Adopt A School Program Quotes

A Harris/Harvard School of Public Health poll of 1989 showed that most Americans (61 percent) favored a Canadian-type health system, in which the government was the single payer to doctors and hospitals, bypassing the insurance companies, and offering universal medical coverage to everyone. Neither the Democratic nor the Republican party adopted that as its program, although both insisted they wanted to “reform” the health system.

A very distinct pattern has emerged repeatedly when policies favored by the anointed turn out to fail. This pattern typically has four stages: STAGE 1. THE “CRISIS”: Some situation exists, whose negative aspects the anointed propose to eliminate. Such a situation is routinely characterized as a “crisis,” even though all human situations have negative aspects, and even though evidence is seldom asked or given to show how the situation at hand is either uniquely bad or threatening to get worse. Sometimes the situation described as a “crisis” has in fact already been getting better for years. STAGE 2. THE “SOLUTION”: Policies to end the “crisis” are advocated by the anointed, who say that these policies will lead to beneficial result A. Critics say that these policies will lead to detrimental result Z. The anointed dismiss these latter claims as absurd and “simplistic,” if not dishonest. STAGE 3. THE RESULTS: The policies are instituted and lead to detrimental result Z. STAGE 4. THE RESPONSE: Those who attribute detrimental result Z to the policies instituted are dismissed as “simplistic” for ignoring the “complexities” involved, as “many factors” went into determining the outcome. The burden of proof is put on the critics to demonstrate to a certainty that these policies alone were the only possible cause of the worsening that occurred. No burden of proof whatever is put on those who had so confidently predicted improvement. Indeed, it is often asserted that things would have been even worse, were it not for the wonderful programs that mitigated the inevitable damage from other factors. Examples of this pattern are all too abundant. Three will be considered here. The first and most general involves the set of social welfare policies called “the war on poverty” during the administration of President Lyndon B. Johnson, but continuing under other labels since then. Next is the policy of introducing “sex education” into the public schools, as a means of reducing teenage pregnancy and venereal diseases. The third example will be policies designed to reduce crime by adopting a less punitive approach, being more concerned with preventive social policies beforehand and rehabilitation afterwards, as well as showing more concern with the legal rights of defendants in criminal cases.

If government had declined to build racially separate public housing in cities where segregation hadn’t previously taken root, and instead had scattered integrated developments throughout the community, those cities might have developed in a less racially toxic fashion, with fewer desperate ghettos and more diverse suburbs. If the federal government had not urged suburbs to adopt exclusionary zoning laws, white flight would have been minimized because there would have been fewer racially exclusive suburbs to which frightened homeowners could flee. If the government had told developers that they could have FHA guarantees only if the homes they built were open to all, integrated working-class suburbs would likely have matured with both African Americans and whites sharing the benefits. If state courts had not blessed private discrimination by ordering the eviction of African American homeowners in neighborhoods where association rules and restrictive covenants barred their residence, middle-class African Americans would have been able gradually to integrate previously white communities as they developed the financial means to do so. If churches, universities, and hospitals had faced loss of tax-exempt status for their promotion of restrictive covenants, they most likely would have refrained from such activity. If police had arrested, rather than encouraged, leaders of mob violence when African Americans moved into previously white neighborhoods, racial transitions would have been smoother. If state real estate commissions had denied licenses to brokers who claimed an “ethical” obligation to impose segregation, those brokers might have guided the evolution of interracial neighborhoods. If school boards had not placed schools and drawn attendance boundaries to ensure the separation of black and white pupils, families might not have had to relocate to have access to education for their children. If federal and state highway planners had not used urban interstates to demolish African American neighborhoods and force their residents deeper into urban ghettos, black impoverishment would have lessened, and some displaced families might have accumulated the resources to improve their housing and its location. If government had given African Americans the same labor-market rights that other citizens enjoyed, African American working-class families would not have been trapped in lower-income minority communities, from lack of funds to live elsewhere. If the federal government had not exploited the racial boundaries it had created in metropolitan areas, by spending billions on tax breaks for single-family suburban homeowners, while failing to spend adequate funds on transportation networks that could bring African Americans to job opportunities, the inequality on which segregation feeds would have diminished. If federal programs were not, even to this day, reinforcing racial isolation by disproportionately directing low-income African Americans who receive housing assistance into the segregated neighborhoods that government had previously established, we might see many more inclusive communities. Undoing the effects of de jure segregation will be incomparably difficult. To make a start, we will first have to contemplate what we have collectively done and, on behalf of our government, accept responsibility.

In 1987, a rich donor in Philadelphia “adopted” 112 black sixth graders, few of whom had grown up with fathers in their home. He guaranteed them a fully funded education through college as long as they did not do drugs, have children before getting married, or commit crimes. He also gave them tutors, workshops, and after-school programs, kept them busy in summer programs, and provided them with counselors for when they had any kind of problem. Forty-five of the kids never made it through high school. Of the sixty-seven boys, nineteen became felons. Twelve years later, the forty-five girls had had sixty-three children between them, and more than half had become mothers before the age of eighteen. So what exactly was the “racism” that held these poor kids back that could have been erased at the time and created a different result for these children? The answer is none. Social history is too complex to yield to the either/or gestures of KenDiAngelonian propositions. What held those poor kids back was that they had been raised amid a different sense of what is normal than white kids in the burbs.

As Americans were debating bailouts, individual mandates, and Michelle Obama’s finely toned arms, progressives knew they had a golden opportunity to sneak Common Core through the back door. And that’s just what they did. Remember what Rahm Emanuel, Obama’s first chief of staff, said: “You never want a serious crisis to go to waste.” Common Core was that political philosophy in action. The controllists’ plan was almost perfect. They knew they didn’t have to sell Common Core to lawmakers in individual state legislatures, where citizens would find out about it and demand it be stopped. Instead, they could just go to the individual state boards of education—entities that most Americans don’t even know exist—for permission. In Wisconsin, for example, all it took was one individual, the state superintendent of public instruction, to adopt the standards. It was a devious and brilliant plan, but that didn’t make it foolproof. It wasn’t a given that state school board members would agree to Common Core. Some might sense that it was a ploy to slowly nationalize their state’s education system. To counter that possibility, progressives wrote special funding for the Common Core “initiative” into President Obama’s nearly $800 billion stimulus plan via the “Race to the Top” program. This gave the administration the ability to bribe cash-starved states into adopting Common Core by making it a prerequisite for states to compete for seven-figure education grants. In addition, they delayed the testing component of the standards for several years, thereby giving state bureaucrats several years of zero accountability. Many of these bureaucrats no doubt knew they’d be retired or in a different position by the time the real pain came around.

See especially academia, which has effectively become a hope labor industrial complex. Within that system, tenured professors—ostensibly proof positive that you can, indeed, think about your subject of choice for the rest of your life, complete with job security, if you just work hard enough—encourage their most motivated students to apply for grad school. The grad schools depend on money from full-pay students and/or cheap labor from those students, so they accept far more master’s students than there are spots in PhD programs, and far more PhD students than there are tenure-track positions. Through it all, grad students are told that work will, in essence, save them: If they publish more, if they go to more conferences to present their work, if they get a book contract before graduating, their chances on the job market will go up. For a very limited few, this proves true. But it is no guarantee—and with ever-diminished funding for public universities, many students take on the costs of conference travel themselves (often through student loans), scrambling to make ends meet over the summer while they apply for the already-scarce number of academic jobs available, many of them in remote locations, with little promise of long-term stability. Some academics exhaust their hope labor supply during grad school. For others, it takes years on the market, often while adjuncting for little pay in demeaning and demanding work conditions, before the dream starts to splinter. But the system itself is set up to feed itself as long as possible. Most humanities PhD programs still offer little or nothing in terms of training for jobs outside of academia, creating a sort of mandatory tunnel from grad school to tenure-track aspirant. In the humanities, especially, to obtain a PhD—to become a doctor in your field of knowledge—is to adopt the refrain “I don’t have any marketable skills.” Many academics have no choice but to keep teaching—the only thing they feel equipped to do—even without fair pay or job security. Academic institutions are incentivized to keep adjuncts “doing what they love”—but there’s additional pressure from peers and mentors who’ve become deeply invested in the continued viability of the institution. Many senior academics with little experience of the realities of the contemporary market explicitly and implicitly advise their students that the only good job is a tenure-track academic job. When I failed to get an academic job in 2011, I felt soft but unsubtle dismay from various professors upon telling them that I had chosen to take a high school teaching job to make ends meet. It

Prisons themselves could actually start preventing violence, rather than stimulating it, if we took everyone out of them, demolished the buildings, and replaced them with a new and different kind of institution — namely, a locked, secure residential college, whose purpose and functions would be educational and therapeutic, not punitive. It would make sense to organize such a facility as a therapeutic community, with a full range of treatments for substance abuse and any other medical and mental health services needed to help the individual heal the damage that deformed his character and stunted his humanity. If it seems utopian to replace prison with schools, let me remind you that prisons already are schools and always have been — except that they are schools in crime and violence, in humiliation, degradation, brutalization and exploitation, not in peace and love and dignity. I am merely suggesting that we replace one already existing type of school with another. Such a program would enable those who have been violent to adopt non-violent means for developing the feelings of self-esteem and self-respect, for being respected by others, and of being able to take legitimate and realistic pride in their skills and knowledge and achievements, which all human beings need if they are to be able to find alternatives to violent behavior when their self-esteem is threatened. It would also enable them to become employable and self-sufficient, and to make a productive contribution to society when they return to the community. But before that can happen, we will have to renounce our own urge to engage in violence — that is, punishment — and decide that we want to engage in educational and therapeutic endeavors instead, so as to facilitate maturation, development, and healing.

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.

[T]here is no question about society’s instinctive response to her plight. It is simply to ostracize her…she will probably be expelled from school…such swift action is not meted out to the unmarried school boy father…Says former U.S. Commissioner of Education, Lawrence Derthick, ‘Many school systems …are prevented by law from providing teachers…or making homebound programs available from public funds for unwed mothers…there is no way a girl can earn credits for any scholastic work she does during pregnancy…there is no way by which she can conceal the fact that the earning was done in a maternity home…

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Through all of these anti-bullying campaigns and so-called ‘no tolerance’ programs adopted by school districts, why are children still falling through the cracks? Shenita Etwaroo

At the same time states across the country were rushing to adopt the Common Core, they were also adopting a new tool for evaluating teachers: the Danielson Framework. Like the Common Core, the framework is so laden with technocratic language that one might imagine its sole purpose is to confuse its readers. And as with the Common Core, if a teacher does not meet its demands, she may be out of a job. Taking its name from the education consultant Charlotte Danielson, the framework divides the teaching process into four “domains”: “planning and preparation,” “classroom environment,” “instruction,” and “professional responsibilities.” Each of these domains is then broken into four or five subcategories ranging from “using questioning and discussion techniques” to “showing professionalism.” Subcategories are then separated into a series of components. For example, the components of the subcategory “participating in the professional community” are: “relationships with colleagues,” “involvement in a culture of professional inquiry,” “service to the school,” and “participation in school and district projects.” Danielson describes “proficient” (tolerable) instruction in the “communicating with families” subcategory of the “professional responsibilities” domain as follows: “The teacher provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner.

Goss, his wrestling coach, and other experts came up with sensible reforms to end the long-standing practice of extreme weight cutting, then told the Big Ten and the NCAA that Michigan would only wrestle under those rules, and would only wrestle against other teams that abided by them, too. Such a stand might have gotten another program blackballed from the wrestling community. But when it came from the Michigan athletic director, it proved to be the lever needed to reform the sport at every level, with the Big Ten adopting Michigan’s reforms, followed by the NCAA, and the high schools—a sequence of events that Yost, Crisler, or Canham would have readily recognized as Michigan’s influence at its best. Those rules are still in effect today.

about to harness that power and make our wildest dreams become our reality. There will be a learning curve and I know that it may be scary for you, but I promise to be there every day for you and continue to train you with love, compassion, and acceptance. I’m going to be the best damn boss in the world. Step 4: Accept Your Mind’s Gift It took years of programing for your mind to believe limiting beliefs. As a kid, you probably picked up the majority of them from your parents, friends, or at school. You were given a lot of misinformation about your true nature that caused you to take on limiting beliefs that have been passed down from generation to generation. These beliefs weren’t passed down out of malice. They were passed down as a form of protection based on fear and lack. For an example, while growing up you probably heard over and over again: “Money doesn’t grow on trees.” If currently you’re experiencing anything other than abundance, you probably heard that phrase or something similar over and over again until you adopted it as your own limiting belief. That belief was meant to protect you from experiencing economic hardship. Your parents told you this in hopes that you would be frugal and not waste money so that you wouldn’t experience the hardship that they did. However, that limiting belief that was passed down to protect you is causing you to feel bad and making it damn near impossible for you to attract financial security into your life. What if you were taught that money flows easily and freely? You would most likely have that belief and never experience financial insecurity in your life. Look at rich families that come from “old money.” They stay rich forever, not only because they pass down their money, but because they see that money always comes and that it’s easy to make money if you try. That belief shapes their thoughts and feelings around money and therefore, it manifests their wealthy reality. This last step is about turning your lemons into a refreshing cup of lemonade. Any time you catch your mind feeding you a negative thought, let it raise a red flag and be an opportunity to have a conversation with your mind. Believe me. Your mind will continue to feed you worst-case scenario thoughts and visions. You can go from financially insecure to secure in an instant, but it takes time to dismantle years of fear-based programming and reprogram your beliefs. You will have to sit down with your mind and train it every day. You don’t have to dedicate chunks of time every day and practice as if you were trying to become an Olympic athlete. It’s a lot easier and effortless on your part. Your mind will tell you exactly when it needs some more training by having a limiting belief that causes a bad feeling. Those worst-case scenario thoughts and visions aren’t your mind trying to sabotage you. It’s your mind taking a seat in your classroom and asking for more training.

How Long Will It Take? You can’t blame people for wanting instant results. Time is money, and quickness, especially quick OODA loops, is good. But when it comes to adopting maneuver conflict / Boyd’s principles to your business, there is a lot to be learned and a lot to be done. Consider that: •   According to its principle creator, Taiichi Ohno, it took 28 years (1945-1973) to create and install the Toyota Production System, which is maneuver conflict applied to manufacturing. •   It takes roughly 15 years of experience—and recognition as a leader in one’s technical field—to qualify as a susha (development manager) for a new Toyota vehicle.150 •   Studies of people regarded as the top experts in a number of fields suggest that they practice about four hours a day, virtually every day, for 10 years before they achieve a recognized level of mastery.151 •   It takes a minimum of 8 years beyond a bachelor’s degree to train a surgeon (4 years medical school and 4 or more years of residency.) •   It takes four to six years on the average beyond a bachelor’s degree to complete a Ph.D. •   It takes three years or so to earn a black belt (first degree) in the martial arts and four to six years beyond that to earn third degree, assuming you are in good physical condition to begin with. •   It takes a bare minimum of five years military service to qualify for the Special Forces “Green Beret” (minimum rank of corporal / captain with airborne qualification, then a 1-2 year highly rigorous and selective training program.) •   It takes three years to achieve proficiency as a first level leader in an infantry unit—a squad leader.152 It is no less difficult to learn to fashion an elite, highly competitive company. Yet for some reason, otherwise intelligent people sometimes feel they should be able to attend a three-day seminar and return home experts in maneuver conflict as applied to business. An intensive orientation session may get you started, but successful leaders study their art for years—Patton, Rommel, and Grant were all known for the intensity with which they studied military history and current campaigns. Then-LTC David Hackworth had commanded 10 other units before taking over the 4th Battalion, 39th Infantry in Vietnam in 1969, as he described in Steel My Soldiers’ Hearts. You may also recall the scene in We Were Soldiers where LTC Hal Moore unloaded armfuls of strategy and history books as he was moving into his quarters at Ft. Benning. At that point, he had been in the Army 20 years and had commanded at every level from platoon to battalion.

At the root, the problem with charter schools and vouchers is not difficult to understand. I’ve written elsewhere that the theological case against such programs should actually be grounded in the prohibition against stealing.10 When the government taxes us in order to perform the duties assigned to the civil government by God, Christians clearly can have no consistent ethical objection (Rom. 13:1-7). But if the government adopts responsibilities that God never assigned and begins massive redistributions of wealth accordingly, this creates an ethical problem.

Jeremy George Lake Charles Healthy Living Sports Americans have adopted a healthy lifestyle that includes regular physical activity and good nutrition. While attention to healthy living has long been the norm in professional sports, the emphasis on nutrition has trickled down to high school. Jeremy George Lake Charles Coaches and sports administrators who educate their athletes about healthy lifestyles and choices are taking proactive steps to lead programs to excellence. Intramural sports programs offer team-oriented recreational fitness opportunities for service members to keep fit. The district sports motivators, formerly known as sports liaison officers, are charged with motivating people of all ages to exercise and become more physically active. Children who exercise are more likely to benefit from their abilities and keep active, rather than sit and get bored, which keeps them active, and children who regularly watch their parents exercise and exercise are also more likely to do so, their trainers say. Jeremy George Lake Charles Through sport, children learn important lessons from their lives, which enable them to maintain a healthy lifestyle as adults. Maintaining the body to exercise allows children to develop healthy habits that last a lifetime. You need to have knowledge of the body and ways to improve your condition in order to remain active. Administrators and coaches who emphasize the connection between healthy living and sporting expectations can help their students - athletes understand the importance of healthy choices. However, the best way to make better decisions is to exercise, especially in sports camps. Exercise can make you healthier and happier, whether you exercise or not.

The Javits legislation, reauthorized in 2001 as part of the No Child Left Behind Act (PL 107–110), was funded at $11.14 million in fiscal year 2004. Congress approved an appropriation of approximately $7.6 million for the Javits program in fiscal year 2008. The Javits funding was eliminated in 2010, curtailing research projects not yet completed. After a gap in funding, the Javits Act was funded again in 2013, and funding reached $12 million in 2016, the highest level in the history of the Javits Act. The National Center for Research on Gifted Education was also funded. Located at the University of Connecticut, the center has a partnership with the University of Virginia. In 2018, the Javits funding continued at $12 million. Academic standards have become increasingly important in the twenty-first century. The National Association for Gifted Children (2010) issued the Pre-K–Grade 12 Gifted Programming Standards. These standards focus on student outcomes and encourage collaboration among general education teachers, special educators, and teachers of the gifted in an effort to assist students in achieving projected outcomes. In 2010, the National Governors Association Center for Best Practices in conjunction with the Council of Chief State School Officers put forth the Common Core State Standards Initiative (2019), which provided standards in mathematics and English/language arts for Grades K–12. In 2013, the Next Generation Science Standards (2019) became available and were adopted by several states.

Families are finding that they are getting funding from a variety of sources. One typical family has counseling covered through their insurance for family counseling, and counseling funded by a federally funded adoption support program for their child. They receive respite care funded through the Division of Developmental Disabilities. They pay privately for Sibshop, a well-loved program for the siblings of their special needs children. Since the Sibshop is through a non-profit organization, it is particularly affordable. Their school district pays for tutoring. After they specifically requested a review, they received an adoption subsidy available to older children through their state. The cost of braces was partially reimbursed by the adoption support system, as well. The combination of resources and financial relief allowed the parents to enjoy some outings, plan a simple family vacation, and get some household help. They said, “Without this help, we would not have made it as an emotionally intact family. We would not have disrupted, but we would not have been the unit that we are today.

A series of Supreme Court decisions in the last two decades struck down race-conscious measures to desegregate schools and workplaces. In City of Richmond v. J.A. Croson Co., decided in 1989, the Court ruled that the former capital of the Confederacy practiced reverse discrimination against whites by adopting a set-aside program to steer some of its construction dollars to minority-owned firms—“even when, without the program, less than one percent of construction contracts went to minorities in a city over 50 percent African American,” as legal scholar Ian Haney Lopez pointed out.

With very rare exceptions, textbook after textbook adopts the same mythology. If middle and high school students are being taught a false history, is it any wonder that they come to believe that African Americans are segregated only because they don’t want to marry or because they prefer to live only among themselves? Is it any wonder that they grow up inclined to think that programs to ameliorate ghetto conditions are simply undeserved handouts?

【V信83113305】：McMaster University, located in Hamilton, Ontario, is one of Canada’s leading research-intensive institutions. Founded in 1887, it is renowned for its innovative teaching methods, cutting-edge research, and strong emphasis on interdisciplinary collaboration. The university is particularly celebrated for its Faculty of Health Sciences, which includes the prestigious Michael G. DeGroote School of Medicine, as well as its engineering and business programs. McMaster’s problem-based learning approach, pioneered in medical education, has been adopted worldwide. The campus features state-of-the-art facilities, including the McMaster Nuclear Reactor, the only university-based reactor in Canada. With a vibrant student community and a commitment to global engagement, McMaster consistently ranks among the top universities worldwide. Its alumni network includes Nobel laureates, business leaders, and influential researchers, underscoring its impact on society.，办理McMaster University麦克马斯特大学毕业证文凭, 麦克马斯特大学电子版毕业证与加拿大McMaster学位证书纸质版价格, 麦克马斯特大学毕业证购买, 办理McMaster麦克马斯特大学成绩单高质量保密的个性化服务, McMaster文凭制作服务您学历的展现, 麦克马斯特大学本科毕业证, 办理麦克马斯特大学毕业证成绩单办理, McMaster本科毕业证

【V信83113305】：McMaster University, located in Hamilton, Ontario, is one of Canada’s leading research-intensive institutions. Founded in 1887, it is renowned for its innovative teaching methods, cutting-edge research, and strong emphasis on interdisciplinary collaboration. The university is particularly distinguished for its health sciences programs, including the prestigious Michael G. DeGroote School of Medicine, and its engineering and business faculties. McMaster’s problem-based learning approach, pioneered in its medical school, has been adopted worldwide. The campus features state-of-the-art facilities, including the McMaster Nuclear Reactor, the only university-based reactor in Canada. With a diverse student body and a commitment to community engagement, McMaster fosters a dynamic academic environment. Its global reputation for excellence attracts students and researchers from over 90 countries, making it a hub for innovation and intellectual growth.，办加拿大McMaster麦克马斯特大学文凭学历证书, 一比一原版麦克马斯特大学毕业证购买, 办麦克马斯特大学毕业证McMaster Diploma, 制作麦克马斯特大学成绩单, 办麦克马斯特大学成绩单, 如何办理McMaster麦克马斯特大学学历学位证, 办麦克马斯特大学毕业证成绩单, 麦克马斯特大学文凭-

【V信83113305】：McMaster University, located in Hamilton, Ontario, is one of Canada’s leading research-intensive institutions. Founded in 1887, it is renowned for its innovative teaching methods, cutting-edge research, and strong emphasis on interdisciplinary collaboration. The university is particularly distinguished for its health sciences programs, including the prestigious Michael G. DeGroote School of Medicine, and its engineering and business faculties. McMaster’s problem-based learning (PBL) approach, pioneered in medical education, has been adopted worldwide. The campus features state-of-the-art facilities, including the McMaster Nuclear Reactor, the only such reactor on a university campus in Canada. With a vibrant student community and a commitment to global engagement, McMaster fosters creativity, critical thinking, and social responsibility. Its alumni network includes Nobel laureates, business leaders, and influential researchers, solidifying its reputation as a hub of academic excellence.，如何办理McMaster麦克马斯特大学学历学位证, 麦克马斯特大学毕业证, 正版麦克马斯特大学学历证书学位证书成绩单, 修改McMaster麦克马斯特大学成绩单电子版gpa让学历更出色, 办理McMaster University麦克马斯特大学毕业证文凭, McMaster University毕业证文凭-麦克马斯特大学毕业证, 申请学校!McMaster University成绩单麦克马斯特大学成绩单McMaster University改成绩

【V信83113305】：McMaster University, located in Hamilton, Ontario, is one of Canada’s leading research-intensive institutions. Founded in 1887, it is renowned for its innovative teaching methods, cutting-edge research, and strong emphasis on interdisciplinary collaboration. The university is particularly distinguished for its health sciences programs, including the prestigious Michael G. DeGroote School of Medicine, and its engineering and business faculties. McMaster’s problem-based learning (PBL) approach, pioneered in its medical school, has been adopted worldwide. The campus boasts state-of-the-art facilities, including the McMaster Nuclear Reactor, the only university-based reactor in Canada. With a vibrant student community and a commitment to global engagement, McMaster fosters a dynamic learning environment. Its alumni network includes Nobel laureates, business leaders, and influential researchers, solidifying its reputation as a hub of academic excellence and innovation.，麦克马斯特大学成绩单购买, 留学生买文凭毕业证-麦克马斯特大学, 正版-加拿大毕业证文凭学历证书, 挂科办理McMaster University麦克马斯特大学毕业证本科学位证书, 办理麦克马斯特大学毕业证-McMaster毕业证书-毕业证, 麦克马斯特大学成绩单制作, McMaster麦克马斯特大学原版购买, 办麦克马斯特大学毕业证McMaster University Diploma, McMaster University麦克马斯特大学电子版毕业证与加拿大McMaster University学位证书纸质版价格

【V信83113305】：St. John’s College, with campuses in Annapolis, Maryland, and Santa Fe, New Mexico, stands out as a unique institution in American higher education. Founded in 1696 as King William’s School, it later evolved into St. John’s College, adopting a distinctive Great Books curriculum in 1937. The college emphasizes the study of original texts in philosophy, literature, science, and mathematics, fostering deep intellectual engagement through small, discussion-based seminars. Students follow a unified program, reading works from Homer to Einstein, and participate in lively debates guided by tutors rather than traditional professors. This approach cultivates critical thinking, clear communication, and a lifelong love of learning. With no majors or electives, St. John’s offers a rare, immersive liberal arts experience, attracting students seeking a transformative education rooted in the Western intellectual tradition. Its tight-knit community and commitment to interdisciplinary inquiry make it a beacon of classical education in the modern world.，圣约翰学院成绩单购买, 办理美国毕业证, 办理圣约翰学院毕业证-SJC毕业证书-毕业证, 哪里买SJC圣约翰学院毕业证|SJC成绩单, 美国SJC圣约翰学院毕业证成绩单在线制作办理, 申请学校!成绩单圣约翰学院成绩单改成绩, St. John's College圣约翰学院电子版毕业证与美国St. John's College学位证书纸质版价格, 美国学历购买, SJC文凭办理

【V信83113305】：McMaster University, located in Hamilton, Ontario, is one of Canada’s most prestigious public research institutions. Founded in 1887, it is renowned for its innovative teaching methods, cutting-edge research, and strong emphasis on student-centered learning. The university consistently ranks among the top in Canada and globally, particularly for its health sciences, engineering, and business programs. McMaster’s medical school pioneered the problem-based learning (PBL) approach, which has been adopted worldwide. The campus boasts state-of-the-art facilities, including the McMaster Nuclear Reactor, the only university-based reactor in the Commonwealth. With a diverse student body and a vibrant community, the university fosters collaboration and interdisciplinary research. Its commitment to sustainability and global engagement further enhances its reputation as a leader in higher education. McMaster continues to attract top talent, driving innovation and making significant contributions to society.，McMaster毕业证认证PDF成绩单, 原价-麦克马斯特大学毕业证官方成绩单学历认证, 100%收到-McMaster毕业证书麦克马斯特大学毕业证, McMaster University麦克马斯特大学电子版毕业证与加拿大McMaster University学位证书纸质版价格, 出售麦克马斯特大学研究生学历文凭, 购买McMaster毕业证和学位证认证步骤, McMaster毕业证成绩单原版定制

【V信83113305】：McMaster University, located in Hamilton, Ontario, is one of Canada’s most prestigious public research institutions. Founded in 1887, it is renowned for its innovative teaching methods, cutting-edge research, and vibrant campus life. The university is particularly distinguished for its medical school and health sciences programs, often ranking among the top in the world. McMaster’s problem-based learning (PBL) approach, pioneered in the 1960s, has been widely adopted globally. Beyond academics, the university fosters a diverse and inclusive community, with students from over 120 countries. Its picturesque campus, blending historic and modern architecture, provides an inspiring environment for learning and discovery. With strong industry partnerships and a commitment to societal impact, McMaster continues to shape future leaders and drive groundbreaking research.，挂科办理麦克马斯特大学毕业证文凭, 如何获取麦克马斯特大学-McMaster University-毕业证本科学位证书, 极速办麦克马斯特大学毕业证McMaster文凭学历制作, 出售McMaster麦克马斯特大学研究生学历文凭, 办麦克马斯特大学毕业证McMaster-university, 如何办理McMaster University麦克马斯特大学学历学位证, 办理McMaster麦克马斯特大学成绩单高质量保密的个性化服务, 办理麦克马斯特大学毕业证文凭, Offer(McMaster University成绩单)麦克马斯特大学如何办理?

【V信83113305】：St. John's College, with campuses in Annapolis, Maryland, and Santa Fe, New Mexico, stands out as a unique institution in American higher education. Founded in 1696 as King William's School, it later evolved into St. John's College, adopting a distinctive Great Books curriculum in 1937. The college emphasizes classical liberal arts education, focusing on primary texts in philosophy, literature, science, and mathematics. Students engage in rigorous seminar-style discussions, tutorials, and laboratory work, fostering critical thinking and intellectual curiosity. Known for its commitment to interdisciplinary learning, St. John's eschews traditional majors, requiring all students to follow the same foundational program. Small class sizes and a close-knit community create an environment where dialogue and debate thrive. The college’s dedication to timeless questions and Socratic inquiry attracts students seeking depth over specialization. With no modern textbooks or lectures, St. John's offers a rare, immersive education centered on the wisdom of the past, preparing graduates to navigate an ever-changing world with clarity and purpose.，留学生买文凭St. John's College毕业证-圣约翰学院, 办理SJC圣约翰学院毕业证文凭, 出售St. John's College圣约翰学院研究生学历文凭, SJCdiplomaSJC圣约翰学院挂科处理解决方案, 办理St. John's College圣约翰学院毕业证文凭, 购买美国毕业证, 如何办理圣约翰学院学历学位证

【V信83113305】：Oberlin University, located in Oberlin, Ohio, is a prestigious liberal arts college renowned for its academic excellence and progressive values. Founded in 1833, it was the first American institution to adopt coeducation and one of the first to admit students of all races. Oberlin offers a rigorous curriculum emphasizing critical thinking, creativity, and social responsibility, with standout programs in music, environmental studies, and the humanities. The Oberlin Conservatory of Music, affiliated with the college, is among the top music schools globally. Known for its vibrant campus life, Oberlin fosters a culture of activism, diversity, and intellectual curiosity. Its commitment to sustainability and social justice attracts students passionate about making a difference. With a low student-to-faculty ratio, Oberlin provides personalized education, preparing graduates to excel in diverse fields while upholding its tradition of innovation and inclusivity.，奥特本大学电子版毕业证与美国OU学位证书纸质版价格, 极速办奥特本大学毕业证Otterbein University文凭学历制作, 购买美国毕业证, OU奥特本大学-多少钱, 奥特本大学毕业证购买, OU奥特本大学挂科了怎么办？, 购买OU毕业证, 美国学历购买

【V信83113305】：McMaster University, located in Hamilton, Ontario, is one of Canada’s most innovative and research-intensive institutions. Renowned for its pioneering medical school and cutting-edge health sciences programs, the university also excels in engineering, humanities, and business. Its problem-based learning approach, particularly in the Michael G. DeGroote School of Medicine, has been adopted worldwide. With a beautiful campus and a strong emphasis on interdisciplinary research, McMaster fosters a collaborative environment where students and faculty tackle global challenges. Consistently ranked among the top universities globally, it combines academic excellence with a vibrant, inclusive community, making it a distinguished leader in higher education.，100%定制McMaster毕业证成绩单, 加拿大文凭办理, 一比一原版McMaster University麦克马斯特大学毕业证购买, 购买McMaster毕业证, McMaster本科毕业证, 做今年新版McMaster毕业证, 办理McMaster大学毕业证麦克马斯特大学, 仿制麦克马斯特大学毕业证McMaster毕业证书快速办理, 硕士文凭定制McMaster麦克马斯特大学毕业证书