Archive for the ‘parent rights’ Tag

Stanford University Hoover Insitute Scholar and Pioneer Institute Scholars Support Indiana’s Withdrawal From Common Core   Leave a comment

Tuesday, January 15, 2013, Jamie Gass, director, Center for School Reform, Boston, Mass. (foreground) along with Indiana State Senator, Scott Schneider (R-Indianapolis), and Williamson Evers, held a news conference in support of  Senator Schneider,s new proposal to withdraw Indiana schools from Common Core State Standards. (The news conference was held within Statehouse Senate Committee Room 431).

Jamie Gass, of the Boston-based thinktank Pioneer Institute, speaks at a news conference as Indiana Senator Scott Schneider and Hoover Institute Scholar Bill Evers observe.

 Indystar article by Jill Disis explains what’s being debated in Indiana about Common Core:    http://www.indystar.com/article/20130115/NEWS05/130115032/Sen-Scott-Schneider-reintroduces-bill-withdraw-state-from-Common-Core-standards

Here are highlights from the Indystar article–

Jamie Gass of Pioneer Institute spoke this week at a news conference in support of Indiana Senator Scott Schneider’s proposal to withdraw Indiana schools from the Common Core Initiative. 

Senator Schneider has stated that “Common Core nationalizes education and dumbs down Indiana’s previous academic standards.”  Common Core is a program “backed by President Barack Obama’s administration,” and “the administration offered states an incentive to participate by tying federal grant money to the program,” the Indystar reported. 

Independent sources say the Common Core makes traditional methods of teaching and learning more challenging.  For example, Bill Evers, a research fellow at Stanford University’s Hoover Institution and former U.S. assistant secretary of education for policy, attended the news conference in support of Senator Schneider’s bill.

Evers explains that the Common Core method of adding two numbers together is less useful for learners:  “Normally, you start from the ones (column) and you normally start by borrowing or what’s otherwise called regrouping… There are some other ways, some alternative, not-as-good ways.” 

But in a Common Core Indiana math book, children are instructed to add from the 100s column and move left-to-right.

“You can do it that way, but it’s harder to teach.”

Proponent of Common Core Larry Grau, the Indiana State Director of Democrats for Education Reform, said “Common Core doesn’t change the way things are taught.”

Larry Grau, Director of Indiana Democrats for Education Reform

Full article:    http://www.indystar.com/article/20130115/NEWS05/130115032/Sen-Scott-Schneider-reintroduces-bill-withdraw-state-from-Common-Core-standards

Free Preschool Would Hurt Utah Families and At-Risk Children   Leave a comment

Dear Utah Leaders,
I am writing to ask you not to promote the government-run preschool bill further.  This preschool issue is keeping me up at night.  Literally.
Why?  I think about the borderline-poor moms –as I have often been– who will say, “Well, preschool is free, so I guess I better put my baby in the preschool and go make money.”  It makes my heart ache.  That is no kindly favor from the government.  That is a temptation that most parents will not choose to resist.
It will push them to leave their children to go to work.
I am praying that you will take the time to listen further to Jonas Himmelstrand http://www.mireja.org/articles.lasso  and to analyze how Sweden went from good, helpful intentions (based on someone’s version of research, as always) –to a point where parents are being disenfranchised from children via the “helpfulness” of the government.
I’ve been reading “A Patriot’s History of the United States.”  Great book.  I read that when the U.S. government decided to give money to single mothers, long ago, to be helpful, guess what happened?  People stopped getting married, of course.  So children went fatherless, literally, because of the “helpfulness” of the government; the temptation for that money was too great for people to resist.  And it mostly impacted black families, who were economically more disadvantaged. It perpetuated the cycle of trouble for black families; fatherlessness led to children growing up troubled and in jail; more single moms, more fatherless kids, more poverty.  No help at all.
I’ve also been in contact with Jonas Himmelstrand.  His writings ring true.  They make sense. They are profoundly different than the studies and reasoning that is bringing Utah legislators to consider adding free government preschool for at-risk children.
I appreciate that the government has good intentions.  But if they are not based on correct principles (limiting the involvement of government, rather than increasing it) the intentions will backfire; it is only a question of how long it takes to backfire.
Putting at-risk babies in government preschools is not a good idea.  Those families need strengthening, but not by being tempted to separate from those with whom they need the strong attachment bonds.
Encourage mothers to stay at home with their children.  Don’t tempt them to go to work and drop off their kids.  Could you use the money to create jobs for moms that they can perform from home, instead?  Could you use the money to pay grandmothers to do the daycare if the moms have to work, at least?  I’m sure there are solutions other than creating Swedish-styled free government preschool.
Christel Swasey
Heber City
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So, after doing more reading today, I wrote the legislators another letter on the subject:

Dear Legislators,

The following research sharply contradicts the research that has previously been presented in the Legislative Education Interim Committee meeting regarding the wisdom of providing early preschool for at-risk children.

While there is little debate about whether academic performance is enhanced for preschool attendees generally, it is found that behavioral problems, self-control problems, motor skill trouble, aggression, illness, worse parent-child relationships, and other disadvantages arise from early preschool attendance.

We must not assume the proposed Utah preschool bill is good in the short or long term, especially not for at-risk children.

Jonas Himmelstrand of Sweden, who provided me with the research, is an international consultant, speaker and author.  He has consulted for the 2011 EU Child Wellbeing Workshop in Brussels, the 2011 UN World Expert Group Meeting in New York, the Institute of Marriage and Family in Canada, the Hungarian Presidency Conference, the Conferenza Famiglia in Italy, the FamilyPlatform Conference in Lisbon, and the Forum Europeen de Femmes in Brussels.  He is also the chairman of the board of the world’s global home education conference. He suggested that I share this research with you.
In Himmelstrand’s presentation with the UN Expert Group Meeting, arranged by United Nations Department of Economic and Social Affairs in 2011, he spoke about Assessing Family Policies: Confronting family poverty and social exclusion & Ensuring work family balance.
Himmelstrand finds that Swedish children do not suffer from material poverty but from emotional poverty, attributed to too much separation from parents at too early an age.
His charts on the envisioned outcomes versus the actual outcomes of the Swedish model are astonishing.  The envisioned model planned to increase academic success, to even out social class differences, and to liberate mothers, for example.  The actual model resulted in serious discipline problems in school, national school rating –going from top to average in 30 years– plummeting quality in day care, high rates of sick leave, especially among women; deteriorating psychological health in youth, and deteriorating parental abilities, even in the middle class.
See pages 2 through 4:
He also directed me to the research done by others on this subject:

  Does Prekindergarten Improve School Preparation and Performance?

Katherine A. Magnuson, Christopher J. Ruhm, Jane Waldfogel

NBER Working Paper No. 10452 Issued in April 2004 NBER Program(s):   CHED

Prekindergarten programs are expanding rapidly, but to date, evidence on their effects is quite limited. Using rich data from Early Childhood Longitudinal Study, we estimate the effects of prekindergarten on children’s school readiness. We find that prekindergarten increases reading and mathematics skills at school entry, but also increases behavioral problems and reduces self-control. Furthermore, the effects of prekindergarten on skills largely dissipate by the spring of first grade, although the behavioral effects do not. Finally, effects differ depending on children’s family background and subsequent schooling, with the largest and most lasting academic gains for disadvantaged children and those attending schools with low levels of academic instruction.
http://www.nber.org/papers/w10452  Full text

  Universal Childcare, Maternal Labor Supply, and Family Well-Being

Michael Baker, Jonathan Gruber, Kevin Milligan

NBER Working Paper No. 11832 Issued in December 2005 NBER Program(s):   CHPE

The growing labor force participation of women with small children in both the U.S. and Canada has led to calls for increased public financing for childcare. The optimality of public financing depends on a host of factors, such as the “crowd-out” of existing childcare arrangements, the impact on female labor supply, and the effects on child well-being. The introduction of universal, highly-subsidized childcare in Quebec in the late 1990s provides an opportunity to address these issues. We carefully analyze the impacts of Quebec’s “$5 per day childcare” program on childcare utilization, labor supply, and child (and parent) outcomes in two parent families. We find strong evidence of a shift into new childcare use, although approximately one third of the newly reported use appears to come from women who previously worked and had informal arrangements. The labor supply impact is highly significant, and our measured elasticity of 0.236 is slightly smaller than previous credible estimates. Finally, we uncover striking evidence that children are worse off in a variety of behavioral and health dimensions, ranging from aggression to motor-social skills to illness. Our analysis also suggests that the new childcare program led to more hostile, less consistent parenting, worse parental health, and lower-quality parental relationships.
http://www.nber.org/papers/w11832 – Full text

Finally, Himmelstrand directs us to study the findings of the Canadian Institute of Marriage and Family.

This research includes a psychological explanation of why early formal learning is harmful to children, and offers some public policy advice: http://www.imfcanada.org/issues/nurturing-children-why-early-learning-does-not-help

The Institute says:

There are some elements of public policy being discussed that would help undo the damage of current trends. Family income splitting allows parents to share their income and pay a lower tax burden. More money in parents’ pockets always means more choices. While the federal Conservatives made this a policy plank in the last election, they watered it down by saying they’d only institute family taxation when the books were balanced, possibly in 2015. Ending the preferential treatment of non-parental care by funding families themselves would make a dramatic difference.

For Dr. Neufeld, the capacity for healthy relationships is meant to unfold in the first six years of life. “It’s a very basic agenda,” he says. “By the fifth year of life if everything is continuous and safe then emotional intimacy begins. A child gives his heart to whomever he is attached to and that is an incredibly important part….The first issue is always to establish strong, deep emotional connections with those who are raising you. And that should be our emphasis in society. If we did this, we would send our children to school late, not early.”

 I hope this is helpful to you.
Christel Swasey
Heber City

The Need for Parental Empowerment in Education: From Renee Braddy   8 comments

The comments and stories below were written by Renee Braddy (dark hair, the mom the middle of the three moms photo above)

   “Last year I was at my daughter’s elementary school when I overheard a conversation between a family and the principal.  This family’s kindergarten son had qualified for all-day kindergarten.  And, let me say that qualifying for this so called service of all-day kindergarten is a JOKE!!!  I cannot emphasize that enough.  I watched and listened carefully as my daughter was administered the same test.  I was actually asked by the teacher administering the test to wait in the hall while the test was given.  As a former teacher who is greatly opposed to parents being left in the dark and as an involved and curious parent, I requested that I be allowed to just sit in the corner.  Pathetic!

This boy was from a family that I’m assuming spoke English as their second language.  I heard the father translating questions from the mother to the principal.  The first question was, “what time will he have lunch?”

The next question was, “how long does his lunch last?”

The last question that I heard was the father asking, “Can his mother come and get him from school to bring him home to have lunch with her?”

It broke my heart.  Here were parents who wanted to have their child home and yet felt obligated to have him in school all-day based on a very poor assessment.  I could tell that they sincerely wanted to do what was best for him.

   I wanted to scream at the top of my lungs, “don’t do it!  You DON’T HAVE TO SEND HIM TO SCHOOL ALL DAY!  You are his parents and YOU can offer him SO MUCH MORE.”

The hardest part for me was the end of the conversation when the principal answered the question about whether or not this boy’s mother would be allowed to have her son come home for lunch each day.  The principal seemed perplexed and stammered for a minute and then said, “well, ummmm, you are the first person that has EVER asked me that.”  He then thought for a bit longer and said, “I think we could probably arrange for that to happen.”

I couldn’t help but think, “Are you kidding me?  Why do parents have to ask for permission to do what they feel is in the best interest of their child?  Do we even understand that we have choices and that we are not obligated to send our children to all-day kindergarten or to school at all?”

   Have we really come this far in society that we don’t understand that we are the parents and we as such God has given us stewardship over our children?

2.      I have a nephew that didn’t speak a word until after his fourth birthday.  He would have easily qualified for government funded preschool.  Fortunately, he was the fifth child and his parents had gained experience and wisdom.  His mother kept him home with her and taught him and worked with him and when he began to finally speak, he spoke in full sentences and is now in 4thgrade and  at the top of his class.

I have a friend who does very well financially and her daughter qualified for government funded preschool at the age of two because she didn’t speak.  I said to her,“are you kidding me, wouldn’t that be every 2 year old?”

She said, “I know, I just figured that if they were offering the service, I would take advantage of it, then I wouldn’t have to get a babysitter while I go to the gym.”

Unfortunately, this is the mentality of far too many parents.  We have come to not only accept these so-called services, but many actually expect them.

I am sure you are hearing from very qualified well-intentioned individuals who are so-called experts in educating children.  I know because many of them were my professors and colleagues when I taught school.  I was shocked when I saw Dr. Nancy Livingston, whom was one of my BYU professors at BYU testifying to the importance of the state board adopting preschool standards.

Although, I have respect for these individuals, I do not think they have a deep appreciation for freedom and liberty.  When I went to talk to my former principal in Provo about concerns that I have with Common Core, she asked me what I was really concerned about.  I told her that I believe we are heading down a path towards socialism.

She shrugged her shoulders and said, “like Canada and Australia”.  She wasn’t concerned.

I then said, “I am worried that if we can nationalize education and make all the standards common, what’s keeping us from mandating equal funding to education?”

She said, “I would love that, wouldn’t that be great!”

I asked her, “Where will the money come from?”

She said, “I don’t know, but wouldn’t that be great, I would just love to have the resources that other states have.”

I was blown away and had to excuse myself as I knew we were too philosophically unaligned to have any further meaningful discussion on the matter.

In my opinion, we need to give the responsibility of being a parent back to the parents.  I believe that this would be the best service and gift that we could give to children.

I would love to talk to you further about this.  Again, I don’t claim to be an expert, but I DO NOT believe the statement, “those that start behind, stay behind.”  THIS IS SIMPLY NOT TRUE!

Children are not machines or robots, they are individuals and their needs vary.  We cannot put them into these so-called High Quality Preschools with a ratio of 1:10 or 1:20 and expect to solve society’s problems.”

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Thank you, Renee.

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