Do+these+here

One for, one against....[|How to do this]... are primary or secondary schools that receive public money (and like other schools, may also receive private donation) but are not subject to some of the rules, regulations, and statutes that apply to other public schools in exchange for some type of accountability for producing certain results, which are set forth in each school's charter. Charter schools are opened and attended by choice. While charter schools provide an alternative to other public schools, they are part of the public education system and are not allowed to charge tuition. Where enrollment in a charter school is oversubscribed, admission is frequently allocated by lottery-based admissions systems. However, the lottery is open to all __students__. Some charter schools provide a curriculum that specializes in a certain field — e.g., arts, mathematics, or vocational __training__. Others attempt to provide a better and more efficient general education than nearby public schools. Charter school students take state-mandated exams. || * Charter schools provide families with public school choice options. Parents will have the ability to choose the school best suited for their child. * Charter schools have an unfair advantage when competing against district public schools since they tend to be smaller and free from regulations. Charter schools have [|access] to federal funds and other revenue sources. Open enrollment refers to educational policies which allow residents of a state to enroll their children in any public school, provided the school has not reached its maximum capacity number for __students__, regardless of the school district in which a family resides. || Wisconsin’s inter-district public school open enrollment program allows parents to apply for their children to attend school districts other than the one in which they live. It should be the parent and the child's choice to go to whichever school they want to go to. Then, again if you have open-enrollment, and you have too many students. All of the schools in the town I live in have open-enrollment. Open-enrollment policies allow a student to transfer to the public school of his or her choice.There are two basic types of open-enrollment policies in place in the states — intradistrict and inter district. Intradistrict open-enrollment policies allow a student to transfer to another school within his or her school district. Interdistrict open-enrollment policies allow a student to transfer to a school outside his or her home district, but often require both the sending district and the receiving district to agree to participate. || [|Link] ||^  || Opponents of the amendment (Jefferson City, Missouri) argued **hypothetical**, and often seemingly one in a million chance, problems with the policy of open enrollment. These objections ranged anywhere from __schools not being able to plan budgets to concerns that students would essentially endlessly jump around from school to school.__ This despite the fact that students have to apply to the receiving school well in advance of the next school year and students could only go open enroll to a school outside of their assigned zone district one time. Opponents even tried to call this a voucher system which is ridiculous considering that vouchers are illegal under the Missouri State Constitution. || Usually have a specific theme for which they are especially well known. Magnet schools may specialize in the sciences or performing arts. || Magnet schools serve the special interests of learners they enroll, and provide urban school districts with a means of achieving acceptable levels of racial integration. Enroll learners from all residential areas in a district. They can provide interesting learning experiences for their students. || [|Link:] || A Nation at Risk: The Imperative for Educational Reform (1983) Its publication is considered a landmark event in modern American educational history. Among other things, the report contributed to the ever-growing (and still present) sense that American schools are failing, and it touched off a wave of local, state, and federal reform efforts. || The groups made 5 major categories that would really help divide the issues and make it easier to bring our stats about schools up. The reform wanted 7 hour school days, which is good keeps children out of trouble and more learning. Also 200-220 days in a school year. This reform also noted that the government will play a healthy role in making sure students with special needs and any child needing help will be helped by the government. All these and more ideas are going to bring up the development of our schools to better them from failing. || merit pay bill that rewards schools for exceeding educational expectations || Merritt Pay Teacher Compensation ||  ||
 * Name ||  ||   || Describe || for or against ||
 * Albasi || Alyson || For || Voucher Plans- is a certificate issued by the government, which parents can apply toward __tuition__ at a private school (or, by extension, to reimburse home schooling expenses), rather than at the state school to which their child is assigned. An alternative to the education voucher is the education tax __credit__, which allows individuals to use their own money to pay for the __education__ of their children or to donate money towards the education of other children || Although there is a solid argument that school vouchers negatively affect public schools financially while not necessarily helping every child get into a better school of their choosing, as a short term option I think they are important. Despite the fact that not every child can be helped by this program, it isn't fair that everyone should have to suffer in bad schools when an option like this could at least be a start to helping students get out of bad schools. I do not think it is a great long-term solution to the problem of bad schools, but in the short-term any program that helps even a few children receive a better education is a step in the right direction. ||
 * Bjerke [|Link] || Jorgan || Aga[|ins]t ||^  || Given the limited budget for __schools__, it is claimed that a voucher system would weaken public __schools__ while at the same time not necessarily providing enough money for people to attend private schools. According to the National Conference of State Legislatures, 76% of the money handed out for Arizona’s voucher program has gone to children already in private schools.Research has shown, however, that school districts leave out major costs when calculating per pupil spending. A study of public and private school per pupil spending in Phoenix, Los Angeles, D.C., Chicago, New York City, and Houston demonstrated that public schools spend 93% more than estimated median private schools. ||
 * Butzer || Jodi || [|For] || [|Charter Schools] -
 * Charter schools can act as laboratories of reform, identifying successful practices that could be replicated by traditional district public schools. Also, by waiving regulations in a limited number of schools, the most prohibitive policies can be identified and eliminated for all schools.
 * Through school choice, competition within the public school system is created, pressuring school districts to reassess their educational practices.
 * Charters will lead to overall systemic reform through the pressure and competition of the choice mechanism.
 * Charter schools, unlike traditional public schools are held accountable. If charters do not perform, they are not renewed. ||
 * Doxey || Seth || [|Against] ||^  || * Charter schools, due to their small size and limited numbers, will provide only //some // families with public school choice options, thereby raising issues of fairness and equity.
 * Successful reform models such as New American Schools and Core Knowledge have already been identified. Why not attempt these reforms in existing schools? If rules and regulations are so burdensome, they should be waived for all public schools.
 * Charters are too limited in scope to adequately pressure the entire public school system.
 * Charters are not accountable as they are freed from rules and regulations intended to ensure quality in public [|education] . ||
 * Dufek || Aimee || [|For] || Open-Enrollment
 * Edgerton || Adrianna || Against
 * Fast || Bridgette || For || Magnet Schools -
 * Gacke || Tanya || Against ||^  || The issue of transportation is a particular concern when it comes to magnet schools. Admission to many magnet schools usually requires learners to have established a record of excellent academic performance at the schools they previously atteneded. Some people don't like this because they argue that these schools remove the best learners from other schools and reduce the overall talent pool in these buildings. ||
 * Gregersen || Laura || For
 * Halling || Amy || Against ||^  ||   ||
 * Hennagir || Tyler || [|For]
 * ** Kinser ** || ** Devan ** || ** [|Against] ** ||^  || ====**Virtually everyone agrees that designing and monitoring a Merit Pay program would be a bureaucratic nightmare of almost epic proportions.**====

**High-stakes Merit Pay systems would inevitably encourage dishonesty and corruption.**
|| These schools provide a network of social services from nutrition and health care to parental education and transportation, all designed to support the comprehensive educational needs of children. ||  || Past attempts at documentation of success of the full-service school model have fallen drastically short of their goals because of poor planning and lack of data regarding the programs that constitute the school.Turnover of students also affects the evaluation process. In many inner-city schools student turnover is upwards of 30 percent each school year. || In an attempt to water down and make everything easy and the same for everyone, The No child left behind act was a good idea, but in an approach to not leave behind the lower educated child, they dismiss the middle and higher educated children in the classroom. || For: The No Child Left Behind Act is a great way to measure accountability for teachers and schools. The Act provides yearly report cards so that parents are able to see how their child's school is scoring and whether or not their child is at a school where students are meeting the required standards. It also ensures that there are quality teachers provided in all of the "core" courses of study so that the student is getting educated by high quality teachers. || Matter more. Authentic assessment require students to be effective over-all, instead of just re-calling or plugging in the correct answers. Authentic tasks and outcomes improve teaching and learning and are able to master them easier. An aim in teaching should be performance improvement, not monitor only performance. || High-stakes tests are those tests that have serious consequences associated with the out-comes. With this testing there are certain test scores that must be attained. These kinds of tests are usually standardized tests developed by companies that specialize in test development. || FOR:From our book it says that High-Stakes testing will help the public compare schools and school districts, and this increased competition will improve all schools. The test will hold teachers and administrators accountable and therefore will improve teaching. High-Stakes testing will help school districts and administrators focus resources in areas of need. This type of testing will also help to identify teachers who need help. || Link || Lindsay || For || School Business Partnership Programs; A partnership can be defined as a mutually supportive relationship between a business and a school or school district in which the partners commit themselves to specific goals and activities intended to benefit students and schools. || FOR; Partnering is a win-win situation for all involved parties. School-business relationships can have a powerful impact on the community and schools. Community members and parents should play a role in the development process, since the entire community ultimately benefits from a successful partnership. || -a term used to describe a wide array of programs aimed at giving families the oppotunity to choose the school their child will attend. School choice does not give preference to one form of schooling or another, rather manifests itself whenever a studentent attends a school outside of the one they would have been assigned to by geographic default. The most common form of school choice programs is open enrollment laws that allows students to attend other public schools, private schools, charter schools and home schools. || *Choice offers way out of low performing school -to provide rigorous, integrated experiences that will smooth the transition from school to the world of the contributing adult citizen. (P.74) a rigorous and focused course of study, designed to provide the middle fifty percent of the student population with both the essential academic and technical foundations, including necessary workplace skills such as problem solving, teamwork and the responsibility necessary for twenty-first century careers and a lifetime of learning. || ======Tech Prep is an important school-to-work transition strategy, helping students make the connection between school and employment.======
 * LaBine || Kristyn || For || Full Service Schools:
 * Lange || Michelle || [|Against] ||^  || Against:
 * Langford || Ashley || For || No Child Left Behind Act - 2001
 * Mackey || Taylor || Against ||^  || For this act, It is like having a star athlete and a mediocre athlete, and only being able to do drills for everyone that are hard for the mediocre athlete, but yet easy and not challenging the star athlete. In the Classroom, It is always about test scores opposed to what we actually do in class, the teacher who has a student who is not recieving the best scores, those teachers are going to teach the test and that is not essentially helping the students in anything BUT the test. Just so that those students can get passed off so thatthe teachers can say that they "never left a student behind." The bottom line is that a lot of teachers are agaisnt this act and I am as well because the lower learners just get passed on and the achievers dont get the attention that they should be getting as much as the child that is not getting the help they need. ||
 * Maschino || Heather || For || [|Authentic Assessment-] || Authentic assessment has the advantage of providing parents and community members with observable evidence concerning their student’s performances.Students have come to believe that learning is cramming, and that right answers
 * Olsen || Alyssa || Against ||^  || Authentic Assesement can be not so authentic to demonstrating the teachers ability. Grant it the student does get a chance to display what he/she knows based on what they can do. But is this for the teacher or against ||
 * Pieper || Cierra || For || High-stakes tests;
 * Sabers || Casandra || [|Against] ||^  || AGAINST:Proponents of standards-based reform and high-stakes testing point out that these students are among those who are most often educated poorly, and who therefore have the most to gain from a movement whose central objective is to hold //all// schools, teachers and students to high standards of teaching and learning. Meanwhile, critics of high-stakes testing fear that many such children will be harmed by high-stakes tests: that they will disproportionately be retained in grade or denied high-school diplomas—both of which have highly negative consequences for students—because their schools do not expose them to the knowledge and skills that students need to pass the tests. ||
 * Schaefers
 * Schiefen || William || Against ||^  || Against: Having students work at business can lead business to have students work for little to no money. This would have business want to have students work for them in all the wrong reasons. Also having students work at business will encourage them to go into the work force right after high school and not peruse higher education. ||
 * Selchert || Jon || [|For] || ** School Choice **
 * Choice supports educational innovation because it gives alternatives to the traditional school day
 * School choice can match parent and student needs thus the parents will be more committed and involved with the school ||
 * Smith || Rrebecca || Against ||^  ||   ||
 * Stroschine || Krisha || [|For] || **Tech-Prep** programs

Participation in a Tech Prep program may address drop-out prevention, help students transition to four-year baccalaureate programs and lead to effective employment placement.
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 * Sys || Patricia || Against ||  || **Against:** Students may begin training in the junior year in high-school replacing regular academic curriculum. This may encourage students who don't want to try at traditional subjects to lean towards vocational classes because they feel they are easier. If they decide they made a mistake, they are behind the other students. Also, for students who decide to go to a four-year school, most colleges do not accept the credits earned through vocational studies as transfer credits. ||
 * Vanorny || Amy || For || Common Core Curriculum-is a curriculum(s) or course study which is usually deemed central and usually made mandatory for all students of a school or school system. || For- Core Curriculum can widen students knowledge. Especially, when it comes to college students, the core curriculum they are required to take, will not only strengthen their overall knowledge on more subjects, but also increase their knowledge in their professional field. These Core curriculum classes are also good in high school because it widens their range of possibilities they could do with their future. ||