PEN Weekly NewsBlast for March 10, 2006
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THE HOTLIST IS A MASTER REGISTRY OF K-12 SCHOOLS ONLINE
The registry is organized by state and by grade level.
The registry also includes sites for charter Schools, virtual schools,
school districts, state and regional education organizations, state
departments of education, state standards and state administrators.
PLEASE LIST YOUR SCHOOL DISTRICT OR SCHOOL WEBSITE TO:
http://www.edu-cyberpg.com/schools/
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Date: Thu, 9 Mar 2006 20:38:08 -0800
Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."
********************************************************
PUBLIC SCHOOLS ARE HOTBEDS OF DEMOCRACY
Democracies don't materialize out of thin air. They are created -- and
maintained and deepened -- by citizens. If citizens are to safeguard civil
liberties, elect wise officials, become wise officials themselves, make
sense of the news and negotiate public policy with other citizens in an
ever more diverse society, "their minds," as Thomas Jefferson said, "need
to be improved to a certain degree." Public schools are ideal sites for
this work. They are public places, so they possess the essential assets
for cultivating democratic citizens: a diverse student body, shared
problems and a curriculum. When aimed at democratic ends and supported by
democratic means, schools can help children enter the public consciousness
needed for citizenship, or what the ancient Greeks called puberty. This
includes the habits of reasoning and caring necessary for public life: the
cosmopolitan respect, the insistence on fair play, and the knack for
forging public policy with others whether one likes them or not. The
opposite is what the Greeks called idiocy -- absorption in one's private
affairs. Public schools are good places to help young people grow from
idiocy to puberty, writes Walter Parker. Schools can't do it alone, to be
sure; families and faith communities must do their part. But schools have
the key ingredients that make them the most fertile sites in society for
this work. Aren't the stakes too high to let the opportunity pass?
http://seattlepi.nwsource.com/opinion/262189_democracy09.html
WHY I STILL SEND MY KID TO PUBLIC SCHOOL
When your kid goes to public school, you get no respite from the anxiety
of your decision, writes Whitney Otto. How could she and her husband leave
their child in a system on the verge of cutting its academic year by five
weeks? Or laying off hundreds of teachers, who, in turn, were
contemplating a strike? Or increasing the size of already overcrowded
classes? So, why send their kid to a public school when they've got the
financial wherewithal to yank him out, and all his cousins already attend
private schools? There's no single reason; it's more a mix of the
profound and the corny, and, as contradictory as it seems, wanting the
best for one?s child. Regardless of economic class, race, gender, sexual
orientation, religion, physical or mental challenges -- all public school
students must share the same buildings, staff and resources. Everyone's
needs must be addressed, even if they can't all be adequately met. No one
is turned away. Otto knows most people define "the best" as a
fancy-schmancy education. Yet, her son stays in public school because her
family values diverse racial and cultural perspectives, shared social
advancement, and the interconnection and interdependency fostered in the
public school.
http://www.oregonlive.com/search/index.ssf?/base/editorial/1141349212236050.xml?oregonian?edc&coll=7&thispage=1
THE IMPORTANCE OF RECULTURING SCHOOLS
That a politicized, fear-based, excuse-prone, top-down culture is
antithetical to sustainable high performance in public education is a
no-brainer. It?s also axiomatic that a culture of trust, openness, and
collaboration -- one built on shared ownership of a compelling vision --
is crucial for sustaining high performance in public schools. What this
means is that, unless an optimal culture for high performance is in place,
"reculturing" must be at the core of educational leadership work, writes
Scott Thompson. Organizational culture and the levers for changing it are
highly contextual. There is no box of neatly arranged tools that can be
used to reculture. But the following reculturing strategies are loaded
with instructive implications for school leaders: (1) Establishing a "no
excuses" philosophy; (2) Developing a widely owned philosophy of teaching
and learning; (3) Building trust and encouraging risk-taking; (4) Shifting
the focus of the central office from monitoring schools for compliance to
active support of schools; (5) Basing decisions on data, not favoritism or
politics; (6) Establishing a system of shared accountability focused on
results; and (7) Fostering a culture of continuous learning.
http://www.edweek.org/ew/articles/2006/03/01/25thompson.h25.html
STUDENT PERFORMERS SHINE IN SOLD-OUT SHOW
More than 1,000 Wake County public school students participated this week
in the 23rd annual "Pieces of Gold" at the Progress Energy Center for the
Performing Arts, including 100 visual artists, 894 on-stage performers
representing 31 groups from 29 schools, and 80 students working behind the
scenes. Pieces of Gold is an annual arts extravaganza produced by the Wake
County Public School System and Wake Education Partnership, a local
education fund. Students and teachers work throughout the year to produce
performances that support the curriculum as well as entertain an
enthusiastic audience. For a complete list of Gifts of Gold visual art
award winners and schools performing in Pieces of Gold, please visit:
http://www.wakeedpartnership.org/Events/Pog/Pieces_Of_Gold.htm
STUDENTS RECALL MORE ADS THAN NEWS ON CHANNEL ONE
Students remember more of the advertising than they do the news stories
shown on Channel One, the daily public affairs program shown in 12,000
U.S. schools, a study has found. Students reported buying -- or having
their parents buy -- teen-oriented products advertised on the show,
including fast food and video games, researchers said. Schools that agree
to show Channel One on 90 percent of school days receive free televisions
and satellite dishes, a deal critics say turns students into a captive
audience for advertisers. Nearly 8 million students see the program. "The
benefits of having Channel One in schools seem to have some real costs
that should create an ethical dilemma for schools," said study co-author
Erica Austin. Channel One CEO Judy Harris questioned whether the students'
purchases were influenced exclusively by Channel One ads or by other
advertising and the preferences of their peers.
http://www.cnn.com/2006/EDUCATION/03/06/classroom.ads.ap/index.html
DROPOUT RATES HIGH, BUT FIXES UNDERWAY
They're the kids who fall through the cracks, the ones who rarely get
extra attention or tutoring -- who, very often, disappear even from the
statistics. But high school dropouts are getting increasing attention as
groundbreaking studies show how alarming the problem is, reports Amanda
Paulson. Nearly a third of high school students don't graduate on time;
among blacks, Hispanics, and Native Americans, it's almost half. Now, a
new survey, suggests that the problem, while deep, can be fixed. Most
students don't drop out because they can't do the work. Nearly 90 percent
had passing grades when they left school, according to the survey of
dropouts by Civic Enterprises. Their major reason for opting out? The
classes were too boring.
http://www.csmonitor.com/2006/0303/p01s02-legn.htm
see also:
http://www.communityschools.org/index.php?option=content&task=view&id=44&Itemid=49
FEDERAL EDUCATION GRANT RULES BROKEN
The Education Department bent its rules to award grants worth millions of
dollars to handpicked organizations and institutions in 2001 and 2002,
congressional investigators have found. The Government Accountability
Office detailed three cases in which the department made exceptions to
benefit certain applicants. In at least two of those cases, the groups
getting money had ties to the Bush administration, reports Ben Feller. The
GAO also found four other occasions in which grants went to applicants not
recommended by anyone on a three-person panel that reviews proposals, thus
violating agency rules.
http://www.boston.com/news/education/k_12/articles/2006/03/05/education_grant_rules_were_broken/
Literacy Statistics
http://www.edu-cyberpg.com/Literacy/
HUGE GAP IN FEDERAL & STATE TEST SCORES
In Mississippi, 89 percent of fourth-graders who took a state reading test
were rated proficient or better. But when the same students took a federal
test, only 18 percent reached that standard. Such discrepancies are not
uncommon. Students from all over the country performed worse on a tough
federal test than they did on state exams in reading and math -- raising
questions about whether states are setting lower standards. The nation's
students do glaringly worse on a tough federal test than they do on state
exams in reading and math, raising doubts about how much kids are
learning. The number of children who were proficient or better on state
exams was often solid, if not lofty, in 2005. States have wide latitude in
deciding what proficiency means. But on the National Assessment of
Educational Progress -- the gold standard of achievement in the U.S. --
most states don't come close to matching up, a new analysis from The
Education Trust shows.
http://www.cnn.com/2006/EDUCATION/03/03/reading.math.scores.ap/index.html
Test Scores
http://www.edu-cyberpg.com/Teachers/testingassessment.html
CURRENT STATUS OF MENTAL HEALTH IN SCHOOLS
At present, mental health activity is going on in schools with competing
agenda vying for the same dwindling resources. Diverse school and
community stakeholders are attempting to address complex, multifaceted,
and overlapping psychosocial and mental health concerns in highly
fragmented and marginalized ways. This has led to inappropriate
competition for sparse resources and inadequate results. The bottom line
is that limited efficacy seems inevitable as long as the full continuum of
necessary programs is unavailable and staff development remains deficient;
limited cost effectiveness seems inevitable as long as related
interventions are carried out in isolation of each other; limited systemic
change is likely as long as the entire enterprise is marginalized in
policy and practice. The current state of affairs calls for realigning
policy and practice around a unifying and cohesive framework. The report
includes specific examples of policies that are moving schools in new
directions for providing student/learning supports.
http://smhp.psych.ucla.edu/currentstatusmh.htm
THE DEVOLUTION OF THE HIGH SCHOOL: LEADING FROM BEHIND
For the American high school to become a major player in the global market
for knowledge, it will have to be reinvented as a system with a structure
built for a different kind of learning. In scaling up for this
organizational challenge, writes James E. Barry, education will have to
think in smaller networked units within a virtual environment. Given the
importance of, and quest for knowledge, one fundamental challenge for high
school principals is to learn how to organize for virtual learning. It
will require two general skills or aptitudes. Principals will need to
develop 1) a keen awareness, understanding, and knowledge of
organizational goals; and 2) leadership skills to facilitate change within
a dynamic institutional environment. School districts will need leaders
who can adapt to organizational configurations and methods of learning
that don't presently exist.
http://www.principalspartnership.com/feature.html
WHAT DEFINES SUCCESS FOR THE AMERICAN STUDENT?
Is it the results of a series of year-end tests? Is it the attainment of a
four-year college degree? Whether by chance or by design, the education
system, the public, and our nation?s leaders are saying, success are the
test results and a college degree. Whether or not the test results rise or
fall, student success cannot alone be determined from such results.
Although every educator recognizes the diversities of our children, we are
faced with the dilemmas of accountability in the NCLB era. The current
legislation propels our nation?s schools to treat all students as though
"one size fits all." In this environment, the capacity of our schools to
embrace and reflect the diversity of our children is challenged. For
example, in the era of globalization, the preparedness of America?s
students to work in a technically oriented world is limited with the
devaluing of career and technical education. We must acknowledge that
student success is defined by the individual student and their successful
transitions in pursuit of their diverse interests, goals, and career
objectives. If we choose to reform our nation?s high schools as simply a
precursor to pursuing a four-year college degree, then we will continue to
leave more and more children behind, writes Dr. Mark Elgart.
http://www.seenmagazine.us/images/seen%208.1%20sections/notFITall.pdf
Acievement
<http://www.edu-cyberpg.com/Internet/INTERESTINGSITES/Interesting_Web_Sites.html>
GETTING STUDENTS READY FOR COLLEGE & CAREERS
Not only does your state need more students to graduate from high school
-- it needs graduates who are better prepared for college and the
workplace. The president of the Southern Regional Education Board warns
that more high school students need to take an essential core of courses
and asserts that courses once considered college-prep are now necessary
for all students in today's economy. The report outlines where 16 southern
states stand on graduation requirements, achievement gaps and other key
issues. Learn about strategies that could help your state improve
readiness rates and reduce the need for remediation in college.
http://www.sreb.org/main/Goals/Publications/Students_Ready_College_Career.asp
SCHOOLS CAN BECOME TRUE LEARNING COMMUNITIES FOR TEACHERS
Nearly two decades of research has taught some powerful lessons about how
to design and implement meaningful and effective professional development
for teachers. For reform efforts centered on improving student achievement
to be successful, teachers need to have the necessary skills, tools, and
support. Simply trusting that structural and logistical changes will
translate into significant improved learning is wishful thinking. Teachers
need concrete, continuous professional development to hone their current
skills and learn new ones. And they need to be respectfully treated as
adult learners who bring skills and experiences to meet the challenge of
increasing student achievement. The research on effective professional
development is consistent across many studies. Researchers Willis Hawley
and Linda Valli in their synthesis of the professional development
literature, find that high-quality teacher development is as follows: (1)
Informed by research on teaching and learning and provides a strong
foundation in subject content and methods of teaching; (2) Integrated with
district goals to improve education, guided by a coherent long-term plan,
and driven by disaggregated data on student outcomes; (3) Designed in
response to teacher-identified needs and utilizes collaborative problem
solving in which colleagues assist one another by discussing dilemmas and
challenges; (4) Primarily school-based, provides sufficient time and other
resources, and enables teachers to work with colleagues in their school
building; (5) Continuous and ongoing, incorporates principles of adult
learning, and provides follow-up support for further learning; and (6)
Evaluated ultimately on the basis of its impact on teacher effectiveness
and student learning.
http://view.exacttarget.com/?ffcb10-fe9b10707664077c7c-fe5b1c72706d037f7517-fefc1575706602
Standards for Teachers
http://www.edu-cyberpg.com/Teachers/standards.html
BREAKING THE FALL: CUSHIONING THE IMPACT OF RURAL DECLINING ENROLLMENT
Declining enrollment is quickly becoming a national issue. Demographic
projections indicate student enrollment is decreasing in the Northeast and
Midwest. And even within other states where there is an overall enrollment
rise, decreases frequently occur at the local level. For those rural
schools and communities across the country facing declining student
enrollment, there are no easy answers. But there are steps policymakers
and communities can take to help cushion the negative impact of declining
enrollment on schools to ensure that "no child left behind" also means "no
place left behind." A new report from the Rural School and Community Trust
details 20 policies that provide students in communities experiencing
declining enrollment with a high quality education and also buy time for
communities to rebound, improve, or adjust to changes in population and
revenue. The report also points to changes in other state-level policies,
including facility, consolidation, technology, cooperative arrangements,
and school choice -- along with district-level policies -- that can make
great strides in helping to sustain and improve schools grappling with the
effects of persistent declining enrollment.
http://www.ruraledu.org/site/apps/nl/content3.asp?c=beJMIZOCIrH&b=1000115&ct=2039159
NEW EFFORT TO REQUIRE PHYSICAL EDUCATION
A bill to fight childhood obesity by making physical education mandatory
again in Tennessee schools is gaining momentum in the General Assembly.
Until 1992, PE was mandatory, reports Lucas Johnson: 30 minutes a day for
kindergarten through fourth grade, two hours a week in grades 5-8, and one
high school credit. Now, elementary and middle schools require only some
physical activity, and high schools have so-called "lifetime wellness"
classes -- a combination of health and physical education. But there's no
set time or curriculum, said state Sen. Bill Ketron, whose legislation
would require at least 150 minutes of weekly physical education from
kindergarten to the eighth grade. Sen. Thelma Harper said there's
bipartisan support for the idea. "When you look at obesity among children
and among citizens, it's not a Democrat or Republican issue, it's a
life-threatening issue," said the Nashville Democrat. "It's something
that's really important to all of our constituents."
http://www.tennessean.com/apps/pbcs.dll/article?AID=/20060306/NEWS0201/603060329/1009/NEWS
Health and Fat Kids
http://www.edu-cyberpg.com/NCFR/health.html
MODEL GUIDELINES FOR HEALTH & WELLNESS
The school setting can play a major role in children?s health and
nutrition habits, either through the examples provided by teachers and
other adults, the food available in the school cafeteria or other areas on
campus, or through exposure to behaviors of teachers and other students.
This printable pamphlet includes guidelines developed to assist school
districts as they create policies for their schools that address the
requirements in the Child Nutrition and WIC Reauthorization Act. The
guidelines allow school districts flexibility in designing policies to
meet the unique school characteristics within their own district,
including school size, multicultural populations, rural versus urban
schools, language differences, financial issues, and other community
variants.
http://www.schoolnutrition.org/uploadedFiles/SchoolNutrition.org/Child_Nutrition/Local_School_Wellness_Policies/Wellness_REV_7%2029.pdf
RACIAL JUSTICE & EQUITY: CHALLENGES FOR THE AMERICAN SOUTH
The ethical concept of equity is not unfamiliar to the South, but it is
infrequently a topic for discussion, or action. Equity is the recognition
that people's needs differ and that it is necessary to respond to their
needs differently. The needs of some people are greater than others and to
meet these needs adequately, disproportionate responses are necessary.
This is particularly true when needs arise from unjust circumstances or
those over which people have no control, writes Hayes Mizell. In this
essay, he examines how foundations can change the prevailing paradigm that
the inequities of the rural South are an unfortunate legacy of a
plantation past. There are abundant opportunities for action ranging, for
example, from economic micro enterprise to staffing substantive local
literacy campaigns and evaluating their results, to fostering civic
engagement. There is potential to support community organizing and
advocacy within and across counties of persistent poverty to assist
African Americans, Hispanics, and poor Whites in framing issues of concern
to them and developing their leadership to communicate and advance those
issues more effectively.
http://www.mdcinc.org/docs/mizell.pdf
Plantation Past to Present
http://www.edu-cyberpg.com/Music/statesong.html
EARLY EDUCATION BENEFITS LOW BIRTHWEIGHT INFANTS
A new study discusses the findings of an 18-year follow-up of low birth
weight infants, some who were provided with early preschool and others who
did not participate. The study finds that the children who did receive
early education, particularly the "heavier" low birth weight group had
better academic and behavioral outcomes (i.e. less risky behaviors) as
their lives progressed than their peers who did not. This has important
implications for education and health policy, given the positive outcomes
measured over the years. In terms of public health priorities, the results
strengthen the case for greater investment in early education for pre-term
infants.
http://www.rwjf.org/newsroom/newsreleasesdetail.jsp?id=10396
Child Development Timeline and Baby Development Chart from 1 month to 5 years
http://www.edu-cyberpg.com/Teachers/time.html
TEACHER PAY REFORM CHALLENGES STATES
Paying teachers based on talent and student performance instead of
seniority is gaining traction in the states thanks to support from
governors and new federal incentives to tie teacher pay to student
achievement. Minnesota and Florida are at the forefront of the movement,
reports Kavan Peterson. Minnesota inaugurated the nation's most sweeping
teacher pay changes last fall, and Florida announced last month that all
schools must begin compensating the state's top-performing teachers by
next year under a system based on student test scores. Governors in at
least five states (Alabama, Alaska, Hawaii, Massachusetts and Mississippi)
are pushing for similar changes, arguing that this will attract higher
quality educators and reward the ones who get better results in the
classroom or take-on tough assignments. It's a "dirty little secret" in
the education community that the lowest-performing schools in the nation
are staffed by the least-experienced personnel, U.S. Education Secretary
Margaret Spellings told governors recently. "We need to be better and
smarter about getting our most gifted and talented professionals teaching
in our most challenging environments," she said.
http://www.stateline.org/live/ViewPage.action?siteNodeId=136&languageId=1&contentId=93346
Evolution and Intelligent Design
http://www.edu-cyberpg.com/Teachers/newteacherevolution.html
MAYORAL CONTROL OF SCHOOLS: IS IT THE ANSWER TO IMPROVING URBAN DISTRICTS?
One of the latest educational reform fads is to give mayors power over the
city?s school district, on the premise that it?s more effective to hold a
single person accountable than a board of locally elected citizens. But
does the strategy actually work? What does the experience of a number of
U.S. cities teach us, and would it work in California? What do communities
give up in the exchange? Staff writer Brian Taylor explores the answers in
"Controlling Interests: Politicians vie for power over urban schools,"
which appears in the spring issue of California Schools magazine.
http://www.csba.org/csmag/default.cfm
Dress Codes
http://www.edu-cyberpg.com/Teachers/dresscode.html
"LUNCH LIMOS FOR LITERACY" REWARD LUCKY MIDDLE-SCHOOL READERS
Suzy Elliott launched a new reading incentive program designed to
encourage Indiana fifth and sixth grade students to read more quality
children?s literature. Each month a different goal is set for how many
Young Hoosier books need to be read to qualify for the drawing. In
addition to reading the specified number of books, a student must pass the
Reading Counts quiz on that book. Once the student reads and passes the
quizzes on the selected books, his or her name is entered into a drawing
for the lunch. The reward for the winners is a limousine ride, donated by
Indianapolis Coach, to a sponsoring local restaurant. "I think the limo
will be great, but reading a great story was the real prize," said Lara
Hoaglan, a 5th grade student.
http://mgrn.evansville.edu/1w2006.htm
JAY GREENE'S EDUCATION MYTH
Education commentator Jay Greene contends that teachers work 7.3 hours a
day for a total of 36.5 hours a week. This includes about 6 hours of
direct instruction and 1-2 hours of planning daily, and it is, he argues,
an ample amount of time to complete all tasks expected of teachers. Where
in the world does Greene get these numbers? Bill Ferriter offers another
set of figures totaling 73.75 working hours each week.
http://snipurl.com/BFdiary11
GRANDPARENTS HELPING IN THE CLASSROOM
In a surge of interest across the US, older Americans are bringing their
experience to public classrooms, and kids are responding. With needs in
both age groups, this trend has tremendous potential. Studies show mutual
benefits for both students and seniors. In Baltimore, for example,
Experience Corps has been training older people to help urban, public
elementary schools improve student literacy and behavior -- areas
identified by principals as unmet needs. The seniors put in a minimum of
15 hours a week over three or four days, working one-on-one with students
or with small groups selected by teachers. The volunteers receive a
stipend of $150 to $200 a month for expenses. In a recent study,
researchers noted improvements in well-being: a greater drop in the use of
canes, fewer falls, and much less TV watching compared to the control
group. And the participants felt satisfied reading with kids, helping them
select books or solve disputes -- 80 percent returned to the program. The
kids also showed gains. Third-grade children in the program had
significantly higher reading scores than their peers in the control
schools, and far fewer misbehavior referrals to the principal's office.
Not all teachers are keen to have outsiders in their classrooms, but the
vast majority of teachers in both groups liked the idea of help in the
classroom.
http://www.csmonitor.com/2006/0309/p08s02-comv.html?s=hns%20
|--------------- NEW GRANT AND FUNDING INFORMATION--------------|
"Fellowships to Study the Life and Legacy of Abraham Lincoln"
Horace Mann and the Abraham Lincoln Presidential Library and Museum
(ALPLM) are offering fellowships to study the life and legacy of our 16th
president. Maximum Award: $1,000 fellowship, featuring a five-day
institute in June and July, 2006 at the ALPLM in Springfield, Illinois.
Eligibility: full-time teachers K 12 at a public or private school in the
United States. Deadline: March 19, 2006.
http://www.horacemann.com/educator-resources/abraham-lincoln-fellowship.html
"Grant for Geographic Literacy"
The National Council for the Social Studies Grant for Geographic Literacy
is awarded in order to promote geography education in the schools; to
enhance the geographic literacy of students at the classroom, district, or
statewide level; and to encourage the integration of geography into the
social studies curriculum/classroom. Maximum Award: $2,500. Deadline:
Postmarked by March 21, 2006
http://www.socialstudies.org/awards/geographiclit/
"Hands-on Environmental Projects for Children and Youth"
Captain Planet Foundation Education Grants fund and support hands-on
environmental projects for children and youth that encourage innovative
programs and empower children and youth around the world to work
individually and collectively to solve environmental problems in their
neighborhoods and communities. Maximum Award: $2,500. Eligibility:
Nonprofit organizations and schools. Deadline: March 31, 2006.
http://www.captainplanetfdn.org/aboutUs.html
*********************************************************************
WHERE TO GO WHEN YOU NEED GRANT RESOURCES
Grants for Women, Grants for Women & Girls
Business Plan Resources for Women,
Government Funding Resources Education Grants,
Scholarships & Loans, State Agency Phone Numbers for
Student Financial Aid, Federal Department of
Education Technology Grants, ARTS
<http://www.edu-cyberpg.com/Teachers/grants.html>
*********************************************************************
"Proposals for Afterschool Randomized Controlled Trials"
The National Partnership for Quality Afterschool Learning at Southwest
Educational Development Laboratory (SEDL) in Austin, Texas has issued a
Request for Proposals for Afterschool Randomized Controlled Trials. SEDL
will support a small number of randomized controlled studies that can
stand individually or collectively as rigorous evidence in the debate
about student achievement benefits of Afterschool interventions. SEDL is
looking for candidates with high quality afterschool programs that have
already established relationships with communities and experienced
evaluators to conduct such studies June 1, 2006 through August 31, 2008.
Deadline: April 6, 2006.
http://www.sedl.org/afterschool
For a detailed listing of EXISTING GRANT OPPORTUNITIES (updated each
week), visit:
http://www.publiceducation.org/newsblast_grants.asp
QUOTE OF THE WEEK
"School corruption takes many forms, but it falls into three main
categories: cheating and deceit, waste and mismanagement, and fraud and
stealing... Once there is a decay of values and ethics, complacency
usually follows and this really 'whams' the school resources that are
wasted through mismanagement. Waste and mismanagement is not normally
viewed as a form of corruption, but it is. Whether waste and mismanagement
is purposeful or due to incompetence makes no difference because either
can be controlled and corrected. Since it is preventable and correctable,
such failure to get the 'best from each buck' is an act of corruption."
-Armand A. Fusco (author), "School Corruption: Betrayal of Children and
the Public Trust"
http://www.diesel-ebooks.com/cgi-bin/item/059580988X
===========PEN NewsBlast==========
Howie Schaffer
Public Outreach Director
Public Education Network
601 Thirteenth Street, NW #710S
Washington, DC 20005
PEN@xxxxxxxxxxxxxxxxxxx
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