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States Fight to Teach “Ignorant” Science to Students
Wyoming recently became the first state to reject the Next Generation Science Standards because of concern regarding lessons that teach human-caused climate change. Several other states have also taken measures to reject the standards, which has some education officials concerned about the quality of instruction students in those states will receive.

The Next Generation Science Standards (NGSS) were developed by a cadre of experts from the National Research Council, the National Science Teachers Association, Achieve, the American Association for the Advancement of Science, and other stakeholders, including K-12 science teachers and government officials from 26 states. The standards establish benchmarks that gauge student learning at each grade level from kindergarten through the twelfth grade in the areas of life science, physical science, earth and space science, and engineering, technology, and applications of science. The standards direct student learning along three dimensions:

  • Practices: Students master investigative behaviors that are key to scientific exploration and theory development about the natural world. These include, but are not limited to, the steps of the Scientific Method and their associated practices.
  • Crosscutting Concepts: Students learn concepts that are applicable to all disciplines of science, using common ideas such as patterns, cause and effect, stability, and change. Using this framework provides an organizational structure in which children can relate knowledge from one scientific field to another.
  • Core Ideas: Seminal concepts within science focus the curriculum on ideas that have broad applicability, provide key tools for understanding ideas and solving problems, relate to social or personal concerns, and are learnable over the course of multiple grades at increasingly deep levels of rigor.

These new-generation standards emphasize the importance of science in daily life, but also seek to prepare students for a rapidly evolving workforce that relies heavily on a deeper understanding of science, technology,

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School-to-Prison Pipeline Persists Despite Local, State and National Efforts

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School-to-Prison Pipeline Persists Despite Local, State and National Efforts
Inadequate funding and resources for schools, harsh zero-tolerance discipline policies, police presence in public schools, and de facto segregation continue to create school environments in which poor and minority students have little chance of succeeding. The result is a continuation of the school-to-prison pipeline that has been commonplace in the American education system for decades, despite federal, state and local efforts to curb the problem.

What is the School-to-Prison Pipeline?

In an era in which negative or violent behaviors at school – from bullying and harassment, racism and sexism, and school shootings – is commonplace, public schools have taken measures to beef up security in the name of protecting students and staff. Schools in urban areas have long been home to security guards and metal detectors, however, security measures in recent years at urban and rural schools alike have grown to include armed school resource officers (SRO), complex networks of surveillance cameras, and zero-tolerance discipline policies that have resulted in a substantial increase in the number of student suspensions, expulsions, and school-based arrests. In fact, the number of disciplinary actions taken in schools is at an all-time high.

This video from the ACLU shows their belief that children should be educated, not incarcerated. We are working to challenge policies and practices that contribute to the school to prison pipeline.

However, this is just one component of the modern-day school-to-prison pipeline, in which students are forced out of school by Draconian policies that land them in the criminal justice system.

This begs the question, “How did we get to this point?” The American Civil Liberties Union has identified five primary factors in the development of today’s police-state schools that funnel children into courts and jails:

1. Lack of funding and resources: Many discipline problems arise when students

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Why You Need to Research School Districts When Buying a Home

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Why You Need to Research School Districts When Buying a Home
Whether you have children or not, researching school districts is a crucial step when buying a new home.

If you’re in the market for a new home you better be researching local school districts – it could mean all the difference for your family, whether you have children or not.

When people search for a new home, there are many factors that weigh in on their decision: price, amenities, neighborhood, the square footage, rent or own, new or old, and much more. Don’t make the mistake of forgetting to add another important aspect of home buying to this research list- school districts. Even if you don’t have, or never plan to have school-age children, school districts can still have quite an impact on your home value and living area.

Mark Schreier of Century 21 American Homes discusses the importance of considering school districts when buying a home.

Here are four of the main reasons why the quality of school districts is something that you need to keep in mind when you buy your next home.

1. A Good School District = A Good Neighborhood

All other things constant, a good school district tends to equal a good neighborhood. And when it comes to real estate, the name of the game is location, location, location. Great location can mean safer neighborhoods, an abundance of places to eat, ease of access to transportation, proximity to urban, beach or vacation areas, and amenities like public parks and services.

If you do have kids, a good location

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New Federal Guidelines Open School Doors to Immigrant Children

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New Federal Guidelines Open School Doors to Immigrant Children
The Obama Administration recently warned states that refusing enrollment to students based on citizenship or immigration status violates federal law.

Immigration reform has been a hotly contested issue for decades. With Congress deadlocked on the issue, state legislatures across the country have passed strict anti-immigration bills, leaving millions of immigrants in fear of deportation. One source of fear for undocumented families is that local school districts that require birth certificates, social security numbers, and other vital information in order to enroll students will reveal the family’s undocumented status and lead authorities to apprehend them. The fear of legal retribution is so great that for many families, removing their children from school is their only choice.

Plyler v. Doe

The recent wave of state-based restrictions on enrollment of undocumented students is somewhat curious given that the Supreme Court ruled that these students have an equal right to education. In their 1982 ruling in Plyler v. Doe, the justices held that schools cannot:

  • Deny a student enrollment based on undocumented status;
  • Require different procedures to determine a student’s residency;
  • Engage in any activities that may discourage a student from enrolling;
  • Require students or their parents to document their immigration status;
  • Ask questions that may expose a student’s immigration status;
  • Require a student’s social security number for enrollment purposes.

Furthermore, as a result of the ruling, school officials involved in enrollment and intake of new students are not obligated to enforce U.S. immigration laws. Yet, despite these clear-cut guidelines regarding student enrollment, public schools keep finding ways to exclude immigrant and undocumented children.

This video explains the DACA parameters.

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America’s Public School Teachers Are Far Less Diverse Than Their Students

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America’s Public School Teachers Are Far Less Diverse Than Their Students
Recently released data from the National Education Association shows that while the diversity of American public schoolchildren is rapidly increasing, teachers remain overwhelmingly white.

The American public school system has shown a steady rise in the number of enrolled students since the beginning of this century. According to the National Center for Education Statistics, 47.7 million students attended public schools in 2001, a number that increased to 49.5 million by 2011. By 2023 the public school population is projected to be over 52 million students.

Not only is the overall student population growing, but its ethnic makeup is also shifting as well. As shown in the graph at right, as the number of white public school students has decreased, the number of minority students has rapidly increased, especially students who identify as Hispanic. In fact, by 2023, white students will comprise just 45 percent of public school students nationwide, while Hispanic students will represent 30 percent.

Educational Disparities Follow Racial and Ethnic Lines

As the student population in the United States continues to become more and more diverse, it becomes evident that students of color are often shortchanged because schools are inadequately prepared to educate children of various cultural and ethnic backgrounds. Particularly in the West and the South, where population growth has been explosive, public schools are struggling to provide services to children who have little or no English speaking abilities. Furthermore, since poverty disproportionately impacts children of color, districts additionally struggle to finance free and reduced lunch programs, before and after school academic support, additional classroom personnel, and

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