

3. Deny students the full range of curriculum experiences and materials.

Our books are sitting neatly on the shelf. We even tracked them along their routes from wherever to here. Materials are rarely a serious issue for the homeschooler. Material overload, maybe. Do you know how many blogs I’ve read this week where the author was literally drooling over the expected arrivals?

And the district does not even know why? The problem appears to be at the school level with not enough trained staff to manage textbook ordering. When I need a book, I can hop on Amazon, compare some prices and order it. A school needs trained personnel to wade through the paperwork.

D.C. schools have a history of this sort of thing. And this, in turn, has contributed to the problem as well.

Nathan Saunders, vice president of the Washington Teachers’ Union, said there is such mistrust among employees of the central office that teachers often keep books rather than turn them in at the end of the year, which throws off the tracking process.

The teachers seem to be on to something. You cannot trust central office. After all, they have pallet after pallet of shrink wrapped text books sitting in a warehouse and cannot figure out where to send them. Perhaps some local control would help? Like leaving them in the schools where they were last used?

Central office cannot even figure out why they do not know where the books go. They have to wait for an audit. And outside consultants. These outside consultants are worth their weight in gold:

Schools also received a new ordering form this week, as recommended by consultants, to make replacement orders.

Such sage advice. I wonder how much that cost the district?

Somehow, I doubt there will be much outcry when little Johnny does not have a textbook when school starts back. These problems only occur where incompetence is tolerated. And incompetence is tolerated because of, well, the slave mentality.

Over at the Catoosa County News, homeschooler Jeannie Babb Taylor has a bone to pick with the “exit strategy” put forth by some Southern Baptists. It is actually an interesting article, with a few characterizations of conservative Christians which I personally would contest. I’m not “running from evolution, homosexuality or even drugs,” but she provides enough quotes for her stance that she does not appear to be working solely from stereotypes. This, however, I found quite interesting, since it so closely adheres to my personal beliefs about the Church in America today:

If the souls of children were number one on the Baptist agenda, the churches would be focused on adding more educational options, not sabotaging the options we have now. Just imagine if church activists took the millions spent opposing abortion, homosexuality and public school, and simply funneled it into free Christian schools. Imagine if any child who wanted a Christian education could walk into the church and — at no cost — receive 12 years in math, history, science, language studies and Bible. Provide a superior education at no cost, and students will flock to the church in droves. Catoosa County News

I disagree with the apparent focus on daycares and schools. And I do believe it is entirely appropriate for church leaders to encourage their members to investigate what is being taught at their local public and private schools. But education is one of the central purposes of the church. And we should be taking it more seriously.

When the church sets up overseas missions, some of the first things we do is set up schools and hospitals. We care for the physical and spiritual needs of the community, becoming a light of hope in a dark world. What do we do in the United States? Set up a grassroots lobbying organization to make sure that homosexual marriage is made unconstitutional? Does that really save anyone?

It seems to me that the church has become reactionary. We respond to threats (real or perceived) rather than really confronting them at their roots.

There is no governmental solution which will make this a more virtuous nation. On the contrary, becoming a virtuous nation will solve our governmental problems. We should be focused on solving the very real needs in our communities more than imposing governmental restrictions based on Christian values. Submission to the law of God is voluntary. Codifying it into federal law helps no one.

After Peter’s confession, Christ says,

And I say also unto thee, That thou art Peter, and upon this rock I will build my church; and the gates of hell shall not prevail against it. –Matthew 16:18

Unfortunately, I think many Christian organizations spend to much energy attempting to control movements within society through governmental regulations rather than focusing on the roots of the problem: personal sin. If we are on His side, we cannot lose. But we are fighting a spiritual battle, not a physical one.

Jesus answered, My kingdom is not of this world: if my kingdom were of this world, then would my servants fight, that I should not be delivered to the Jews: but now is my kingdom not from hence. John 18:36

We judge our victories by the hearts of man, not legal precedent. It is all about education. The goal isn’t (or shouldn’t be) to “bankrupt the American educational establishment” but to edify the body. From Websters 1812:

ED”IFY, v.t. [L. oedifico; oedes, a house, and facio, to make.]

1. To build, in a literal sense. [Not now used.]

2. To instruct and improve the mind in knowledge generally,and particularly in moral and religious knowledge, in faith and holiness.

Edify one another. 1 Thess.5.

3. To teach or persuade. [Not used.]

homeschooling, Exodus mandate, Christianity

homeschooling

An editorial in the Intelligencer (out of Canada) raises up the “disadvantages” of homeschooling based on the same stereotypes we hear everywhere else. It starts out all right, but quickly moves into the common stereotypes:

A significant example is the amount of time – not to mention money – it takes to prepare and teach daily lessons and organize activities. Parents who chose to home-school would have little time to themselves and would have to pay for most of the resources needed to educate their children. It is unlikely many parents can match the resources offered by a government-funded school system.

Actually, that is an advantage. It takes less time. It takes less money.

Look at all the time children waste in public education (scroll down past the blackness). Look at the amount of money dumped into the system. Look at the reports indicating that learning is going nowhere. And how homeschools, with no federal money and spending far less time on structured learning activities beat them at their own measurements of success. As far as time to one’s self goes, that is sort of a personal matter. I don’t envy the career woman who is continually torn between job performance and the needs of her family. Where does she have time to herself?

But perhaps the greatest disadvantage is the difficulty in developing social skills.

I’ve heard that somewhere before. But what social skills are they learning?

Social skills cannot be learned merely through everyday interactions, such as trips to the mall, church, sports and clubs or visiting with neighbours. It is imperative kids learn how to have relationships with their peers – and that can rarely be accomplished in a home-schooling environment.

Really? They are learned by sitting still in a room with 25+ people who are the same age as you, where you aren’t allowed to talk and have to ask permission to go to the restroom? Many don’t even have recess anymore. Maybe schools are different now, but when I practiced my social skills in school, I got moved to another desk.

Kids need more than book smarts, they also need to learn about real life – with its perils and pitfalls – and develop the skills they need to cope with it. And those skills cannot be learned merely by enroling children in sports, church or community groups.

Ah, so social skills are learned by “real life.” What is “real life”? I can only guess that means swirlies, stolen lunch money and being called “four eyes.” Those kinds of experiences are invaluable to the development of the self-esteem of the child, his general sense of well-being and his ability to interact with his peers.

It is that lack of exposure to the real world that poses a danger for home-schooled children, particularly those who are taught by their parents right through their teen years.

It is dangerous to be safe. I bet all those popular kids in the most elite of cliques are doing horribly in their professional lives today. After all, they were never subjected to “real life”. Unfortunately, those kids who are subjected to “real life” never really grow out of it. And they suffer increased rates of depression and poor self-esteem, even as adults.

When it finally comes time for them to leave the nest to attend college or university, they may not have the necessary skills to cope with the social aspects and pressures post-secondary living entails.

Give one study that supports this oft-touted concern for the secluded, isolated homeschooler who only has church, sports, homeschool groups, the neighborhood kids and other clubs to “socialize” in. Only sitting still in a desk counts, though.

Many home-schooled youth won’t know how to handle the unexpected mixture of freedom and exposure to the parts of life they have never personally faced. Simply hearing about the dangers of life is not a substitute for reality.

Public schooled kids are doing great with the freedom they’ve been given.

What has always been forbidden or mysterious – be it alcohol, drugs or sex – can become too great of a temptation to resist for some of these home-schooled youth who may be intent on taking part in much they’d missed as quickly as possible.

What is freely available and offered under pressure can become too great of a temptation for a young person who has not yet developed the maturity to stand for values which have never been clearly taught amidst the chronic separation of parent and child beginning at six weeks of age for many of our children.

It is far better for our children to learn about the realities of life and how to cope with them while they are young. Then, when it does come time to leave the nest, they can do so with more confidence to handle what life throws their way.

Except it doesn’t seem to be working on any level. What I see in our graduates today is not confidence but apathy. When they graduate.

But don’t take my word for it. If my links above weren’t enough, The San Francisco Chronicle published a very nice article on homeschooling, with further comments by The Daily Goose and Key Words.

homeschooling home school education public school socialization

The Scripps Survey Research Center at Ohio University ran an online survey May 19, 2007 asking what respondents thought should be done with the No Child Left Behind Act. The results are telling.

Renew law 23%
Change law 48%
Cancel law 14%
Don’t know 14%
Other 1%
–newsPolls.com

I would like to know exactly what changes the respondents think would improve No Child Left Behind. For Hillary Clinton, it is about $12 billion. For the NEA, it is about modifying the testing requirements, reducing class sizes and certifying teachers. In other words, it needs more money and greater protection for the union.

The phrase “highly qualified teachers” sounds good, but it only means certified. And evidence suggests that there is little difference in student performance between those who have begun teaching through the traditional route or alternative certification programs. In fact, principals who work with recruits from Teach For America frequently report that these uncertified teachers outperform new teachers who have gone through the traditional certification process. Student performance backs that up. And these recruits have all of 6 weeks training to add to their college degree.

I wish I had greater faith that the average American sought more fundamental change to this law, but the mantra of “it is a good law, but an unfunded mandate” has gone on too long. When states stopped asserting their rights and submitted to the lure of more federal monies, the future of the law was secured. A national test and a national curriculum are close behind.

And of course, since early childhood has been proven critical to educational success, so is universal preschool. And a $10 billion increase in funding, if Senator Clinton has anything to say. So the states again will be lured into selling their rights.

And polls will suggest that “we the people” have consented with minor criticism.

education, No Child Left Behind, NCLB

Motivated to move into politics after a local teenager died of a gunshot wound in his arms, Newark Mayor Cory Booker has faced numerous challenges leading one of our nation’s poorest and most violent cities. The state recently took over the Newark schools after years of mismanagement and corruption and now dumps billions into the failing system, averaging $17,000 per student.

Yet the money has done little good, since the state has pursued few educational innovations and hasn’t taken on entrenched educational interests (above all, the teachers’ union), which still control much of the system. Student performance has continued to plummet. “High school achievement rates have virtually flipped, from almost 70 percent of graduating Newark kids passing the state’s high school proficiency exam when the state took over, to only about 30 percent passing it now,” says Richard Cammarieri, a member of the Newark schools advisory board. E3 executive director Dan Gaby bluntly describes the system as “in crisis,” estimating that it spends an astonishing $1.3 million for every qualified student it manages to graduate from high school. City Journal, (emphasis mine)

Wow. That’s government efficiency for you. Spend billions of dollars without making a single, structural change which might hope to effect the system. The problems in these communities run so much deeper than what is going on in the classroom, and yet we do nothing but treat the symptoms.

Where is the church? Neither homeschooling nor leaving children in this system will fix its problems. Why do we have no answer? Nor even a working proposition?

Hat Tip: Rethink, a new favorite blog of mine (How many favorites can I have?)

Ok, with a title like that, I had to see what the article was about. It turned out to be a letter to the editor, but with an interesting question. For some background, Elizabeth is a very gifted young lady who was not able to get the services she needed in the public school to challenge her effectively. Her parents therefore removed her and homeschooled her. She went on to be recognized as the nation’s top female mathematician in her age group in the MATHCOUNTS contest. In response to an article, Boston Globe reader Gillian Overholser asks:

Voyagers is an all-volunteer organization that serves approximately 300 children ages 5-18 on less than $100,000 a year. How is it that in this education-rich state, a child such as Elizabeth Synge will get a better education from volunteers with a tiny budget and no state support whatsoever, while other, perhaps equally gifted, students languish in our incredibly expensive public schools? Boston Globe

It’s because the problems in education aren’t about the money. The cuts that these schools are experiencing in their gifted programs are not the central issue. Gifted students can languish in gifted classrooms as well as they can in regular education classrooms if their specific needs are not being met. They don’t need money, but they do need a challenge and room to explore.

While ten year old Rachel Anderson is probably not on her way to instant fame with her little songwriting project, she summarizes her thoughts about school well.

My brain is burning
I know this stuff
My brain is turning to fluff
That’s why I’m doin’ this. Boston Globe

I remember those days. I also remember the teachers who were able to challenge me, with no bonuses on their paychecks (although probably a lot fewer disruptions from yours truly).

I don’t think this one is so easy. It requires a bit of reflection, but nonetheless, the Alliance for the Separation of School and State asks a two-part question:

What was your school experience?

Public school. And daycare. And I was a latch-key kid in elementary school. My parents weren’t Christian. I became a Christian at 18. (Ironically, my parents became Christian about the same time.)

Do you feel that your school experience improved you morally, damaged you, or had no impact?

I think I mostly got my values and morals from my parents. They were reinforced in school although not so directly. My friends were predominantly Catholic or Christian, but shared the same basic values although I did frequently engage in debates with them regarding their religious views.

My high school was pretty big with over 900 students in my class. It was somewhat urban, at least as urban as you can get in a city with only 200,000 people, and we were subjected to routine locker searches for drugs and weapons. It was the subject of some small amount of controversy. If I remember correctly, we all had to open our lockers and stand against the wall while police and school staff quickly went down the row of lockers. The lockers weren’t our property, the school told us, so we could not object. “Everything in there is mine,” I thought, but mostly I just considered it a waste of time. Even I knew when the searches were to take place ahead of time, and couldn’t imagine anyone dumb enough to keep that kind of stuff in school, although I did once witness a drug deal in the Commons. In some ways, I was an unwilling participant, but that is another story.

We had armed police in the school. Our favorite officer stood near the front doors and stood over 6 foot. We called him Butch and spent mornings before class trying to get him to react to us. He was like the Queen’s Guard, standing with no expression for hours on end and never engaging in conversation.

Another item of controversy was the bible. This little book was considered contraband, although nothing ever came of it. We weren’t supposed to bring them to school, I knew that much, but they weren’t confiscated, either. Out of some vague protest, I bought a small New Testament and kept it in my purse. I might occasionally forget my school books, but I always had my bible. In fact, you were more likely to find me reading it than any of my God-fearing friends. It was a source of quite a few interesting conversations at speech meets until somebody stole it.

Yes, someone left my purse and everything of material value in it, but took my bible. That seemed an odd irony.

I loved the speech team. My main events were discussion and impromptu, although I did participate in some debate. I spent a great deal of time researching for my events, and the speech coach eventually gave me his pass book so that I could write myself passes any time I felt that my time could be served better preparing for my event than sitting through class. What privilege!

At any rate, the minor infringement of our rights by school officials and the curious position religion held in school led me to develop a stronger sense of rights, and particularly of the importance of property rights. I gained more respect for religious discourse in general. In short, I learned tolerance because the school was intolerant, and I never saw provocation for its intolerance.

I think I must just be rebellious by nature, because it was due to a pretty liberal history teacher that I became quite conservative.

Take a moment to read Grizzly Mama’s public school experience. Feel free to share your experiences!

Related Tags: education

Uncle Orson Reviews Everything offers an interesting article in which he criticizes the “educational establishment” and its undue deference to “experts.”

There are people who have snookered us into paying them a lot of money because they claim to be experts on education, but it’s all a game. They collect degrees by taking classes from people who don’t know how to teach and don’t recognize good teaching when they see it. Then they come to the school districts and get ridiculously high salaries for thinking up ways to keep teachers from doing their jobs.

My district seemed to have the opposite problem. Thousands of dollars were spent on in-service training to offer additional training from experts in a variety of fields. The ones I attended were outstanding and I learned more in them about actually teaching than I did in my education courses at KU. Once we returned to the classroom, however, the pressure of the TAAS (Texas’ state assessment) and P-DAS (Texas’ teacher assessment) rendered it all useless. No one dared break from the test-prep mode we all seemed to be stuck in, even as a first grade teacher.

Either way, he makes an interesting point about the usefulness of these educational experts fighting for longer school days, a longer school year and more years of compulsory schooling:

Do you know what I find, as a college teacher? That the best writers, the best thinkers, the most broadly educated among my students are the ones who were home-schooled.

Think about that. And then think about this: Most of those home-schooled kids get their schooling in a few hours a day. By noon, most of them are done. Then they have time to live together with their families. To read or play on their own. To have a childhood.

The degrees and titles do little to make anyone a better teacher. It has more to do with a passion for teaching, and the freedom to follow that passion. While many public school teachers are “biding their time” until retirement, there are many more who feel restrained by a system designed to promote mediocrity over ingenuity.

Homeschoolers benefit from both the passion to provide their children with an excellent education and the flexibility to pursue whatever course is necessary to meet that goal.

Hat tip: Thursday Night Gumbo

Related Tags: homeschooling, education, public school, home school