Carol J. Carter

Carol’s Summary:
Consortium schools are not a very well-known academic system, but some experts such as Martha Foote, are now working to promote and explain the techniques and guidelines of this unique way of instruction. These schools do not necessarily use test scores to measure student progress and success, as so many others do.

Consortium schools are public schools that focus on using innovative strategies of teaching and measuring student development. Instead of standardized testing, student performance is evaluated on the basis of school projects, active discussions and essays. There are currently 28 in New York City.

Consortium schools began in New York City in the 1970s, by Deborah Meier and other instructors at Central Park East Secondary School. Currently, in order for consortium students to graduate, they must complete essays, research papers and science experiments, which are evaluated by their teachers and educators who may be from extraneous establishments.

Although these schools and their methods tend to cost more money, they boast higher graduation and college success rates than many other schools in New York City. About 77 percent of consortium school graduates go on to four-year colleges and universities. This is impressive considering that many consortium school students come from lower-income backgrounds.

Consortium schools offer an interesting difference in curriculum in comparison to traditional public schools, based on their methods of measuring student success. It has been known for years that many bright and hard-working students fail classes, simply due to the fact that their test-taking skills do not match the standards that are set.

However, it is necessary for school systems and districts to understand that standardized testing does not work for every child. LifeBound’s curriculum and coaching enables teachers to provide real-life connections and facilitate active discussion amongst students, which shows that there are many different options and avenues to help students succeed. To learn more about LifeBound’s coaching and curriculum, visit www.lifebound.com or e-mail contact@lifebound.com for more information.

Article:
Intriguing alternative to rating schools by tests
by Jay Mathews
I have to question my own judgment and fair-minded-ness when I ignore–for three years! A report that raises important questions about the way we have been using test scores to rate schools.
I have always been open to better ways of assessing how our children are taught. But I usually say standardized tests are the best available tool at the moment. So I am embarrassed that it took me so long to read “Keeping Accountability Systems Accountable” by Martha Foote, published in the Phi Delta Kappan education journal in January 2007.
To read the full article: www.washingtonpost.com

Carol’s Summary:
For the first time, is has been reported that Americans’ creativity is on the decline. Even though Americans grow increasingly intelligent, creativity scores have been falling since 1990. The College of William and Mary collected data in the form of creativity test scores from 300,000 children and adults nationwide, and found the scores from children in kindergarten to sixth grade were most troubling.

The creativity test was created by Professor E. Paul Torrance in the 1950s, and has been administered to people by psychologists worldwide. No one knows exactly why creativity has declined in younger generations, but it is suspected that television, videogames and other forms of technology may have something to do with the problem. Children aren’t as often encouraged to exercise their creativity at school nor at home.

Some researchers believe that “creativity training” programs may be able to help adults and children who struggle with creativity. In creativity training, people would be asked to perform tasks such as creating music on a keyboard, and finding different ways to solve common problems, such as how to reduce noise vibrations in a library.

Creativity is just as much, if not more important than conventional intelligence. Many of the world’s greatest leaders, inventors and other historical figures were and are people who thought outside of the box of conventional thinking. Creativity fosters innovation, which brings about new ideas and products for the masses and enables nations to evolve and grow.

Despite the fact that people are becoming more intelligent, the fact that creativity is on the decline is quire worrisome, especially for children since they are our future. As educators and parents, it is our responsibility to foster children’s creative abilities; Critical and Creative Thinking for Teenagers is a book that presents students with the opportunity to use their imagination, be inquisitive, and create new ideas. To learn more about this book and Lifebound’s other books, visit www.lifebound.com or e-mail contact@lifebound.com.

Article:
The Creativity Crisis
Back in 1958, Ted Schwarzrock was an 8-year-old third grader when he became one of the “Torrance kids,” a group of nearly 400 Minneapolis children who completed a series of creativity tasks newly designed by professor E. Paul Torrance. Schwarzrock still vividly remembers the moment when a psychologist handed him a fire truck and asked, “How could you improve this toy to make it better and more fun to play with?” He recalls the psychologist being excited by his answers. In fact, the psychologist’s session notes indicate Schwarzrock rattled off 25 improvements, such as adding a removable ladder and springs to the wheels. That wasn’t the only time he impressed the scholars, who judged Schwarzrock to have “unusual visual perspective” and “an ability to synthesize diverse elements into meaningful products.”

The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).
To read the full article: www.newsweek.com

Carol’s Summary:

 The Center on Education Policy released a report in March, addressing the fact that on average, boys in all grade levels have lower reading test scores than girls do. The data from the independent, Washington D.C. based organization has been accompanied by another report, which was released by the National Assessment of Educational Progress.

It has also been found that girls not only have been scoring higher in reading than boys, but that girls also tend to fare better academically overall. The exception is mathematics, which has generated varied results amongst boys and girls. On average, girls also have higher grade-point averages than boys in their grade level, and are likelier to graduate high school and go to college.

Although gender gaps in education have existed for decades, it is now becoming a global problem. In 2006, a study was released with data from fourth grade reading tests in 40 countries; the results showed that girls scored higher than boys in every area where data was collected properly.

Education experts and schools around the nation are now coming up with ideas for “boy friendly” teaching, which would engage boys’ interests in a way so that they would be likelier to succeed, particularly in literacy. There are many kinds of achievement gaps that need to be reduced and eventually closed, from gender to economic background and ethnicity.

There are as many different teaching styles as there are learning styles, and every child is different.  LifeBound books and curriculum provide teachers with different strategies and learning activities that engage different kinds of students. It is important that all students are on a level playing field, so that all children have an equal opportunity to succeed in school and in the real world. To learn more about LifeBound’s books, curriculum and other materials, visit www.lifebound.com or e-mail contact@lifebound.com.

Article:

Putting the “Boy Crisis” in Context

Finding solutions to boys’ reading problems may require looking beyond gender

By MICHAEL SADOWSKI

Putting the “Boy Crisis” in Context, continued

Putting the “Boy Crisis” in Context: Finding solutions to boys’ reading problems may require looking beyond gender

Putting the “Boy Crisis” in Context

“The Boys Have Fallen Behind.” “Girls Lead the Nation in Reading Scores.” “Are Teachers Failing Our Sons?” Earlier this year, newspapers across the country ran these and other headlines in response to a March report by the independent Center on Education Policy (CEP) in Washington, D.C. The report, which outlined results on state accountability tests, raised alarm by noting that the percentage of boys scoring “proficient” or higher in reading was below that of girls at all grade levels tested and in every state for which sufficient data were available.

To read more: Harvard Education Letter

Carol’s Summary:
An estimated one in five middle school students has been affected by cyberbullying. Bullying has always been an issue that teachers and principals have had to handle. However, in middle and high schools lately, the problem has evolved to involve technology. Schools are now finding ways to cope with issues of cyberbullying, in which children are harassed through text messages and social networking websites.

Much of cyberbullying occurs after school and on weekends, when children are not under the guidance and care of the school system.

Cyberbullying can affect a child’s academic success, self-esteem, social skills and emotional growth. While this is a relatively new problem that students, school officials and parents must deal with, it is spreading fast and has proven to be dangerous.

Many school districts are conflicted with whether or not they have the right to inspect students’ cell phones and social networking accounts, unless the issue deals directly with a conflict within the school. There are legal issues involving privacy which makes many school officials either nervous or leery about doing so.

Many administrators are concerned about the possibility of looking through a child’s cell phone and finding compromising photos and text messages that could bring about child pornography cases. There is also the issue of how students should be punished if they are cyberbullying other students.

Cyberbullying is growing into a major conflict in today’s schools, and not only for the students involved. Teachers and parents are finding themselves concerned for the well-being of children, but are not always able to get involved since technology is the medium for these behaviors.

LifeBound’s Making the Most of High School, 2nd Edition and the accompanying curriculum shows students how to use technology in a beneficial and safe manner. To find out more about Making the Most of High School and other LifeBound materials, visit www.lifebound.com or e-mail contact@lifebound.com

Article:
Online Bullies Pull Schools Into the Fray
By JAN HOFFMAN
June 27, 2010

The girl’s parents, wild with outrage and fear, showed the principal the text messages: a dozen shocking, sexually explicit threats, sent to their daughter the previous Saturday night from the cellphone of a 12-year-old boy. Both children were sixth graders at Benjamin Franklin Middle School in Ridgewood, N.J.
Punish him, insisted the parents.
“I said, ‘This occurred out of school, on a weekend,’ ” recalled the principal, Tony Orsini. “We can’t discipline him.”
Had they contacted the boy’s family, he asked.

To read the full report: www.nytimes.com

Carol’s Summary:

College Confidential is launching a new search engine that allows students and parents to select from optional criteria and in order to match them with specific higher education institutions that meet their direct criteria. Often, students choose a college based solely on location and tuition costs and miss out on other important opportunities. College Confidential is taking the next step in providing students with the skills necessary to pursue their dreams and reach towards success.

Not only is the search engine exceptional, they have also developed an online community that links parents and students with people of like mind. There are also parent forums to answer questions and several tools to assist students in figuring out which school is the best fit for them.

So many factors are in important in determining what career path to choose and what educational path t o follow to get there. Majoring in the Rest of Your Life is a resource that through self-discovery, explores students’ options and provides the skills necessary to follow them through. Students need to be prepared for success not only in college, but in the rest of their lives. To learn more about Majoring in the Rest of Your Life as well as other LifeBound books and materials, visit www.lifebound.com or e-mail contact@lifebound.com.

To learn more about College Confidential visit www.news.cincinnati.com

Carol’s Summary:

A Michigan School district has recently started a program to inform children about college options from as early as preschool and kindergarten, which begs the question: How early is too early for children to start thinking about college? 

During the district’s week-long college awareness program, elementary school children write about what career they’d like to have and even take a walking tour of Eastern Michigan University. There are concerns that a program like this may put too much pressure on such young children.

In San Francisco schools, a program was announced to begin next fall that will provide a college savings fund for each child entering kindergarten in one of their public schools.  Between $50 and $100 in deposits will be put in each child’s account annually, and they will also be encouraged to start thinking about college at an early age.

While it is important for children to think about college and what they would like to do in the future, what age is an appropriate time to do so? At LifeBound, we believe it is important to discuss the importance of all stages of education in all stages of life.

Our book Success in Middle School introduces students to the possibility of going to college and what steps to take to succeed throughout middle school and beyond, in order to build and maintain a strong academic basis for attending college. For more information about Success in Middle School and other Lifebound books, visit www.lifebound.com or e-mail contact@lifebound.com.

Article:

The Washington Post

June 3, 2010

College awareness: How much is too much?

By Valerie Strauss

How old should children be before they are asked to start worrying about going to college? Eight years old? Ten? Thirteen? Fifteen?

How about 5?

Here’s part of a story in the Detroit News about an early awareness program in the Kalamazoo School district:

At age 5, Jeremiah Kagumba spoke often of playing professional basketball. But after his elementary school held a college awareness week, he decided he would become a doctor.

To read the full article:

http://voices.washingtonpost.com/answer-sheet/higher-education/college-awareness-in-kindergar.html

CAROL’S SUMMARY:

Recently, two studies conducted by George Mason University have concluded that children who bully others are likely doing so out of a desire for attention and acceptance by their peers. One study is based upon the patterns of aggression observed of 1,822 adults who suffer from social anxiety disorder. From the study it was found the one of five reported increased levels of aggressive behavior.

“For people with social anxiety, it may seem like a reasonable strategy to attack and reject other people before those people get a chance to do the same to them,” says an excerpt from the study that was printed in Current Directions in Psychological Science.

Another study was done amongst Dutch elementary school children, who answered a questionnaire about which kids they did or did not get along with and who bullied whom. What researchers found is that children who were identified as bullies had a tendency to target children who had already been ostracized or ignored by their peers. In short, it was found that bullies tend to seek out children who are less popular to pick on, in order to be accepted and seen as more popular.

“Bullies are very strategic in their behavior,” explains the lead author, René Veenstra. “They’re looking for attention and affection from their own peer group.”

The motivation behind bullying as well as other kinds of interaction amongst students comes from an emotional basis and need for acceptance by others. LifeBound’s People Smarts for Teenagers covers a wide range of topics dealing with emotions and social life, from making friends to understanding one’s peers. To learn more about People Smarts for Teenagers and LifeBound’s materials visit www.lifebound.com or email contact@lifebound.com.
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ARTICLE:

New York Times

Maybe Bullies Just Want to Be Loved

By PAMELA PAUL

Published: May 21, 2010

THAT kid who turned your son’s second grade year into a tear- and bruise-ridden ordeal. The anonymous twit who sullied your daughter’s name on Formspring. Your own fifth-grade tormentor, circa 1979, gone but never well enough forgotten. Bad seeds, all? Or perhaps just anxious? Eager to win approval and affection? Two studies out this spring look at bullies’ motivations, inner workings and, yes, feelings.

http://www.nytimes.com/2010/05/23/fashion/23STUDIED.html?ref=education

CAROL’S SUMMARY:

Educational social-networking site, Grockit, discussed in the ESchool News article below, is part of a current trend to create “collaborative learning spaces online where students can help one another solve homework problems and study—all while building important 21st-century skills.” The social-networking study site currently offers 8-12 graders test-prep services and will eventually expand to include math, English, history and science.

According to the article, Grockit CEO Farb Nivi says “estimates point to a 25 to 27 percent learning loss during summer vacation…Logging onto Grockit just a few hours a week during the summer can help students bridge the gap between school years, so that come September they are ready to build upon last school year’s lessons with little review.”

Students using Grockit use live chat services to “practice with, learn from, and compete with millions of their peers on the subject of their choice.” The site gives students points and recognition for achievements such as how helpful they are to peers and are displayed to the social-network’s community and motivates students to excel.

“Because of that social factor, the power in it isn’t just answering a question—it’s that positive peer influence on learning,” says Jeramy Gatza, a Florida Virtual School (FLVS) innovation manager working with Grockit.

Creating a positive culture of learning to encourage and motivate students to succeed is the inspiration behind LifeBound’s student success and transition materials. We are currently working on a new title, LEADERSHIP FOR TEENAGERS, due out this summer to inspire students to find good role models and become an effective leader in school, career and life. To review a sample chapter or reserve a copy in advance, call our toll free number at 1-877-737-8510 or email contact@lifebound.com.

ARTICLE:

Combining social networking with studying, Grockit encourages academic success through peer interaction
By Laura Devaney, Managing Editor
May 3rd, 2010
ESchool News

Aiming to engage students who are multitasking with different forms of technology, companies are creating collaborative learning spaces online where students can help one another solve homework problems and study—all while building important 21st-century skills.

One such social-networking study site is Grockit, which currently offers test-prep services and is expanding its focus to include math and English for students in grades 8-12, with history and science soon to follow. Grockit has opened enrollment for a free Summer Enrichment Academy, which is designed to keep students from falling behind during summer vacation as they participate in collaborative group study forums online.

Grockit’s appeal lies not only in the fact that academic support from peers is free, but also because students are motivated to learn through the company’s social-networking and gaming platform, said Grockit CEO Farb Nivi. As online social networking becomes a ubiquitous aspect of youth culture, sites such as Grockit could represent the future of education technology.

To view this entire article visit www.eschoolnews.com

Carol’s Summary:

Experts claim that only 2.5 % of students are truly gifted, but many students’ talents don’t show up in school. Moreover, some children are both gifted and learning disabled, exhibiting characteristics of both, a combination that makes their gifted identification and childhood learning much more challenging than either their gifted or average peers. I know a highly gifted student who is now in college who was diagnosed with ADHD in elementary school and had difficulty with reading, but who was a whiz at working with animals, particularly reptiles. When he was in middle school he made $200 a week at birthday parties showing his collection of reptiles and sharing facts that he researched about them. Like this student, every child deserves to have their area of inherent interests and talents developed, as Howard Gardner’s Multiple Intelligences confirms.

Many districts are struggling financially right now to serve this population of students (TAG), but we are working with the Thompson school district in Colorado (and other districts) to creatively offer programs to students and their parents. One of our books and curriculum for middle grades titled, GIFTS AND TAKENTS FOR TEENAGERS, is designed to help students discover and capitalize on their unique strengths. For a review copy, please call our national toll free # at 877.737.8520 or email contact@lifebound.com.

ARTICLE:

More Pre-K Pupils Qualify for Gifted Programs
New York Times
By SHARON OTTERMAN
April 30, 2010

The number of students qualifying for gifted kindergarten programs in New York City public school districts rose by 10 percent this year, and those qualifying for the elite citywide program jumped by a third, raising the possibility that parents and their children have begun to master an admission process that was retooled three years ago.

According to figures released Friday by the Department of Education, the spike in students eligible for gifted programs occurred despite a 16 percent drop in the number who took the exams. The city described the decrease as a “leveling off” after an increase in test-takers last year, which they attributed to a publicity campaign.

Of the 12,454 in New York City who took the test this winter, 3,542 (or 26 percent) scored at or above the national 90th percentile, up from 3,231 the year before, qualifying them for one of the 70 gifted kindergarten programs spread through the city’s school districts. But the most striking increase occurred in the number of children scoring at or above the national 97th percentile: 1,788, up from 1,345 last year. Those students qualify for one of the five citywide gifted programs, which have only about 300 seats in all, meaning the competition for them this year will be even fiercer.

To view this entire article visit www.nytimes.com

CAROL’S SUMMARY:

Bullies have a large impact on the people they taunt and torment, but how do you as a parent or teacher encourage children to not become one? In the Time article below it states that “Increasingly, neuroscientists, psychologists and educators believe that bullying and other kinds of violence can indeed be reduced by encouraging empathy at an early age. Over the past decade, research in empathy — the ability to put ourselves in another person’s shoes — has suggested that it is key, if not the key, to all human social interaction and morality.” According to the article, “The first stirrings of human empathy typically appear in babyhood: newborns cry when hearing another infant’s cry, and studies have shown that children as young as 14 months offer unsolicited help to adults who appear to be struggling to reach something. Babies have also shown a distinct preference for adults who help rather than hinder others.”

Instilling empathy into children is part of making them emotionally intelligent. LifeBound’s title PEOPLE SMARTS FOR TEEANAGERS: Becoming Emotionally Intelligent has been used with sixth graders to effectively create a positive classroom culture. To receive a free review copy call 1-877-737-8510 or email cynthianordberg@lifebound.com

ARTICLE:

How Not to Raise a Bully: The Early Roots of Empathy
By Maia Szalavitz
April 17, 2010
Time

Since the Jan. 14 death of Phoebe Prince, the 15-year-old in South Hadley, Mass., who committed suicide after being bullied by fellow students, many onlookers have meditated on whether the circumstances that led to her after-school hanging might have been avoided.

Could teachers have stepped in and stopped the bullying? Could parents have done more to curtail bad behavior? Or could preventive measures have been started years ago, in early childhood, long before bullies emerged and started heaping abuse on their peers?

To view this entire article visit www.time.com