#most kids arent on grade level in most subjects | Explore Tumblr Posts and Blogs

sirensea14 · 7 months

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Smiling critters ,headcanons cuz this is n e c e s s a r y and for s c i e n c e

Kickinchicken is A S I A N because i said so/j. He's the greatest in sarcasm

Craftycorn is Scandinavian in my head for some reason

In school, Bubba is usually the one with the biggest bag and the ultimate supplier of papers. If there's a quiz, hands will be up to him asking "Can we have a piece of paper?" (This is way funnier in my native language than in english💀)

Bubba recites way too much, snatching away all the recitation chips, sometimes, teachers may ask him to substitute them for a bit

The teachers are, of course, Miss Delight and her sisters

Dogday is the president of the class (if only there were more critters lol, then he wouldve gladly taken the role) or the one shouting "Everyone! Quiet!!" when the critters are too noisy

Pickypiggy sits at the back, eating away her snacks and lunch

Catnap dozes off often, but when the teacher calls him, he can answer it correctly. Lazy but smart kid

Kickin only carries a small bag

Bobby and hoppy often gossips with each other. Bffs XD. Theyre also the girly girl and tomboy of the smiling critters respectively

Bubba is good at math and science but doesnt remember shit about history. Meanwhile kickin does better in that subject than he is in math

Bubba and catnap can be school rivals, but catnap doesnt really care (nonchalant)

Crafty, ah yes, crafty, our ultimate artist of tte group. She supplies crayons and pencils, so both her and bubba are the suppliers lol

Kickin can sing and dance, he and Hoppy can go on in a breakdance competition /j

Bobby cheering for hoppy while that happens

Dogday cheers for both (poor dog cant pick a side)

Crafty and dogday are great on writing essays

Pickypiggy x food canon yeah?

Crafty loves to share her original stories and works, dogday and bobby often cheers for her

Bobby, the ultimate fashion lover

Picky is great at home economics subject

Dogday is well on all subjects but notably physical education and english are his strength, i also imagine him to be good at electrical installation and maintenance (eim) tho this is a senior high strand and the critters arent in that grade level, so in elementary terms, he's the mini electrician of the group

Catnap is mostly asleep lol, he's most active at night and sometimes studies at that time. He also reads some of crafty's writing if he has some spare time at night

9 students are awfully few imo, i wish i could see more of dogday shouting at them to settle down, id like to see him in authority

Catnap's bag resembles a pillow and feels like a pillow

Dogday is their role model

Crafty likes to look at the window whenever there's a discussion of lesson

Most beautiful handwriting award goes to: bobby bearhug

Ugliest handwriting award goes to : me/hj im debating whether it be catnap, kickin or bubba lol

Best actress/actor: bobby and kickin, worst: bubba (he's awkward af)

Hoppy and bubba are left handed

While i write all of these headcanon, pickypiggy is eating in her own corner

Catnap would sometimes lean on dogday's shoulder if theyre beside each other. Dogday tries his best to not move his shoulder even if he's busy (like telling the group to be quiet, yes to dogday showing authority)

Thats all, thank you for coming to my little headcanon talk🗿

#poppy playtime #poppy playtime chapter 3 #smiling critters #smiling critters headcanons #headcanons #dogday #catnap #bubba bubbaphant #hoppy hopscotch #bobby bearhug #kickinchicken #craftycorn #pickypiggy

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gumbootsoup · 3 years

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i agree with a lot of the gifted kid discourse in that gifted kids are just annoying narcissists and that their whole "crippling fear of failure" is just them sublimating the fact that they had the k12 version of a pmc hoe looking down her nose at a dish washer, but whenever i see people assert that gifted/honors programs have better teachers, better funding, etc etc, im like.... jesse what the fuck are you talking about.

now ill say off the bat i havent done a lot of research on this subject so im purely talking from my expereince so that could very well be true — but i was in the "gifted program" starting in seventh grade, and i was never removed from normal classes. at my public middle school in richmond, va, there were honors classes and normal classes, and the teachers taught both, and they were the same curriculum, the honors classes were just taught at a faster speed - and most of the students in the honors classes were not gifted (only about 8 students out of my entire class of 200 students were designated as such). again, at my MS and later at my high school, the same teachers taught all the classes. the calculus teacher for instance wpuld teach calculus, honors calculus, and ap calculus. it was all like that across the board, with many teachers also bearing the load of teaching multiple grade levels.

i then moved on to high school, which was much more wealth stratified than my very working class middle school - this high schools district was 3 working class neighborhoods, and several very wealthy neighborhoods and land developments; just to illustrate what im talking about, a girl i played hockey with had a gigantic house and a horse stable. when i was in high school i was still designated as gifted, but most of my peers were not, and i was never separated from them. again, there were normal, honors, and ap courses - which of course need to be critiqued on their own terms especially considering ap classes are more expensive to take, many times prohibitorily so), but my point being that the "gifted" designate had nothing to do with your ability to get into honors or ap courses - it was purely based on performance in your previous year (which itself we all know is actually mostly influenced by your familys income bracket - how much support you have at home, do you have to work a job, how much time can you devote to 5 hour homework loads, etc - and family stability).

i just think its weird that part of the gifted kid discourse is that gifted kids are inherently privileged, because in my experience many are not. theyre just kids that, at some point, were noticed as being strong at standardized testing, and given rebranded IQ tests (rebranded because IQ tests are well known to be racist, classist, and pseudoscientific) as a bizarre DOE experiment. like i think people are conflating the very well documented class and race stratification of remedial/normal/honors/AP class levels and the connection that has to college admittance, and the VERY well documented disparity in quantity of AP level offerings in low income vs high income neighborhoods.

id also like to emphasize that anyone doing gifted kid idpol is a loser virgin lol like you arent smarter than your cable guy ❤️

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theworldsoul · 4 years

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I've been very upset lately. The pressure is insane.

And it's not like I don't know math or understand the material, I actually know all the concepts and everything. The only issue is I make little mistakes, the tiniest little mistakes, I forgot about the exponent, I wrote it as negative instead of positive, I forgot the units, I have the wrong amount of sigdigs, I added instead of multiplying... simple things, small things.

This is because my brain doesn't function well with so many rules. It simply doesn't compute long lists of strict rules sorry babe. No joke, all my mistakes arent cos I dont know what I'm doing, they're because I forgot soemthing small.

Fuck this shit man I'm not meant to be doing this... like, the amount of stress this is causing me... and I just know that tommorow after I get a shit mark my parents will be angry... I was given one days notice about the exam??? I study for hours every day??? Idk what else you want me to do like I'm already ruining my mental health for this.

I've told them before that it felt like I was overworking myself and they said that's just somehting I have to get used to and that's honestly so fucking upsetting. Like I rly said "yeah this class is fucking me up" and they went "lol idc get used to it, it will be like this for the rest of your life. Also work harder ur marks suck."

Like bro??? I have cried more in the past day than I've ever cried in ONE DAY... probably like 7 times. That's not normal, I dont think. Either I have some sort of illness or this is too much. I think maybe I have soemthing wrong with ME. Everyone else seems to handle it fine, no one else cries like I do. No one else is constantly doubting their intelligence.

Maybe it's a memory issue??? Like, one day of class I legit raised my hand and solved a question without ever having seen that sort of question before just with Logic, but yesterday I panicked because I couldn't remember how to solve it, in fact I didn't remember it at all until I asked the teacher and she told me that I should know since I was the first to have a correct answer... its almost like my brain doesn't remember math. Maybe that's because it's not built to do math??? Not like that matters... if I want a house in the future I need to finish math with a good grade.

This is SHIT. I work so hard and still I'm unable to live up to the expectations... I'm given at least 30 questions to complete for homework (I get like 4ish hours to do them since I get home at 3, go to bed at 9 and eat supper around 5) and I only end up completing like 6 before i have to go to sleep.... its painful and it's sad and I DON'T BELONG HERE!!!!! I DON'T BELONG IN A FUCKING MATH CLASS, MUCH LESS A GRADE 11 LEVEL IB MATH PROGRAM THAT WAS ORIGINALLY A YEAR LONG COURSE CONDESNED TO FIT INTO THE SPAN OF ONE/TWO MONTHS!!!!

But I can't just... do something easier. I can't. It's not an option if I want a house when I'm older. It's not an option if I want my parents to not hate me. It's not an option if I want to make the teacher who called me "hardworking" and pulled the strings to get me here proud.

I feel guilty for thinking that my hard work and dedication and whatever could ever match the natural wit of the kids who sit next to me. I feel inferior to them as I struggle with a problem that they complete instantly. I feel like I'm worthless. And maybe I am. The MOST IMPORTANT AND MOST RESPECTED SUBJECT is the one I am the worst at. And the ones my parents and society in general dismiss as being useless or stupid are the ones I'm good at and I enjoy. If the things I CAN do aren't good enough, what good am I as a person? What do I serve to society as a person? ...NOTHING.

The pain I feel over this is literally tortuous, fuck, I can't handle it, it physically hurts and it feels like my body is too weak to handle all the pain. I'm not even fucking joking, this makes me miserable. It ALWAYS has. I was so stupid to think I could EVER be good enough. I was so stupid to think if I studied for hours on end I would magically become better at math. It doesn't work that way....

And I feel guilty for wanting to be loved an valued, because how can I expect that when I can't do anything to be deserving of that? I feel guilty for the fear of my parents reactions upon seeing whatever grade I get tommorow, because really, I deserve whatever punishment comes to me. Because really, I'm not worth even having a bed to sleep in if I can't do basic fucking math. I'm so stupid. I'm SO FUCKING STUPID.

I don't know if I'll make it. If I'll pass my classes and make it. If ill get grades good enough to get a job that will pay me Enough.

This is so scary... I hate how my future hinges on this... I'm 15 and whether I live in a house or on the streets is dependent on how good I am at math.

Fuck this it's so stressful I'm panicking and I honestly wish I wasnt even human at all... I wish I could be a bird or a dog or cat or whatever, an animal that is loved, an animal that is happy and free of this crushing. Pressure. An animal that just... no thoughts head empty only animal sounds. Or maybe a baby. It would be nice to be a baby or a small child who only has to know how to write their name and maybe count to ten. Oblivious and happy and cared about. Or maybe it would be best to just be nothing at all. Freed from the prison I've been condemned to live in. Nothing at all. I wish I could sleep and never wake up.

I want to be happy... fuck. I guess I am overdoing it. Something's wrong with me lately. Normal people don't have so many breakdowns in such short spans of time over such stupid bullshit. I think that maybe I've been treated too softly in the past and now that I actually have to work its come as a shock to me.

But that makes no sense. I'm able to work and I do work, a lot, it just isn't helping and my brain won't take it in properly.

When I wake up tommorow my eyes will be swollen from crying so much.

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therobbinsnest · 8 years

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11 questions..

I was tagged by the fabulous @conversationinthehallway and @a-january-girl Thanks guys!

Here goes nothing..

1. Can you explain your choice of online handle?

i could but then i would have to kill you and no one wants that to happen... so ... mums the word.

2. What is your favorite thing about being a woman?

hands down being pregnant -- i was pregnant A LOT .. 4 kids.. several miscarriages along the way... i saw my share of lines appear on pregnancy tests and i loved every emotional minute of it. The pregnancies that ended in my kids were relatively easy, i didn't get sick, i didn't gain much weight, i didn't have any issues and the delivery and recovery for me was easy. I remember the night before I had my last child thinking holy shit.. i am NEVER going to be pregnant again... i literally was up all night just trying to memorize every feeling every bump every twinge that i was experiencing... oh and I LOVED nursing like I cannot even put into words...

3. But what if you could be a man for one day, what would you do and how would you spend it?

oh my.. got i would love to be able to pee anywhere... wouldnt that be a fucking hoot?

4. If you had not had the job you have now, what other job would you have liked to do?

I dunno..... i really dunno for this one.. sorry!

5. Can you tell us about a teacher you’ll never forget?

i talked about a resident assistant i had in college that had a HUGE influence on me in another post.. but teacher I'm gonna go rogue and talk about a first grade teacher that 3 our of my 4 kids have had already. I honestly have never met a teacher like this-- she is like a freakin disney character... i dont know how she does it .. each of my kids are so different but she found a way to connect with all of them on different levels. I love her so much.. we go out to dinner now, she comes to my kids bday parties.. she is like part of the family. Honestly she is the teacher that has set the bar so.freakin.high that no one else compares.

6. Do you have any talents that we don’t know of?

oh i have lots of talents -- you need to be more specific in which arena... ill give ya this..i can juggle, do the flying trapeze, walk on my hands, balance spoons on my face... and well.. yeah thats enough..

7. What is the very first XF fic you remember reading? (with a link, it’s even better 😉) The Amish Country.. and i have a link .. do i get points? http://txf-fic-chicks.tumblr.com/post/147464838818/novel-length-friday

8. What’s the most precious object/thing you own?

hands down pictures.. of my family i am so incredibly anal retentive about this.. i have them printed, and then saved in 3 different locations in 3 different clouds and on hard drives and computers locally.

9. When was the last time you got really drunk?

wooo like HOW drunk.. l have only ever gotten drunk to the point of sickness ONCE.. that was all it took.. in college.. we arent gonna talk about that or rum and coke ever ever again... but the last time i got drunk?? was probably New Years Eve.. we had a bunch of people over and we didn't have to drive and we started drinking way too early...

10. What’s the most unprofessional thing you’ve done?

oh dear. ummmmmmm god i don't know.. I'm pretty straight laced .. by the rules kinda gal... like driving the wrong way down a one way? stealing an old ladys parking spot? stuff like that? or are we talking like forging documents and shit?

11. Would you rather give up sex entirely for the rest of your life, or give up chocolate AND pizza AND take out instead?

HA are you kidding me with this? having had all 4 of these in the last 48 hours i don't think i could give up any. Sorry I'm sex, chocolate, pizza, take out hog.

I'm tagging @mangokiwitropicalswirl, @sunshinetoday @ihavefeministbones, @wholeperson, @sunflowerseedsandscience, @suncrossed

if you arent tagged and wanna play anyway.. get to it!

questions

what is your favorite time of day and why?

what is your favorite color?

if you had $500 what would you buy right now?

one thing you want to take back you have done in the last week.

ability to see the future or correct a mistake in the past?

you can get anything you want to eat tonight for dinner.. what are you having?

what was your favorite subject in school?

give me a quote from your favorite movie

if you could would you change anything physical about your appearance.. if so what?

where do you fall in order of your siblings? or are you an only child?

what is one thing you think people think about you when they meet you for the first time.

#too much info about me.#and gonna be too much info about you

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jacktheabsoluteass · 5 years

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[GB&U] No.1 The Wealthy

Summary of experiment:

Before conducting this survey, I had the impression that the wealthy were as bad as the media tells you they are. Five individuals within the span of three hours were questioned, ages varying between twenty four, twenty nine, thirty six and all appeared to be male. Two questionees were quickly discarded as the gentlemen had intentions far beyond what I had asked of them thus no further inquiries were made. What asked these men was: when they realized they were well off? These were their responses...

Subject A: Subject A stated that at the age of thirty six, they had hired their first stay-in nanny, who resided in the guest house. After this response, Subject A stopped replying during the three hour window and thus concluded their part of the survey. Much after the time frame had closed, Subject A did respond.

Subject B: Similar to Subject A, Subject B realized they were well off later in life, however Subject B had this moment when they had paid off a villa in five years. I had asked what kind of occupation they were affiliated with and the subject stated they had a "simple job not worth mentioning" and proceeded by saying though they had paid off a house, most of the money was given and/or paid by the subject parents.

Subject C: Subjecr C seemed to have had many experiences throughout his life that added great value to the research conducted. The subject had come to terms with the fact he was well off when his father took a year off work and nothing from what they were used to had changed. The subject also said it could have been at the purchase of the third house. I asked weather or not the subjects father had saved a lot of money, enough for a whole year. The subject appeared to be frusturated, as though I had just insulted them. Little did I know I did. The subject replied with, "It's not the saving alone that makes you wealthy. It's busting your ass. My dads worked 40 years of his life. Minus the one he took off. So 39. He wakes up at 3:30. And comes home at 5, 5 days a week, sometimes 6. For 39 years with no excuses." Continuing on to say "Most people arent willing to pay that price" and proceeded to state various activities everyone indulges in such as, watching Netflix or YouTube, working out, investing in hobbies and such. After this I expressed that, this was all wonderful and I too would one day want to live such a life but first I would have to finish my studies and then I'd give it a shot. Subject C then went on to say his father had not completed anything above a sixth grade level and that he stopped attending school when he couldn't afford school clothing. I wanted to know what his father worked in, since my whole life, I've been told; without an education, you won't amount to anything, so all of this seemed surreal. The subject said his father was a contractor and that his job wasn't an easy feat. The subjects father had worked along side his employees for forty years. After going off on a tangent, I asked the subject how they are now, regarding his financial situation. Asking if they rely on what their father had made. From which the subject replied with, "Yeah. Always will. It's an addition to my lifestyle. It's whatever I make + whatever he gives me every month that determines how I live. All rich parents do this. You don't want to live a lavish life and see your kids suffer regardless of why they're suffering... a parent with excess in their lifestyle will always do what's in their power to not let their kids drive shitty cars, or live in a less than nice area or in a shitty apartment. Everyone who I know who's parents have more than 7 figures do the same exact shit." This all came as a surprise to me, however it was at the same time, it was to be expected. Of cource parents with more on their plate would give some to their kids, especially if their kids didn't have much on theirs. The surprise was from the way everything felt so similar. Meaning that no matter how much your parents make, if you have less, I'd even go as far as to say: Even if you have more than your parents. They'd still do anything to at least give you a little bit of this and a little bit of that.

Not only did Subject C give me more than enough to work with, the subject directly gave me the bad that I can easily just quote without further explanation needed. It's currently two fifty one AM, demons hour is in nine minutes and I'm trying to be asleep by then so here it goes. "It has ups and downs just like anything. You can't make legit friends with broke people because you can't invite em anywhere. You can't date far below your lifestyle because you can't relate really, you plan to insult your futur qife with a prenup, successful parents are mostly never around because they're busy. Other family become leeches. You end up fighting siblings over land and inheritances and property and family jewlery. You hope your kids learn how to work hard and not be total bums by too much privilege. Just as high as the highs are, the lows are equally as low when you find out your family's backstabbed you over some money. I like my life... but it's my life... and if I had another life I would like it just the same. They all have ups and downs but people only want to see the ups. Like for example my dads probably not gunna make it to 59 because the doctor told him he's worked so much his hearts gonna give out before that. He's 53 rn and I would trade this life for a lesser one if I knew he was gunna make it to 80. To be at the top, the price has to be paid. People forget or don't want to see it. But success and wealth come at an expense. Imagine your father dying. Younger than he should have, just so when he died he could leave you with enough that your own kids wouldn't have to worry. It's hard for me to swallow that shit because if I had the choice I wouldn't have chosen all this money. We could have had less and been good. Idk man. No money can replace someone who loves you like that. When people are wealthy it means someone in their ancestral past made the decision to exchange their time and hours and body and life and made the decision that they were no longer gunna let their proceeding family suffer even if it means them not fully living their life. For me it was my dad. It would be different if it was his dad or his fathers dad. I know people who inherited a lot of money when one of their parents died. And believe me, the would give that money right back if it ment they could have them back. It's sad to see someone who's worked all their life to have shit, and see them dying fast not having even taken a real break from it to the point where you'd say it was worth it. A point where he knows how to reuely enjoy all he has because it's not even in the person. I'm not saying there isnt people I know without these problems. But you'd be surprised the things success can bring. Siblings who haven't spoken in 25 years, early deaths or Alzheimer's caused by over working. Disconnection from lack of time spent together. Deep drug habits fueled by easy money to cope with a lost loved one. Aimlessly shooting through life because parents are so busy to do anything but throw money at their kid hoping that's the solution. The thing is. It doesn't matter if its 1,000 or a 100,000, the true colors will show and that's what sucka. It's the act more than the amount. Some siblings won't mind splitting it 50/50. Others try to snake the whole 100 from you. You lose a lot of family having more money. It's just the way it goes. Uncles, aunts, cousins, brothers, tou name it. So if you know you're going to make it ar least until 30 still having your pops man, I suggest you value the small things in life. Because to someone else that might not be within their power. Not even with money."

#the good the bad and the ugly #GB&U #lifestyle #wealthy #research #results #anon replies

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benrleeusa · 6 years

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[Eugene Volokh] Constitutional Right to Home-School?

An interesting opinion from a Georgia Court of Appeals chief judge Stephen Dillard.

Whether states may ban home-schooling is a surprisingly complex question. The Supreme Court has famously held that staes may not compel parents to send their children to public schools, but the cases on the subject (Pierce v. Society of Sisters (1925)) expressly secure only a right to send the kids to private schools -- Pierce itself noted that,

No question is raised concerning the power of the state reasonably to regulate all schools, to inspect, supervise and examine them, their teachers and pupils; to require that all children of proper age attend some school, that teachers shall be of good moral character and patriotic disposition, that certain studies plainly essential to good citizenship must be taught, and that nothing be taught which is manifestly inimical to the public welfare.

Perhaps this should just be taken literally to mean that the Court wasn't deciding this question. Or perhaps "require[ments] that all children of proper age attend some school" should -- as a constitutional matter -- be satisfied by a showing that the child is "attend[ing]" a home school that is allowing the child to perform at or beyond grade level. Or perhaps the means for regulating home schooling (such as tests that show a student's progress) are much more advanced now than they were then, and that regulated home schooling is a "less restrictive alternative" that would still accomplish the government interest in making sure children are adequately educated. But as best I can tell, the lower court decisions dealing with the subject have generally taken the view that bans on home schooling (or requirements that only people with suitable teaching credentials may home-school) are constitutional under Pierce. In recent decades, home-schooling has been legal in nearly all states, as a result of legislation, not constitutional litigation; so there have been few cases recently having to deal with this question.

Religious homeschooling is a different matter. Wisconsin v. Yoder held that the Amish could pull children out of school at age 14, and then vocationally train the children at home, notwithstanding a compulsory education law that generally required school attendance until 16. Yoder survives the Court's decision in Employment Division v. Smith (which mostly holds that the Free Exercise Clause doesn't require religious exemptions from generally applicable laws, but which expressly preserves such claims in parental rights cases like Yoder). And in People v. DeJonge, 501 N.W.2d 127 (Mich. 1993), the Michigan Supreme Court generally held that there is a constitutional right to home-school for religious reasons, though with some regulations (not including a requirement that one parent be a certified teacher, which is the very requirement that the Michigan Supreme Court struck down).

Last week, Judge Stephen Dillard, chief judge of the Georgia Court of Appeals (and, back in the day, blogger Feddie at Southern Appeal), wrote an interesting concurring opinion (Borgers v. Borgers) forcefully defending such a right. I personally think that defining the scope of parental rights is a complicated matter, and while I support the right to homeschool on policy grounds, I'm not positive that it should be recognized as a constitutional right; but the opinion struck me as very interesting, and I thought I'd pass it along.

The case is a child custody dispute, in which the trial judge ordered the mother to enroll a child in school (who would presumably be the Montessori School to which she had gone before) instead of homeschooling. The court's opinion overturned the order on procedural grounds, and Chief Judge Dillard agreed, but also added:

The liberty interest of parents to direct the upbringing, education, and care of their children is the most ancient of the fundamental rights we hold as a people, and is "deeply embedded in our law." This cherished right derives from the natural order, preexists government, and may not be interfered with by the State except in the most compelling circumstances. And while I agree with the majority that the trial court lacked the authority to alter the parties' custody agreement in this contempt action, I write separately to express my serious concerns with the court's decision to summarily substitute its judgment regarding the child's education for the mother's without identifying evidence of the compelling circumstances necessary to interfere with her constitutional parental rights. In doing so, the trial court failed to give sufficient consideration to the federal and Georgia constitutions, both of which afford significant protection of a parent's right to the care, custody, and control of his or her child—which undoubtedly includes the right to make educational decisions.

Our trial courts must be mindful in every case involving parental rights that, regardless of any perceived authority given to them by a state statute to interfere with a natural parent's custodial relationship with his or her child, such authority is only authorized if it comports with the long-standing, fundamental principle that "[p]arents have a constitutional right under the United States and Georgia Constitutions to the care and custody of their children."

In this respect, the Supreme Court of the United States has acknowledged that "[t]he liberty interest ... of parents in the care, custody, and control of their children—is perhaps the oldest of the fundamental liberty interests ...." And while a parent's right to raise his or her children without state interference is largely expressed as a "liberty" interest, the Supreme Court of the United States has also noted that this right derives from "privacy rights" inherent in the text, structure, and history of the federal constitution.

In Georgia, a parent's natural right to familial relations is also recognized "under our state constitutional protections of liberty and privacy rights." Indeed, Georgia courts have repeatedly recognized that "the constitutional right to raise one's children is a fiercely guarded right in our society and law, and a right that should be infringed upon only under the most compelling circumstances." In fact, according to our Supreme Court, "there can scarcely be imagined a more fundamental and fiercely guarded right than the right of a natural parent to [his or her] offspring." And the fundamental liberty interest of natural parents in "the care, custody, and management of their child does not evaporate simply because they have not been model parents. ..." To be sure, parental rights are not absolute. But when this fundamental liberty interest is at stake, the court must "give full, fair, and thoughtful consideration to the serious matter at hand."

Suffice it to say, a parent's right to the care, custody, and control of one's child includes a constitutionally protected right to make decisions regarding the child's education—including the choice to homeschool. Indeed, in addition to the Supreme Court of the United States's landmark decisions in Meyer, Pierce, and Yoder, the fundamental right of a parent to homeschool his or her child is also supported by Washington v. Glucksberg, which held that the federal Constitution "specially protects those fundamental rights and liberties which are, objectively, deeply rooted in this Nation's history and tradition."

As one legal scholar has observed, homeschooling was "not only legal at the very early stages of our 'history and tradition,' but was also the predominate form of education." A parent's fundamental right to homeschool his or her children was also, significantly, "recognized and unchallenged when the Constitution was drafted and when the Fourteenth Amendment was passed." And while the Supreme Court of Georgia has yet to explicitly declare that a parent's right to care, custody, and control of his or her children includes the right to homeschool them, it is difficult to see how the Court's reasoning in Patten v. Ardis [striking down a grandparent visitation statute on parental rights grounds]—which is steeped in this state's constitutional and jurisprudential history—would not apply with equal force and extend to such a fundamental parental duty. There is little question, then, that parents have a fundamental right under the United States and Georgia Constitutions to homeschool their children.

Nevertheless, here, in addition to disregarding the plain terms of the current custody agreement, the trial court appears to have given little, if any, consideration of the mother's constitutionally protected liberty interest in deciding to homeschool her child. Indeed, without even referencing the significant liberty interests at stake, the court questioned and undermined the mother's choices regarding her child's education, ordering her to enroll the child in the Montessori school to "ensure the child is not 'homeschooled'" based on its "own beliefs as to the child's best interest[.]"

And while the trial court may be right that it would be more "convenient" for the child to attend the Montessori school because the mother works there, a parent's constitutional right to make educational choices for his or her child is not limited to those a judge (or any other state actor) deems to be convenient or wise. Thus, even if the trial court had been authorized to modify the parents' custody agreement (which it was not), it did not reference any evidence of the compelling circumstances necessary to substitute its own preferences as to the child's education for the mother's decision to homeschool her child. And when state actors engage in this sort of Orwellian policymaking disguised as judging, is it any wonder that so many citizens feel as if the government does not speak for them or respect the private realm of family life.

In sum, I take this opportunity, yet again, to remind our trial courts that, in making any decision or taking any action that interferes with a parent-child relationship, our state statutes are subordinate to and must be construed in light of the fundamental rights recognized by the federal and Georgia constitutions—which both include a parent's fundamental right to homeschool a child.

As this Court has rightly recognized, "[t]he constitutional right of familial relations is not provided by government; it preexists government." Indeed, this "cherished and sacrosanct right is not a gift from the sovereign; it is our natural birthright. Fixed. Innate. Unalienable." Thus, regardless of a court's personal feelings or perception of a parent's fitness to care for or retain custody of his or her child, careful consideration of these bedrock constitutional principles and safeguards must remain central to each case without exception. And when this fails to occur, we will not hesitate to remind our trial courts of the solemn obligation they have to safeguard the parental rights of all Georgians.

For an interesting (and I think mistaken) homeschooling / child custody case from several years ago, see here; for a Reason article on homeschooling from 1983 -- when, to my knowledge, homeschooling was much less widely accepted -- see here.

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calculatemygrade-blog · 7 years

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topsolarpanels · 7 years

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Inside the Online School That Could Radically Change How Kids Learn Everywhere

Emily Duggan, 16, expends most afternoons at a dance studio tucked behind a shopping plaza near her home in Exeter, New Hampshire. Blond and doe-eyed, Duggan has been dancing since she was two, everything from tap to ballet. She puts in about 12 hours a week at the studio, including class and rehearsals with the dance team for weekend competitors. Duggan also prides herself on get good grades in school. But two years ago, the stress of managing both dance and academics overwhelmed her.

She was depleted and losing weight. Some nights, Duggan faced four hours of homework after a day of school and dancing that stretched into the evening, I would just break down crying and telling, I cant do this anymore! she recalled.

Her mothers concurred. In January 2015, Duggan enrolled in New Hampshires self-paced Virtual Learning Academy Charter School, joining about 200 full-time middle and high school students and about 10,000 part-timers from brick-and-mortar schools statewide who take online VLACS courses a la carte. There is no entrance exam, screening or application required to attend VLACS, which is free for any New Hampshire student.

A week afterward, theres a follow-up bellow. Thats when I ask students why theyre taking my course, and what their goals are, told Kent. Some students simply need the course credit, of course, but others have a fitness target, struggle with obesity or are athletes who want to increase their strength or overcome an injury.

Students do the bulk of their learning independently. They make their own route through online lessons, digital texts and multimedia, and follow links to extra, explanatory resources. They upload all their work. Yet the students and mothers interviewed for this story said that they have more one-on-one interactions with teachers than they did in traditional schools.

Kent opened her laptop to show the dashboard that tracks her students. She can sort them by grade or by the last time they logged into class, submitted work or checked in with her. If a student has been inactive for more than a week, Kent will reach out to see if everythings OK.

That level of educator communication was the biggest change A. J. Rando noticed when his daughter, Olivia, a secondary school student and a black belt in karate, are participating in VLACS to accommodate training and competition.

Theyre proactive about it. If youre not attaining contact every couple weeks, the emails start, telling, hey, we should talk, told Rando. His daughter added that having teachers reach out, makes it less intimidating to talk to them. That helps a lot if you need to ask a question.

VLACS middle school student Olivia Rando, 11, stands beside some of the trophies shes won as a black belt in karate.Chris Berdik

Students are also matched with a guidance counselor and an academic adviser who help them create and follow a C3( short for college, career and citizenship) readiness scheme. The guidance counselors also spot red flag that a student is struggling and offer support during the usual teenage drama. Finally, tutoring is available through four abilities coaches.

Like all VLACS teachers, Kent has office hours most days, when students can log in to her online classroom, a Skype-like interface, for one-on-one chats about assignments or feedback on a recent test.

If students genuinely need to reach Kent outside of office hours, including evenings and weekends, shell oblige. She also responds to student emails instantly, even if her teenaged students arent always so prompt.

Being ever present is paramount to building that working relationship, she told. Students need to know youre there, insuring what they do, and that you care about and support them.

VLACS physical education and wellness teacher Lisa Kent at home in Amherst, NH, appearing over an online dashboard of her current students.Chris Berdik

Competencies

On a bright, chilly March afternoon, VLACS English teacher Bette( pronounced Betty) Bramante settled into a black leather recliner for an interview at her home overlooking Great Bay on New Hampshires seacoast.

Over the years, Ive come to appreciate the capacity of every learner to excel when you let them approach a topic through their interests at a pace and style that suits them, told Bramante, who began her career in the 1970 s as a secondary school English teacher. After all, I live with a perfect example.

She was referring to her husband, Fred, who was a poor student and graduated 206 th out of 212 in his high school class. After clawing his route through college, however, he had a distinguished career in education first as a secondary school science educator( where he and Bette gratified ), then as a long-time member and chair of New Hampshires country board of education, and now as president of the nonprofit National Center for Competency-Based Learning.

‘ When you think about virtual education, its often more about efficiency and getting more students through than it is about relationships.’VLACS founder and CEO Steve Kossakoski

In 2008, during Freds tenure with the board of trustees of the education, New Hampshire became the first country to necessitate high schools to issue course credit for mastering competencies, rather than for fulfilling the requisite number of hours, days or weeks of instruction( aka seat time ). That same year, VLACS welcomed its first students.

Competencies are learning deconstructed. A single course, such as algebra, contains several competencies, which blend some core knowledge, such as understanding linear equations, with broader abilities like applied analysis or problem-solving. Instead of a C+ in algebra, for example, a competency-based report card could show that a student has mastered four algebra competencies but hasnt yet figured out quadratic functions or basic statistical analysis.

In a competency-based school, especially a virtual one, semesters “losing ones” shape. While VLACS has guidelines for course completion time and students use an online chart to track their progression, theres no bonus for mastering competencies faster than your peers or penalty for taking extra time.

During the interview, Bramante sat beside her laptop, awaiting an upcoming discussion-based appraisal with one of her students. Shorthanded as DBAs, these discussions are held for each competency. Regurgitating facts wont cut it in a DBA, during which teachers ask follow-up questions to probe students understanding and the reasoning behind their answers and decisions. Educators also ask students how they can apply that knowledge. If a student falterings, the educator will recommend that she go back and review certain course material before taking the written exam. At VLACS, the bar for mastery is a test score of 85 percentage or better.

English teacher Bette Bramante at home in Durham, NH.Chris Berdik

Performance Pays

Another big difference with VLACS is its funding source. Most virtual schools get country funding based on enrollment numbers. More students entail more revenue, and virtually three-quarters of full-time virtual students are in schools run by for-profit education management organizations.

By contrast, VLACS, a nonprofit, earns its funding based on the number of competencies mastered by its students. Heres how that breaks down, according to Kossakoski: New Hampshire allocates charter schools about $5,600 dollars a year for each full-time student, presuming the student completes six full credits. A one-credit course is one-sixth of that total, or about $933 dollars. If a student masters just half of the competencies that make up a course, for example, then VLACS earns half of the $933.

That calculation also applies to students at brick-and-mortar schools who enroll in a VLACS course to obtain competencies they are missing due to a previous incomplete or failed course, or to access advanced courses not offered at their home school. VLACSs courses are accepted for credit by every high school and many secondary school in New Hampshire.

Some outside experts question that pay-for-performance model due to the risk that teachers may thumb the scale to speed student progression.

Not merely does VLACS funding depend on competencies, so do teacher salaries, to a degree. They are based on an expectation of how many competencies their students will master over the course of a year. However, teachers can accrue bonuses by surpassing those expectations.

Some outside experts question that pay-for-performance model, either due to the risk that teachers may thumb the scale to speed student progression, or because such a system may not fully account for differences in students and subject matter.

When youre teaching high-ability students, a lot of these free market principles will bring you success, told Michael Barbour, an education professor at Sacred Heart University in Fairfield, Connecticut, who examines online learning. But if Im teaching algebra to at-risk students, the majority of whom have already failed it two or three times, then Im going to have big problems with pay-for-performance. What kind of educator will you get to teach those children?

But Larry Miller, dean of the school of education at Florida SouthWestern state college and a co-author of the 2015 Center for Reinventing Public Education study, pointed out that VLACS teachers get their base pay whether they reached their targets or not, and most bonuses are a marginal incentive, in the single digits as a percentage of total salary.

Nevertheless, Miller did find a different cause for concern over VLACSs funding model. Specifically, when students at traditional schools take a VLACS course, the country pays VLACS without subtracting any funding from the brick-and-mortar schools.

The double funding has minimise rivalry and greased the wheels of partnership between VLACS and the states other school systems. Eventually, however, it could be a budget buster. Thats something theyll have to wrestle with as their impact grows, Miller told.

Virtual Gets Real

Two years ago, the John-Zensky family crisscrossed the eastern United States for two weeks in their minivan, hitting up cities and sites.

It was epic, told Danielle John-Zensky, standing in the kitchen of her Pittsfield, New Hampshire, home, flanked by two of her children, DJ, 14, and Delaney, 16.

Before DJ and Delaney became full-time VLACS students last year, they were home-schooled. We do a lot of road journeys, Danielle told. We like to travel when the rest of the kids are in school.

During a typical weekday morning, Delaney spreads out on the living room lounge with her laptop and DJ uses the desktop computer in the kitchen. They check out the online chart that shows how theyre progressing in each course.