
By K. Farnsworth
This e-book walks neighborhood activists in the course of the intent for assuming neighborhood accountability for educational functionality, outlines steps had to force that fluctuate, and indicates curricular course and faculty coverage requirements.
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Extra resources for Grassroots School Reform: A Community Guide to Developing Globally Competitive Students
Sample text
Politicians generally prefer to “let the people decide” about truly controversial issues, rather than risk alienating a portion of their constituency. There are always at least two sides to every issue—usually more— with surprisingly little common ground in between. Assuming that these fundamental assumptions are true—or even close to true—we should not expect to see serious reform in education come from Washington or from state government. It is against the nature of the beast. Despite the significant investment the Obama administration has made in touting education reform, and the rhetoric that is coming out of the Nation’s capital concerning the need for better performance by our schools, the changes that need to be made will not happen if left in the hands of federal and state governments.
All students and employees deserve a positive, nurturing environment. 7. Every child is entitled to a teacher that is the best we can hire for that position, so all District positions should be filled solely on merit. 8. Successful schools are the responsibility of the entire community. 9. The District’s system of internal administrative and accounting controls should be maintained with transparency for all. 10. The District will provide and promote student opportunities and extracurricular activities that will enhance academic achievement and social development.
As a result, we can know that our Social Security, penal system, and Medicaid system are headed toward insolvency and that our educational system is failing, but few public figures step forward to champion reform, Where Reform Won’t Happen 37 and none are able to gather the needed support to enact significant change at either the national or state level. I am reminded of a conversation with an official in Thailand’s Ministry of Education about how much more rapidly the Vietnamese community colleges were progressing in their development than were the Thai colleges.