More are at home with home schooling
The number of Minnesota students educated mainly that way has doubled over the past decade, and it's mostly an exurban and rural phenomenon.
David Peterson, Star Tribune - Minneapolis-St. Paul
Last update: January 31, 2006 – 1:09 AM
The pressure-cooker lives that Kent and Roxanne Katterjohn once led -- she as an intensive-care nurse in Chicago, he as a cameraman for NBC News -- are a distant memory today at their log home in the ravine-wrinkled countryside south of Cannon Falls, Minn.
The Katterjohns now say they lead a far quieter lifestyle, even though that includes home- schooling their 11 kids, who curl up in bed with algebra books or ride horses to friends' houses. It's "just idyllic. My mom calls us 'Little House on the Prairie,' " said Roxanne Katterjohn, 46.
Tuesday, January 31, 2006
Monday, January 30, 2006
One Mother's Homeschool Talking Points
One Mother’s Homeschool Talking Points (To read entire article please click on the title.)
by Krishyon Young
People often pepper me with Homeschool questions. In short order, rationalizations roll smoothly from their lips as to why they “can not possibly” homeschool their children. It is expected that I will soothe their conscience with a sweet, “Well, perhaps it’s not for everyone”. One day I did not oblige. Instead of a polite nod, I volleyed. With every concern given, I countered; for every excuse she lobbed, I sent back a positive twist. She finally gave up, or gave in you might say, as she is now in her eighth year of homeschooling.
Whether you consider yourself a homeschool crusader or not, you simply cannot avoid the attention you will get once you announce to a crowd, “Actually, we Homeschool”. While homeschooling mothers don’t get paid per diem for every convert, we often feel inclined to be the short-term face of our incredible movement. After all, someone inspired us once upon a time. In that spirit of giving, I offer you my own “talking points”. Help yourself, take what works for you and toss the rest.
I would homeschool my children, except …
1. I don’t have the patience.
2. I can’t afford it.
3. My kids won’t listen to me.
4. What about socialization?
5. Sports and the Prom, will they miss out?
6. I’m not trained to be a teacher.
7. Where would I find support?
8. What would I do for a curriculum?
9. Little Johnny has special needs.
10. I don’t want to homeschool.
* * * * *
1. Patience: It’s amazing! Once your family gets into a Natural Family Rhythm, you’ll be surprised how little patience is needed. In the institutional school setting, students are expected to sit, stand, move and talk when directed, mostly at arbitrary (to children) times. You’re in the middle of a poem? Too bad, put it away, its time for recess. In the middle of a ball game? Sorry, time to sit down for a math lesson. Time for lunch, whether you are hungry or not. Time for a potty break whether you think you need one or not, now’s your chance. Put your hand down, you already had your chance. Heaven forbid you get thirsty, that is not allowed until after reading group is over. Any sort of natural brain, body or emotional rhythm is set aside for the class schedule. When the child is suddenly dropped off in front of her house in the afternoon, she is tired, worn out, and fatigued by the craziness of her day. That’s when YOU get her back. No wonder you think you lack patience. Once a family moves into a Natural Family Rhythm, harmony happens. Families eat when they are hungry, play when they have energy, sit when they can concentrate and stay with projects until they are motivated to do something else. It’s comforting to see a child relax and feel “at home”. Of course, things aren’t always perfect. That’s all right, too. A little conflict resolution is part of the day’s lessons. When a family is well-fed, well-rested and well-loved, there are far fewer calls for patience. When a family leads a whole life, verses a fragmented life, it leads to contentment all around the table.
2. How much do you think it costs? Your estimate is probably based on what you think the public or private schools spend. This is no way to estimate the cost to educate a child in your home. I have had great, academically successful years when I spent nearly nothing (under $100 for four children combined). I have had equal academic success when I spent five and ten times more than that. You can buy a full curriculum and set your children up with a “school” that will supervise your child’s work and progress. This option will be expensive, time consuming and restrictive (and stressful). Or you can do what the majority of homeschool families do. Decide what you are interested in learning and look for ways to incorporate it into your family’s life. This costs very little. The Public Library is a great place to start. The Iinternet has thousands of unit studies and enough info to keep you up all night for the rest of your life, free for the taking. You will find most people are incredibly generous. Homeschoolers are learners at the core. When you are interested in something, you love to share your knowledge with others. I love this about people. Ask your family, friends and Church to see if anyone has a similar interest or hobby. Look for the older gentleman who served in WW II and knows everything about airplanes. How about the amazing retired woman who has traveled the world? You will make friends of all ages and there is nothing like learning something from someone who is passionate about their subject.
3. Your kids won’t listen to you? Give them a chance. If your children attend Public School eight hours everyday, they are weary of being ordered about, usually with little context as to why they are being told to do this or that. That is probably why they question your directives at home. It’s as simple as that. Bring them home. Give them some time to reconnect with the family unit. Give them space to figure out their learning style. Give them back their life and welcome them back into your life. Then you will find yourselves hearing one another. When you look at each other over the table at lunch one day, you will see that wonderful son you used to have such an easy time talking and laughing with when he was a fun four year-old and “your little guy”. You are both still the same people. Re-introduce yourselves to each other and fall back in love with your great “big” kid.
4. Socialization? When this word is used with me, I believe people are saying two things: #1 – Kids Need Friends. In the neighborhoods in which we have lived, children have attended a variety of educational institutions. Represented were Jewish, Catholic, Methodist and Baptist Schools. Montessorri, Magnet and Charter Schools also carted children off for the major part of the day. Our children homeschool, a perfectly reasonably alternative educational option. When explained this way to friends, family and neighbors the information is easy to organize and catagorize in their heads. The Public School in our area still attracts the largest percentage of the families but certainly it is not the only option. When I am asked the “socialization” question I describe to people what I see out my front door. Once children are home from “school”, they find one another. No matter where they have been all morning, they are playing together in the afternoon and on the weekends. Many homeschool children belong to town baseball or soccer leagues where they meet even more children. Children attend dance or gymnastic classes where they meet friends with similar interests. My own children belong to a Children’s Theatre where they perform with eighty plus other young people from age 7-15. I am my son’s Cub Scout Den Mother so each week I have many little eight and nine year-old boys running around my yard. One teenage daughter is a Life Guard where she meets a great variety of people. Another daughter meets people who share her interest in Opera and Classical music through music recitals. Most great friendships are based on similar interests. A few great friends who all love horses, or basketball, or reading are much more likely to sustain a close and meaningful, friendship over time. Mothers often orchestrate playgroups or play dates a few times a month both for themselves and their children. Just because your children aren’t preschoolers any longer doesn’t mean you can’t arrange meetings. I met a wonderful mother recently, we knew our children would hit it off and planned a family picnic in the park. It was as if our children had known each other all their lives. They absorbed each other’s cultural beauty as easily as the sunlight. That they did not speak the same verbal language made little difference. Squeals of delight translate well. Enjoying the people you are with is a much more enriching social experience for children than being segregated by age. In the homeschool atmosphere you have the luxury of thinking Stage, not Age. If your child loves to hang out with her Grandmother and her friends while quilting, why not? If your son thinks it’s cool to be in a band, open up your garage and plug your ears. If our family were any more social I don’t know when we would sleep.
Parental Social Anxiety #2 – Are they going to be weird? If by “weird” you mean like their Parents, then yes. Studies show children do model the major behaviors of their parents. If you are fine with “who” you are, be it shy, cool, friendly, abrupt, or far beyond description, then all will be well. After all, YOU found someone to love and presumably to love you. Children who truly are very different or unique are often tormented in the public school environment where being different is more obvious and not at all accepted as diverse and beautiful. These children either strip themselves of their identity to fit into that narrow mold (what a shame) or suffer painful scars that can last a lifetime. I think often of one young man in my youth who could not suffer the hurt and did not live through his high school years. This is an epidemic not properly dealt with in the Public School system and it is growing steadily. A kind, loving, accepting mother and father who build you up and help you see your strengths is just the place for the truly unique. When this BEAUTIFUL child grows up and goes to college or into the World with his self-worth intact, he will find a greater pool of people with the same interests, someone just as special as himself who will love him for who he is and they will have a happy “weird?” life together. That is proper socialization.
by Krishyon Young
People often pepper me with Homeschool questions. In short order, rationalizations roll smoothly from their lips as to why they “can not possibly” homeschool their children. It is expected that I will soothe their conscience with a sweet, “Well, perhaps it’s not for everyone”. One day I did not oblige. Instead of a polite nod, I volleyed. With every concern given, I countered; for every excuse she lobbed, I sent back a positive twist. She finally gave up, or gave in you might say, as she is now in her eighth year of homeschooling.
Whether you consider yourself a homeschool crusader or not, you simply cannot avoid the attention you will get once you announce to a crowd, “Actually, we Homeschool”. While homeschooling mothers don’t get paid per diem for every convert, we often feel inclined to be the short-term face of our incredible movement. After all, someone inspired us once upon a time. In that spirit of giving, I offer you my own “talking points”. Help yourself, take what works for you and toss the rest.
I would homeschool my children, except …
1. I don’t have the patience.
2. I can’t afford it.
3. My kids won’t listen to me.
4. What about socialization?
5. Sports and the Prom, will they miss out?
6. I’m not trained to be a teacher.
7. Where would I find support?
8. What would I do for a curriculum?
9. Little Johnny has special needs.
10. I don’t want to homeschool.
* * * * *
1. Patience: It’s amazing! Once your family gets into a Natural Family Rhythm, you’ll be surprised how little patience is needed. In the institutional school setting, students are expected to sit, stand, move and talk when directed, mostly at arbitrary (to children) times. You’re in the middle of a poem? Too bad, put it away, its time for recess. In the middle of a ball game? Sorry, time to sit down for a math lesson. Time for lunch, whether you are hungry or not. Time for a potty break whether you think you need one or not, now’s your chance. Put your hand down, you already had your chance. Heaven forbid you get thirsty, that is not allowed until after reading group is over. Any sort of natural brain, body or emotional rhythm is set aside for the class schedule. When the child is suddenly dropped off in front of her house in the afternoon, she is tired, worn out, and fatigued by the craziness of her day. That’s when YOU get her back. No wonder you think you lack patience. Once a family moves into a Natural Family Rhythm, harmony happens. Families eat when they are hungry, play when they have energy, sit when they can concentrate and stay with projects until they are motivated to do something else. It’s comforting to see a child relax and feel “at home”. Of course, things aren’t always perfect. That’s all right, too. A little conflict resolution is part of the day’s lessons. When a family is well-fed, well-rested and well-loved, there are far fewer calls for patience. When a family leads a whole life, verses a fragmented life, it leads to contentment all around the table.
2. How much do you think it costs? Your estimate is probably based on what you think the public or private schools spend. This is no way to estimate the cost to educate a child in your home. I have had great, academically successful years when I spent nearly nothing (under $100 for four children combined). I have had equal academic success when I spent five and ten times more than that. You can buy a full curriculum and set your children up with a “school” that will supervise your child’s work and progress. This option will be expensive, time consuming and restrictive (and stressful). Or you can do what the majority of homeschool families do. Decide what you are interested in learning and look for ways to incorporate it into your family’s life. This costs very little. The Public Library is a great place to start. The Iinternet has thousands of unit studies and enough info to keep you up all night for the rest of your life, free for the taking. You will find most people are incredibly generous. Homeschoolers are learners at the core. When you are interested in something, you love to share your knowledge with others. I love this about people. Ask your family, friends and Church to see if anyone has a similar interest or hobby. Look for the older gentleman who served in WW II and knows everything about airplanes. How about the amazing retired woman who has traveled the world? You will make friends of all ages and there is nothing like learning something from someone who is passionate about their subject.
3. Your kids won’t listen to you? Give them a chance. If your children attend Public School eight hours everyday, they are weary of being ordered about, usually with little context as to why they are being told to do this or that. That is probably why they question your directives at home. It’s as simple as that. Bring them home. Give them some time to reconnect with the family unit. Give them space to figure out their learning style. Give them back their life and welcome them back into your life. Then you will find yourselves hearing one another. When you look at each other over the table at lunch one day, you will see that wonderful son you used to have such an easy time talking and laughing with when he was a fun four year-old and “your little guy”. You are both still the same people. Re-introduce yourselves to each other and fall back in love with your great “big” kid.
4. Socialization? When this word is used with me, I believe people are saying two things: #1 – Kids Need Friends. In the neighborhoods in which we have lived, children have attended a variety of educational institutions. Represented were Jewish, Catholic, Methodist and Baptist Schools. Montessorri, Magnet and Charter Schools also carted children off for the major part of the day. Our children homeschool, a perfectly reasonably alternative educational option. When explained this way to friends, family and neighbors the information is easy to organize and catagorize in their heads. The Public School in our area still attracts the largest percentage of the families but certainly it is not the only option. When I am asked the “socialization” question I describe to people what I see out my front door. Once children are home from “school”, they find one another. No matter where they have been all morning, they are playing together in the afternoon and on the weekends. Many homeschool children belong to town baseball or soccer leagues where they meet even more children. Children attend dance or gymnastic classes where they meet friends with similar interests. My own children belong to a Children’s Theatre where they perform with eighty plus other young people from age 7-15. I am my son’s Cub Scout Den Mother so each week I have many little eight and nine year-old boys running around my yard. One teenage daughter is a Life Guard where she meets a great variety of people. Another daughter meets people who share her interest in Opera and Classical music through music recitals. Most great friendships are based on similar interests. A few great friends who all love horses, or basketball, or reading are much more likely to sustain a close and meaningful, friendship over time. Mothers often orchestrate playgroups or play dates a few times a month both for themselves and their children. Just because your children aren’t preschoolers any longer doesn’t mean you can’t arrange meetings. I met a wonderful mother recently, we knew our children would hit it off and planned a family picnic in the park. It was as if our children had known each other all their lives. They absorbed each other’s cultural beauty as easily as the sunlight. That they did not speak the same verbal language made little difference. Squeals of delight translate well. Enjoying the people you are with is a much more enriching social experience for children than being segregated by age. In the homeschool atmosphere you have the luxury of thinking Stage, not Age. If your child loves to hang out with her Grandmother and her friends while quilting, why not? If your son thinks it’s cool to be in a band, open up your garage and plug your ears. If our family were any more social I don’t know when we would sleep.
Parental Social Anxiety #2 – Are they going to be weird? If by “weird” you mean like their Parents, then yes. Studies show children do model the major behaviors of their parents. If you are fine with “who” you are, be it shy, cool, friendly, abrupt, or far beyond description, then all will be well. After all, YOU found someone to love and presumably to love you. Children who truly are very different or unique are often tormented in the public school environment where being different is more obvious and not at all accepted as diverse and beautiful. These children either strip themselves of their identity to fit into that narrow mold (what a shame) or suffer painful scars that can last a lifetime. I think often of one young man in my youth who could not suffer the hurt and did not live through his high school years. This is an epidemic not properly dealt with in the Public School system and it is growing steadily. A kind, loving, accepting mother and father who build you up and help you see your strengths is just the place for the truly unique. When this BEAUTIFUL child grows up and goes to college or into the World with his self-worth intact, he will find a greater pool of people with the same interests, someone just as special as himself who will love him for who he is and they will have a happy “weird?” life together. That is proper socialization.
Friday, January 27, 2006
No Place Like Homeschool
U.S. Marines in Japan
No place like homeschool
Lance Cpl. W. Zach Griffith
CAMP KINSER (Jan 26, 2006) -- Thanks to the help of a grant-based support program, several military families on Okinawa have chosen to homeschool their children.
In 2000, the International Distance Education of Alaska program became available to families here who prefer to home school, making it easier and more advantageous for parents who wish to educate their children independently, according to Debbie Rowland, the Okinawa field representative for IDEA.
IDEA works in partnership with Department of Defense Dependents' Schools to provide a home-schooling alternative for families, through which they receive money for school supplies, resources and field trips, Rowland said.
No place like homeschool
Lance Cpl. W. Zach Griffith
CAMP KINSER (Jan 26, 2006) -- Thanks to the help of a grant-based support program, several military families on Okinawa have chosen to homeschool their children.
In 2000, the International Distance Education of Alaska program became available to families here who prefer to home school, making it easier and more advantageous for parents who wish to educate their children independently, according to Debbie Rowland, the Okinawa field representative for IDEA.
IDEA works in partnership with Department of Defense Dependents' Schools to provide a home-schooling alternative for families, through which they receive money for school supplies, resources and field trips, Rowland said.
Monday, January 23, 2006
HONDA Re-Introduced - Examining Section 4(a)
Bulletin #47 HONDA Re-Introduced - Examining Section 4(a) 01/23/06
This is the second of a series of bulletins NHELD is preparing detailing, section by section, the exact language of HR3753/S1691, the “Home School Non-Discrimination Act of 2005”, or “HoNDA”, as proposed in the House and Senate. The bulletins will provide the exact language from the bill, along with the exact text of the existing federal law that the bill proposes to amend. The bulletins will also include NHELD’s comments on those provisions. The first bulletin was Bulletin #44 - HONDA Re-Introduced - Examining Sections 1, 2 and 3 issued 10/17/2005.
NHELD is opposed to passage of any and all parts of this legislation. NHELD believes the entire bill should be killed and all previous federal laws already adopted having anything to do with the rights of parents to instruct their children at home should be repealed.
NHELD believes that there can be no compromises on any federal legislation regarding the rights of parents to instruct their children at home.
NHELD believes all federal legislation regarding the rights of parents to instruct their children at home, no matter how beneficial the legislation appears, is wholly unconstitutional, in violation of the Tenth Amendment to the United States Constitution and must be defeated and/or repealed immediately.
====================================================
Do you know what Section 4(a) of the HONDA bill does? Let’s go through it and decipher the substitution language requested.
Section 4 of HR3753/S1691 provides:
“SEC. 4. CLARIFICATION OF PROVISIONS ON INSTITUTIONAL AND STUDENT ELIGIBILITY UNDER THE HIGHER EDUCATION ACT OF 1965.
(a) Clarification of Institutional Eligibility- Section 101(a)(1) of the Higher Education Act of 1965 (20 U.S.C. 1001(a)(1)) is amended by inserting `meeting the requirements of section 484(d)(3) or' after `only persons'.
(b) Clarification of Student Eligibility- Section 484(d) of the Higher Education Act of 1965 (20 U.S.C. 1091(d)) is amended by striking the heading and inserting `Satisfaction of Secondary Education Standards'.”
First and foremost, the Higher Education Act of 1985 has multiple parts.
Section 4(a) of HR3753/S1691, or HoNDA, amends Section 101(a)(1) of the Act.
Section 101(a)(1) is codified in the federal statutes as 20 U.S.C. 1001(a)(1) where
20 U.S.C. 1001 is the section, (a) is a subsection of that section, and (1) is a subsection of subsection (a). 20 U.S.C. Section 1001 includes three subsections – (a), (b), and (c).
For a clearer understanding of the law, all of 20 U.S.C. Section 1001 as it reads today is reprinted below. The underlined section is the section that is to be amended, after which we have inserted the proposed amendment:
TITLE 20—EDUCATION
CHAPTER 28--HIGHER EDUCATION RESOURCES AND STUDENT ASSISTANCE
SUBCHAPTER I--GENERAL PROVISIONS
Part A--Definitions
Sec. 1001. General definition of institution of higher education
(a) Institution of higher education
For purposes of this chapter, other than subchapter IV, the term
``institution of higher education'' means an educational institution in
any State that—
(1) admits as regular students only persons having a certificate
of graduation from a school providing secondary education, or the
recognized equivalent of such a certificate;
( would be replaced with:
(1) admits as regular students only persons `meeting the requirements of section 484(d)(3) or' having a certificate of graduation from a school providing secondary education, or the recognized equivalent of such a certificate; )
(2) is legally authorized within such State to provide a program
of education beyond secondary education;
(3) provides an educational program for which the institution
awards a bachelor's degree or provides not less than a 2-year
program that is acceptable for full credit toward such a degree;
(4) is a public or other nonprofit institution; and
(5) is accredited by a nationally recognized accrediting agency
or association, or if not so accredited, is an institution that has
been granted preaccreditation status by such an agency or
association that has been recognized by the Secretary for the
granting of preaccreditation status, and the Secretary has
determined that there is satisfactory assurance that the institution
will meet the accreditation standards of such an agency or
association within a reasonable time.
(b) Additional institutions included
For purposes of this chapter, other than subchapter IV, the term
``institution of higher education'' also includes--
(1) any school that provides not less than a 1-year program of
training to prepare students for gainful employment in a recognized
occupation and that meets the provision of paragraphs (1), (2), (4),
and (5) of subsection (a) of this section; and
(2) a public or nonprofit private educational institution in any
State that, in lieu of the requirement in subsection (a)(1) of this
section, admits as regular students persons who are beyond the age
of compulsory school attendance in the State in which the
institution is located.
(c) List of accrediting agencies
For purposes of this section and section 1002 of this title, the
Secretary shall publish a list of nationally recognized accrediting
agencies or associations that the Secretary determines, pursuant to
subpart 2 of part G of subchapter IV of this chapter, to be reliable
authority as to the quality of the education or training offered.
The problem is, Section 4(a) of the bill does not specify what “meeting the requirements of section 484(d)(3)” means. It does not specify whether “section 484(d)(3) is referring to a section in the Higher Education Act of 1965 or a section of another federal law.
Aides in the office of the sponsors of the bills are not even certain as to what law “section 484(d)(3)” refers to, but “assume” it refers to a section of the Higher Education Act.
That section, “section 484(d)” of the Higher Education Act as it currently reads is reprinted below. The underlined section is the section to which the amended Section 4(a) of the bill refers:
“(d) STUDENTS WHO ARE NOT HIGH SCHOOL GRADUATES – In order for a student who does not have a high school certificate of graduation from a school providing secondary education, or the recognized equivalent of such certificate, to be eligible for any assistance under subparts 1, 3, and 4 of Part A, and Parts B, C, D, and E of this title, the student shall meet one of the following standards:
(1) The student shall take an independently administered examination and shall achieve a score, specified by the Secretary, and demonstrating that such student can benefit from the education or training being offered. Such examination shall be approved by the Secretary on the basis of compliance with such standards for development, administration, and scoring as the Secretary may prescribe in regulations.
(2) The student shall be determined as having the ability to benefit from the education or training in accordance with such process as the State shall prescribe. Any such process described or approved by a State for the purposes of this section shall be effective 6 months after the date of Submission to the Secretary unless the Secretary disapproves such process. The Secretary shall take into account the effectiveness of such process in enabling students without high school diplomas or the equivalent thereof to benefit from the instruction offered by institutions utilizing such process, and shall also take into account the cultural diversity, economic circumstances, and educational preparation of the population served by the institutions.
(3) The student has completed a secondary school education in a home school setting that is treated as a home school or private school under State law.”
The entire section 484 (20 USC 1091) should be read in context at http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=browse_usc&docid=Cite:+20USC1091
After reading that entire section, one can glean the following information:
“In order to receive any grant, loan, or work assistance” from the federal government “a student must” be enrolled in an “eligible institution”; if already enrolled, must maintain satisfactory progress (a C average); must not owe a refund or be in default on other government loans; must sign a form saying the money will be used for educational purposes; must provide your social security number and verification of citizenship or legal status; etc., and:
“In order for a student who does not have a high school certificate of graduation from a school providing secondary education, or the recognized equivalent of such certificate, to be eligible for any assistance under subparts 1, 3, and 4 of Part A, and Parts B, C, D, and E of this title, the student shall meet one of three standards.
The question is, in order to be eligible for what kind of assistance under “subparts 1, 3, and 4 of Part A” and all of “Parts B, C, D, and E”?
What are those Parts? They appear to be parts of the Higher Education Act, Title 20, Chapter 28, entitled, “Higher Education Resources and Student Assistance.”
You can find the text of those parts at: http://www.access.gpo.gov/uscode/title20/chapter28_subchapteriv_.html
Part A is “Grants to Students in Attendance at Institutions of Higher Education”
Subpart 1 is “Federal Pell Grants”
Subpart 3 is “Federal Supplemental Educational Opportunity Grants”
Subpart 4 is “Leveraging Educational Assistance Partnership Program”
Part B is “Federal Family Education Loan Program”
Part C is “William D. Ford Federal Direct Loan Program”
Part D is “Federal Perkins Loans”
Part E is “Needs Analysis”
In other words, in order to be able to receive any of the grants, loans, or assistance cited in those parts and subparts of the law, the student shall:
(1) take an independently administered examination and achieve a score to show that the student can benefit from the training offered;
(2) be determined as having the ability to benefit from the training in accordance with any procedure the State prescribes; or
(3) complete “a secondary school education in a home school setting that is treated as a home school or private school under State law”.
This is what the law currently reads. NHELD has often reported during the last few years that Congress has adopted several laws already, at the behest of HSLDA, that affect the rights of “homeschoolers”, all of which are unconstitutional and all of which should be repealed.
It appears that HLSDA is asking Congress to make the amendment listed in Section 4, subsection (a) of this bill, in order to make the other parts of the federal law conform appropriately. Section 4, subsection (a) of HoNDA, purports to “clarify” the “eligibility” of “institutions” of higher education by saying that those institutions are “eligible institutions” (to receive federal funding) if they admit students “meeting the requirements of section 484(d)(3)”. That is, they are eligible institutions only if they admit students who take an independently administered exam, are determined to have the ability to benefit from the training according to whatever procedures the state prescribes, or they complete “a secondary school education in a home school setting that is treated as a home school or private school under State law.”
This legislation puts the undefined phrase”home school” in federal statute unnecessarily, and we point you to our very first bulletin to further explain why: http://nheld.com/articles.htm#bln1
Attorney Deborah Stevenson - Executive Director of National Home Education Legal Defense. – www.nheld.com or email : info@nheld.com
Judy Aron - Director of Research, NHELD – imjfaron@sbcglobal.net
This is the second of a series of bulletins NHELD is preparing detailing, section by section, the exact language of HR3753/S1691, the “Home School Non-Discrimination Act of 2005”, or “HoNDA”, as proposed in the House and Senate. The bulletins will provide the exact language from the bill, along with the exact text of the existing federal law that the bill proposes to amend. The bulletins will also include NHELD’s comments on those provisions. The first bulletin was Bulletin #44 - HONDA Re-Introduced - Examining Sections 1, 2 and 3 issued 10/17/2005.
NHELD is opposed to passage of any and all parts of this legislation. NHELD believes the entire bill should be killed and all previous federal laws already adopted having anything to do with the rights of parents to instruct their children at home should be repealed.
NHELD believes that there can be no compromises on any federal legislation regarding the rights of parents to instruct their children at home.
NHELD believes all federal legislation regarding the rights of parents to instruct their children at home, no matter how beneficial the legislation appears, is wholly unconstitutional, in violation of the Tenth Amendment to the United States Constitution and must be defeated and/or repealed immediately.
====================================================
Do you know what Section 4(a) of the HONDA bill does? Let’s go through it and decipher the substitution language requested.
Section 4 of HR3753/S1691 provides:
“SEC. 4. CLARIFICATION OF PROVISIONS ON INSTITUTIONAL AND STUDENT ELIGIBILITY UNDER THE HIGHER EDUCATION ACT OF 1965.
(a) Clarification of Institutional Eligibility- Section 101(a)(1) of the Higher Education Act of 1965 (20 U.S.C. 1001(a)(1)) is amended by inserting `meeting the requirements of section 484(d)(3) or' after `only persons'.
(b) Clarification of Student Eligibility- Section 484(d) of the Higher Education Act of 1965 (20 U.S.C. 1091(d)) is amended by striking the heading and inserting `Satisfaction of Secondary Education Standards'.”
First and foremost, the Higher Education Act of 1985 has multiple parts.
Section 4(a) of HR3753/S1691, or HoNDA, amends Section 101(a)(1) of the Act.
Section 101(a)(1) is codified in the federal statutes as 20 U.S.C. 1001(a)(1) where
20 U.S.C. 1001 is the section, (a) is a subsection of that section, and (1) is a subsection of subsection (a). 20 U.S.C. Section 1001 includes three subsections – (a), (b), and (c).
For a clearer understanding of the law, all of 20 U.S.C. Section 1001 as it reads today is reprinted below. The underlined section is the section that is to be amended, after which we have inserted the proposed amendment:
TITLE 20—EDUCATION
CHAPTER 28--HIGHER EDUCATION RESOURCES AND STUDENT ASSISTANCE
SUBCHAPTER I--GENERAL PROVISIONS
Part A--Definitions
Sec. 1001. General definition of institution of higher education
(a) Institution of higher education
For purposes of this chapter, other than subchapter IV, the term
``institution of higher education'' means an educational institution in
any State that—
(1) admits as regular students only persons having a certificate
of graduation from a school providing secondary education, or the
recognized equivalent of such a certificate;
( would be replaced with:
(1) admits as regular students only persons `meeting the requirements of section 484(d)(3) or' having a certificate of graduation from a school providing secondary education, or the recognized equivalent of such a certificate; )
(2) is legally authorized within such State to provide a program
of education beyond secondary education;
(3) provides an educational program for which the institution
awards a bachelor's degree or provides not less than a 2-year
program that is acceptable for full credit toward such a degree;
(4) is a public or other nonprofit institution; and
(5) is accredited by a nationally recognized accrediting agency
or association, or if not so accredited, is an institution that has
been granted preaccreditation status by such an agency or
association that has been recognized by the Secretary for the
granting of preaccreditation status, and the Secretary has
determined that there is satisfactory assurance that the institution
will meet the accreditation standards of such an agency or
association within a reasonable time.
(b) Additional institutions included
For purposes of this chapter, other than subchapter IV, the term
``institution of higher education'' also includes--
(1) any school that provides not less than a 1-year program of
training to prepare students for gainful employment in a recognized
occupation and that meets the provision of paragraphs (1), (2), (4),
and (5) of subsection (a) of this section; and
(2) a public or nonprofit private educational institution in any
State that, in lieu of the requirement in subsection (a)(1) of this
section, admits as regular students persons who are beyond the age
of compulsory school attendance in the State in which the
institution is located.
(c) List of accrediting agencies
For purposes of this section and section 1002 of this title, the
Secretary shall publish a list of nationally recognized accrediting
agencies or associations that the Secretary determines, pursuant to
subpart 2 of part G of subchapter IV of this chapter, to be reliable
authority as to the quality of the education or training offered.
The problem is, Section 4(a) of the bill does not specify what “meeting the requirements of section 484(d)(3)” means. It does not specify whether “section 484(d)(3) is referring to a section in the Higher Education Act of 1965 or a section of another federal law.
Aides in the office of the sponsors of the bills are not even certain as to what law “section 484(d)(3)” refers to, but “assume” it refers to a section of the Higher Education Act.
That section, “section 484(d)” of the Higher Education Act as it currently reads is reprinted below. The underlined section is the section to which the amended Section 4(a) of the bill refers:
“(d) STUDENTS WHO ARE NOT HIGH SCHOOL GRADUATES – In order for a student who does not have a high school certificate of graduation from a school providing secondary education, or the recognized equivalent of such certificate, to be eligible for any assistance under subparts 1, 3, and 4 of Part A, and Parts B, C, D, and E of this title, the student shall meet one of the following standards:
(1) The student shall take an independently administered examination and shall achieve a score, specified by the Secretary, and demonstrating that such student can benefit from the education or training being offered. Such examination shall be approved by the Secretary on the basis of compliance with such standards for development, administration, and scoring as the Secretary may prescribe in regulations.
(2) The student shall be determined as having the ability to benefit from the education or training in accordance with such process as the State shall prescribe. Any such process described or approved by a State for the purposes of this section shall be effective 6 months after the date of Submission to the Secretary unless the Secretary disapproves such process. The Secretary shall take into account the effectiveness of such process in enabling students without high school diplomas or the equivalent thereof to benefit from the instruction offered by institutions utilizing such process, and shall also take into account the cultural diversity, economic circumstances, and educational preparation of the population served by the institutions.
(3) The student has completed a secondary school education in a home school setting that is treated as a home school or private school under State law.”
The entire section 484 (20 USC 1091) should be read in context at http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=browse_usc&docid=Cite:+20USC1091
After reading that entire section, one can glean the following information:
“In order to receive any grant, loan, or work assistance” from the federal government “a student must” be enrolled in an “eligible institution”; if already enrolled, must maintain satisfactory progress (a C average); must not owe a refund or be in default on other government loans; must sign a form saying the money will be used for educational purposes; must provide your social security number and verification of citizenship or legal status; etc., and:
“In order for a student who does not have a high school certificate of graduation from a school providing secondary education, or the recognized equivalent of such certificate, to be eligible for any assistance under subparts 1, 3, and 4 of Part A, and Parts B, C, D, and E of this title, the student shall meet one of three standards.
The question is, in order to be eligible for what kind of assistance under “subparts 1, 3, and 4 of Part A” and all of “Parts B, C, D, and E”?
What are those Parts? They appear to be parts of the Higher Education Act, Title 20, Chapter 28, entitled, “Higher Education Resources and Student Assistance.”
You can find the text of those parts at: http://www.access.gpo.gov/uscode/title20/chapter28_subchapteriv_.html
Part A is “Grants to Students in Attendance at Institutions of Higher Education”
Subpart 1 is “Federal Pell Grants”
Subpart 3 is “Federal Supplemental Educational Opportunity Grants”
Subpart 4 is “Leveraging Educational Assistance Partnership Program”
Part B is “Federal Family Education Loan Program”
Part C is “William D. Ford Federal Direct Loan Program”
Part D is “Federal Perkins Loans”
Part E is “Needs Analysis”
In other words, in order to be able to receive any of the grants, loans, or assistance cited in those parts and subparts of the law, the student shall:
(1) take an independently administered examination and achieve a score to show that the student can benefit from the training offered;
(2) be determined as having the ability to benefit from the training in accordance with any procedure the State prescribes; or
(3) complete “a secondary school education in a home school setting that is treated as a home school or private school under State law”.
This is what the law currently reads. NHELD has often reported during the last few years that Congress has adopted several laws already, at the behest of HSLDA, that affect the rights of “homeschoolers”, all of which are unconstitutional and all of which should be repealed.
It appears that HLSDA is asking Congress to make the amendment listed in Section 4, subsection (a) of this bill, in order to make the other parts of the federal law conform appropriately. Section 4, subsection (a) of HoNDA, purports to “clarify” the “eligibility” of “institutions” of higher education by saying that those institutions are “eligible institutions” (to receive federal funding) if they admit students “meeting the requirements of section 484(d)(3)”. That is, they are eligible institutions only if they admit students who take an independently administered exam, are determined to have the ability to benefit from the training according to whatever procedures the state prescribes, or they complete “a secondary school education in a home school setting that is treated as a home school or private school under State law.”
This legislation puts the undefined phrase”home school” in federal statute unnecessarily, and we point you to our very first bulletin to further explain why: http://nheld.com/articles.htm#bln1
Attorney Deborah Stevenson - Executive Director of National Home Education Legal Defense. – www.nheld.com or email : info@nheld.com
Judy Aron - Director of Research, NHELD – imjfaron@sbcglobal.net
Thursday, January 19, 2006
16-year-old discovers education inside, out
16-year-old discovers education inside, out
Summer Wyllie's commitment to studying science extends beyond the classroom.
By PAULETTE LASH RITCHIE, Times Staff Writer
Published January 19, 2006
LECANTO - Summer Wyllie has two cows, 20 chickens and two turkeys. She has made two CDs of her piano music; one CD contains her own compositions.
Summer is a first-place science fair winner and was part of an Envirothon team that won first place twice for Citrus County. She is a state VFW essay contest winner and was a Duke University-sponsored Talent Identification Program (TIP) grand winner.
Summer recently decided it would be fun to keep bees. She has been at that for about a month and figures she has been stung about 12 times.
She is also done with all her required high school course work and is taking dual enrollment classes at Central Florida Community College.
Summer Wyllie's commitment to studying science extends beyond the classroom.
By PAULETTE LASH RITCHIE, Times Staff Writer
Published January 19, 2006
LECANTO - Summer Wyllie has two cows, 20 chickens and two turkeys. She has made two CDs of her piano music; one CD contains her own compositions.
Summer is a first-place science fair winner and was part of an Envirothon team that won first place twice for Citrus County. She is a state VFW essay contest winner and was a Duke University-sponsored Talent Identification Program (TIP) grand winner.
Summer recently decided it would be fun to keep bees. She has been at that for about a month and figures she has been stung about 12 times.
She is also done with all her required high school course work and is taking dual enrollment classes at Central Florida Community College.
Homeschooling: Sheltering my kids
Rachael Barlow
I was accused of this before I even started homeschooling. It's odd because one would think that sheltering your children is what every parent is supposed to do. After all the definition is:
1. To constitute or provide a shelter for: Protect.
2. To place under shelter or protection.
Neither of these says “to cloister without friends,” or “to lock in a closet.” Yet on last month's episode of “Nanny 911,” the homeschooling mom was talked about as “sheltering her kids so much, she home schools them.” -- like sheltering is a bad thing!
And some of the more directly honest people I have met will ask me things like, “do you let your kids hang out with regular kids?” (Which is a really funny question -- my kids are very regular!)
In some ways, I do protect my children, as my parents did for me. I offer them only good food most of the day; the television is only available a couple times a week on channels like HGTV or the Food Network; and most videos are library non-fiction videos.
Katherine decides when she will do different subjects. She learned really quickly not to “save” all the tough stuff for the afternoons. She decided what style of cursive to learn and when she wanted to learn it. She helped decide which math approach to use. In spite of reminders, she did not focus while doing her math workbook for several weeks. Then she had to figure out how many pages a day she needed to complete in order to finish the workbook in time. I try not to shelter her from the ramifications of her own decisions, if that can be safely done.
I was accused of this before I even started homeschooling. It's odd because one would think that sheltering your children is what every parent is supposed to do. After all the definition is:
1. To constitute or provide a shelter for: Protect.
2. To place under shelter or protection.
Neither of these says “to cloister without friends,” or “to lock in a closet.” Yet on last month's episode of “Nanny 911,” the homeschooling mom was talked about as “sheltering her kids so much, she home schools them.” -- like sheltering is a bad thing!
And some of the more directly honest people I have met will ask me things like, “do you let your kids hang out with regular kids?” (Which is a really funny question -- my kids are very regular!)
In some ways, I do protect my children, as my parents did for me. I offer them only good food most of the day; the television is only available a couple times a week on channels like HGTV or the Food Network; and most videos are library non-fiction videos.
Katherine decides when she will do different subjects. She learned really quickly not to “save” all the tough stuff for the afternoons. She decided what style of cursive to learn and when she wanted to learn it. She helped decide which math approach to use. In spite of reminders, she did not focus while doing her math workbook for several weeks. Then she had to figure out how many pages a day she needed to complete in order to finish the workbook in time. I try not to shelter her from the ramifications of her own decisions, if that can be safely done.
Tuesday, January 17, 2006
Are Parents the Best Teachers?
Are Parents the Best Teachers?
By Kathy Carlton Willis
For The Sunday Challenger
feedback@challengernky.com
Homeschooling Viable Option For Some in NKY
There are many reasons parents today choose to homeschool: special needs, desire to teach religious beliefs, accelerated learning, less expensive than private schools, as well as issues parents have with public schools in their district. Parents in Northern Kentucky find that the state is homeschool-friendly.
You will find as many varieties of homeschools as there are homeschooled students in NKY. Some have detailed lesson plans and use a set curriculum. Others choose to unschool - meaning they encourage the child's own curiosity to encourage learning experiences, rather than a lesson plan. Leslie Gosser of Independence said she and her husband allow their 6-year-old "to learn what he wants and as in-depth as he wants to learn...He is interested in many different subjects, so the majority of his day is spent writing stories, reading, doing math and learning foreign languages." Many parents set up small libraries for their children or frequent the local libraries. Some belong to co-ops or other homeschool groups so the children can participate in group events.
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Homeschooling is not without difficulties, according to the parents involved. Several mentioned they felt overwhelmed that they would not do as well as the "professionals," yet they felt confident it was their God-given responsibility to make sure their children were educated with both scholastic and faith-based lessons.
Family Learns Together
Tammy Overton homeschools her six children, who range in age from 5 to 17. They originally decided to homeschool because private school was too expensive. She uses materials from Bob Jones University Press as well as the American School, in Chicago. She said the positive results of homeschooling include better family structure and togetherness, the children helping each other, an improved daily routine and less competitiveness.
"There are less influences from unchurched children who have different values than we teach our children (such as purity and not drinking)," Overton said.
Patty Haubner, of Covington, homeschools her 11 children.
"We wanted to be the main influence on our children's lives," she said. "We choose what works best for our children and also what supports our worldview. What works for one may not work for another because they have different learning styles. That is what is so great about homeschooling. You can pick the books that will work the best for each child and the child doesn't have to try to conform to a curriculum that he is struggling with just so that he can stay up with the class."
Haubner mentions a variety of extracurricular activities that help her children socialize, as well as further their education, including field trips, science fairs, spelling bees and speech competitions. She is also involved in a 20-family co-op. They have three classes available each week.
"We want our children to share our faith and our values," Haubner said. "Not just go to church, but to really believe what we believe and to know why we believe it. We want to be that example of how to live out our faith. We want to disciple our children and not just teach them."
Life After School
When asked if homeschooling is a hindrance for students who want to go on to college, the parents interviewed indicated that their children have tested higher in college placement tests (such as SAT and ACT) than public or private school students. In the past, homeschooled seniors often had to get their GED to help with college acceptance, but now that is considered inferior to a homeschool diploma.
"My oldest son graduated last year and was accepted everywhere he applied, with no difficulty," Haubner said. "Ten years ago, it was much more difficult for homeschoolers to get accepted into college. Now they are being recruited!"
Angela Hogan of Verona mentions several reasons why she has chosen to homeschool her three children. Private school tuition was getting expensive, and she seemed to spend all of her time driving to school, then back home and doing homework, with no time left for family. Now the children do school work during the day, and have their evenings free to spend together.
Though Hogan says there are good days and bad days with homeschooling, the results have been worth it. It has required a great deal of commitment and discipline, and the homeschool teacher must be very focus-driven.
"You can't slack off, or procrastinate, and say 'we will do this tomorrow," she said.
Hogan loves the way "interaction with the kids turns into discussions." She said especially with her teen boys - at a time when they could become distant or defiant -homeschooling has drawn them closer together.
"There is no 'what did you do at school today?' questions at the dinner table followed by replies of 'nothing much.'" she said. "Now they really talk."
Well-Schooled
Homeschooling isn't for everyone. Anyone considering this option for their children should consider the following pros and cons before making their decision. Currently only 22 states in the United States require standardized testing of homeschoolers. Kentucky is not one of these states.
Pros
* Customized education
* More family time
* Family values taught
* Pressures of peers, competition, boredom, and bullies avoided
* Improved communication between parents and children
* No busywork
* Well-rested children
* Life skills learned by example
Cons
* Demands on time and finances
* One parent often gives up career and income
* Being with children 24/7
* Limited extracurricular activities and sports
* Socialization concerns
* Living outside of the norm
* No quality control
Email this story | Print this story
Copyright © 2005, Challenger Communications, LLC, Covington, KY, USA
One of the Corporex Family of Companies
By Kathy Carlton Willis
For The Sunday Challenger
feedback@challengernky.com
Homeschooling Viable Option For Some in NKY
There are many reasons parents today choose to homeschool: special needs, desire to teach religious beliefs, accelerated learning, less expensive than private schools, as well as issues parents have with public schools in their district. Parents in Northern Kentucky find that the state is homeschool-friendly.
You will find as many varieties of homeschools as there are homeschooled students in NKY. Some have detailed lesson plans and use a set curriculum. Others choose to unschool - meaning they encourage the child's own curiosity to encourage learning experiences, rather than a lesson plan. Leslie Gosser of Independence said she and her husband allow their 6-year-old "to learn what he wants and as in-depth as he wants to learn...He is interested in many different subjects, so the majority of his day is spent writing stories, reading, doing math and learning foreign languages." Many parents set up small libraries for their children or frequent the local libraries. Some belong to co-ops or other homeschool groups so the children can participate in group events.
ADVERTISEMENT
Advertise Here | Ad Directory
Homeschooling is not without difficulties, according to the parents involved. Several mentioned they felt overwhelmed that they would not do as well as the "professionals," yet they felt confident it was their God-given responsibility to make sure their children were educated with both scholastic and faith-based lessons.
Family Learns Together
Tammy Overton homeschools her six children, who range in age from 5 to 17. They originally decided to homeschool because private school was too expensive. She uses materials from Bob Jones University Press as well as the American School, in Chicago. She said the positive results of homeschooling include better family structure and togetherness, the children helping each other, an improved daily routine and less competitiveness.
"There are less influences from unchurched children who have different values than we teach our children (such as purity and not drinking)," Overton said.
Patty Haubner, of Covington, homeschools her 11 children.
"We wanted to be the main influence on our children's lives," she said. "We choose what works best for our children and also what supports our worldview. What works for one may not work for another because they have different learning styles. That is what is so great about homeschooling. You can pick the books that will work the best for each child and the child doesn't have to try to conform to a curriculum that he is struggling with just so that he can stay up with the class."
Haubner mentions a variety of extracurricular activities that help her children socialize, as well as further their education, including field trips, science fairs, spelling bees and speech competitions. She is also involved in a 20-family co-op. They have three classes available each week.
"We want our children to share our faith and our values," Haubner said. "Not just go to church, but to really believe what we believe and to know why we believe it. We want to be that example of how to live out our faith. We want to disciple our children and not just teach them."
Life After School
When asked if homeschooling is a hindrance for students who want to go on to college, the parents interviewed indicated that their children have tested higher in college placement tests (such as SAT and ACT) than public or private school students. In the past, homeschooled seniors often had to get their GED to help with college acceptance, but now that is considered inferior to a homeschool diploma.
"My oldest son graduated last year and was accepted everywhere he applied, with no difficulty," Haubner said. "Ten years ago, it was much more difficult for homeschoolers to get accepted into college. Now they are being recruited!"
Angela Hogan of Verona mentions several reasons why she has chosen to homeschool her three children. Private school tuition was getting expensive, and she seemed to spend all of her time driving to school, then back home and doing homework, with no time left for family. Now the children do school work during the day, and have their evenings free to spend together.
Though Hogan says there are good days and bad days with homeschooling, the results have been worth it. It has required a great deal of commitment and discipline, and the homeschool teacher must be very focus-driven.
"You can't slack off, or procrastinate, and say 'we will do this tomorrow," she said.
Hogan loves the way "interaction with the kids turns into discussions." She said especially with her teen boys - at a time when they could become distant or defiant -homeschooling has drawn them closer together.
"There is no 'what did you do at school today?' questions at the dinner table followed by replies of 'nothing much.'" she said. "Now they really talk."
Well-Schooled
Homeschooling isn't for everyone. Anyone considering this option for their children should consider the following pros and cons before making their decision. Currently only 22 states in the United States require standardized testing of homeschoolers. Kentucky is not one of these states.
Pros
* Customized education
* More family time
* Family values taught
* Pressures of peers, competition, boredom, and bullies avoided
* Improved communication between parents and children
* No busywork
* Well-rested children
* Life skills learned by example
Cons
* Demands on time and finances
* One parent often gives up career and income
* Being with children 24/7
* Limited extracurricular activities and sports
* Socialization concerns
* Living outside of the norm
* No quality control
Email this story | Print this story
Copyright © 2005, Challenger Communications, LLC, Covington, KY, USA
One of the Corporex Family of Companies
Just Say No
By: Dan Carlson January 16, 2006
Over the course of this past week, the pages of this newspaper have contained several stories dealing with drug abuse and the growing prevalence of methamphetamines as the drug of choice. Like many of you, I find the growth of this problem in our area of great concern and, as a parent I'm especially concerned about how I can encourage them to make right decisions in life.
We live in a world that is vastly different from the one I grew up in. Back when my parents considered my peers and I to be "at risk" in terms of drug abuse we were taught about the dangers of uppers, downers, shooting up heroin and dropping acid. I'll confess that I did drop acid once, but that was in science class and it only resulted in an embarrassing skin irritation and minor damage to floor tile. By the time I reached college I was educated further about drugs by professors, several of whom would invite favored students over to their pads after hours for a joint or two. I never smoked dope, but sometimes acted like I was stoned just to confuse people.
During the 1980s our nation's First Lady promoted the "Just Say No" program to prevent drug abuse. As a personal experiment to test the effectiveness of the campaign I decided to "just say no" to highly addictive pastries. In order for it to be a fair test I had to have such pastries present in my bachelor pad at all times so I'd have the opportunity to say no when tempted. I gained 40 pounds in two years. I can therefore attest to the fact that simply telling someone to say "no" to things that are bad for them is not very effective.
So what is a parent to do? How do we keep our kids from meth and other drugs? I'll have to say that I have it a lot easier than I suspect many of you do. I've got battlements, a 100-yard kill zone around the house and a home that is only accessible by four-wheel-drive. For now, anyone wanting to see my daughter has to drive a 4x4 and cover a football field of open ground without me seeing him before he can even ring the doorbell. That's when the dog will get him. If he gets by me and the dog, her brother is the fallback defense. If he gets by me, the dog, and the brother and manages to make it to her bedroom door in the tower he'll meet the worst of fates ... a protective mom.
Seriously, we are protective of our children. We homeschool, monitor all TV and Internet activity personally, regulate who they speak to and when on the telephone, and determine whose home they can visit. Is it strict? Absolutely. Do they resent it? Not one bit. We took a stab at parenting with authority and our children respect us for it. We have also, by the grace of God, been able to parent with authority and still be loved and considered best friends by our children. Honestly though, I think one reason for our success so far is because we started parenting that way and our kids have never known us to be any other way.
Click on the title above for the full story from The Black Hills Pioneer Newspaper
Over the course of this past week, the pages of this newspaper have contained several stories dealing with drug abuse and the growing prevalence of methamphetamines as the drug of choice. Like many of you, I find the growth of this problem in our area of great concern and, as a parent I'm especially concerned about how I can encourage them to make right decisions in life.
We live in a world that is vastly different from the one I grew up in. Back when my parents considered my peers and I to be "at risk" in terms of drug abuse we were taught about the dangers of uppers, downers, shooting up heroin and dropping acid. I'll confess that I did drop acid once, but that was in science class and it only resulted in an embarrassing skin irritation and minor damage to floor tile. By the time I reached college I was educated further about drugs by professors, several of whom would invite favored students over to their pads after hours for a joint or two. I never smoked dope, but sometimes acted like I was stoned just to confuse people.
During the 1980s our nation's First Lady promoted the "Just Say No" program to prevent drug abuse. As a personal experiment to test the effectiveness of the campaign I decided to "just say no" to highly addictive pastries. In order for it to be a fair test I had to have such pastries present in my bachelor pad at all times so I'd have the opportunity to say no when tempted. I gained 40 pounds in two years. I can therefore attest to the fact that simply telling someone to say "no" to things that are bad for them is not very effective.
So what is a parent to do? How do we keep our kids from meth and other drugs? I'll have to say that I have it a lot easier than I suspect many of you do. I've got battlements, a 100-yard kill zone around the house and a home that is only accessible by four-wheel-drive. For now, anyone wanting to see my daughter has to drive a 4x4 and cover a football field of open ground without me seeing him before he can even ring the doorbell. That's when the dog will get him. If he gets by me and the dog, her brother is the fallback defense. If he gets by me, the dog, and the brother and manages to make it to her bedroom door in the tower he'll meet the worst of fates ... a protective mom.
Seriously, we are protective of our children. We homeschool, monitor all TV and Internet activity personally, regulate who they speak to and when on the telephone, and determine whose home they can visit. Is it strict? Absolutely. Do they resent it? Not one bit. We took a stab at parenting with authority and our children respect us for it. We have also, by the grace of God, been able to parent with authority and still be loved and considered best friends by our children. Honestly though, I think one reason for our success so far is because we started parenting that way and our kids have never known us to be any other way.
Click on the title above for the full story from The Black Hills Pioneer Newspaper
Thursday, January 12, 2006
College illiteracy stuns educators
by Dr. Samuel L. Blumenfeld
Posted: January 12, 2006
1:00 a.m. Eastern
© 2006 WorldNetDaily.com
Stunned, shocked and appalled are American educators as they study the recent report from the National Center of Education Statistics, which reveals that only 31 percent of college graduates can read a complex book and extrapolate from it. "It's really astounding," said Michael Gorman, president of the American Library Association. "That's not saying much for the remainder," he added, meaning that 69 percent of our college graduates cannot read at or above a "proficient" level.
Posted: January 12, 2006
1:00 a.m. Eastern
© 2006 WorldNetDaily.com
Stunned, shocked and appalled are American educators as they study the recent report from the National Center of Education Statistics, which reveals that only 31 percent of college graduates can read a complex book and extrapolate from it. "It's really astounding," said Michael Gorman, president of the American Library Association. "That's not saying much for the remainder," he added, meaning that 69 percent of our college graduates cannot read at or above a "proficient" level.
Monday, January 02, 2006
11-year-old page-turner reads 600 books
By APRIL RUSHING
The Leaf-Chronicle
Gabrielle Henderson loves reading so much that in 2004, she decided to try to read 200 books by the end of that year.
When the 11-year-old homeschool student reached that goal well before the end of the year, her dad, Johnny, realized she could do more.
"I counted how many (books) she had already read," Mr. Henderson said, "and figured if she read about nine books every 15 days, she could read about 600 books in a year."
The Leaf-Chronicle
Gabrielle Henderson loves reading so much that in 2004, she decided to try to read 200 books by the end of that year.
When the 11-year-old homeschool student reached that goal well before the end of the year, her dad, Johnny, realized she could do more.
"I counted how many (books) she had already read," Mr. Henderson said, "and figured if she read about nine books every 15 days, she could read about 600 books in a year."
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