Archive | June, 2012

Who has access to student records?

Moi discussed the The Family Educational Rights and Privacy Act (FERPA) in The Federal Educational Rights and Privacy Act balancing act:

Schools all over the country are challenged by students who are violent, disruptive, and sometimes dangerous. Christine Clarridge, Seattle Times staff reporter reports in the Seattle Times article, Student-privacy laws complicate schools’ ability to prevent attacks which was about an unprovoked assault in a high school restroom which almost killed two students.

Five months before she allegedly attacked two schoolmates with a knife, nearly killing one, a Snohomish High School student underwent counseling after she threatened to kill another student’s boyfriend.

The 15-year-old Snohomish girl was allowed to return to school only after she presented proof she had attended counseling.

The earlier threats would have never been made public if the information wasn’t contained in court documents charging the girl with first-degree attempted murder and first-degree assault in last Monday’s attack.

Some Snohomish parents were surprised to learn of the earlier threat and have expressed concern that they weren’t notified.

But student information, including mental-health records, is tightly held by school districts because of federal privacy laws. The district says it cannot even discuss whether counselors or teachers were made aware of the earlier threats because of privacy laws.

The case underscores the delicate and complicated balancing act faced by schools in their efforts to meet the educational and privacy rights of individual students, as well as their need to ensure the safety of the larger student body.

http://seattletimes.nwsource.com/html/localnews/2016643796_schoolsafety30m.html

There is a complex intertwining of laws which often prevent school officials from disclosing much about students.

According to Fact Sheet 29: Privacy in Education: Guide for Parents and Adult-Age Students,Revised September 2010 the major laws governing disclosure about student records are:

What are the major federal laws that govern the privacy of education records?

Family Educational Rights and Privacy Act (FERPA) 20 USC 1232g (1974)
Protection of Pupil’s Rights Amendments (PPRA) 20 USC 1232h (1978)
No Child Left Behind Act of 2001, Pub. L. 107-110, 115 STAT. 1425 (January 2002)
USA Patriot Act, P.L. 107-56 (October 26, 2001)
Privacy Act of 1974, 5 USC Part I, Ch. 5, Subch. 11, Sec. 552
Campus Sex Crimes Prevention Act (Pub. L. 106-386)

FERPA is the best known and most influential of the laws governing student privacy. Oversight and enforcement of FERPA rests with the U.S. Department of Education. FERPA has recently undergone some changes since the enactment of the No Child Left Behind Act and the USA Patriot Act….

https://www.privacyrights.org/fs/fs29-education.htm

https://drwilda.wordpress.com/2011/10/30/the-federal-educational-rights-and-privacy-act-balancing-act/

Still, schools collect a lot of information about students.

Jason Koebler has written an interesting U.S. News article, Who Should Have Access to Student Records?

Since “No Child Left Behind” was passed 10 years ago, states have been required to ramp up the amount of data they collect about individual students, teachers, and schools. Personal information, including test scores, economic status, grades, and even disciplinary problems and student pregnancies, are tracked and stored in a kind of virtual “permanent record” for each student.

But parents and students have very little access to that data, according to a report released Wednesday by the Data Quality Campaign, an organization that advocates for expanded data use.

All 50 states and Washington, D.C. collect long term, individualized data on students performance, but just eight states allow parents to access their child’s permanent record. Forty allow principals to access the data and 28 provide student-level info to teachers.

Education experts, including Secretary of Education Arne Duncan and former Washington, D.C., Schools Chancellor Michelle Rhee, argue that education officials can use student data to assess teachers—if many students’ test scores are jumping in a specific teacher’s class, odds are that teacher is doing a good job.

Likewise, teachers can use the data to see where a student may have struggled in the past and can tailor instruction to suit his needs.

At an event discussing the Data Quality Campaign report Wednesday, Rhee said students also used the information to try to out-achieve each other.

“The data can be an absolute game changer,” she says. “If you have the data, and you can invest and engage children and their families in this data, it can change a culture quickly.”Privacy experts say the problem is that states collect far more information than parents expect, and it can be shared with more than just a student’s teacher or principal.“When you have a system that’s secret [from parents] and you can put whatever you want into it, you can have things going in that’ll be very damaging,” says Lillie Coney, associate director of the Electronic Privacy Information Center. “When you put something into digital form, you can’t control where that’ll end up.”

According to a 2009 report by the Fordham University Center on Law and Information Policy, some states store student’s social security numbers, family financial information, and student pregnancy data. Nearly half of states track students’ mental health issues, illnesses, and jail sentences.Without access to their child’s data, parents have no way of knowing what teachers and others are learning about them.

http://www.usnews.com/news/articles/2012/01/19/who-should-have-access-to-student-records

The U.S. Department of Education enforces FERPA.

This is what the U.S. Department of Education says about the Family Education and Privacy Rights Act:

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are “eligible students.”

Parents or eligible students have the right to inspect and review the student’s education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.

Generally, schools must have written permission from the parent or eligible student in order to release any information from a student’s education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

School officials with legitimate educational interest;

Other schools to which a student is transferring;

Specified officials for audit or evaluation purposes;

Appropriate parties in connection with financial aid to a student;

Organizations conducting certain studies for or on behalf of the school;

Accrediting organizations;

To comply with a judicial order or lawfully issued subpoena;

Appropriate officials in cases of health and safety emergencies; and

State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, “directory” information such as a student’s name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

For additional information, you may call 1-800-USA-LEARN (1-800-872-5327) (voice). Individuals who use TDD may call 1-800-437-0833.

Or you may contact us at the following address:

Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-8520

http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Citation:

GENERAL
Family Educational Rights and Privacy Act Regulations (FERPA)
34 CFR Part 99

Electronic Code of Federal Regulations: Title 34, Part 99–Family Educational Rights and Privacy

The Electronic Code of Federal Regulations (e-CFR) is an editorial compilation of CFR material and Federal Register amendments, updated on a daily basis by the Office of the Federal Register. It is not an official legal edition of the CFR.

FPCO’s unofficial version, current as of January 2012 PDF (260K)

FERPA General Guidance for Students

PDF (43 KB)

A key case describing the limitations of FERPA is The Chronicle of Higher Education vs. The United States, ELECTRONIC CITATION: 2002 FED App. 0213P (6th Cir.), UNITED STATES COURT OF APPEALS FOR THE SIXTH CIRCUIT:

KARL S. FORESTER, District Judge. Intervening Defendant-Appellant The Chronicle of Higher Education (“The Chronicle“) contests the district court’s grant of summary judgment and subsequent permanent injunction in favor of Plaintiff-Appellee the United States. Specifically, the district court concluded that university disciplinary records were “educational records” as that term is defined in the Family Education Rights and Privacy Act (“FERPA”), 20 U.S.C. § 1232g, and that releasing such records and the personally identifiable information contained therein constitutes a violation of the FERPA. The district court permanently enjoined the Defendants-Appellees Miami University and The Ohio State University (“Miami,” “Ohio State,” or collectively “Universities”) from releasing student disciplinary records or any “personally identifiable information” contained therein, except as otherwise expressly permitted under the FERPA. For the reasons that follow, we AFFIRM. [Emphasis Added]

School districts have to balance the rights of students to an education with the need to know of other parties.

Resources:

FERPA General Guidance for Students

http://ed.gov/policy/gen/guid/fpco/ferpa/students.html

No Child Left Behind A Parents Guide

http://ed.gov/parents/academic/involve/nclbguide/parentsguide.pdf

Dr. Wilda says this about that ©

Tags: FERPA, Guide for Parents and Adult-Age Students Revised September 2010, No Child Left Behind A Parents Guide, Student-privacy laws complicate schools’ ability to prevent attacks, The Chronicle of Higher Education vs. The United States, The Family Educational Rights and Privacy Act, Who Should Have Access to Student Records?

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Categories Dr Wilda

Book: Inequality in America affects education outcome

10 Jun

In Location, location, location: Brookings study of education disparity based upon neighborhood https://drwilda.wordpress.com/2012/04/18/location-location-location-brookings-study-of-education-disparity-based-upon-neighborhood/ moi said:

The increased rate of poverty has profound implications if this society believes that ALL children have the right to a good basic education. Moi blogs about education issues so the reader could be perplexed sometimes because moi often writes about other things like nutrition, families, and personal responsibility issues. Why? The reader might ask? Because children will have the most success in school if they are ready to learn. Ready to learn includes proper nutrition for a healthy body and the optimum situation for children is a healthy family. Many of societies’ problems would be lessened if the goal was a healthy child in a healthy family. There is a lot of economic stress in the country now because of unemployment and underemployment. Children feel the stress of their parents and they worry about how stable their family and living situation is. Sabrina Tavernise wrote an excellent New York Times article, Education Gap Grows Between Rich and Poor, Studies Say http://www.nytimes.com/2012/02/10/education/education-gap-grows-between-rich-and-poor-studies-show.html?emc=eta1

The Brookings Institute study:

Housing Costs, Zoning, and Access to High-Scoring Schools Jonathan Rothwell, Associate Fellow and Senior Research Analyst, Metropolitan Policy Program The Brookings Institution

Downloads

Download the full paper

1.97 MB PDF

Download the appendix

151 KB PDF

See, Study Links Zoning to Education Disparities http://www.edweek.org/ew/articles/2012/04/19/29zoning.h31.html?tkn=WZZFADpJ4QDbHYgGkErxvyM40vV%2B6oC2KKaZ&cmp=clp-edweek

William H. Schmidt, Leland S. Cogan and Curtis C. McKnight wrote the American Educator article, Equality of Educational Opportunity: Myth or Reality In U.S. Schooling?http://www.aft.org/pdfs/americaneducator/winter1011/Schmidt.pdf This article concisely stated the ideas of Schmidt and McKnight’s book, Inequality for All: The Challenge of Unequal Opportunity in American Schools. Here is the press release:

“If you have any reservations on why the U.S. needs Common Core Standards you need to read this excellent book. Studying elementary schools in the U.S. and abroad, results show significant differences in students’ opportunities to learn mathematics. A rare combination of statistically rigorous work yet easy to read, policymakers, teachers, and parents will be surprised to find how varied instruction and curricular content in mathematics is and the consequences it is having on children’s learning across all economic and social groups, including the middle class.”
—Barbara Schneider, Hannah Chair, Michigan State University

“I applaud the authors for making a strong case for the Common Core Mathematics Standards from the perspective of leveling the field of learning for children. Let us hope that they will also bring their formidable scholarship to bear on the next step: how to ensure a basic uniformity in teacher quality.”
—Hung-Hsi Wu, Emeritus Professor of Mathematics, University of California at Berkeley

“This book presents an engaging and compelling argument about the dismal state of mathematics education in the US, illuminating how the nuts and bolts of kids’ opportunities to learn in school—curriculum content coverage—have implications for democratic principles of liberty and justice. It provides important lessons on improving US mathematics lessons.”
—James P. Spillane, Spencer T. & Ann W. Olin Professor in Learning & Organizational Change, Northwestern University

Inequality for All makes an important contribution to current debates about economic inequalities and the growing achievement gap, particularly in mathematics and science education. The authors argue that the greatest source of variation in opportunity to learn is not between local communities, or even schools, but between classrooms. They zero in on one of the core elements of schooling—coverage of subject matter content—and examine how such opportunities are distributed across the millions of school children in the United States. Drawing on data from the third TIMMS international study of curriculum and achievement, as well as a six-district study of over 500 schools across the United States, they point to Common Core State Standards as being a key step in creating a more level playing field for all students.

Chapters:
1.   Introduction: A Story and A Myth
Part I: The Inequalities that Permeate the American Educational System
2.   One Indivisible Nation?
3.   Social Class, Race, and Equality of Opportunity
4.   Into the Classroom: The Content Opportunities Children Actually Experience
5.   Tracking: Further Along the Road to Inequality
6.   Contributors to Inequality in Content Coverage: The Role of Organizational Structure
Part II: Factors that Shape Content Coverage and Increase Inequality
7.   The Influence of Teachers on Opportunities to Learn
8.   The Role of Textbooks and Tests
Part III: Facing the Consequences
9.   Content Coverage Matters
10. From Inequality to Equality: The Road We Must Follow
Appendix A: Data Sources Used in This Book
Appendix B: Mathematics Content Topics
Appendix C: Science Content Topics

William H. Schmidt is University Distinguished Professor at Michigan State University and co-director of the Education Policy Center. Curtis C. McKnight is emeritus professor of mathematics at the University of Oklahoma. http://store.tcpress.com/0807753416.shtml

Citation:

Inequality for All
The Challenge of Unequal Opportunity in American Schools
William Schmidt and Curtis McKnight
Pub Date: July 2012, 288 pages
Paperback: $34.95, ISBN: 0807753416
Cloth:$78.00, ISBN: 0807753424

In 3rd world America: Money changes everything moi said:

Teachers and schools have been made TOTALLY responsible for the education outcome of the children, many of whom come to school not ready to learn and who reside in families that for a variety of reasons cannot support their education. All children are capable of learning, but a one-size-fits-all approach does not serve all children well. Different populations of children will require different strategies and some children will require remedial help, early intervention, and family support to achieve their education goals.

Richard D. Kahlenberg, , a senior fellow at The Century Foundation wrote the informative Washington Post article, How to attack the growing educational gap between rich and poor

In fact, research published by The Century Foundation and other organizations going back more than a decade shows that there are an array of strategies that can be highly effective in addressing the socioeconomic gaps in education:

* Pre-K programs. As Century’s Greg Anrig has noted, there is a wide body of research suggesting that well-designed pre-K programs in places like Oklahoma have yielded significant achievement gains for students. Likewise, forthcoming Century Foundation research by Jeanne Reid of Teachers College, Columbia University, suggests that allowing children to attend socioeconomically integrated (as opposed to high poverty) pre-K settings can have an important positive effect on learning.

* Socioeconomic Housing Integration. Inclusionary zoning laws that allow low-income and working-class parents and their children to live in low-poverty neighborhoods and attend low-poverty schools can have very positive effects on student achievement, as researcher David Rusk has long noted. A natural experiment in Montgomery County, Maryland, showed that low-income students randomly assigned to public housing units and allowed to attend schools in low-poverty neighborhoods scored at 0.4 of a standard deviation higher than those randomly assigned to higher-poverty neighborhoods and schools. According to the researcher, Heather Schwartz of the RAND Corporation, the initial sizable achievement gap between low-income and middle-class students in low-poverty neighborhoods and schools was cut in half in math and by one-third in reading over time.

* Socioeconomic School Integration. School districts that reduce concentrations of poverty in schools through public school choice have been able to significantly reduce the achievement and attainment gaps. In Cambridge, Massachusetts, for example, where a longstanding socioeconomic integration plan has allowed students to choose to attend mixed-income magnet schools, the graduation rate for African American, Latino, and low-income students is close to 90 percent, far exceeding the state average for these groups.

* College Affirmative Action for Low-Income Students. Research finds attending a selective college confers substantial benefits, and that many more low-income and working-class students could attend and succeed in selective colleges than currently do. Research by Anthony Carnevale and Stephen J. Rose of Georgetown University for the Century volume, America’s Untapped Resource: Low-Income Students in Higher Education , found that selective universities could increase their representation from the bottom socioeconomic half of the population from 10 percent to 38 percent, and overall graduation rates for all students would remain the same.

In addition to these ideas, Century Foundation research by Gordon MacInnes has highlighted promising programs to promote the performance of low-income students in New Jersey. Forthcoming research will suggest ways to revitalize organized labor, a development that could raise wages of workers and thereby have a positive impact on the educational outcomes of their children. We will also be exploring ways to strengthen community colleges as a vital institutions for social mobility. http://www.washingtonpost.com/blogs/answer-sheet/post/how-to-attack-the-growing-educational-gap-between-rich-and-poor/2012/02/10/gIQArDOg4Q_blog.html

There is no magic bullet or “Holy Grail” in education. There is only what works to produce academic achievement in each population of children. That is why school choice is so important. https://drwilda.wordpress.com/2012/02/11/3rd-world-america-money-changes-everything/

Study: When teachers overcompensate for prejudice https://drwilda.wordpress.com/2012/05/10/study-when-teachers-overcompensate-for-prejudice/

Location, location, location: Brookings study of education disparity based upon neighborhood https://drwilda.wordpress.com/2012/04/18/location-location-location-brookings-study-of-education-disparity-based-upon-neighborhood/

Jonathan Cohn’s ‘The Two Year Window’ https://drwilda.wordpress.com/2011/12/18/jonathan-cohns-the-two-year-window/

Dr. Wilda says this about that ©

Tags: Brookings Institute study Housing Costs Zoning and Access to High-Scoring Schools, Education Access, Education Gap Grows Between Rich and Poor Studies Say, Education Opportunity, Equality of Educational Opportunity Myth or Reality In U.S. Schooling?, How to attack the growing educational gap between rich and poor, Inequality in Education, Study Links Zoning to Education Disparities

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Report: Competency-based education

9 Jun

One of the concepts floating around education is competency-based education. Kathleen Santopietro Weddel of the Northern Colorado Literacy Resource Center defines competency-based education in Competency Based Education and Content Standards Definitions Components Characteristics Integrating Competencies and Content Standards Mapping Competencies Resources:

Definitions of Competency Based Education

􀂙 Competency Based Education focuses on outcomes of learning. CBE addresses what the learners are expected to do rather than on what they are expected to learn about. CBE emerged in the United States in the 1970s and refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of knowledge, skills, and behaviors students should possess at the end of a course of study. Richards and Rodgers

􀂙 Competency Based Education is outcome based instruction and is adaptive to the changing needs of students, teachers, and the community. Competencies describe the student’s ability to apply basic and other skills in situations that are commonly encountered in everyday life. Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations.                                       Schenck

􀂙 Competency Based Education is a functional approach to education that emphasizes life skills and evaluates mastery of those skills according to actual leaner performance. It was defined by the U.S. Office of Education as a “performance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in society”(U.S. Office of Education, 1978).     Savage

􀂙 Competencies consist of a description of the essential skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity. These activities may be related to any domain of life, though have typically been linked to the field of work and to social survival in a new environment. Mrowicki

􀂙 Competencies are essential skills that adults need to be successful members of families, the community, and the workplace.    CASAS                                 http://www.cde.state.co.us/cdeadult/download/pdf/CompetencyBasedEducation.pdf                                                                                                                                                                                                                                 http://www.cde.state.co.us/cdeadult/download/pdf/CompetencyBasedEducation.pdf

As college and higher education becomes more expensive, the question is asked, about what do students really learn?

Inside Higher Ed has a fascinating article written by Paul Fain. In The Next Big Thing, Almost, Fain writes about competency-based education:

Competency-based higher education’s time may have arrived, but no college has gone all-in with a degree program that qualifies for federal aid and is based on competency rather than time in class.

Colleges blame regulatory barriers for the hold-up. The U.S. Education Department and accreditors point fingers at each other for allegedly stymieing progress. But they also say the door is open for colleges to walk through, and note that traditional academics are often skeptical about competency-based degrees.

All sides of this debate were on display at a Thursday event hosted by the Center for American Progress, which also released a white paper on competency-based education as a potentially disruptive innovation. Panelists noted that even the much-heralded model of Western Governors University maps its competency-based degrees back to credit hours, although university officials typically prefer the term “competency units.”

A federal law Congress passed in 2005 cleared a path for WGU to pursue “direct assessment” of student learning, allowing the university and other institutions to participate in federal aid programs without tracking credit hours. But WGU opted not to use direct assessment, in part because of worries about whether employers and accreditors would accept competency-based degrees, according to the panel.

No other institution has given direct assessment a whirl, or tried to follow WGU’s lead in tying competency to credit hours.

“Who goes first?” asked Eduardo Ochoa, assistant secretary for postsecondary education at the Department of Education.

The federal government isn’t standing in the way, he insisted. Regulations pose some “hurdles,” Ochoa acknowledged. But he said the Obama administration supports quality competency-based approaches, which can expand student access while trimming college costs and the amount of time it takes to earn a degree. “The department is looking to see competency-based education develop and flourish”

Ochoa said colleges should first work with their accreditors to smooth out any kinks, by demonstrating to their peers that competency-based programs are “academically viable.” And he said administrators and faculty members on accreditation site-visit teams are often hard to win over on competency.

Federal regulations, however, will not stop colleges from going the competency route, he said. They have several options, including the exemption created for WGU.
http://www.insidehighered.com/news/2012/06/08/barriers-competency-based-education-may-be-lifting-panel-says#ixzz1xL3Lq1az

Louis Soares writes in the Center for American Progress report, A ‘Disruptive’ Look at Competency-Based Education How the Innovative Use of Technology Will Transform the College Experience about the potential impact of competency-based education.

Here are the conclusions of Soares’ report:

Conclusion and recommendations

Our analysis clearly demonstrates that competency-based education does have the potential to be a disruptive innovation in postsecondary education. Our four-element analytical lens shows that the technologies, organizational experimentation, and standards are coalescing in ways that make competency-based education a potential game changer in the delivery and affordability of postsecondary education. It is clear from our examples that postsecondary institutions, policymakers, employers, and philanthropies are trying to build the infrastructure necessary for competency based education to take off.

We offer the following recommendations to further catalyze this process and urge federal policymakers to:

1. Encourage experimentation in competency-based education that leverages the four elements of disruptive innovation. The impending reauthorization of the Higher Education Act provides an opportunity to modify the statute to encourage demonstration projects and experimental sites. We could use a clinical-trials model similar to the Food and Drug Administration, in which students would be informed that they were involved in an experimental educational offering and would thus get discounted tuition to participate.

2. Survey state-level legislation and initiatives, in particular in K-12 online initiatives, to catalogue what policy and regulatory approaches to technology-enabled, competency-based learning may be applicable to postsecondary education. One area to look at would be how are the pilot states in the Shared Learning

Collaborative aligning state purchasing requirements to allow for cooperative purchasing? And how is this process being used in postsecondary education, in particular with gateway college courses? A clearinghouse of this type of information could be made available through one of the initiatives named above.

3. Hold a convening of business and postsecondary education leaders to discuss the value of competency-based education to all stakeholders to promote leadership and build consensus on how to move the work forward. Competency-based education could be the key to providing quality, postsecondary education to millions of Americans at a lower cost. But this transition will require policymakers, institution leaders, and other stakeholders to manage innovation in the sector in ways that respect the strengths of traditional colleges and universities yet help build the business models and value networks necessary for scaled change. http://www.americanprogress.org/issues/2012/06/pdf/comp_based_education.pdf

What Will They Learn has FAQs about their learning project. http://whatwilltheylearn.com/faq

What Will They Learn They use the following criteria:

What Will They Learn?SM rates each college on whether the institution (or, in many cases, the Arts & Sciences or Liberal Arts divisions) requires seven core subjects: Composition, Literature, Foreign Language, U.S. Government or History, Economics, Mathematics, or Natural or Physical Science. The grade is based on a detailed review of the latest publicly-available online course catalogs.

The fact that a college has requirements called Literature or Mathematics does not necessarily mean that students will actually study those subjects. “Distribution requirements” on most campuses permit students to pick from a wide range of courses that often are narrow or even outside the stated field altogether. To determine whether institutions have a solid core curriculum, we defined success in each of the seven subject areas outlined as follows:

Composition. A college writing class focusing on grammar, style, clarity, and argument. These courses should be taught by instructors trained to evaluate and teach writing. “Across-the-curriculum” and “writing intensive” courses taught in disciplines other than English do not count if they constitute the only component of the writing requirement. Credit is not given for remedial classes, or if students may test out of the requirement via SAT or ACT scores or departmental tests.Literature. A literature survey course. Narrow, single-author, or esoteric courses do not count for this requirement, but introductions to broad subfields (such as British or Latin American literature) do.Foreign Language. Competency at the intermediate level, defined as at least three semesters of college-level study in any foreign language, three years of high school work or an appropriate examination score.U.S. Government or History. A course in either U.S. history or government with enough breadth to give a broad sweep of American history and institutions. Narrow, niche courses do not count for the requirement, nor do courses that only focus on a particular state or region.Economics. A course covering basic economic principles, preferably an introductory micro- or macroeconomics course taught by faculty from the economics or business departments.Mathematics. A college-level course in mathematics. Specific topics may vary, but must involve study beyond the level of intermediate algebra. Logic classes may count if they are focused on abstract logic. Computer science courses count if they involve programming or advanced study. Credit is not given for remedial classes, or if students may test out of the requirement via SAT or ACT scores.Natural or Physical Science. A course in biology, geology, chemistry, physics, astronomy, or environmental science, preferably with a laboratory component. Overly narrow courses and courses with weak scientific content are not counted.

With these criteria in mind, we assign grades based on how many of these seven subjects students are required to complete. If a core course were an option among other courses that do not meet the What Will They Learn?SM criteria for a certain subject, the institution did not receive credit for that subject. Credit is given only for what an institution requires of its students, not what it merely recommends. The grading system is as follows:

A: 6-7 core subjects required
B: 4-5 core subjects required
C: 3 core subjects required
D: 2 core subjects required
F: 0-1 core subjects required

This one set of criteria, remember the decision to attend college is an individual choice based upon individual needs.

Dr. Wilda says this about that ©

Tags: A ‘Disruptive’ Look at Competency-Based Education How the Innovative Use of Technology Will Transform the College Experience, Almost, Competency Based Education and Content Standards Definitions, Competency-based Education, Definitions of Competency Based Education, Northern Colorado Literacy Resource Center, The Next Big Thing, What Will They Learn

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Categories Dr Wilda

Talking to your teen about risky behaviors

7 Jun

In No one is perfect: People sometimes fail, moi said:

There are no perfect people, no one has a perfect life and everyone makes mistakes. Unfortunately, children do not come with instruction manuals, which give specific instructions about how to relate to that particular child. Further, for many situations there is no one and only way to resolve a problem. What people can do is learn from their mistakes and the mistakes of others. Craig Playstead has assembled a top ten list of mistakes made by parents and they should be used as a starting point in thinking about your parenting style and your family’s dynamic.

1) Spoiling kids

2) Inadequate discipline

3) Failing to get involved at school

4) Praising mediocrity

5) Not giving kids enough responsibility

6) Not being a good spouse

7) Setting unreal expectations

8) Not teaching kids to fend for themselves

9) Pushing trends on kids

10) Not following through

Playstead also has some comments about stage parents.

Let kids be kids. Parents shouldn’t push their trends or adult outlook on life on their kids. Just because it was your life’s dream to marry a rich guy doesn’t mean we need to see your 4-year-old daughter in a “Future Trophy Wife” t-shirt. The same goes for the double ear piercing—that’s what you want, not them. Teaching kids about your passions is great, but let them grow up to be who they are. And yes, this goes for you pathetic stage parents as well. It’s hard enough for kids to figure out who they are in the world without you trying to turn them into what you couldn’t be.

Paul Tough has written a very thoughtful New York Times piece about the importance of failure in developing character, not characters.

In What If the Secret to Success Is Failure? Tough writes:

Dominic Randolph can seem a little out of place at Riverdale Country School — which is odd, because he’s the headmaster. Riverdale is one of New York City’s most prestigious private schools, with a 104-year-old campus that looks down grandly on Van Cortlandt Park from the top of a steep hill in the richest part of the Bronx. On the discussion boards of UrbanBaby.com, worked-up moms from the Upper East Side argue over whether Riverdale sends enough seniors to Harvard, Yale and Princeton to be considered truly “TT” (top-tier, in UrbanBabyese), or whether it is more accurately labeled “2T” (second-tier), but it is, certainly, part of the city’s private-school elite, a place members of the establishment send their kids to learn to be members of the establishment. Tuition starts at $38,500 a year, and that’s for prekindergarten.

Randolph, by contrast, comes across as an iconoclast, a disrupter, even a bit of an eccentric. He dresses for work every day in a black suit with a narrow tie, and the outfit, plus his cool demeanor and sweep of graying hair, makes you wonder, when you first meet him, if he might have played sax in a ska band in the ’80s. (The English accent helps.) He is a big thinker, always chasing new ideas, and a conversation with him can feel like a one-man TED conference, dotted with references to the latest work by behavioral psychologists and management gurus and design theorists. When he became headmaster in 2007, he swapped offices with his secretary, giving her the reclusive inner sanctum where previous headmasters sat and remodeling the small outer reception area into his own open-concept work space, its walls covered with whiteboard paint on which he sketches ideas and slogans. One day when I visited, one wall was bare except for a white sheet of paper. On it was printed a single black question mark.

For the headmaster of an intensely competitive school, Randolph, who is 49, is surprisingly skeptical about many of the basic elements of a contemporary high-stakes American education. He did away with Advanced Placement classes in the high school soon after he arrived at Riverdale; he encourages his teachers to limit the homework they assign; and he says that the standardized tests that Riverdale and other private schools require for admission to kindergarten and to middle school are “a patently unfair system” because they evaluate students almost entirely by I.Q. “This push on tests,” he told me, “is missing out on some serious parts of what it means to be a successful human.”

The most critical missing piece, Randolph explained as we sat in his office last fall, is character — those essential traits of mind and habit that were drilled into him at boarding school in England and that also have deep roots in American history. “Whether it’s the pioneer in the Conestoga wagon or someone coming here in the 1920s from southern Italy, there was this idea in America that if you worked hard and you showed real grit, that you could be successful,” he said. “Strangely, we’ve now forgotten that. People who have an easy time of things, who get 800s on their SAT’s, I worry that those people get feedback that everything they’re doing is great. And I think as a result, we are actually setting them up for long-term failure. When that person suddenly has to face up to a difficult moment, then I think they’re screwed, to be honest. I don’t think they’ve grown the capacities to be able to handle that….”

Whatever the dream you feel you didn’t realize, remember that was your dream, it may not be your child’s dream. https://drwilda.wordpress.com/2011/12/06/no-one-is-perfect-people-sometimes-fail/ Still, parents must talk to their children about life risks.

David Beasley is reporting in the Reuters article, One-third of U.S. teens report texting while driving: CDC:

A new federal study shows dramatic improvement in the driving habits of U.S. high school students, but texting by teenagers behind the wheel is a concern, the Centers for Disease Control and Prevention said on Thursday.

One in three high school students reported they had texted or emailed while driving during the previous 30 days, according to the centers’ 2011 youth risk behavior survey of 15,000 high school students.

The percentage of those who had texted or emailed while driving was higher for upper classmen, with nearly 43 percent of 11th graders and 58 percent of 12th graders saying they had done so in the past month. This is the first time texting questions were included in this survey.

“Texting or emailing while driving a car can have deadly consequences,” said Howell Wechsler, director of the CDC’s Division of Adolescent and School Health.

The CDC did not have statistics on how many teens are killed annually from accidents caused by texting or emailing.

In 2010, auto accidents killed 3,115 teens aged 13-19, the CDC said. That was down 44 percent over the past decade, but auto accidents remain the leading cause of teen deaths.

The centers said the survey revealed more teenagers are wearing seatbelts and fewer are driving after drinking.

Over two decades, the percentage of high school students who never or rarely wore a seatbelt declined from 26 percent to 8 percent, the CDC said.

In 2011, only 8 percent of students said they had driven a car within the past 30 days when they had been drinking alcohol, compared to 17 percent in 1997. The percentage of students who rode with a driver who had been drinking during the previous 30 days dropped from 40 percent to 24 percent…

Nearly 40 percent of students said they had at least one alcoholic drink in the previous 30 days….

http://news.yahoo.com/one-third-u-teens-report-texting-while-driving-221543484–sector.html;_ylt=AsxzGlM8pNbQr9cKMiVPFctPXs8F;_ylu=X3oDMTQ0aGZqaDlwBG1pdANUb3BTdG9yeSBVU1NGIEVkdWNhdGlvblNTRgRwa2cDNTFkZDYzMDUtZjNmZS0zZjgwLWI0NjMtZmQyZjFlOWE3MDFiBHBvcwMxBHNlYwN0b3Bfc3RvcnkEdmVyAzg0NDJhMjUxLWIwZWUtMTFlMS1iYjlmLWNhMjM4ODFmOGVjNQ–;_ylg=X3oDMTFlamZvM2ZlBGludGwDdXMEbGFuZwNlbi11cwRwc3RhaWQDBHBzdGNhdAMEcHQDc2VjdGlvbnM-;_ylv=3

Many parents want tips about how to talk with their kids about risky behaviors and whether they should spy on their children.

Perhaps the best advice comes from Carleton Kendrick in the Family Education article, Spying on Kids

Staying connected

So how do you make sure your teens are on the straight and narrow? You can’t. And don’t think you can forbid them to experiment with risky behavior. That’s what they’re good at during this stage, along with testing your limits. You can help them stay healthy, safe, and secure by doing the following:

Keep communicating with your teens, even if they don’t seem to be listening. Talk about topics that interest them.

Respect and ask their opinions.

Give them privacy. That doesn’t mean you can’t knock on their door when you want to talk.

Set limits on their behavior based on your values and principles. They will grudgingly respect you for this.

Continually tell them and show them you believe in who they are rather than what they accomplish.

Seek professional help if your teen’s abnormal behaviors last more than three weeks.

A 1997 landmark adolescent health study, which interviewed over 12,000 teenagers, concluded that the single greatest protection against high-risk teenage behavior, like substance abuse and suicide, is a strong emotional connection to a parent. Tough as it may be, you should always try to connect with them. And leave the spying to James Bond. It will only drive away the children you wish to bring closer.

In truth, a close relationship with your child will probably be more effective than spying. Put down that Blackberry, iPhone, and Droid and try connecting with your child. You should not only know who your children’s friends are, but you should know the parents of your children’s friends. Many parents have the house where all the kids hang out because they want to know what is going on with their kids. Often parents volunteer to chauffeur kids because that gives them the opportunity to listen to what kids are talking about. It is important to know the values of the families of your kid’s friends. Do they furnish liquor to underage kids, for example? How do they feel about teen sex and is their house the place where kids meet for sex?Lisa Frederiksen has written the excellent article, 10 Tips for Talking to Teens About Sex, Drugs & Alcohol which was posted at the Partnership for A Drug-Free America

So, in answer to the question should you spy on your Kids? Depends on the child. Some children are more susceptible to peer pressure and impulsive behavior than others. They will require more and possibly more intrusive direction. Others really are free range children and have the resources and judgment to make good decisions in a variety of circumstances. Even within a family there will be different needs and abilities. The difficulty for parents is to make the appropriate judgments and still give each child the feeling that they have been treated fairly. Still, for some kids, it is not out of line for parents to be snoops, they just might save the child and themselves a lot of heartache.

What parents need to know about ‘texting’ https://drwilda.wordpress.com/2012/05/04/what-parents-need-to-know-about-texting/

Children and swearing https://drwilda.wordpress.com/2012/04/29/children-and-swearing/

Does what is worn in school matter? https://drwilda.wordpress.com/2012/04/02/does-what-is-worn-in-school-matter/

Teen dating violence on the rise https://drwilda.wordpress.com/2012/04/01/teen-dating-violence-on-the-rise/

Dr. Wilda says this about that ©

Tags: 10 Tips for Talking to Teens About Sex, Children and Families, Drugs & Alcohol, One-third of U.S. teens report texting while driving CDC:, Partnership for A Drug Free America, Risky behavior and children, Spying on Kids, top ten list of mistakes made by parents, What If the Secret to Success Is Failure?

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Categories Dr Wilda

Report: Obesity is a public health issue

6 Jun

The recent “Weight of the Nation” conference focused on the public health aspects of obesity. Obesity is an important issue for schools because many children are obese and aside from health risks, these children are often targets for bullying. In Childhood obesity: Recess is being cut in low-income schools moi said:

The goal of this society should be to raise healthy and happy children who will grow into concerned and involved adults who care about their fellow citizens and environment. In order to accomplish this goal, all children must receive a good basic education and in order to achieve that goal, children must arrive at school, ready to learn. There is an epidemic of childhood obesity and obesity is often prevalent among poor children. The American Heart Association has some great information about Physical Activity and Children http://www.heart.org/HEARTORG/GettingHealthy/Physical-Activity-and-Children_UCM_304053_Article.jsp#.TummU1bfW-c

Unfortunately, many low-income children are having access to physical activities at school reduced because of the current recession.

Sandy Slater is reporting in the Education Nation article, Low-Income Schools Are Less Likely to Have Daily Recess

Here’s what we know:

• Children aged six to 17 should get at least one hour of daily physical activity, yet less than half of kids aged six to 11 get that much exercise. And as kids get older, they’re even less active.

• The National Association of Sport and Physical Education (NASPE) recommends that elementary school students get an average of 50 minutes of activity each school day – at least 150 minutes of PE per week and 20 minutes of daily recess.

• Kids who are more active perform better academically.

As a researcher and a parent, I’m very interested in improving our understanding of how school policies and practices impact kids’ opportunities to be active at school. My colleagues and I recently conducted a study to examine the impact of state laws and school district policies on PE and recess in public elementary schools across the country.

During the 2006 to 2007 and 2008 to 2009 school years, we received surveys from 1,761 school principals in 47 states. We found:

• On average, less than one in five schools offered 150 minutes of PE per week.

• Schools in states with policies that encouraged daily recess were more likely to offer third grade students the recommended 20 minutes of recess daily.

• Schools serving more children at highest risk for obesity (i.e. black and Latino children and those from lower-income families) were less likely to have daily recess than were schools serving predominantly white students and higher-income students.

• Schools that offered 150 minutes of weekly PE were less likely also to offer 20 minutes of daily recess, and vice versa. This suggests that schools are substituting one opportunity for another instead of providing the recommended amount of both.

• Schools with a longer day were more likely to meet the national recommendations for both PE and recess.

http://www.educationnation.com/index.cfm?objectid=ACF23D1E-229A-11E1-A9BF000C296BA163&aka=0

The gap between the wealthiest and the majority is society is also showing up in education opportunities and access to basic health care. https://drwilda.wordpress.com/2011/12/15/childhood-obesity-recess-is-being-cut-in-low-income-schools/

The Centers for Disease Control and Prevention’s “Weight of the Nation” conference was held in May and it focused upon the public health aspects of obesity. Here is an excerpt from the press release for the conference report:

FOR IMMEDIATE RELEASE

IOM Report Identifies Key Obesity-Prevention Strategies to Scale Back ‘Weight of the Nation’

WASHINGTON (May 8, 2012) — America’s progress in arresting its obesity epidemic has been too slow, and the condition continues to erode productivity and cause millions to suffer from potentially debilitating and deadly chronic illnesses, says a new report from the Institute of Medicine. Solving this complex, stubborn problem requires a comprehensive set of solutions that work together to spur across-the-board societal change, said the committee that wrote the report. It identifies strategies with the greatest potential to accelerate success by making healthy foods and beverages and opportunities for physical activity easy, routine, and appealing aspects of daily life.

The report, which was released today at the Centers for Disease Control and Prevention’s “Weight of the Nation” conference, focuses on five critical goals for preventing obesity: integrating physical activity into people’s daily lives, making healthy food and beverage options available everywhere, transforming marketing and messages about nutrition and activity, making schools a gateway to healthy weights, and galvanizing employers and health care professionals to support healthy lifestyles. The committee assessed more than 800 obesity prevention recommendations to identify those that could work together most effectively, reinforce one another’s impact, and accelerate obesity prevention.

Specific strategies that the committee noted include requiring at least 60 minutes per day of physical education and activity in schools, industry-wide guidelines on which foods and beverages can be marketed to children and how, expansion of workplace wellness programs, taking full advantage of physicians’ roles to advocate for obesity prevention with patients and in the community, and increasing the availability of lower-calorie, healthier children’s meals in restaurants.

“As the trends show, people have a very tough time achieving healthy weights when inactive lifestyles are the norm and inexpensive, high-calorie foods and drinks are readily available 24 hours a day,” said committee chair Dan Glickman, executive director of congressional programs, Aspen Institute, Washington, D.C., and former secretary, U.S. Department of Agriculture. “Individuals and groups can’t solve this complex problem alone, and that’s why we recommend changes that can work together at the societal level and reinforce one another’s impact to speed our progress.”

The report’s proposed strategies and action steps aim to support individuals’ and families’ abilities to make healthy choices where they work, learn, eat, and play. For example, healthy food and beverage options should be available at competitive prices everywhere that food is offered and an effort should be made to reduce unhealthy products. Fast-food and chain restaurants could revise their recipes and menus to ensure that at least half of their children’s meals comply with federal dietary guidelines for moderately active children and charge little or no more for these options, the report says. Shopping centers, convention centers, sports arenas, and other public venues that make meals and snacks available should offer a full variety of foods, including those recommended by the dietary guidelines.

Americans are surrounded by messaging that promotes sedentary activities and high-calorie foods and drinks, the report notes. The food, beverage, restaurant, and media industries should step up their voluntary efforts to develop and implement common nutritional standards for marketing aimed at children and adolescents up to age 17. Government agencies should consider setting mandatory rules if a majority of these industries have not adopted suitable standards within two years. To increase positive messaging about physical activity and nutrition, government agencies, private organizations, and the media could work together to develop a robust and sustained social marketing campaign that encourages people to pursue healthy activities and habits….

The IOM report was sponsored by the Robert Wood Johnson Foundation. Established in 1970 under the charter of the National Academy of Sciences, the Institute of Medicine provides objective, evidence-based advice to policymakers, health professionals, the private sector, and the public. The Institute of Medicine, National Academy of Sciences, National Academy of Engineering, and National Research Council together make up the independent, nonprofit National Academies. For more information, visit http://national-academies.org or http://iom.edu.

Contacts:

Christine Stencel, Senior Media Relations Officer

Shaquanna Shields, Media Relations Assistant

Office of News and Public Information

202-334-2138; e-mail news@nas.edu

Citation:___________________________________________________________________

Copies of Accelerating Progress in Obesity Prevention: Solving the Weight of the Nation are available from the National Academies Press; tel. 202-334-3313 or 1-800-624-6242 or on the Internet at http://www.nap.edu. Additional information is available at http://www.iom.edu/AcceleratingObesityPrevention. Reporters may obtain a copy from the Office of News and Public Information (contacts listed above).

Physically fit children are not only healthier, but are better able to perform in school.

Louisiana study: Fit children score higher on standardized testshttps://drwilda.wordpress.com/2012/05/08/louisiana-study-fit-children-score-higher-on-standardized-tests/

School dinner programs: Trying to reduce the number of hungry children https://drwilda.wordpress.com/2012/01/28/school-dinner-programs-trying-to-reduce-the-number-of-hungry-children/

Children, body image, bullying, and eating disorders https://drwilda.wordpress.com/2012/01/09/children-body-image-bullying-and-eating-disorders/

The Healthy Schools Coalition fights for school-based efforts to combat obesity https://drwilda.wordpress.com/2012/05/12/the-healthy-schools-coalition-fights-for-school-based-efforts-to-combat-obesity/

Seattle Research Institute study about outside play https://drwilda.wordpress.com/tag/childrens-physical-activity/

Dr. Wilda says this about that ©

Tags: Accelerating Progress in Obesity Prevention Solving the Weight of the Nation, American Heart Association, Childhood Obesity, Low-Income Schools Are Less Likely to Have Daily Recess, Obesity, Physical Activity and Children, The Healthy Schools Coalition, Weight of the Nation

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Categories Dr Wilda

The slow reading movement

https://drwilda.wordpress.com/2012/01/31/the-slow-reading-movement/

The importance of the skill of handwriting in the school curriculum

https://drwilda.wordpress.com/2012/01/24/the-importance-of-the-skill-of-handwriting-in-the-school-curriculum/

Resources:

US Department Of Education Helping Series which are a number of pamphlets to help parents and caregivers

How Parents Can Help Their Child Prepare for School Assignments

The ABCs of Ready to Learn

Getting Young Children Ready to Learn

Ebony Magazine’s How to Prepare Your Child for Success

General Tips for Preparing for Kindergarten

Louise Hajjar Diamond in an article for the American School Counselor Association writes about preparing a child for middle school

Getting Your Child Ready to Learn

Classroom Strategies to Get Boys Reading

Me Read? A Practical Guide to Improving Boys Literacy Skills

Understanding Gender Differences: Strategies To Support Girls and Boys

Helping Underachieving Boys Read Well and Often

Boys and Reading Strategies for Success

Dr. Wilda says this about that ©

Tags: Increasing Young Children’s Contact with Print During Shared Reading Longitudinal Effects on Literacy Achievement, Reading, Reading Literacy and Your Child, Small Change In Reading To Preschoolers Can Help Disadvantaged Kids Catch Up

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Categories Dr Wilda

More school districts facing a financial crunch are considering school ads

4 Jun

In Should there be advertising in schools? Moi said:

The issue is whether children in a “captive” environment have the maturity and critical thinking skills to evaluate the information contained in the ads. Advertising is about creating a desire for the product, pushing a lifestyle which might make an individual more prone to purchase products to create that lifestyle, and promoting an image which might make an individual more prone to purchase products in pursuit of that image. Many girls and women have unrealistic body image expectations which can lead to eating disorders in the pursuit of a “super model” image. What the glossy magazines don’t tell young women is the dysfunctional lives of many “super models” which may involve both eating disorders and substance abuse. The magazines don’t point out that many “glamor girls” are air-brushed or photo-shopped and that they spend hours on professional make-up and professional hairstyling in addition to having a personal trainer and stylist. In other words, when presented with any advertising, people must make a determination what to believe.

Amy Aidman lists the types of advertising in schools in the article, Advertising in the Schools.

TYPES OF ADVERTISING

“Captive Kids,” a new report by the CUES (1995) summarizes the routes of commercial messages into schools, examines some of those messages, and discusses the meaning of the enormous influx of corporate-produced materials into the schools. The report, which is a follow-up to the earlier report, “Selling America’s Kids” (CUES, 1990), divides the examples of in-school commercialism into four categories:

IN-SCHOOL ADS. In-school ads are conspicuous forms of advertising that can be seen on billboards, on school buses, on scoreboards, and in school hallways. In-school ads include ads on book covers and in piped-in radio programming. Advertising is also found in product coupons and in give-aways that are distributed in schools.

ADS IN CLASSROOM MATERIALS AND PROGRAMS. Ads in classroom materials include any commercial messages in magazines or video programming used in school. The ads in “Channel One” fall into this category.

CORPORATE-SPONSORED EDUCATIONAL MATERIALS AND PROGRAMS. Promotional messages appearing in sponsored educational materials may be more subtle than those in the previous categories. Sponsored educational materials include free or low-cost items which can be used for instruction. These teaching aids may take the form of multimedia teaching kits, videotapes, software, books, posters, reproducible activity sheets, and workbooks. While some of these materials may be ad-free, others may contain advertising for the producer of the item, or they may contain biased information aimed at swaying students toward a company’s products or services.

CORPORATE-SPONSORED CONTESTS AND INCENTIVE PROGRAMS. Contests and incentive programs bring brand names into the schools along with the promise of such rewards as free pizzas, cash, points toward buying educational equipment, or trips and other prizes.

Here is the complete citation:

ERIC Identifier: ED389473
Publication Date: 1995-12-00
Author: Aidman, Amy
Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL. http://www.ericdigests.org/1996-3/advertising.htm

https://drwilda.wordpress.com/2011/11/10/should-there-be-advertising-in-schools/

Trevor Hughes writes in the USA Today article, Advertising in schools becoming more common:

….Education Funding Partners (EFP), a for-profit corporation, with a goal of bringing $100 million to major public school districts by 2015, company President Mickey Freeman says.

“There’s a way to marry large companies and large districts without having to sacrifice morality,” he says. “The public isn’t paying for public education anymore.”

Advertising in schools is not a new concept and has been part of athletic facilities and school buses for years, but Dax Gonzalez, communications manager for the Texas Association of School Boards, says more schools are turning to advertising.

Examples:

•The college-savings program CollegeInvest signed a three-year deal to advertise on report cards sent home to students in the 85,000-student Jefferson County Public School District, southwest of Denver.

•Drugstore chain CVS promoted its flu shot campaign in Virginia and Florida schools with signs at football games, posters at school entrances and in district e-newsletters.

•Office supply store Staples this fall will sponsor school supply lists in several California and Texas school districts and provide a coupon for parents, all printed on Staples-branded paper.

District officials expect to earn $30,000 annually through the report-card deal, says Jefferson County schools spokeswoman Lynn Setzer. While it’s small compared with the $60 million in budget cuts the district has made over the past three years, she says every bit helps.

Consumer advocates say marketers want to get in front of kids to build customers for life. Kids are especially vulnerable to persuasive advertising while they are still learning how to think critically, says Elizabeth Ben-Ishai, a spokeswoman for the Washington, D.C.-based consumer-advocacy organization Public Citizen’s Commercial Alert. http://www.usatoday.com/news/education/story/2012-06-03/advertising-in-schools/55366346/1#.T8v6OerFDuM.email

A 2006 policy statement in Pediatrics discusses the issues involved in advertising to children.

The American Academy of Pediatrics outlines its policy in Children, Adolescents, and Advertising. Here is an excerpt from the policy:

Abstract

Advertising is a pervasive influence on children and adolescents. Young people view more than 40 000 ads per year on television alone and increasingly are being exposed to advertising on the Internet, in magazines, and in schools. This exposure may contribute significantly to childhood and adolescent obesity, poor nutrition, and cigarette and alcohol use. Media education has been shown to be effective in mitigating some of the negative effects of advertising on children and adolescents.

INTRODUCTION

Several European countries forbid or severely curtail advertising to children; in the United States, on the other hand, selling to children is simply “business as usual.”¹ The average young person views more than 3000 ads per day on television (TV), on the Internet, on billboards, and in magazines.² Increasingly, advertisers are targeting younger and younger children in an effort to establish “brand-name preference” at as early an age as possible.³ This targeting occurs because advertising is a $250 billion/year industry with 900 000 brands to sell,² and children and adolescents are attractive consumers: teenagers spend $155 billion/year, children younger than 12 years spend another $25 billion, and both groups influence perhaps another $200 billion of their parents’ spending per year.^4,5 Increasingly, advertisers are seeking to find new and creative ways of targeting young consumers via the Internet, in schools, and even in bathroom stalls.¹

THE EFFECTS OF ADVERTISING ON CHILDREN AND ADOLESCENTS

Research has shown that young children—younger than 8 years—are cognitively and psychologically defenseless against advertising.^6–9 They do not understand the notion of intent to sell and frequently accept advertising claims at face value.¹⁰ In fact, in the late 1970s, the Federal Trade Commission (FTC) held hearings, reviewed the existing research, and came to the conclusion that it was unfair and deceptive to advertise to children younger than 6 years.¹¹ What kept the FTC from banning such ads was that it was thought to be impractical to implement such a ban.¹¹ However, some Western countries have done exactly that: Sweden and Norway forbid all advertising directed at children younger than 12 years, Greece bans toy advertising until after 10 pm, and Denmark and Belgium severely restrict advertising aimed at children.¹² http://pediatrics.aappublications.org/content/118/6/2563.full

Citation:

Pediatrics Vol. 118 No. 6 December 1, 2006
pp. 2563 -2569
(doi: 10.1542/peds.2006-2698)

AbstractFree

» Full TextFree

Full Text (PDF)Free

Erratum (vol. 119, p. 424)

Erratum (vol. 119, p. 424)

Advertising, if it is allowed in schools, must be handled with great care. It is not just the ads, it is the values that the individual ad and the totality of all ads represent. It is imperative that schools look at their values before approving ads. For example, are the ads promoting healthy nutrition and eating habits? Are the ads promoting an unrealistic body image for adolescents? Are the ads promoting a purely materialistic lifestyle which encourages purchases of high priced clothing, electronics, or vehicles which are not in line with the income of most children? Are the ads in line with the school or district’s mission statement?

Tags: Advertising in schools becoming more common, Advertising in the Schools, Children Adolescents and Advertising, children and the media, School Advertising, School funding, The American Academy of Pediatrics

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Categories Dr Wilda

Pros and cons of homework

3 Jun

Vicki Abeles directed a very popular documentary, “The Race to Nowhere.” John Merrow, education correspondent for PBS writes in the Huffington Post article, ‘Race to Nowhere:’ It’s no ‘Waiting for ‘Superman’, ‘ but it’s Honest:

By now it seems we have all reviewed “Waiting for ‘Superman’,” but what’s surprising is that WFS is just one of four or five movies about education now out. A few weeks ago I reviewed WFS, and now I’ve decided to review the rest of them, beginning with “Race to Nowhere,” the 2009 film made by first-time director (and angry parent) Vicki Abeles.

“Race to Nowhere” is a film about how schools and parental pressure are affecting students’ mental and emotional wellbeing. WFS portrays our schools as undemanding; “Race to Nowhere” says the opposite — that we are killing our kids, figuratively and sometimes literally….

Some moments in “Race to Nowhere” just jump off the screen. One that I found particularly compelling: a young woman speaking on a panel asks her audience to identify the worst question a parent can ask his or her child. Turns out, she says, it’s a one-word question. Just

“And?” As in this circumstance:
Child: “I’m taking three honors courses.”
Parent: “And?”
Child: “Well, I have the lead in the school play.”
Parent: “And?”
Child: “I made the volleyball team.”
Parent: “And?”You get the picture. The parents are never satisfied, and the child can never relax. Life for these students is nothing but stress and unrealistic expectations. The world the film conjures up is all too familiar: students are expected to perform and produce but aren’t given time to play. http://www.huffingtonpost.com/john-merrow/race-to-nowhere-its-no-wa_b_751330.html

See, Why ‘Race to Nowhere’ documentary is wrong http://www.washingtonpost.com/blogs/class-struggle/post/why-race-to-nowhere-documentary-is-wrong/2011/04/03/AFBt27VC_blog.html

Kenneth Goldberg, a clinical psychologist with 35 years of professional experience working with children, adolescents and adults writes in the Washington Post about homework. He is also the author of “The Homework Trap: How to Save the Sanity of Parents, Students and Teachers.” In Why Some Kids Cant Do Homework And What Teachers Should Do About It, Goldberg writes:

Parents do not send their children to school planning to challenge the system. They are eager for their children to learn and they want to help out if they can. They expect their children will comply. Often, it works. Sometimes, it does not.

Too often, we look at homework noncompliance as a problem of motivation when the fact is that these children simply cannot do the work (or at least do all of the work). These children need homework relief, and, above all, they need for their parents to call the shots.

So teachers, go ahead and assign, and take some liberty in making school fun. If you step on some toes, offer an apology and go on. But also, honor the boundaries between home and school. If a child is making a lot of excuses, ask the parents for help, and look to them for direction about what to do. If that parent says her child cannot do the work, or can do only half of the work, or can only work for half an hour and then has to be excused, accept the fact that the class is your zone, the home belongs to the parent, and, in the home, the parents should have the final say.

You may also like:

Why homework is counterproductive

The insanity of too much homework

http://www.washingtonpost.com/blogs/answer-sheet/post/why-some-kids-cant-do-homework-and-what-teachers-should-do-about-it/2012/06/03/gJQAl3cGBV_blog.html

There are benefits for some children to have homework, with limitations to the amount of time needed to complete the homework.

Glori Chaika has written an excellent Education World article, Help! Homework Is Wrecking My Home Life!

ASK THE EXPERTS FOR HOMEWORK GUIDELINES

“Check out the National PTA and the National Education Association guidelines,” University of Missouri psychology professor Harris Cooper, author of a pioneer study on the effect of homework on student achievement, told Education World. “For children in grades K through 2, homework is most effective when it does not exceed ten to 20 minutes each day. Children in grades three through six can handle 30 to 60 minutes a day. If educators and parents expect homework far out of line with these recommendations to result in big gains in test scores, they are likely to be disappointed.”

After reviewing dozens of existing studies on homework and researching hundreds of students and parents, Cooper found that although doing homework may begin to pay off in secondary school, little correlation exists between homework and test scores in elementary school.

Carol Huntsinger’s research, however, had different results. Huntsinger, an education professor at the College of Lake County, Chicago, also investigated the study habits of young children. She found that for her sample, work done at home did make a difference.

Huntsinger compared the homework habits of middle-class immigrant Chinese Americans with similar European Americans. The Chinese American first graders she studied spent more than 20 minutes per night on math homework — some of which their parents assigned. European Americans averaged just five minutes. When tested, the Chinese American children performed at higher academic levels than did their European American counterparts. In a longitudinal companion study of European American and Chinese American children from grades 5 through 11, Huntsinger found that those disparities continued through high school.

“Parents’ beliefs and practices are very important influences on their children’s academic achievement,” Huntsinger told Education World. “We got similar results for European American children in our study whose parents taught them in ways similar to those Chinese American parents used. … I looked at time spent on parent-assigned homework, school-assigned homework, and the formality of parents’ teaching methods. Most other studies have focused on time spent on school-assigned homework only.”

HOW IMPORTANT IS THE QUALITY OF THE ASSIGNMENTS?

Cooper found the effect of school-assigned homework on standardized test scores for students in lower grades to be minimal or nonexistent; however, the homework completed by the students Huntsinger studied was not necessarily schoolwork but focused on themes the families felt were important. Just how big a difference is there between the quality of typical school-selected assignments and those parents tend to select?

To find out, researchers funded by the Consortium on Chicago School Research asked teachers to evaluate the quality of 1,400 math and writing assignments for third, sixth, and eighth graders from 12 different schools.

“According to criteria established by prior research, the teachers found fewer than 30 percent of the assignments evaluated even minimally challenging,” University of Wisconsin professor Fred Newmann, one of the study’s authors, told Education World. “It will take a significant commitment to staff development to help teachers … change their teaching sufficiently to promote more authentic intellectual work.”

QUALITY VS. QUANTITY

However, when it comes to older children and math, quantity, or the number of assignments, is what matters, according to associate professor of economics Julian Betts of the University of California, San Diego. Betts examined surveys on the homework habits of 6,000 junior and senior high students over a period of five years.

“It appears to be the overall extent of (math) homework assigned and not the amount that is graded that matters,” Betts told Education World. For older children, the quality of assignments had absolutely no influence on math achievement!

Students who did an extra 30 minutes of nightly math homework beginning in grade 7 increased their achievement scores the equivalent of two grade levels by grade 11. Differences in achievement remained — though at a slightly depreciated level — even if students stopped doing the extra homework.

“Overall, the best advice for math teachers in middle and high school seems to be that homework can be very effective and helps the bottom kids just as much as it helps the top students in the class,” Betts told Education World. “As long as homework levels are maintained at a reasonable level, and teachers in different subject areas carefully coordinate homework assignments to avoid overloading students, an hour of assigned homework appears to be about as effective as an hour spent in the classroom.”

HOMEWORK CAN MAKE A DIFFERENCE

A review of the research in the field, Homework: What Does the Research Say?, published by ERIC’s National Parent Information Network, found that high school students who receive school-assigned homework perform 69 percent better on standardized tests and have higher grades than do students who don’t. Junior high students who receive homework perform 35 percent better; and elementary students perform about the same.

That does not mean elementary students should have no homework, only that grades or results on standardized tests do not measure the benefits of homework.

Currently, the prevailing feeling is that students need homework to stay competitive in the global market — that the extra work and responsibility give kids an edge. There is a problem, though, if family time is minimized and children no longer have time to play or if students don’t graduate because of failing homework grades. Experts suggest approximately ten minutes of homework a night, starting in first grade, with an additional ten minutes each year. They also stress, however, the importance of teachers’ addressing the issue of assignment quality….

So the experts agree: Homework can have a positive effect on achievement as children grow older. Despite the experts’ stress on monitoring the quality and quantity of homework, many students are left trying to cope with a huge, often boring, homework load. They wonder — is anyone out there listening?http://www.educationworld.com/a_admin/admin/admin182.shtml

The key is the quality of the homework and the relevance of the homework to the education objective or plan for a particular child. See, Is homework a necessary evil? https://drwilda.wordpress.com/2012/04/07/is-homework-a-necessary-evil/

Homework Help http://kidshealth.org/kid/feeling/school/homework_help.html

Homework Tips for Parents http://www2.ed.gov/parents/academic/involve/homework/homeworktips.pdf

Tags: 'Race to Nowhere', Homework, Homework Help, Homework Tips for Parents, The Homework Trap How to Save the Sanity of Parents Students and Teachers, Why 'Race to Nowhere' documentary is wrong:, Why Some Kids Cant Do Homework And What Teachers Should Do About It

Comments 4 Comments
Categories Dr Wilda

Children’s sensory overload from technology

3 Jun

Like it or not, technology is a part of life. The key is to use technology for YOUR advantage and to not let technology control you. Parents must monitor their children’s use of technology. Caroline Knorr has an excellent article at Common Sense Media, How Rude! Manners For the Digital Age Parents must talk with their children about the responsible use of social media and the Internet. Common Sense Media has some great discussion points in the article, Rules of the Road for Kids

Rules of the Road for Kids

1. Guard your privacy. What people know about you is up to you.

2. Protect your reputation. Self-reflect before you self-reveal. What’s funny or edgy today could cost you tomorrow.

3. Nothing is private online. Anything you say or do can be copied, pasted, and sent to gazillions of people without your permission.

4. Assume everyone is watching. There’s a huge, vast audience out there. If someone is your friend’s friend, they can see everything.

5. Apply the Golden Rule. If you don’t want it done to you, don’t do it to someone else.

6. Choose wisely. Not all content is appropriate. You know what we mean.

7. Don’t hide. Using anonymity to cloak your actions doesn’t turn you into a trustworthy, responsible human being.

8. Think about what you see. Just because it’s online doesn’t make it true.

9. Be smart, be safe. Not everyone is who they say they are. But you know that.

A timely discussion now may save a lot of heartache for you and your family later.

Rebecca Greenfield has a great post at the Atlantic Wire which summarizes a sampling of other articles about Facebook’s effect on children. In What Facebook Does to Kids’ Brains

Andrew Stevensen writes in the Sydney Morning Herald article, The screens that are stealing childhood:

Australians have smartphones and tablet computers gripped in their sweaty embrace, adopting the new internet-enabled technology as the standard operating platform for their lives, at work, home and play.

But it is not only adults who are on the iWay to permanent connection. As parents readily testify, many children don’t just use the devices, they are consumed by them.

”These devices have an almost obsessive pull towards them,” says Larry Rosen, professor of psychology at California State University and author of iDisorder: Understanding Our Obsession with Technology and Overcoming its Hold on Us.

”How can you expect the world to compete with something like an iPad3 with a high-definition screen, clear video and lots of interactivity? How can anything compete with that? There’s certainly no toy that can.

”Even old people like me can’t stop themselves from tapping their pocket to make sure their iPhone is there. Imagine a teenager, even a pre-teen, who’s grown up with these devices attached at the hip 24/7 and you end up with what I think is a problem.”

The technology has been absorbed so comprehensively that the jury on the potential impact on young people is not just out, it’s yet to be empanelled.

”The million-dollar question is whether there are risks in the transfer of real time to online time and the answer is that we just don’t know,” says Andrew Campbell, a child and adolescent psychologist….

Authoritative standards on appropriate levels of use are limited. The American Academy of Paediatrics recommends parents discourage TV for children under two and limit screen time for older children to less than two hours a day.

The guidelines, says Professor Rosen, are ”ludicrous” but the need for them and constant communication with young people about technology and how they use it, remains. ”It’s no longer OK to start talking to your kids about technology when they’re in their teens. You have to start talking to them about it as soon as you hand them your iPhone or let them watch television or Skype with grandma,” he says.

He suggests a ratio of screen time to other activities of 1:5 for very young children, 1:1 for pre-teens and 5:1 for teenagers. Parents should have weekly talks with their children from the start, looking for signs of obsession, addiction and lack of attention. http://www.smh.com.au/technology/technology-news/the-screens-that-are-stealing-childhood-20120528-1zffr.html

See, Technology Could Lead to Overstimulation in Kids http://www.educationnews.org/parenting/technology-could-lead-to-overstimulation-in-kids/

Dr. Rosen wrote an interesting piece for Psychology Today, Face the Facts: We Are All Headed for an “iDisorder”

Do we need to take a permanent holiday from our technology or is there an iCure for an iDisorder? The outlook is very positive if we recognize the signs and learn to take small steps to keep our brains healthy and sane. Here are sample strategies. More can be found in my new book, iDisorder: Understanding Our Obsession With Technology and Overcoming its Hold on Us.

Social networking can be all about “ME” and it can make us appear narcissistic. I advocate using an “e-waiting” period between writing any post, email, text or comment and pressing the key that offers it to the world. Take a couple of minutes, do something else, and then come back and count the times you use the words “me” or “I” compared to the number of times you use the words “we,” “us,” “they” or other inclusive pronouns. One of the signs of narcissism is a focus on the self and our specialness. Sometimes it helps us break out of the me, me, me mode by focusing on other people in our lives and commenting about their posts and their photos. Remember, though, that although you may be feeling somewhat anonymous writing posts and comments behind a screen, there is a real person made of flesh and blookd at the other end and your words will have an impact on that person. Be gently and use your e-waiting period to let you reevaluate what you say in any electronic communication.

At the dinner table declare a “tech break” at the beginning of the meal and have everyone check their phones for a minute and then silence them and place them upside down on the table. Now talk for 15 minutes followed by someone declaring another “tech break.” The upside down silent phone is a stimulus that says, “Don’t worry – you can check me soon.” This stops the brain from obsessing about every little e-communication.

Using technology evokes excessive mental activity so much so that our brains are all abuzz all day long. Your brain needs periodic resetting. This doesn’t take a lot of time. Fifteen minutes of walking through nature (or even looking at a nature picture book), doing puzzles, or talking to someone about something fun and positive are just a few ways to reset your brain. Consider doing one of these activities every few hours to calm the brain and stop the potential iDisorder.

There is no turning back. We live in a connected world and we are better because of it. We know more than ever before and we are more social than ever before. But we have to learn to take care of our brains to avoid an iDisorder. http://www.psychologytoday.com/blog/rewired-the-psychology-technology/201203/face-the-facts-we-are-all-headed-idisorder

There are warning signs that a child or adult might be addicted to technology.

Jason Dick has 15 Warning Signs That Your Child is An Internet Addict

Psychological and media experts have compiled a list of warning signs for Internet addiction:

1. The Internet is frequently used as a means of escaping from problems or relieving a depressed mood.

2. Your child often loses track of time while online.

3. Sleep is sacrificed for the opportunity to spend more time online.

4. Your child prefers to spend more time online than with friends or family.

5. He/She lies to family member and friends about the amount of time or nature of surfing being done on the Internet.

6. Your child becomes irritable if not allowed to access the Internet.

7. He/She has lost interest in activities they once found enjoyable before getting online access.

8. Your child forms new relationships with people they have met online.

9. They check their email several times per day.

10. He/She has jeopardized relationships, achievements, or educational opportunities because of the Internet.

11. Your child disobeys the time limits that have been set for Internet usage.

12. They eat in front of the computer frequently.

13. Your child develops withdrawal symptoms including: anxiety, restlessness, or trembling hands after not using the Internet for a lengthy period of time.

14.Your child is preoccupied with getting back online when away from the computer.

15. They have trouble distinguishing between the virtual world and the real world.

It is very important that parents identify Internet addiction in their children at an early age and set limits on their Internet use. My next article will provide a no nonsense contract that parents can use with their children to set limits and boundaries on Internet use.

Helpguide.Org has a good article on treating internet addiction in teens. Among their suggestions are:

It’s a fine line as a parent. If you severely limit a child or teen’s Internet use, they might rebel and go to excess. But you can and should model appropriate computer use, supervise computer activity and get your child help if he or she needs it. If your child or teen is showing signs of Internet addiction, there are many things that you as a parent can do to help:

Encourage other interests and social activities. Get your child out from behind the computer screen. Expose kids to other hobbies and activities, such as team sports, Boy or Girl Scouts, and afterschool clubs.

Monitor computer use and set clear limits. Make sure the computer is in a common area of the house where you can keep an eye on your child’s online activity, and limit time online, waiting until homework and chores are done. This will be most effective if you as parents follow suit. If you can’t stay offline, chances are your children won’t either.

Talk to your child about underlying issues. Compulsive computer use can be the sign of deeper problems. Is your child having problems fitting in? Has there been a recent major change, like a move or divorce, which is causing stress? Don’t be afraid to seek professional counseling if you are concerned about your child.

There is something to be said for Cafe Society where people actually meet face-to-face for conversation or the custom of families eating at least one meal together. Time has a good article on The Magic of the Family Meal See, also Family Dinner: The Value of Sharing Meals

Tags: Face the Facts: We Are All Headed for an "iDisorder", How Rude Manners For the Digital Age, iDisorder Understanding Our Obsession with Technology and Overcoming its Hold on Us, Internet Addiction, Rules of the Road for Kids, Sensory Overload, Social Media, Technology Could Lead to Overstimulation in Kids, The screens that are stealing childhood, What Facebook Does to Kids' Brains

Comments 5 Comments
Categories Dr Wilda

Study: Bed sharing is not recommended for infants

2 Jun

Jean Enerson reports in the KING5 News report, Bed-sharing puts infants at risk, say experts.

When Lisa West welcomed her new baby Dayton home she didn’t want her newborn in a crib.

“We brought Dayton home and I bed-shared with him, just exactly as I had done with my daughter,” she explained.

She said her pediatrician had talked with her about the practice.

“I was just told all the benefits of bed sharing, that it promotes longer breastfeeding times, that it promotes bonding. You know, it’s easier. The baby’s just right next to you,” West said.

It’s a parenting style that recently caused a stir, when Time magazine featured a mom breastfeeding her three year old. Called Attachment Parenting, it advocates co-sleeping, to promote bonding. For Dayton his mom’s practice of bed-sharing took a tragic turn.

“I woke up on a Sunday morning, and my shoulder was pressed against his face. He wasn’t breathing. I gave him CPR, and they took him to the hospital,” West recalled….

Dr. Swanson said while the American Academy of Pediatrics recently put out guidelines recommending infants share a room with parents, those guidelines also said infants should sleep in a separate bed from parents. There are other safeguards in the recommendations. They include immunizing your baby, and making sure a baby isn’t overheated while sleeping.

“We don’t want blankets, stuffed animals, sleep positioners or bumpers. Anything like that should be out of the crib. You want a bare boring crib, and you want your baby to sleep alone,” Dr. Swanson said. pediatrics.aappublications.org/content/128/5/e1341.full

Citation:

Technical Report

SIDS and Other Sleep-Related Infant Deaths: Expansion of Recommendations for a Safe Infant Sleeping Environment

Task Force on Sudden Infant Death Syndrome

Next Section

Abstract

Despite a major decrease in the incidence of sudden infant death syndrome (SIDS) since the American Academy of Pediatrics (AAP) released its recommendation in 1992 that infants be placed for sleep in a nonprone position, this decline has plateaued in recent years. Concurrently, other causes of sudden unexpected infant death occurring during sleep (sleep-related deaths), including suffocation, asphyxia, and entrapment, and ill-defined or unspecified causes of death have increased in incidence, particularly since the AAP published its last statement on SIDS in 2005. It has become increasingly important to address these other causes of sleep-related infant death. Many of the modifiable and nonmodifiable risk factors for SIDS and suffocation are strikingly similar. The AAP, therefore, is expanding its recommendations from being only SIDS-focused to focusing on a safe sleep environment that can reduce the risk of all sleep-related infant deaths including SIDS. The recommendations described in this report include supine positioning, use of a firm sleep surface, breastfeeding, room-sharing without bed-sharing, routine immunization, consideration of a pacifier, and avoidance of soft bedding, overheating, and exposure to tobacco smoke, alcohol, and illicit drugs. The rationale for these recommendations is discussed in detail in this technical report. The recommendations are published in the accompanying “Policy Statement—Sudden Infant Death Syndrome and Other Sleep-Related Infant Deaths: Expansion of Recommendations for a Safe Infant Sleeping Environment,” which is included in this issue (www.pediatrics.org/cgi/doi/10.1542/peds.2011-2220).

Published online October 17, 2011 Pediatrics Vol. 128 No. 5 November 1, 2011
pp. e1341 -e1367
(doi: 10.1542/peds.2011-2285)

AbstractFree

» Full TextFree

Full Text (PDF)Free

http://pediatrics.aappublications.org/content/128/5/e1341.full

Dr Wendy Sue Swanson (Mamma Doc), who writes a blog for Seattle Children’s Hospital has a post about getting children to sleep.

In, Sleep Through The Night, Dr Swanson writes:

Sleep Through The Night

Getting your baby to sleep through the night is a major milestone for baby and for you. If I had to distill down the best sleep advice I’ve ever heard it would be these 4 things:

Your consistency with the sleep routine is far more important than what method you choose to help get your baby to sleep. The ritual at bedtime (reading, bath, rocking, etc) is one of the most important daily activities you establish for your child from day 1 (or day 30).

Letting your baby learn to fall asleep all on her own at 1 to 2 months of age will serve you and your child again and again. Research shows that infants and children who are allowed to learn to self-soothe and get themselves to sleep will often be far better sleepers, even as adults. Consider letting your baby learn to self-soothe and “cry it out” in the middle of the night after 4 to 6 months of age.

If you’re concerned about your baby’s sleep challenges, talk directly with their doc. Recent research found that 1 in 10 children under age 3 has a sleep challenge, and often sleep trouble persists from infancy to toddlerhood.

Sleep needs to be a priority (for us all). Making sacrifices to support routine bedtimes and sleep routines will always be worth it.

One of the risks for some infants is Sudden Infant Death Syndrome or SIDS. Seattle Children’s has some excellent resources for parents:

Newborn Hearing Test May Warn Parents of SIDS | Seattle Children’s …

Video: Find information on the link between newborn hearing screening and a
babys risk for developing SIDS (Sudden Infant Death Syndrome). …

http://www.seattlechildrens.org/videos/healthlink-hearing-test-warn-sids/

Dr. Daniel D Rubens | Seattle Children’s Hospital

… SIDS. Research Description Sudden Infant Death Syndrome (SIDS) claims the
lives of 2,500 infants in the United States every year. …

http://www.seattlechildrens.org/medical-staff/Daniel-D-Rubens/

Infant Safety Topics | Seattle Children’s Hospital

… unrecognized. Play Video. Sudden Infant Death Syndrome (SIDS)back to top. Videos.
Healthlink: Hearing Test May Warn Parents of SIDS Healthlink …

http://www.seattlechildrens.org/safety-wellness/safety-infants/

Preventing Sudden Infant Death Syndrome (SIDS) | Seattle …

Video: Learn how to reduce your babys risk for sudden infant death syndrome
(SIDS). Every year more than 2000 babies die in the US from SIDS. …

http://www.seattlechildrens.org/videos/preventing-sudden-infant-death-syndrome-sids/

SIDS: Listening to a Hunch | Seattle Children’s Hospital

It was Beckwith, former head of pediatric pathology at Childrens, who coined the
name SIDS. … Dr. Daniel Rubens, anesthesiologist and SIDS researcher. …

http://www.seattlechildrens.org/about/stories/listening-to-a-hunch/

SIDS: Why I Hate Sleep Positioners | Seattle Mama Doc

… bare, basic.. In 2005, the AAP (American Academy of Pediatrics) issued
an updated guideline on the prevention of SIDS. Though …

http://seattlemamadoc.seattlechildrens.org/why-i-hate-sleep-positioners/

Good Growing Seasonal Newsletter: Winter 2012 | Seattle Children’s …

… on their backs to sleep, two more factors breastfeeding and immunizations have
been shown to reduce the risk of Sudden Infant Death Syndrome (SIDS). …

http://www.seattlechildrens.org/safety-wellness/newsletters/goodgrowing/Winter2012/

Dr. John P Welsh | Seattle Children’s Hospital

… Overview. Research Description My research seeks to understand brain function
in both health and disease and spans SIDS and autism. …

http://www.seattlechildrens.org/medical-staff/John-P-Welsh/

Dr. Nino Ramirez | Seattle Children’s Hospital

… to find novel ways to treat and cure neurological disorders in children, including
epilepsy, Rett syndrome, brain tumors, and sudden infant death syndrome (SIDS …

http://www.seattlechildrens.org/medical-staff/Nino-Ramirez/

Tags: Attachment Parenting, Bed Sharing, Bed-sharing puts infants at risk say experts., Mamma Doc, SIDS, SIDS and Other Sleep-Related Infant Deaths: Expansion of Recommendations for a Safe Infant Sleeping Environment, Sleep Through The Night, Sudden Infant Death Syndrome

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Categories Dr Wilda

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Who has access to student records?

Book: Inequality in America affects education outcome

Housing Costs, Zoning, and Access to High-Scoring Schools Jonathan Rothwell, Associate Fellow and Senior Research Analyst, Metropolitan Policy Program The Brookings Institution

Location, location, location: Brookings study of education disparity based upon neighborhood https://drwilda.wordpress.com/2012/04/18/location-location-location-brookings-study-of-education-disparity-based-upon-neighborhood/

Jonathan Cohn’s ‘The Two Year Window’ https://drwilda.wordpress.com/2011/12/18/jonathan-cohns-the-two-year-window/

Report: Competency-based education

Talking to your teen about risky behaviors

Does what is worn in school matter? https://drwilda.wordpress.com/2012/04/02/does-what-is-worn-in-school-matter/

Teen dating violence on the rise https://drwilda.wordpress.com/2012/04/01/teen-dating-violence-on-the-rise/

Report: Obesity is a public health issue

More research about the importance of reading

The slow reading movement

The importance of the skill of handwriting in the school curriculum

More school districts facing a financial crunch are considering school ads

TYPES OF ADVERTISING

Pros and cons of homework

ASK THE EXPERTS FOR HOMEWORK GUIDELINES

HOW IMPORTANT IS THE QUALITY OF THE ASSIGNMENTS?

QUALITY VS. QUANTITY

HOMEWORK CAN MAKE A DIFFERENCE

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