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What should schools display publicly? Who recommends, selects, approves, and implements the curriculum? How many English teachers are in the school? How many teachers are teaching other subjects? What is the total number of teachers? How many total students are enrolled in the school? Do students get meals in the school? Should students get meals in the school? How should the meals be arranged? How should nutrition, safety, and hygiene of food be ensured? Who is the principal of the school? What should a student be able to write, read, and speak at the ages of 5, 10, 15, and 18 years? What questions should a student be able to answer at the ages of 5, 10, 15, and 18 years? What questions should a student be able to answer relevant to English, math, and science at the ages of 5, 10, 15, and 18 years? How will those questions in English, math, and science help them at the age of 5, 10, 15, and 18 years, and in situation-specific or industry-specific areas? Are there only lectures from teachers or verbal discussion involving students? How many classes with verbal discussion are held every week? What should be the subject of these discussions? English grammar, character, behavior, and other subjects. Does a pediatrician visit the school? How often does a pediatrician visit the school? What are the working hours of the schools? How many quality teachers do you want? What are your requirements? I can educate them within a short period of time. What is the curriculum for each grade? What subjects do you teach in each grade? What books do you use in each grade? Western grade = Eastern class Who is responsible for framing and recommending curriculum? What courses should be taught and when? What books will they use? Where will these courses be useful, situation-specific or industry-specific? Who is involved in framing curriculum requirements? Should colleges and schools be de-recognized if they don't display their curricula over the worldwide web? Take a look at this. Would you like to add anything? Do you have any recommendations? Curriculum International |
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At what age are children required to enter school? What documentation do I need to provide when registering my child in school? What immunizations are required? A. All children are required to be immunized by schedule for DT, DTP or DtaP; OPV or IPV; Hep B; Hib; MMR; Td; and varicella. How do I prove my child was immunized? A. A current immunization certificate shall be on file at the school within two weeks of the child's enrollment. Is an eye exam required? A. All children between the ages of three (3) through six (6) entering public preschool, Head Start or public school for the first time must have an eye examination by an optometrist or ophthalmologist no later than January 1 of the school year. See also: School Eye Exam: Questions and Answers What are the requirements regarding the preventative health care examination? A. Each child needs a preventative health care examination within one year prior to the child's initial admission to school. A second examination is required within one year prior to entry into the sixth grade or initial admission to school. A third examination may be required by policy of the local board of education within one year prior to entry into the ninth grade or initial admission to school. A cumulative health record is maintained by the school for each pupil entering school. The record shall be maintained throughout the pupil's attendance. The record shall include the preventative health care examination and screening tests related to growth and development, vision, hearing, and scoliosis, and findings and recommendations of a physician and a dentist. Where can I get copies of the required health forms? At what age, and using what criteria, are children eligible for the preschool program? What are the requirements for home schooling? What do I need to know about non-public schools in Kentucky? Does this school have a particular educational philosophy or mission? What is this school's approach to student discipline and safety? How does this school encourage and monitor students' progress toward meeting grade-level standards? What kinds of library resources are available to students? How is technology used to support teaching and learning at this school? How do the arts fit into the curriculum? Is there a school choir, band or orchestra? A school play? Art classes? What extracurricular opportunities (sports, clubs, community service, competitions) are available for students? How do students get to school? Is free school busing available? How does this school support students who have academic, social or emotional difficulties? What strategies are used to teach students who are not fluent in English? What professional development opportunities do teachers have? In what ways do teachers collaborate? What are some of the school's greatest accomplishments? What are some of the biggest challenges this school faces? Things to Look For: Do classrooms look cheerful? Is student work displayed, and does it seem appropriate for the grade level? Do teachers seem enthusiastic and knowledgeable, asking questions that stimulate students and keep them engaged? Does the principal seem confident and interested in interacting with students, teachers and parents? How do students behave as they move from class to class or play outside? How well are the facilities maintained? Are bathrooms clean and well supplied, and do the grounds look safe and inviting? Especially for Elementary Schools What are some highlights of this school's curriculum in reading, math, science and social studies? What criteria are used to determine student placement in classes? How does this school keep parents informed of school information and activities? Is there an active Parent Teacher Association (PTA)? What other types of parent involvement take place at this school? Is child care available before or after school? Especially for Middle Schools How does the school guide and prepare students for major academic decisions that will define their options in high school and beyond? Are foreign language classes (French, Spanish, etc.) offered to students? If the school is large, does it make an effort to provide activities that create a sense of community? Especially for High Schools Does this school have a particular academic focus, such as science or humanities? Does this school have any school-to-work programs or specialized academies? What kind of emphasis does the school place on college preparation? Does the school have a good selection of Advanced Placement classes? Does the school offer a variety of career planning options for students who are not college bound? Are counselors available to help students make important decisions about classes and post-graduation plans? What percentage of students who start at the school in ninth grade graduate? Does the school staff set high expectations for all students? How do students get to school? Is there a parking lot, and are buses (public or district-provided) available? Is this school accredited? Especially for Charter Schools When and why was this school created? Does the school have a specific focus? Who is the charter holder, or the group that created the school? How does the school select teachers? Are the teachers certificated? Is this the permanent location or facility for the school? If not, will the school be moving to another location in the near future? |
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School Construction School Facility Safety, Security, Maintenance, Management What are the differences among public, parochial, and independent schools? A key difference among the three school options is cost. Public schools - Public schools are provided at no charge by each city and town in the area. Parochial or religious schools - Parochial schools are supported by religious institutions. They charge a tuition fee, but the amount varies, depending on the degree of subsidy provided by the religious institution with which the school is affiliated. Some of the schools supported by the Catholic Church carry tuition fees as low as approximately $2000, while others are significantly higher. Independent schools - Independent schools are privately supported. Their tuition fees tend to be higher, ranging from approximately $4000 to $22,000 per year for day students who commute from home, higher for schools that specialize in children with special needs and for schools where students live on campus (boarding students) rather than commuting from home (day students). When does the school year begin and end? In Massachusetts, the school year runs from early September through approximately mid-June. Specific dates are set by each town, for public schools, and by each individual school, for private and parochial schools. September starting dates are available by contacting the web site or the office of the Superintendent of Schools for the specific town. The Center has a list of school-related web sites. What hours will my child be in school? Exact hours vary by school, but the school day typically starts at about 8:00 AM and ends between 2:00 and 3:00 PM. Some schools have shorter hours for kindergarten students. How will my child get to school? For public schools, most towns have elementary and middle schools that are in the local neighborhood, so that children can walk to school. In Cambridge and Boston, and in other cases where children may attend schools at a distance, the town provides bus transportation at no charge. For private and parochial schools, parents generally provide transportation, but car pooling and/or shuttle buses are sometimes available, and towns may offer bus transportation to private schools and other services within the town. How can I arrange for care for my child during the hours after school ends? Lists of after-school and other school-age child care programs in Massachusetts are available on the web at http://www.eec.state.ma.us/. Q) Do you have any recommendations? Q) Would you like to add anything? Q) Can you make me wiser? How? Q) Can you make us wiser? How? Q) What is the curriculum? Q) Can you email or post your typical lecture? Q) Describe an ideal curriculum in your area of study. Q) Who is responsible for framing and recommending curriculum? Q) What courses should be taught and when? |
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The US Secretary of Education has no answer to this. What is a good character? How do you define education? If I asked you to define education in 5 words, how would you define it? How do you evaluate adult literacy; remedial, kindergarten, elementary, middle, and secondary education; self-enrichment education; special education; and postsecondary English teachers? What are the duties and responsibilities of the Secretary of Education? How does your department allocate grants? How are these allocations audited? Shouldn�t it be mandatory that all schools display their curricula publically? What are you going to do to rectify this situation? US Secretary of Education. You have no right to hold this job. You lack problem-solving skills and knowledge. You are incompetent. Next 1. What are the high school graduate course requirements in California? 2. Are students of a California approved charter school required to complete the 13 minimum courses mandated for graduation? 3. Are students of private high schools required to complete the 13 minimum courses for graduation? 4. How many units are required to earn a California high school diploma? 5. What constitutes a year of study in terms of instructional minutes for a specific subject area? 6. We are relocating to a new school district in California and my child is in high school. Will my child be able to graduate at the same time as his current classmates? 7. Do I have to pass Algebra I to graduate? 8. Does a student in a California public school have to pass the California High School Exit Exam (CAHSEE) to be eligible for a high school diploma? 9. Does a student in a private school in California have to pass the CAHSEE to be eligible for a high school diploma from that school? 10. My child has completed all but a couple of courses required for high school graduation but the school counselor says he or she must enroll in five courses each semester. Is this true? 11. I have completed all of the courses required for high school graduation but the school says I must complete a senior project in order to graduate? Is this a state requirement for graduation? 12. The high school counselor at my child's school has told my child that he or she does not have enough credits to graduate. What are my options for getting this situation resolved? 13. I would like to complete high school early. How can I do that? 14. How do I obtain a copy of my high school transcript? 15. How do I obtain a copy of my General Education Development (GED) results? 16. How do I obtain a copy of my California High School Proficiency Exam (CHSPE) results? 17. Does the California Department of Education (CDE) certify or approve public high school diplomas? 18. If I pass the GED or CHSPE, can I use those results to satisfy minimum course requirements for graduation? 19. I participate in a competitive sport that is not directly associated with my high school. Can I use my time practicing and participating in this sport to satisfy the physical education graduation requirement? 20. How can I find out about graduation requirements in other states? 21. How can I get information about college opportunities and requirements in California? 22. I need an Apostille from a California state official to study or work abroad. Can the CDE help me with this? Answers 1. What are the high school graduate course requirements in California? The state sets minimum requirements. Local school districts have the authority and responsibility for establishing any requirements for awarding a California high school diploma from their secondary schools. These must include the set of 13 minimum courses required under California Education Code. Most school districts in California require between 22 and 26 one-year courses (or the equivalent) for graduation. 2. Are students of a California approved charter school required to complete the 13 minimum courses mandated for graduation? This is a complex question which depends on several variables. Please contact the Charter School Division at 916-322-6029. 3. Are students of private high schools required to complete the 13 minimum courses for graduation? No. Private high schools have the authority to set their own graduation requirements. However, many private high schools do include at least the state minimum courses in order to ensure that students transitioning to or from public schools have less disruption in their progress toward graduation. 4. How many units are required to earn a California high school diploma? Local school districts establish the total number of units required to earn a California high school diploma. Most California public high schools require the equivalent of between 22 and 26 yearlong courses. Two semester courses equal one yearlong course. A yearlong course constitutes one Carnegie unit. Semester courses constitute one-half of a Carnegie unit. But most school districts award ten local units for each Carnegie unit and five local units for a semester course. These districts require between 220 and 260 local units for high school graduation. However, local school districts vary in how local credit units are awarded for one year of study. To determine how many credits entering students have earned toward local graduation requirements, multiply the local credit units awarded for one year of study times the number of qualifying yearlong courses they have completed. 5. What constitutes a year of study in terms of instructional minutes for a specific subject area? A year of study is two semesters of study in the same or related subject area. In general, the course is about 50 minutes per day, five days a week, for two semesters. However, local school districts determine the actual organization of instructional time depending on their master schedule. Variances apply depending on holidays, professional development days, and block scheduling. 6. We are relocating to a new school district in California and my child is in high school. Will my child be able to graduate at the same time as his current classmates? While California has a set of 13 minimum course requirements for high school graduation, each local school district in California may add its own requirements. Therefore, it is very important that students entering a new California school district contact the new high school as soon as possible to have their progress toward fulfilling the graduation requirements of the new district reviewed. The local school district officials can evaluate the transcripts and advise you on when your child can graduate. School contact information can be located through the CDE California School Directory. 7. Do I have to pass Algebra I to graduate? Yes, beginning in the 2003-04 school year, all students must successfully complete coursework that meets or exceeds the rigor of the content standards of Algebra I prior to receiving a diploma of graduation from a high school. For additional information, see the Algebra I Graduation Requirement Frequently Asked Questions. 8. Does a student in a California public school have to pass the California High School Exit Exam (CAHSEE) to be eligible for a high school diploma? Beginning in 2005-06, the answer is yes; all students in California public schools must pass the CAHSEE to be eligible for a high school diploma. The requirement for passage of CAHSEE applies to students in all types of public schools, including adult education, alternative schools, court and community schools, and schools operated by agencies of state government, such as the State Special Schools and the California Youth Authority. Moreover, the requirement for passage of CAHSEE applies to students with disabilities who are placed in nonpublic schools either in the state or outside of the state pursuant to their individualized education programs (IEPs).Students with disabilities are permitted to take the CAHSEE with accommodations and/or modifications included in the students' IEPs or Section 504 plans, provided the accommodations and/or modifications are specified for the CAHSEE (in particular), for standardized testing (in general), or for classroom instruction and assessment. An accommodation (e.g., taking the CAHSEE in a quiet room that keeps the student from being distracted by ambient noise in the general testing location) does not materially alter what the CAHSEE measures, whereas modification (e.g., having an individual orally recite "reading" prompts to the student) does materially alter what the exam measures. A student who takes the CAHSEE with modification(s) receives a score marked "not valid" for the affected section(s) of the exam. However, if the student achieves a score that is equivalent to a passing score, the student may be eligible for a locally approved waiver pursuant to Education Code Section 60851 and, thus, become eligible to receive a high school diploma. 9. Does a student in a private school in California have to pass the CAHSEE to be eligible for a high school diploma from that school? No. In fact, students in private schools are prohibited from taking the CAHSEE, with the exception of students with disabilities who are placed in nonpublic schools pursuant to their IEPs (as mentioned in the response to the preceding question). 10. My child has completed all but a couple of courses required for high school graduation but the school counselor says he or she must enroll in five courses each semester. Is this true? This depends on the circumstances. California Education Code Section 46145 states: "Commencing with the first semester or quarter that begins after January 1, 1984, pupils in grade 12 shall be enrolled in at least five courses each semester or the equivalent number of courses per quarter." California Education Code provides exceptions: "However, this requirement shall not apply to pupils enrolled in regional occupational programs, regional occupational centers, courses at accredited postsecondary educational institutions, independent study, special education programs where the pupil's individualized education program establishes a different number of courses, continuation education classes, work experience education programs approved under the provisions of Article 7 (commencing with Section 51760) of Chapter 5 of Part 28, or any other course of study authorized by the governing board which is equivalent to the approved high school course of study." Education Code (Outside Source) sections 46146-46147 provide additional exceptions to the five-course requirement. 11. I have completed all of the courses required for high school graduation but the school says I must complete a senior project in order to graduate. Is this a state requirement for graduation? The California Education Code currently does not require that students complete a senior project. However, in California, local school districts have the authority and responsibility for determining graduation requirements. Therefore, local school districts do have the authority to require students to complete a senior project in order to receive a high school diploma. 12. The high school counselor at my child's school has told my child that he or she does not have enough credits to graduate. What are my options for getting this situation resolved? All parents and guardians have the right to be fully informed about their children's academic progress toward graduation. As a parent or guardian, you should schedule a conference with the counselor. If the issue cannot be resolved to your satisfaction at this level, then make an appointment with the school administrator, usually the principal, in charge. If you still have concerns after this meeting, your next option is to contact the school district office and speak with the administrators, including the superintendent, in charge of the academic program. If the administrators indicate that it is local district policy that sets the requirements, then you may appeal to your local school board. At this point, you should request the Uniform Complaint Procedures and maintain written records of your efforts to resolve your issues. Local school boards are citizen boards that have primary authority to set the policies of the school district. If they indicate that the California Education Code specifies the requirements, ask for the specific code section to which they are referring. For more information on the Education Code, see California Law (Outside Source). 13. I would like to complete high school early. How can I do that? First of all, talk with your high school counselor about your interest in completing high school early. The local school district's graduation requirements must be completed if you are to receive a high school diploma. While most high schools are organized to accommodate a standard four-year schedule to graduation, some California public high schools offer options for accelerated learning plans. To be eligible to enroll directly at a University of California (UC) or a California State University (CSU) campus, the required high school courses for freshman admission are much more extensive and rigorous than the state's minimum graduation requirements. If you plan to attend a California community college as your first step after high school, several opportunities are available to you. High school juniors and seniors, with the permission of their parents and schools and subject to certain conditions, can enroll as special part-time students at community colleges at no cost to begin their college education while still enrolled in high school and completing their high school diploma. For additional information about attending college, please see CaliforniaColleges.Edu (Outside Source). Another option for completing high school early is to successfully pass the California High School Proficiency Exam (CHSPE). Students are eligible to take the CHSPE by their second semester of 10th grade. For more information about this test, see CHSPE. While the UC and CSU recognize the CHSPE as the equivalent of a high school diploma, to be eligible for admission, applicants must also have successfully completed the full set of required high school course requirements and standardized admission tests. See CaliforniaColleges.Edu (Outside Source) for complete admission requirements for California public colleges and universities. 14. How do I obtain a copy of my high school transcript? In order to obtain a copy of your high school transcript, you should contact the high school from which you graduated or its school district office. School districts are required by law to maintain copies of your high school academic record (transcript). School contact information can be located through the CDE School Directory. 15. How do I obtain a copy of my General Educational Development (GED) Test results? Results of GED exams can be obtained from the State GED Office or call 800-331-6316. 16. How do I obtain a copy of my California High School Proficiency Exam (CHSPE) results? For more information on how to obtain copies of CHSPE, see the CHSPE Results and Transcripts (Outside Source). If you have questions about the CHSPE or your results, you can e-mail chspe@cde.ca.gov or call 916-445-8420. 17. Does the California Department of Education (CDE) certify or approve public high school diplomas? No, the CDE does not have the authority or responsibility to approve or certify public high school diplomas. California Education Code Section 51412 stipulates that a diploma may not be awarded unless it is an indication that the student has met the basic skills required for a diploma that are prescribed by the governing board. For private or independent schools, no comparable statement of standards is in law. California Education Code sections 33000, 33111, and 33112 state that only the State Board of Education (SBE) and the State Superintendent of Public Instruction (SSPI) have the powers and authority conferred by law over public schools or schools that receive financial support from the state. Neither entity accredits private schools or oversees their activities except for the SSPI's statutory duties regarding the Private School Affidavit. The process for filing an affidavit is not mandated, and the existence of the affidavit does not represent any indication of evaluation, recognition, approval or endorsement of the school. For more information, see California Education Code (Outside Source) Section 33190. 18. If I pass the GED or CHSPE, can I use those results to satisfy minimum course requirements for graduation? The authority to determine course equivalencies resides with the local school districts. However, in the case of the GED, such use of the test results is prohibited. 19. I participate in a competitive sport that is not directly associated with my high school. Can I use my time practicing and participating in this sport to satisfy the physical education graduation requirement? The authority to determine course equivalencies resides with the local school districts. Because California public schools are seeking to align their physical education programs with the Physical Education Framework for California Public Schools, the use of outside-of-school sports as equivalent credit is discouraged. 20. How can I find out about graduation requirements in other states? The National Center on Educational Outcomes (NCEO) provides online information on state graduation requirements (Outside Source) as well as state policy information about assessments, special accommodations, alternate assessments, participation, reporting, and standards. 21. How can I get information about college opportunities and requirements in California? For more information about postsecondary education opportunities and requirements in California, see CaliforniaColleges.Edu (Outside Source). 22. I need an Apostille from a California state official to study or work abroad. Can the CDE help me with this? An Apostille is a verification issued by the California Secretary of State that the CDE education officer's signature is valid. When an American is seeking an educational opportunity or work abroad, the receiving school, college, or employer may request a verification of the student's educational record. This involves the American acquiring a notarized copy of his or her transcript and a letter from a CDE education officer affirming that the institution issuing the transcript is a real and valid educational institution within the state. These records then go to the California Secretary of State, who issues an Apostille verifying that the signature of the CDE education officer is valid. The CDE does the institutional verification for high schools and high school graduate transcripts. However, because the CDE does not have jurisdiction over postsecondary education, the Department is not able to do this for higher education institutions. For more information about the Apostille process, see Notary Public Authentication Information Apostille or Certification (Outside Source). Questions you may have on Illinois Home Schooling 1. What authorization is required to make a home school legal in Illinois? The Illinois School Code (105 ILCS 5/26-1 et seq.) states that children between the ages of 7 and 17 must attend public school; however, an exception is made for ��..any child attending a private or parochial school where children are taught the branches of education taught to children of corresponding age and grade in the public schools, and where the instruction of the child in the branches of education is in the English language.� Based on this law, the Illinois Supreme Court held in 1950 that the phrase �private school� included home-schooling if the teacher (either the parent her or himself or a private tutor) were competent, the required subjects were taught, and the student received an education at least equivalent to public schooling. (People v. Levisen, 404 Ill 2. What subjects must be covered in my home school? English; Mathematics; Biological and physical sciences; Social sciences; Fine arts; and Physical development and health. 3. How much time must the student spend on home-schooling? Illinois law does not set any minimum number of hours per day, or days of instruction per year, for students in private schools. However, the Illinois courts have ruled that home- schooling must provide an education that is equivalent with the standards set for public schools. (e.g. Scoma v. Chicago Board of Education, 391 F.Supp. 452 (N.D. Ill. 1974)). 4. Am I required to register my home school? No. In Illinois, registration of home-schooled students is not required. Parents may choose to notify their regional superintendent of education and/or the State Board of their intention to home-school. Here is a link to the one-page form: http://www.isbe.net/research/Default.htm#H A directory of Regional Offices of Education may be found at: http://www.isbe.net/regionaloffices/Default.htm 5. Are there any testing requirements for students enrolled in an Illinois home school? There is no requirement that students in a home school be tested. If parents choose to administer tests to their children to assess their progress, they are not required to submit the results to any school official. 6. May a home-schooled student take assessment tests through his/her district of residence? The public school may choose to allow a home-schooled student to participate in some assessment tests. However, state assessments such as the Illinois Standards Achievement Test (ISAT) are not considered appropriate tests for students in nonpublic schools, since the content of such assessments was designed specifically for the Illinois public school curriculum. 7. My child is currently attending a public school. Is there a formal procedure I must follow to withdraw him from school to begin home-schooling? It is highly recommended that you give the public school a dated letter (keeping copies for your records) that states you will be withdrawing your student to place him/her in a private school. Such a letter indicates your intent to continue your student�s education and will make it less likely that the school reports your student to county officials as truant after a prolonged absence. Home-schooling organizations provide samples of this type of letter. 8. Does the State Board of Education give advice to parents on effective home- schooling? No. The State Board of Education�s jurisdiction generally does not extend to private or parochial schools and for most purposes a home school is regarded as a private school. We give basic (legal) information to parents and others interested in home-schooling, including references to private education in Illinois law or in court cases. In addition, we have provided links to some state and national websites of possible interest (see below). 9. Where can I find information on how to begin a home-schooling program? Here are some of the resources available to parents and others interested in home- schooling: � Your public library should have information on home-school groups in your area as well as state-wide or national home schooling associations. Some or all of these contacts may share information on home-schooling textbooks, study guides, homework materials, and curricula. Your library would also have information on home-schooling magazines and books. � The Internet has thousands of links to home-schooling information ranging from suppliers of home-schooling materials to home-schooling �ezines�and support groups to research studies and legal analyses. Parents interested in purchasing a home-schooling curriculum or related materials through the Internet are advised to first research the products, and their claims, as they would do before making other types of on-line purchases. � Your Regional Office of Education may have information on local home- schooling organizations as well as links to state and/or national organizations. For a directory of Regional Offices see: http://www.isbe.net/regionaloffices/Default.htm � You may have friends, neighbors and/or relatives who are home-schooling their children and would be willing to share their experiences with you. 10. Are any home school programs accredited by the State Board of Education? The State Board does not accredit any nonpublic schools. There is a voluntary process for non-public schools located in Illinois that wish to pursue registration and/or recognition through this agency; however, the law excludes home-based schools from this process (105 ILCS 5/2-3.25o (e)). 11. Is there financial assistance available to help with the costs of home-schooling? The State Board of Education is not aware of any financial resources designed to help parents meet home-schooling expenses. However, in the event that a student is being home-schooled at a location other than that student�s residence, transportation reimbursement may be available to parents/guardians of eligible students by submitting to the State Board the non-public home school claim log sheet (ISBE 54-14) available at: http://www.isbe.net/funding/pdf/54-14_home_school.pdf 12. May a student attend public school part-time while being home-schooled? Yes, students may attend their local public school part-time under the following conditions set forth in the School Code (Section 10-20.24): � there is sufficient space available in the school; � you have submitted your request (on behalf of the student) to the school principal by May 1 for the following school year; and � the course or courses you have requested are part of the school�s regular curriculum. 13. May a home-schooled student take driver�s education through his local public school? Yes. Illinois school law requires that school districts maintaining grades 9 through 12 shall provide the classroom course in driver�s education, and an approved course in practice driving, to eligible students who are attending a non-public school in the district. Home-schooled students may take driver�s education under the following conditions set forth in the School Code (Sections 27-23, 27-24.2 and 27-24.4): � The chief administrator of the home school must notify the local public district by April 1 of the name of the home-schooled student who wishes to take the driver�s education course during the next school year. � The chief administrator of the home school must provide evidence to the public school that the student has received a passing grade in at least eight courses during the previous two semesters at the time the parent or guardian completes an official application for enrollment of the student in driver�s education. 14. May a home-schooled student participate in interscholastic athletics through his/her district of residence? Public schools have no obligation to make extracurricular activities, including athletics, open to students attending private schools. In addition, many Illinois public elementary and high schools belong to intramural sports organizations, i.e., the Illinois Elementary School Association (IESA) or the Illinois High School Association (IHSA). Both organizations have specific bylaws that limit the conditions under which home-schooled students may participate in interscholastic athletics. http://www.iesa.org/ (Illinois Elementary School Association) http://www.ihsa.org/ (Illinois High School Association) 15. My home-schooled student is completing the equivalent of 8 th grade. Is he entitled to receive an 8 th grade diploma from his local public school and/or take part in the graduation program? No. Since your student is attending private school full-time he has no legal right to participate in public school graduation ceremonies. 16. My student receives special education services at his public school. Will there be any change in services if he withdraws to enter home-schooling? What changes might be expected? This is a complex issue and will differ markedly from student to student. Therefore, statements on this website should be taken as guidelines only. In general, a student with an Individualized Education Plan (IEP) will not have the right to the same range of services available through his public school if he chooses to withdraw to attend a private school. A portion of the funding public schools receive for special education services must be earmarked for non-public schools, and public schools must provide timely and meaningful consultation (TMC) to private schools concerning this funding allocation. The public schools are not required to distribute these funds so that each eligible student receives an equal share. Depending on several factors (including the student�s IEP; the categories of disabilities that can be covered by the public school�s funding allocation; and the location of services to be offered), a student with an IEP who chooses to withdraw from public school may not receive services as comprehensive as those available to him while attending a public school full-time. Parents of students with IEPs should also bear in mind that, due to a change in legislation enacted in 2005, it is now the student�s district of attendance (not his district of residence) that holds financial responsibility for that student. Special Education Non-Public Proportionate Share Calculation and Home-Schooled Students: http://www.isbe.net/spec-ed/default.htm 17. May a student in a private school who receives some special education services also attend a public school on a part-time basis? If so, what services will the student receive? The School Code does permit private school students who are eligible to receive special education services to attend a public school on a part-time basis (see Section 14-6.01 of the School Code). Students who are eligible to receive special education may attend public schools in their districts of residence and receive services through an IEP offered by the district. In order to qualify for an IEP, students must attend the public schools for a minimum of one instructional subject. Students who meet this requirement are eligible to receive IEP services to the extent they are actually in attendance in the public school setting. However, parents should realize that the extent of services their children may receive may not be the same amount of service they would receive as full-time public school students. For more information on part-time attendance in the public schools, please review the document at the following web address: http://www.isbe.net/spec-ed/pdfs/guidance_5- 7.pdf. 18. I am ready to enroll (or re-enroll) my student in public school after a period of home- schooling or other private schooling. How will his work be evaluated by the public school? Your public school will determine grade placement for the student based on an evaluation of his work and pursuant to its policies. Given the wide variety of home-schooling curricula available in Illinois, public schools may prefer to focus on appropriate grade placement for the student rather than assigning individual course credits. However, the district may not make a placement decision that is unreasonable or arbitrary. (For example, a public school cannot require a home school program to be �registered� or �recognized� through the State Board of Education since the School Code excludes home schools from this voluntary process.) A method of grade placement (such as the use of competency testing) that treats all students entering from nonpublic schools in Illinois, or from public and nonpublic schools in other states, in the same way would be a reasonable policy for a district to adopt. 19. Can a home-schooled student return for the 12 th grade and graduate? Yes, if the public school determines that the combination of credits awarded for work done at the home school and credits earned in an accredited private or public school meet state graduation requirements and if the student passes any other reasonable requirements after re-enrolling in the public school. 20. How do colleges evaluate the work of a student whose high school diploma was received through a private home school? Many colleges and universities have procedures for admitting home-schooled students and for assessing their background. 1. Does the University of ______ admit home school graduates? Yes, we encourage home schooled students to apply to the University. 2. Is the University interested in having home schoolers apply? We are very interested in having talented, well-qualified applicants from a variety of settings. Home schoolers would provide a diversity of academic experiences to the campus. 3. How many home schoolers have you admitted? Approximately 30-40 home school students are admitted each year. A limit is not set on how many home schooled students can be admitted. The best qualified applicants from the applicant pool will be selected for admission. 4. What are your admission requirements for home schooled applicants? Students apply to a specific college and applicants are reviewed in the context of the college applicant pool. Strength of the coursework, ACT or SAT combined scores, high school percentile rank, and application essays are required of all applicants. If a student does not have a rank, we will calculate an estimated rank based on the grade point average provided. These requirements are for all applicants. With some home schooled applicants, no grade point average or grades are provided, so no high school percentile rank can be generated. 5. When a home school teacher submits a high school transcript, what else might prove helpful for review? We would like the traditional information such a course titles, grades, credits, dates of completion, and test scores. In addition, it would be extremely helpful to have a course description, textbook list, and some idea of the amount of writing or laboratory time required of the student. 6. Do you require the GED? The Admissions Review Committee and the Office of Admissions reviews each application. If a student is eligible to take the GED, we require the student to provide the results to us. If a student is not eligible to take the GED, we continue to look very closely at the student�s other application requirements. The strength of the test scores, type of home school experience, and application essays all go into making this decision. 7. Would you accept a letter of recommendation from the parent when the parent is the primary instructor? Recommendations are not required of any applicants; in fact, students are discouraged from submitting recommendations as they are not used in the admission process. 8. What can home schoolers do to strengthen their high school preparation? Augmenting the home school experience with some more traditional schooling experiences, such as community or local college coursework or selected courses at the local high school, can be helpful. Taking Advanced Placement exams can substantiate the strength of preparation and may also result in earning college credit. 9. Can home schoolers compete successfully for academic scholarships? All applicants for admission will automatically be considered for any merit-based scholarships. Most colleges and departments use the high school percentile rank as a significant factor when considering students for scholarships. Since home schooled students will not have a class rank, we will place more weight on other factors such as test scores, activities, awards, community service, etc. 1. How can I obtain a hard copy of a curriculum guide? If you are currently teaching in Newfoundland and Labrador, hard copies of curriculum guides are available from: Learning Resources Distribution Centre (LRDC) Building 909 Pleasantville St. John's, NL A1A 1R1 lrdc@gov.nl.ca 2. How can I obtain a copy of a local course curriculum guide? Local course curriculum guides are housed at the district and school which have submitted them. Copies of the guides should be available from those sources. What is Bullying? Bullying is a pattern of aggressive behaviour meant to hurt or cause discomfort to another person. Bullies always have more power than victims. Their power comes from physical size, strength, status, and support within the peer group. There are three types of bullying: 1. Physical: a person is harmed or their property damaged Some examples are: slapping, hitting, pinching, punching, kicking locking in a confined space unwelcome touching extortion 2. Verbal: a person�s feelings are hurt through insults and name-calling Some examples are: name-calling unwelcome teasing taunting spreading rumours, gossiping racist or homophobic comments 3. Social: a person is shunned or excluded from groups and events. Some examples are: excluding from a group threatening or insulting graffiti threatening notes, letters, emails, telephone calls threatening words, actions or weapons Bullying may be obvious or hidden. Children who are being bullied...or are bullying others may: complain of being poorly treated change their behaviour (for example, sleeplessness, loss of appetite, angry outbursts, being sick in the morning, become more aggressive towards siblings) be unwilling to leave the house, change their route to school, or skip school come home with torn clothes, unexplained bruises, new clothes or other items, or money not accounted for talk about responding to others in a way that may result in the school taking disciplinary action start doing poorly in school The terms harassment and intimidation are sometimes used when referring to bullying situations involving junior and senior high students. Harassment is any behaviour or comment that is hurtful, degrading, humiliating or offensive to another person. Intimidation is the act of causing fear in order to force or influence someone to do, or not to do, something. Some examples of harassment and intimidation: name-calling unwelcome teasing locking in a confined space racist or homophobic slurs unwelcome touching threatening notes, letters, e-mails threatening words, actions or weapons taunting excluding from a group spreading rumours threatening or insulting graffiti stalking extortion How Safe is Your School? An effective way for parents to contribute to child and youth safety is through participation on their school development and/or safe and caring schools committee. This would be the place to evaluate how well your child�s school is creating and maintaining a safe and caring environment. What is your school doing well? What could use improvement? The answers to these and the following questions will help your safe school committee focus on the most important issues. To what extent do students, teachers, administrators, support staff, parents and visitors feel welcome, cared about and a part of life at your school? What are the behavioural expectations for students? For adults, staff, volunteers? Are these expectations displayed? Is the environment accepting of diversity? In other words, is it safe for people to be themselves, regardless of gender, race, language, degree of affluence or sexual orientation? How does your school demonstrate respect for diversity? What incidents of bullying have occurred in the past year? Two years? How were these incidents recorded and addressed? What follow-up took place? To what extent is awareness of bullying being taught to students? In what subject areas? How does your school teach social skills related to preventing bullying or intervening when bullying occurs? What opportunities does your school provide for staff, students, parents, and other members of the community to get together to discuss initiatives and responses to bullying? Are these effective? What is your school�s policy and process for intervening if there is a bullying incident? In what ways, and how quickly, have parents and students been informed and involved? The Focus on Bullying resource recommends a seven-step plan for how a working group, such as your safe school committee, can engage teachers, parents, and students in the creation of a comprehensive plan to prevent bullying in elementary school communities. Although the steps are numbered, schools are encouraged to adapt and rearrange these steps as necessary to suit local requirements and existing programs: STEP 1: Establish a working group STEP 2: Involve parents STEP 3: Involve students STEP 4: Create a school statement STEP 5: Build a supervision plan STEP 6: Develop a response plan STEP 7: Implement and monitor the plan What Parents Can Do To Prevent Bullying Addressing the signs of bullying early, before the behaviour and its impact get worse, is important to creating a safe and caring school and community. As a parent, you can help to prevent bullying by teaching your children how to: be caring of others get along deal with angry feelings be assertive without being aggressive in standing up for themselves Children need to understand how important it is to report bullying. Parents can help by encouraging children to talk about what is happening at school, in their neighbourhoods, on the bus, etc. As well, it is important to teach children the difference between telling and tattling. Tattling is reporting to an adult about someone else�s behaviour in order to get them in trouble. Telling is reporting to a responsible adult about someone else�s behaviour in order to help someone � themselves or someone else. As the parent of a secondary school student, you will continue to monitor and supervise your child�s activities. Aside from representing your children, your role will be to help them build the skills to act on their own behalf. When something goes wrong at school, they need to know where they can turn for guidance and support, and what action to expect. Parents and families can help children understand the importance of reporting harassment and guide them through the complaint and investigation process. Listen carefully to your child Young children may be reluctant to report bullying, or may not even recognize it. They may think: they will suffer retaliation the problem isn�t that bad, it�s part of life they do not want to be seen as a ratter or tattler you, as the adult, will make the situation worse even with your help, they will not be protected the bullying is their fault Many secondary school students are reluctant to have their parents and families involved. They may think: you will make the situation worse even with your help their concerns will be ignored by the school they will suffer retaliation the problem isn�t that bad they can handle the problem themselves Children will talk about the harassment when they know you will listen and help. As you listen and talk to your child, the conversation will help you determine your level of involvement. Consider the following questions: Does my child need my help or protection? How can I help my child stay safe? What information do I need? Where can I go for help? Decide how you can help When your child�s safety or ability to function at school is affected, intervention is vital. How you intervene is just as important. When talking to your child about reporting the situation, explain the difference between �ratting� and �reporting.� Ratting or snitching is a negative label used by the harasser to discourage children from reporting. It takes courage to report. Reporting is done to help keep someone safe. When your child is the victim Work with your child to bolster confidence and find ways to deal with the problem. By the time you know that your child is being bullied, it is likely that he or she has tried many ways to solve the problem. Standing up to a harasser may make things worse. Talk to your child about how the incident could be reported. If your child is the victim of bullying, encourage him/her to report it as soon as possible. Parents of primary/elementary students should contact the school as soon as possible. If your child is older, you may wish to discuss with them how you will proceed. Your child�s teacher, guidance counsellor and/or principal are able to work with you to determine: * Who will look into your complaint, and when * When will that person get back to you * What information can you expect * How will the school, now that it is aware of the problem, keep your child safe while the problem is being investigated (for example, supervision of the alleged bully) * How will your child�s identity and privacy be protected to prevent retaliation * What services are available in the school or school district should your child need emotional or psychological support You may request: * An immediate investigation of the situation * A commitment that retribution for making the complaint will not occur, or will be dealt with immediately should it occur * A plan of action to prevent further bullying of your child and others * Appropriate counselling for your child to deal with the effects of the bullying * Information about outside agencies (e.g., police, mental health) if referral is appropriate * A transfer, if the fear of bullying is preventing your child from attending school You and your child may also request (and will want to request in more serious cases): * A person of your choice to accompany you to all meetings * Information on how the investigation will be kept confidential * Minutes of all meetings Gather support outside the school The school has the primary responsibility to act on your child�s concerns about safety within the school setting. When and how the school involves outside agencies depends on how the school views the severity of the incidents. It also depends on the relationships and protocols your school/district has developed with outside agencies. If at any time you believe your child is in danger, make a report directly to your local police. It helps to have a written record of the incidents and your actions to solve the problem. When your child is the bystander Encourage your child to report bullying and practice skills that will help them develop the confidence to speak up. Many elementary school students are reluctant and fearful to step in when they see someone else being bullied. They may believe: * The bully will turn on them * They will make it worse for the victim * The situation may get worse and they will get into trouble * There will be no support or action from other students or from the adults Bullying affects everyone. It is up to everyone to create safety at school. Silence only makes the problem worse. When you encourage your child to report bullying, make sure the same safeguards are in place for your child as for the victim. Your child�s teacher, guidance counsellor and/or principal are able to work with you to determine: * Who will look into your complaint, and when? * When will that person get back to you? * What information can you expect? * How will the school, now that it is aware of the problem, keep your child safe while the problem is being investigated (for example, supervision of the alleged bully)? * How will your child�s identity and privacy be protected to prevent retaliation? * What services are available in the school or school district should your child need emotional or psychological support? When your child is the bully Your child and the school need your support to effectively address bullying, and to provide a safe place for all students and staff. You can help by remaining calm and working with the school to find out why your child bullies others. You may also work with your child to find ways to make amends to the victim. Remember, it is not your child who is unacceptable; it is the behaviour. Support your child in seeking fair treatment during any investigation or discipline process. Schools are encouraged to try alternatives to out-of-school suspensions. If an investigation or discipline (including suspension) takes place, you should know that: * The school must provide curriculum missed to suspended students under 16 years of age. * There may be services available to your child, such as a psychological assessment or referral to an outside agency that will help your child recognize the seriousness of the behaviour and keep it from happening again. * Your child can choose a parent or other support person to be present at all meetings and interviews. * You should be informed of the appeal procedure. Whether your child is a victim, bully or bystander, programs may be available in your school district to help. These may include: * bully prevention * anger management * conflict resolution * restorative justice * mentoring * school counselling * peer counselling * peer mediation * social responsibility programs Myth: Bullying does not cause any serious harm Fact: Bullying is associated with a range of physical and mental health problems, as well as suicide, educational problems, antisocial problems and relationship problems. For example: * Victimized children are more likely to report headaches and stomach aches than non-victimized children (Due et al., 2005; Williams, et al., 1996). Children who both bully and are victimized may be at greatest risk for physical health problems. * Victimized children are more likely to report anxiety and depressive symptoms than children not involved in bullying (Due et al, 2005; Kaltiala-Heino et al, 1999). Of greatest concern is the fact that psychiatric problems associated with involvement in bullying tend to persist into later life (Kumpulainen & Rasanen, 2000). * A high risk of suicidal ideation (having thoughts of suicide) is found among children who are bullied, who bully others, and who are involved in both roles (Kaltiala-Heinoet al., 1999). * Both victimized children and children who bully are at risk for poor school functioning, in terms of poor attitudes towards school, low grades, and absenteeism (Rigby, 2003; Tremblay, 1999). Myth: Children grow out of bullying Fact: Without intervention, a significant proportion of youth who bully others in childhood will continue to use their power negatively through adolescence and into adulthood. The nature of bullying changes as children mature. From early adolescence, new forms of aggression, carried out from a position of power, emerge. With developing thinking and social skills, children become aware of others� vulnerabilities and of their own power relative to others. Bullying then diversifies into more sophisticated forms of verbal, social, homophobic, and sexually- and racially-based aggression. Over time, these new forms of aggression are carried forward into different relationships and environments. The destructive lessons learned in childhood about the use of power may translate into sexual harassment in the workplace, dating violence, marital abuse, child abuse and elder abuse. Solution: Early identification and intervention of bullying will prevent patterns of aggressive interactions from forming. Adults must be aware that bullying changes with age and may become more difficult to detect. Myth: Only a small number of children have problems with bullying Fact: Approximately 12% of girls and 18% of boys reported bullying others at least twice in previous months, whereas 15% of girls and 18% of boys reported being victimized at least twice over the same time period (Craig & Harel, 2004) These figures suggest that in a classroom of 35 students, between four and six children are bullying and/or are being bullied. Many more children observe bullying and know it is going on. At some point, the majority of children will engage in some form of bullying and experience some form of victimization. A small minority of children will have frequent, long-lasting, serious, and pervasive involvement in bullying and/or victimization (Craig & Pepler, 2003). Solution: To ensure that children have healthy and productive relationships, it is important to include all children, regardless of their involvement in bullying, in bullying prevention programs. This means that programs and strategies must address the needs and provide the necessary support for children who are victimized, children who bully others, and children who watch bullying occur. Myth: Reporting bullying will only make the problem worse Fact: Given the power imbalance that exists between the child who bullies and the child who is victimized, it is incredibly difficult for children who are being victimized to remove themselves from this destructive relationship. They make numerous attempts to make the bullying stop on their own, but these efforts are usually unsuccessful and may make the bullying worse. Adult intervention is required to correct the power imbalance. Children and parents may have to report the bullying to more than one person before the behaviour will stop. Victimized children who tell an adult about being bullied report being less victimized the following year, compared to children who did not report being bullied (Yuile, Pepler, & Craig, 2004). When no one talks about bullying, children who bully feel they can carry on without consequences. Secrecy empowers children who bully. Solution: Children need to be encouraged to report bullying and be given multiple strategies to make these reports. Adults must convey the message that they want to know about children�s experiences and that it is their job to make the bullying stop. Myth: Children who are victimized need to stand up and fight back Fact: Encouraging children who are victimized to fight back may, in fact, make the bullying interaction worse. We know that when children use aggressive strategies to manage bullying situations, they tend to experience prolonged and more severe bullying interactions as a result (Mahady Wilton, Craig, & Pepler, 2000). Solution: Children should be encouraged to be assertive, not aggressive, and to inform a trusted adult about what has happened to them. Myth: Bullying is a school problem Fact: Bullying occurs wherever children gather to live, learn or play. As such, the majority of bullying tends to occur in the classroom, on the school playground, and on the school bus where children are most often together. Although bullying tends to occur in school, we know that bullying is a community problem, not just a school problem. As the primary institution in children�s lives, schools can play a leadership role in addressing bullying problems. Solution: Adults are essential for children and youth�s healthy relationships. All adults are responsible for creating positive environments, promoting healthy relationships, and ending violence in the lives of children and youth. They are role models and must lead by example, and refrain from using their power aggressively. Adults must look for, listen and respond to bullying. Adults can organize social activities in ways that protect and support children�s relationships and stop bullying. Myth: Bullying does not occur within the family or the family home Fact: Unfortunately, bullying does occur within families. Bullying is defined as a relationship problem in which there is repeated aggression by a person with greater power directed at a person with lesser power. Repeated aggression within family relationships is most commonly called �abuse� or �family violence,� and within peer relationships, it is called �bullying� or �harassment.� The family is the first context in which children learn about relationships, and lessons learned in the family provide the foundation for future relationships. Research shows that there is a developmental connection between experiencing or witnessing abuse in the family, and experiencing or perpetuating bullying and abuse in future relationships. If we look closely at the elements of the definition of bullying, we can clearly see the overlap and subtle distinction between bullying and abuse, with abuse being a form of bullying that implies a violation of adult responsibility. * �Occurs in the context of a relationship.� Abuse can also occur in romantic relationships between couples (spousal abuse), parents and children (child abuse, elder abuse), and in other relationships in the extended family (grandparents, in-laws, aunts, uncles, cousins, etc.). Bullying can occur within sibling relationships and between cousins. * �When one person in the relationship has greater power than the other.� In a romantic relationship, there is often an imbalance of power due to biological, cultural, psychological and economic factors. It is clear that parents have greater power due to the child�s immaturity, vulnerability and dependence on the caregiver. In relationships between adult children and their elderly parents, the balance of power becomes reversed as the caregiving role is reversed. Between siblings or cousins, it is often, but not always, the older child who has greater power because of greater size and maturity. * �Repeated aggression.� Aggression can take many forms, but the common denominator is disrespect of another human being�s rights to physical and psychological safety and sense of dignity. Within families, there is a universal expectation that those with greater power assume responsibility to safeguard the well being of more vulnerable family members. When there is a repeated pattern of the violation of this responsibility, either by neglect or by acts that cause distress, we use the term �abuse.� When children and youth bully their peers, they violate the rights of the other; however, they are not in the same position of responsibility for safeguarding the well-being of the other, due to their own immaturity. Thus, bullying can be seen as a signal that the child or youth needs support in learning about relationship values and skills. Solution: It is critically important that children experience secure and healthy relationships in the family. It is imperative that we teach our children that relationships in which there is a power imbalance are precisely the relationships in which the person with more power has the responsibility to safeguard the well-being of the more vulnerable person. Through modeling respectful relationships and taking responsibility for the well being of those who are dependent and vulnerable, both within and beyond the family, adults can help to promote healthy relationships and prevent bullying and abuse. It is essential to identify children at risk for bullying and/or victimization and to provide support for their development in order to prevent the negative consequences associated with this type of disrespectful peer relationship If My Child is Being Bullied, Should I Do Something About It? Children who are bullied frequently do not know how to respond to aggressive behaviour. They struggle with name-calling, put-downs, or being excluded, and think that school is an unsafe and distressing place. Left unresolved, bullying can: * affect their school work * lead to skipping school * affect them physical, emotionally or mentally * lead to retaliation In many cases, the bullying is not confined to the school setting. It continues into the greater community. It is important for students, parents and families, school and district staff and the members of the community to recognize bullying and work together to deal with it. 1. How does the department determine who is eligible for busing? School busing is provided free-of-charge for students who live greater than 1.6 kilometres from their neighbourhood school. 2. How do I register my child for school busing? When you register your child for school, she or he would be registered for school busing. 3. Is busing available for French immersion students who are not attending their neighbourhood school? Students attending school other than their assigned, neighbourhood school, such as students in French Immersion, do not qualify for school busing. High School Credits 1. I am only one of two credits short of the requirements to graduate from high school. What are my options for obtaining these credits? 2. Can I receive credit for any extra-curricular activities such as the Duke of Edinburgh program or participation in a swimming program? 3. Can I take on-line courses to get my high school diploma if I have left school and am only missing a credit or two? 4. I recently left high school, but did not obtain my diploma. Can I take the GED test to get my diploma? 1. I am only one of two credits short of the requirements to graduate from high school. What are my options for obtaining these credits? If you are 19 years of age or older, your best option is to complete Adult Basic Education (ABE) courses which can be transferred back into the high school system in order to graduate. This option is available to students who are up to six credits short of meeting their high school graduation requirements. ABE courses can be taken at most of the public or private colleges in the province. To determine what course(s) should be completed in order to graduate, the college you plan to attend must contact the Manager of High School Certification at the Department of Education. If the ABE course route is not for you, completion of the GED examinations is certainly another option to obtain high school equivalency. Contact Bob Johnston, manager of high school certification to discuss options that may be available to you at bobjohnston@gov.nl.ca 2. Can I receive credit for any extra-curricular activities such as the Duke of Edinburgh program or participation in a swimming program? The Department of Education does recognize credentials obtained by students from some national organizations outside the regular school system for the purpose of awarding credit in the senior high school program. Full details are available here. 3. Can I take on-line courses to get my high school diploma if I have left school and am only missing a credit or two? Normally the answer to this question is no. CDLI's distance education program is not intended to be used as an alternative to the face-to-face programs offered in the province's schools. Rather, it works with the school as a partner to ensure that each school is empowered to offer a full range of courses and programs. Depending upon when you last attended school, CDLI's distance education programs may be option. Talk with your principal or with CDLI's guidance counsellor to determine whether this is the case. 4. I recently left high school, but did not obtain my diploma. Can I take the GED test to get my diploma? You are able to take the GED tests if you: * are at least 19 years of age or older; * are not currently enrolled in a high school program; * have not already graduated from high school; * are a Newfoundland and Labrador resident of not less than six months. You might also want to contact Bob Johnston, manager of high school certification, to discuss your particular circumstances and discuss available options, at 1. Where can I find a list of licensed child care centres in the province? On the Department of Health and Community Services website. If you have questions or concerns regarding regulated child care centres in your area, please contact the office nearest you: * Clarenville (709) 466-6355 * Corner Brook (709) 637-2686 * Gander (709) 651-3306 * Happy Valley-Goose Bay (709) 896-9170 * St. John�s (709) 752-4209 1. How do I enroll in a K-12 school in Newfoundland and Labrador? 2. Do secondary international students need health insurance? 3. What are the fees and tuition? Post-Secondary Students Newfoundland and Labrador�s public post-secondary institutions consist of Memorial University of Newfoundland and the College of the North Atlantic. With state-of-the-art facilities, excellent research and development opportunities, internationally recognized programs, and respected and approachable faculty, Newfoundland and Labrador�s post-secondary education institutions are preparing graduates for careers around the world. 1. How do I enroll in a public post-secondary institution in Newfoundland and Labrador? 2. What are the fees and tuition? 3. Can international students work while attending school in Newfoundland and Labrador? 4. Do post-secondary international students need health insurance? Secondary Students 1. How do I enroll in a K-12 school in Newfoundland and Labrador? 1. You must apply directly to the School District in which you wish to study. 2. You must be accepted in a program of study by a recognized secondary school and receive a Letter of Acceptance (required to apply for a study permit). 3. If your program of study is longer than 6 months in duration, you must apply for and be granted a study permit (and temporary resident visa if required) from Canadian immigration authorities. In most cases, you will have to include a medical examination with your application. For more information: www.cic.gc.ca/english/study/study.asp opens new window. Please note: minor children who come to Canada to study and who are not accompanied by a parent or legal guardian, must be cared for by a responsible adult in Canada. This person is known as a custodian. Legal arrangements must be made to give the custodian permission to act in place of a parent. For more information: www.cic.gc.ca/english/study/study-minors.asp opens new window. Students are responsible for finding appropriate accommodations while studying in Newfoundland and Labrador, which they may wish to arrange through their agent. 2. Do secondary international students need health insurance? Yes. All secondary international students must enroll in and purchase Health Insurance as arranged by the School District. 3. What are the fees and tuition? Information on fees and tuition can be found at the School District in which you are interested in studying. Post-Secondary Students 1. How do I enroll in a public post-secondary institution in Newfoundland and Labrador? 1. You must apply directly to the institution in which you wish to study. To become a student at Memorial University of Newfoundland please visit their website opens new window. To become a student at College of the North Atlantic please visit their website opens new window. 2. You must be accepted in a program of study and receive a Letter of Acceptance (required to apply for a study permit). 3. If your program of study is longer than 6 months in duration, you must apply for and be granted a study permit (and temporary resident visa if required) from Canadian immigration authorities. In most cases, you will have to include a medical examination and police certificate with your application. For more information: www.cic.gc.ca/english/study/study.asp opens new window. 2. What are the fees and tuition? Fees and tuition can vary depending on the program of interest. For more information please go to: * Memorial University of Newfoundland opens new window * College of the North Atlantic opens new window 3. Can international students work while attending school in Newfoundland and Labrador? Yes. Post-secondary international students attending public institutions are eligible to work on-campus without a work permit. In order to work off-campus, or after graduation, work permits are required and eligibility conditions must be met. For more information please go to: www.cic.gc.ca/english/study/work.asp opens new window or contact your international student advisor: Teeba Alsafar International Student Advising Office Memorial University of Newfoundland St. John's, NL A1C 5S7 Telephone: 1-709-737-8895 Fax: 1-709-737-6102 Email: talsafar@mun.ca Chris Turpin International Student Advising Office College of the North Atlantic P.O. Box 1693 1 Prince Philip Drive St. John's, NL A1C 5P7 Telephone: 1-709-758-7261 Fax: 1-709-758-7222 Email: internationalweb@cna.nl.ca 4. Do post-secondary international students need health insurance? Yes. All international students must have health insurance. International students undertaking post-secondary studies in Newfoundland and Labrador are eligible for health care coverage under the province�s Medical Care Plan (MCP). The program applies to any foreign individual issued an official study permit by Citizenship and Immigration Canada before entering the country. The individual must be attending an educational institution in Newfoundland and Labrador for a period of at least 12 months. Dependents of the student will also be covered under MCP, provided they are living in the province and have relevant documentation to support their application. For more information: www.health.gov.nl.ca/mcp/html/inter_students.htm. International students who do not meet the eligibility requirements to obtain MCP coverage may purchase health insurance from a private provider. Contact your school for further details: 1. When should I register my child for KinderStart? Registration for KinderStart is automatic when parents/caregivers register their child for Kindergarten at their designated school. Registration takes place in the calendar year a child becomes four years of age. Parents/caregivers should watch their local newspapers and school newsletters for more details regarding Kindergarten registration in their area. 2. Is busing provided for KinderStart sessions if I live greater than 1.6 kilometres from my school? Busing is not provided for KinderStart sessions. 3. Where can I find a list of licensed child care centres in the province? On the Department of Health and Community Services website. If you have questions or concerns regarding regulated child care centres in your area, please contact the office nearest you: * Clarenville (709) 466-6355 * Corner Brook (709) 637-2686 * Gander (709) 651-3306 * Happy Valley-Goose Bay (709) 896-9170 * St. John�s (709) 752-4209 4. How do I register my child for KinderStart? Registration for KinderStart is automatic when parents/caregivers register their child for Kindergarten at their designated school. 5. What does my child need to know before entering school? Children arrive at KinderStart at different stages of development and with a multitude of experiences. Teachers organize their classrooms to meet the developing needs of all children. The KinderStart program is designed to expand children�s learning experiences, extend understandings, shape concepts, acquire basic skills and form positive attitudes toward learning. Parents who support their children�s learning in the early years through reading, listening, singing, embracing, experiencing new things and promoting independence will have given their child the necessary skills for school. Should you have any questions or concerns about your child�s development you may wish to discuss these with your child�s KinderStart teacher, or contact your local public health nurse or family resource centre. 6. My child has a disability. Is there anything I should know before registering him for KinderStart? Should a parent have a child with a disability entering school and the child already has an ISSP, a transition meeting with members of the school attending should happen prior to registration for KinderStart. The child may need additional support such as student assistant, itinerant or special education. If the child does not have an ISSP the parent may initiate the process by contacting the school where the child will be registered and begin the collaboration process. Kindergarten - Frequently Asked Questions 1. When and where should I register my child for Kindergarten? 2. My child was born on January 01. Is the cut off date (December 31) flexible or do I have to wait another school year to register him/her for Kindergarten? 3. What does my child need to know before entering school? 4. My child has a disability. Is there anything I should know before registering him for Kindergarten? 1. When and where should I register my child for Kindergarten? Registration takes place in the calendar year in which a child becomes four years of age before January 1. The date of registration for English and Early French Immersion is set by the school districts. Parents/caregivers register their child in their neighbourhood school, or the school closest to their place of residence. Once the child is registered for Kindergarten, they are automatically registered for KinderStart sessions for the current school year. Advanced notification of registration dates will occur through district web sites and through the media since they vary from school to school. Contact your school district office for registration dates. 2. My child was born on January 01. Is the cut off date (December 31) flexible or do I have to wait another school year to register him/her for Kindergarten? The Schools Act, 1997, legislates that a child must be five years of age on December 31 of the calendar year to register for Kindergarten. Therefore, a child born on January 01 would not register for Kindergarten until the following calendar year. 3. What does my child need to know before entering school? Children arrive at Kindergarten at different stages of development and with a multitude of experiences. Teachers organize their classrooms to meet the developing needs of all children. The Kindergarten program is designed to expand children�s learning experiences, extend understandings, shape concepts, acquire basic skills and form positive attitudes toward learning. Parents who support their children�s learning in the early years through reading, listening, singing, embracing, experiencing new things and promoting independence will have given their child the necessary skills for school. Should you have any questions or concerns about your child�s development you may wish to discuss these with your child�s Kindergarten teacher or you could resources within the community such as the local public health nurse or family resource centre program. 4. My child has a disability. Is there anything I should know before registering him for Kindergarten? Should a parent have a child with a disability entering school and the child already has an ISSP, a transition meeting with members of the school attending should happen prior to registration for Kindergarten. The child may need additional support such as student assistant, itinerant or special education. If the child does not have an ISSP the parent may initiate the process by contacting the school where the child will be registered and begin the collaboration process. Private Training 1. I completed a program at a private training institution which is now closed; how can I get a copy of my diploma and/or transcript? 2. How do I know if a private training institution is registered in the province of Newfoundland and Labrador and/or if a training program is registered? How about its instructors? 3. I�m thinking of filing a complaint against a private training institution. What is the process for doing this? 4. How do I register a private training institution? 5. Is my certificate/diploma completed at a specific private training institution recognized in this province? 1. I completed a program at a private training institution which is now closed; how can I get a copy of my diploma and/or transcript? Under the regulations that govern private training, institutions are required to retain students� academic and financial records for 50 years. Sometimes a private training institution goes out of business. When this happens, all student records are required to be submitted to the Department of Education. Student records are available at the Department for the following closed private training institutions: * Academy of Learning * Atlantic Construction Training Centre * Atlantic Aviation Academy * Avalon Educational Systems * Avalon Professional Driver Training Institute * Canadian Training Institute of Technology * Career Academy * Centrac College * Harbinger School of Business * Highland College * Lawrence College * McKenzie College * SHL Learning Technologies * SNS Training Centre * TNT Technical Services Requests for student records can be made by email at terrigrandy@gov.nl.ca or by telephone at 709-729-3100. Please Note: In some instances, student records may not be complete or available depending on the circumstances associated with the closure of the training institution. 2. How do I know if a private training institution is registered in the province of Newfoundland and Labrador and/or if a training program is registered? How about its instructors? The Department of Education maintains a list of registered private training institutions. All programs that are greater than 50 hours and vocational in nature are required to be registered with the Department of Education and meet specific requirements. Registered private training institutions cannot offer or advertise vocational training programs greater than 50 hours in duration unless they are registered with the Department of Education. Instructors must also meet specific requirements as set out in the regulations, and are approved by the Department of Education. If you have any questions regarding the registration of a program and/or an instructor at a registered private training institution, please email terrigrandy@gov.nl.ca or telephone at 709-729-3100. 3. I�m thinking of filing a complaint against a private training institution. What is the process for doing this? In the initial stage, all reasonable attempts should be made with the private training institution contact (perhaps an instructor, or a school counselor) to resolve the issue. If that is not possible, the complainant may contact the Department of Education to register a concern. The student will be advised that, if appropriate, the first course of action the student must take is to address their complaint, in writing, to the administration of the private training institution. The response of the private training institution to the complainant must be in writing to eliminate any misunderstanding. If the issue remains unresolved, the complainant may then communicate the concern to the Department, in writing, and attach a copy of the letter of response from the private training institution. The Department of Education can be reached by email at terrigrandy@gov.nl.ca or by telephone at 709-729-3100 4. How do I register a private training institution? On August 10, 1998, the Minister of Education announced a moratorium on establishing new private training institutions. Although this moratorium remains in effect, registration can be considered provided that the applicant can demonstrate that the training institution and program(s) meet(s) an unmet need and is not offered by other private training institutions in the province. You can request an application to register a private training institution by emailing terrigrandy@gov.nl.ca or by telephone at 709-729-3100. The Private Training Institutions Act and Regulations and an operational manual containing all the necessary forms which will help you through the process will be forwarded to you. 5. Is my certificate/diploma completed at a specific private training institution recognized in this province? Private training institutions operating within this province are registered under the Private Training Institutions Act and Regulations and must, therefore, meet specific requirements to be registered. While the Department can verify whether a private training institution and its programs are registered, recognition of a certificate/diploma is employer specific. Students are encouraged to check with prospective employers to determine if the training they plan to take will prepare them for employment opportunities and will be recognized by industry. Industry is the best source of information on whether a training program is preparing you for employment. School Addresses - Frequently Asked Questions 1. Where can I find a list of school addresses? 2. Where can I find a list of e-mail addresses for schools? 1. Where can I find a list of school addresses? Various databases are available here. 2. Where can I find a list of e-mail addresses for schools? Contact the school boards for an e-mail list of schools in their district. School Fees - Frequently Asked Questions 1. What fees are schools allowed to charge parents? 2. The list my child brought home includes brand name products (e.g., Crayola, Elmer�s Glue). Do I have to purchase these more expensive brand names? 3. It seems the schools are asking for excessive supplies (e.g., placemats, tennis balls, baby wipes). Why is this necessary and am I required to supply these? 4. Who should I speak with if I have concerns regarding a school supply list? 1. What fees are schools allowed to charge parents? * Basic schools supplies parents have always been expected to provide their children, such as pencils, pens, paper, exercise books, folders, markers, crayons, glue, scissors, geometry sets, calculators, book bags, pencil cases, and gym clothing; * Costs associated with enrichment programs and materials required for local courses which are not prescribed by the Department of Education (e.g., local courses in aquaculture, musical theatre, photography, web design, or Workplace Health and Safety); * Travel associated with co-curricular/extra-curricular activities, field trips; * Pizza days, book fairs, etc. (The nature and frequency of these activities is determined at the school level.) * School clothing, graduation ceremonies, school rings, school photos, etc., * Rental of musical instruments; and, * Voluntary fundraising activities for a specific purpose - such as student travel, sports uniforms, playground equipment, etc. 2. The list my child brought home includes brand name products (e.g., Crayola, Elmer�s Glue). Do I have to purchase these more expensive brand names? No, the expectation is that parents purchase basic school supplies; the brand name is at the parents� discretion. 3. It seems the schools are asking for excessive supplies (e.g., placemats, tennis balls, baby wipes). Why is this necessary and am I required to supply these? The list of school supplies is at the discretion of the school. If you feel that a supply is unnecessary, please contact the school principal. 4. Who should I speak with if I have concerns regarding a school supply list? If you have concerns regarding the school supply list, please contact the school principal. Student Support Services - Frequently Asked Questions 1. What should I do if my child is experiencing learning difficulties? 2. How do students avail of the services of a student assistant? 3. How do students access assistive technology? 4. What should I do if my child requires special transportation to and from school? 5. When can a student access textbooks on tape? 6. What should I do if I feel my child needs to see a school counsellor? 7. Can my child receive funding if he/she has to attend another school outside of their community? 8. Do I have a right to home-school my child? 9. Are there any services available if my child is unable to attend school because of medical reasons? 1. What should I do if my child is experiencing learning difficulties? Meet with your child�s teacher to discuss your concerns. Your child�s teacher may recommend strategies to implement at home and at school to address the concerns. If needed, the administrator of the school can facilitate discussion with all of your child�s teachers, including the special education teacher. As needed, the special education teacher, school counselor and/or school psychologist will complete assessments to determine the most appropriate programming for your child. If required, the district program specialist for student support services can facilitate a meeting with the school team to discuss programming 2. How do students avail of the services of a student assistant? The student assistants are provided based on individual student profiles of needs that are submitted to districts for approval. Schools submit individual student applications to district offices. Districts assign student assistant hours to schools based on the number of students approved, the severity of the needs and the school�s special education teacher allocation. Student assistants are provided to school districts to support teachers in meeting the physical, personal care and behaviour management needs of students with severe needs. 3. How do students access assistive technology? Software programs and devices are provided on application and approval to support student-specific needs. The Department of Education provides specialized technology to students who have been diagnosed with an exceptionality. 4. What should I do if my child requires special transportation to and from school? You should meet with the administrator of the school to discuss the issue. The administrator will give you a form to be completed by your child�s doctor. Your child�s doctor will have to verify on the form that your child is unable to avail of regular transportation or cannot walk to school. The administrator will send the completed application to the district office, who in turn will submit the application to the Department of Education for approval. Special transportation is provided for students where regular transportation is not an option or available and the student is not capable of walking. 5. When can a student access textbooks on tape? The student�s education planning team at the school level submits an application to the Department of Education. The Department of Education provides textbooks in digital format to students who have been diagnosed with a learning disability/print disability. 6. What should I do if I feel my child needs to see a school counsellor? School counselors are allocated to school boards on a student ratio of 1-500. You can call your child�s school to set up an appointment with the counsellor. 7. Can my child receive funding if he/she has to attend another school outside of their community? Bursaries are available to students when high school programming is not available in their home community. $500.00 a month is provided to assist the student with board and logging in another community where high school programming is available. You should contact the administrator of the school your child wishes to attend to receive an application form. The completed application form is submitted to the Department of Education for approval. 8. Do I have a right to home-school my child? Parents have the right to home-school their child. You must contact your school district�s Director of Education for approval. Approval must be renewed each year. If approval is granted the child will be registered at his or her local school and provincially prescribed textbooks will be provided free-of-charge. 9. Are there any services available if my child is unable to attend school because of medical reasons? Home tutoring services are available to students who can not attend school for a minimum of four weeks due to medical reasons. Funding is provided for ten hours of tutoring per month to assist the student in keeping up with his/her school work and ease the transition back to school. The tutor has to be a qualified teacher. You should contact the administrator of your child�s school for an application form. You will need a note from your child�s doctor to verify the medical reason and the timeframe that your child is unable to attend school. The completed application is sent to the district and then to the Department of Education for approval. Teacher Certification/Employment - Frequently Asked Questions 1. How can I obtain a copy of my teaching certification? 2. I have a teaching certification from another province. What do I need to teach in Newfoundland and Labrador? 3. How can I obtain a record of employment? 4. I want to begin a master�s degree. How can I ensure this will leader to higher classification? 5. How do I find out what teaching positions are available? 1. How can I obtain a copy of my teaching certification? Contact Rob Parsons, registrar of teacher certification, robparsons@gov.nl.ca. 2. I have a teaching certification from another province. What do I need to teach in Newfoundland and Labrador? You need to obtain a teaching certificate, issues by the Department of Education. Contact Rob Parsons, registrar of teacher certification at robparsons@gov.nl.ca. 3. How can I obtain a record of employment? Teachers should contact the school board they are/were employed with for their record of employment. 4. I want to begin a master�s degree. How can I ensure this will leader to higher classification? All studies beyond those completed for your initial certification must have PRIOR written approval from the Registrar of Teacher Certification. Direct your inquiries to the registrar of teacher certification well in advance of your plans to begin an additional program of study. E-mail robparsons@gov.nl.ca. 5. How do I find out what teaching positions are available? School boards are responsible for filling teaching positions in their districts. Teacher Payroll - Frequently Asked Questions 1. Who can I contact about questions regarding teacher payroll? Teacher Pensions - Frequently Asked Questions 1. I have questions regarding my pension. Who can I contact? The Department of Finance is responsible for the Teachers� Pension Plan. Please click here or e-mail finance@gov.nl.ca Transcripts - Frequently Asked Questions 1. How can I obtain a copy of my high school transcript or diploma? 2. How can I obtain my transcript from MUN, College of the North Atlantic, or a private college? 3. The private institution I attended is now closed. How can I obtain a copy of my transcript or diploma? 4. How can I obtain my ABE transcript? 1. How can I obtain a copy of my high school transcript or diploma? * You can call 709-729-3001; * email transcripts@gov.nl.ca providing your full name and address at time of graduation; MCP and/or birth date; high school attended and year of graduation; and the address where you would like your transcript to be sent; * or drop by the Department of Education, 3rd floor, West Block, Confederation Building. Note: There is no fee for obtaining transcripts. 2. How can I obtain my transcript from MUN, College of the North Atlantic, or a private college? Transcripts can be obtained directly from these schools. List of private training institutions in operation. 3. The private institution I attended is now closed. How can I obtain a copy of my transcript or diploma? Student records are available at the department for the following closed private training institutions: * Academy of Learning * Atlantic Construction Training Centre * Atlantic Aviation Academy * Avalon Educational Systems * Avalon Professional Driver Training Institute * Canadian Training Institute of Technology * Career Academy * Centrac College * Harbinger School of Business * Highland College * Lawrence College * McKenzie College * SHL Learning Technologies * SNS Training Centre * TNT Technical Services Requests for student records can be made by e-mail to terrigrandy@gov.nl.caa or by telephone at 709-729-3100 Please note: There is no fee for obtaining transcripts. In some instances, student records may not be complete or available depending on the circumstances associated with the closure of the training institution. 4. How can I obtain my ABE transcript? Details for obtaining your ABE transcript are here. Tutoring 1. Does the department provide a list of approved tutoring services throughout the province? 2. Where can I found out more information on Tutoring for Tuition and/or Tutoring/Work Experience? 1. Does the department provide a list of approved tutoring services throughout the province? No, the department does not have list of tutoring services or agencies. 2. Where can I found out more information on Tutoring for Tuition and/or Tutoring/Work Experience? This program is run by the Department of Human Resources, Labour and Employment. Please click here opens new window for more information. School Building Safety Checking that your child's school is a safe place to spend the day may involve looking at a number of issues: air quality, fire code compliance, policies on chemicals and hazardous waste, as well as pest control and chemical spraying of school grounds. Here are some questions to ask and resources to check for each of these topics. Air Quality-General Among the questions the checklist suggests to be considered in a review of outdoor problem areas are: On the ground: Are ventilation units turned on and air flowing into outdoor air intakes? Are outdoor air intakes free from blockage or obstruction (boards, leaves, vegetation, snow, etc.)? No potential sources of air contamination in the vicinity of the building (chimneys, stacks, industrial plants, exhaust from nearby buildings)? Do roof downspouts direct water away from building? On the roof: Is the roof in good repair? Is their evidence of ponding? Are the ventilation units on and air flowing into outdoor air intakes? Are outdoor air intakes open, even at the minimum setting Are exhaust fans operating and air flowing out? Among the questions to be considered in a review of indoor problem areas are: Are air supply and exhaust vents free from barriers? Are their signs of dampness or water damage? Do children, their teachers or other school staff report any concerns or problems? Have radon measurements been taken regularly? If the building was built before 1980, is paint inside or outside free from peeling or flaking? Mold Mold contamination in schools has been associated with student and teacher illness and resulted in school closings. To avoid mold problems regular maintenance that keeps a building dry and well maintained is essential. Many of the same questions that are used for a School Air Quality Walkthrough may be used to check on conditions that contribute to a mold problem. Two key questions are: Are there persistent damp areas in the school building or signs of water damage? Do children or teachers complain of 'funny' or unpleasant smells? Chemicals and Pesticides Integrated Pest Management policies are universally recommended to reduce the use of pesticides on school grounds and in school buildings. Parents concerned about children's exposure to pesticides at school might ask the following two questions: Are there pest problems at the school, particularly in the food storage and cafeteria areas? What procedures are used to manage pest problems? Fire Prevention Preventing fires and preparing for action in the event of a fire requires a multi-faceted strategy. Prevention involves proper storage of chemicals in science laboratories and avoiding overloaded electrical circuits in the shop room or in the computer lab. Preparing for safe exits of children in the event of fire requires fire drills as well as working fire doors and emergency lighting. A comprehensive resource from Manitoba, Canada, describes the key issues, identifies school areas especially prone to fire hazards and makes recommendations for safe maintenance. Some questions for parents to ask: Are building exits locked or blocked? Are there two exits out of every classroom? Have the sprinkler systems and the fire alarms been inspected annually? 1. How many students are enrolled in public and private schools in the United States? 2. How do U.S. students fare on national assessments? 3. What percentage of students graduate from high school and college? 4. How much do Americans spend on education? 5. On average, how well are teachers paid? 6. What is the average class size? 7. What access do students have to computers and the Internet at school? 8. How do American schools compare with schools in other countries? 9. How much choice do parents have over their children�s schooling? 1. How many students are enrolled in public and private schools in the United States? According to U.S. Department of Education estimates, there are 47.6 million students in public schools and 5.9 million in private schools.[1] As many as 2 million children are home-schooled.[2] As of the 2000-2001 school year, there were 93,273 public elementary and secondary schools and as of 1999-2000 there were 27,223 private elementary and secondary schools.[3] As of January 2004, there were 2,996 charter schools.[4] 2. How do U.S. students fare on national assessments? According to the most recent NAEP assessments, only 31 percent of 4th graders are proficient in reading, while 32 percent are proficient in mathematics, 29 percent in science, and 18 percent in American history. Low-income students did half as well. In fact, over half of poor fourth graders failed to show even a basic level of knowledge in reading, science, or history.[5] For state-level NAEP achievement data, see NAEP's "State Profiles" page. 3. What percentage of students graduate from high school and college? Seventy percent of public school students graduate on time, and less than half of these students are qualified to attend four-year colleges or universities. Roughly half of black and Hispanic students graduate on time.[6] Twenty-six percent of Americans have a bachelor�s or higher degree.[7] Women earn more associate�s, bachelor�s, and master�s degrees and almost half of professional and doctorate degrees.[8] 4. How much do Americans spend on education? Over the past 30 years, average per-pupil expenditures for public, elementary, and secondary schools have nearly doubled, rising from $3,931 in 1971-1972 to $7,524 in 2001-2002, in constant dollars.[9] Expenditures vary by state, with the District of Columbia spending the most at $12,046 and Utah the least at $4,674 per student.[10] Total federal, state, and local spending for education, both public and private, climbed to $745 billion for the 2001-2002 school year. Sixty-one percent, or $454 billion, was spent on K-12 education.[11]Local funding accounts for approximately 44 percent of pending, state 49 percent, and federal 7 percent.[12] The average private school tuition, according to a 2003 Cato Institute study, is $4,689. The average private elementary school tuition is less than $3,500, and the average secondary school tuition is $6,052.[13] Federal Funding In 2002, taxpayers spent an estimated $108 billion on education at the federal level, of which about 43 percent went through the Department of Education. The Departments of Health and Human Services, Agriculture, Labor, Defense, and Interior also spent large amounts of money.[14] Fifty-three billion dollars went to elementary and secondary school programs. Just under half of this amount was spent on programs under the Elementary and Secondary Education Act (No Child Left Behind Act) and on special and vocational education.[15] Higher Education Over half of full-time undergraduates attending four-year colleges and universities receive federal loans or grants. While participation in federal higher education programs was higher among the poor, a quarter of undergraduates from families with incomes over $100,000 received financial aid. Discretionary programs alone cost taxpayers $22.6 billion in 2003.[16] Tuition and fees at public and private four-year institutions have risen 38 percent in the past ten years. In the past 22 years, the cost of a public four-year college education has increased by 202 percent. The average tuition at a public four-year institution is over $4,000, and the average private college or university tuition is $18,000.[17] All public post-secondary two-year institutions, 81 percent of public four-year institutions, and 63 percent of private four-year institutions offer remedial courses in reading, writing, or mathematics.[18] Trends in Student Aid Source: The College Board, �Trends in Student Aid,� updated Oct. 27, 2003. Used with permission. 5. On average, how well are teachers paid? The average salary for public elementary and secondary school teachers is $44,367. Salaries in the 100 largest cities range from $25,409 to $84,310.[19] Generally, teachers earn more on an hourly basis than other educated professionals, including accountants, computer programmers, engineers, and architects.[20] 6. What is the average class size? According to the most recent Department of Education statistics, the pupil-teacher ratio at public schools is 15.9 to one. The average class size is 21.1 for public elementary schools and 23.6 for public secondary schools.[21] 7. What access do students have to computers and the Internet at school? As of 2002, 99 percent of public schools have access to the Internet. The ratio of students to computers with Internet access in public schools is approximately 4.8 to one.[22] 8. How do American schools compare with schools in other countries? Despite higher than average per-pupil expenditures, American 8th graders ranked 19th out of 38 countries on the most recent international mathematics comparison, the Third International Mathematics and Science Study-Repeat (TIMSS-R) of 1999. American students scored 18th out of 38 countries in science.[23] In combined scores of mathematics and science literacy, 12th-graders in the United States ranked 18th out of 21 countries on the 1995 TIMSS assessment.[24] On the most recent Program for International Student Assessment combined reading literacy scale tests, American 15-year olds scored near the average. Of the 27 countries that participated, Canadian, Finish, and New Zealand students had the highest scores.[25] 9. How much choice do parents have over their children�s schooling? Parental choice measures have passed in almost every state.[26] In six states�Colorado, Florida, Maine, Ohio, Vermont, and Wisconsin�and the District of Columbia, students may use publicly funded scholarships to attend a private school of choice. Six states offer tax credits or deductions for education expenses or contributions to scholarship programs. Forty-one states and the District of Columbia have enacted charter school laws. Fifteen states guarantee public school choice within or between districts. (Other states have choice programs that are optional for districts, target only specific populations, and/or require that parents pay tuition.). Thirty-eight states and the District of Columbia have privately funded scholarship organizations that provide tuition assistance to more than 60,000 students. In all 50 states, home schooling is legal. As many as 2 million students are home-schooled nationwide. Twenty-one states have comprehensive dual-enrollment programs that enable high school students to attend college classes for high school and postsecondary credit at minimal or no expense to the student. What qualities are you looking for in a school? Do you want one that's big or small? Which educational qualities matter most? Charter, private or public � what's right for you? 1. Can a local school system have local graduation requirements beyond the minimum requirements established by the state? 2. How does a student meet both the Maryland and the NCLB high school reading requirement for graduation? 3. What are the graduation credit requirements for students with disabilities who are placed in non‐public schools? 4. What notification must parents or guardians and students receive? 1. How are units of high school credit defined? 2. Can high school credits be earned in ways other than going to school during regular days/year? 3. Can a local school system award high school credit to a middle school student who completes a high school course? 4. Can a student exclude from the transcript an 8th grade course for which high school credit was received? 5. What alternatives can local school systems offer/provide students so they can fulfill graduation requirements? 6. Can students receive credits for subjects taken previously from a school when no official transcript is available? 7. Is biology required? 8. Is algebra/data analysis required? 9. Do credits in American Sign Language satisfy the requirement for credits in foreign language? 10. Can local school systems add endorsements to the Maryland High School Diploma to recognize students for achievement? 1. How can I obtain my student records or a duplicate high school diploma? 2. How can a foreign student receive a translated transcript? 1. When do students take the High School Assessment? 2. Do students who take �on‐line� or �virtual� courses have to take the High School Assessments? 3. Is a student required to take the High School Assessments if the student is home‐schooled, moves here from another state or foreign country, or transfers from a private school, and is granted credits in the HSA‐aligned courses? 4. Are students who are on home and hospital instruction required to take HSA exams if they are taking/enrolled in an HSA course? Who administers the exam(s)? 5. Is a student required to take the HSA if the student transfers from one public school to another in Maryland and the student�s record indicates the student took an HSA‐aligned course but there is no record of taking the HSA? 6. Does a public school student who takes an HSA‐aligned course at a private school during the summer term still have to take the HSA? 7. Does a foreign exchange student enrolled in an HSA‐aligned course have to take the HSA? 8. Does a student have to retake the HSA if the student is repeating an HSA‐aligned course? 9. What are the passing scores for the HSA? 10. Do students in the Class of 2009 have to pass all four HSAs? 11. Can a student take an HSA multiple times in order to raise his/her score to meet the combined score passing option? 12. When a student retakes an HSA and scores lower than the first time, which score counts toward the combined score and which score counts for Adequate Yearly Progress (AYP)? 13. Can a student use the combined score option regardless of how many assessments the student actually passes? 14. Is the local school system required to offer the combined score option for students? dents must have access to options provided under the regulations. 15. Is a student required to retake the exam if the student receives the minimum score on an HSA but not the passing score? 16. Can a student who has met all other graduation requirements except passing an HSA be kept from graduation? 17. Must a middle school student take the HSA even if the school system does not award credit for the course? 18. Are students who do not pass the HSA required to attend remediation? 1. Do students transferring to another high school have to be in attendance at the new school a certain period of time before they can receive a high school diploma from that school? 2. Can students be admitted to a public high school if transcript records or report cards are not available? 3. Can a 19 year old who has not earned a diploma return to school to earn a diploma? 4. Do transfer students who complete algebra/data analysis in a middle school outside the Maryland Public School System or who complete algebra/data analysis in a Maryland non‐ public school and who do not receive a credit have to take the algebra/data analysis High School Assessment? 5. Can a student use the combined score option to meet the graduation requirement for passing the high school assessment if the student completes algebra/data analysis in a middle school outside the Maryland Public School System or completes algebra/data analysis in a Maryland non‐public school, does not receive a credit, and does not have to take the algebra/data analysis High School Assessment (see previous question)? 1. Can a student complete high school graduation requirements by attending an accredited college or approved vocational, technical or other postsecondary school program? 2. Can a student attend high school and college simultaneously? 3. Can a student attend college after the junior year if all graduation requirements have been met? 4. Can a non‐failing student opt to spend five years in high school to gain extra credits and become better prepared for college? 5. What options are available to permit a student to graduate early? 6. Can a military veteran who withdrew from school to enlist in the armed forces obtain a high school diploma? 7. Who is eligible to take the GED examination? 8. How does someone become eligible for the Maryland Adult External High School Diploma Program? What should be the curriculum? |
| English |
| Social Skills |
| Mathematics |
| Physical Science |
| Earth and Space Science |
| Social Science |
| Life Science |
| Computer/Foreign Language/Health/Physical Education |
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School Education
What is my concern? What should be our concern? Curriculum should get priority. This report was on January 20, 2010. Kashmir: 4,830 government schools are without proper buildings and more than 1,446 are without basic facilities. Why don't they close these schools? What are people demanding? The government should make the roll, staff, and expenditure statements of government schools public. Can private schools do better and more with the same resources? Yes. Who regulates private schools? The State Board, Directorate of Education, and State Institute of Education regulate the private school. What are private schools complaining about? The State Board, Directorate of Education, and State Institute of Education are incompetent. They are high-handed. They are involved in unfair procurement of substandard books. How are private schools better? They have better curriculum and a better teaching staff. Private schools encourage government schools to adopt their curriculum in the interest of public. What does the state school board complain about? Private schools have improper infrastructure and lack of other facilities. How do private schools reply? Private schools get the best curriculum after proper research worldwide. Government schools don't do that. Private schools have better teachers. Buildings and other facilities are the responsibility of administration, as that comes from natural resources. What are my recommendations? Government schools should adopt the better curriculum of private schools. If any private school has a better curriculum, it should be provided building facilities and other facilities. Government schools should point out if any private school has a substandard curriculum. Government schools should have research departments to update curriculum regularly. Research should be done worldwide. |