High School » Carol J. Carter

A Novel Idea to Keep Students in College: Failure Insurance

Two finance experts, one from the Federal Reserve Bank of Philadelphia and a professor from Colgate University, proposed a new idea at the American Economic Association annual meeting last week in Atlanta for helping students persist with their educational goals: Failure insurance. While the authors offer no specifics about how such a plan would work, their paper titled, “Insuring College Failure Risk,” outlays the following precepts, according to Sunday’s The Chronicle of Higher Education article below:

“It is theoretically possible to create failure-insurance policies that would hit a sweet spot. That is, the insurance policies’ potential payoffs would not be so high that they would give students an incentive to shirk on their schoolwork, but would be high enough to make students more comfortable with staying in college and taking on more debt. Staying in college would allow some of them to develop better study skills and to put themselves on a path to graduation. Those decisions are shaped by students’ finances, their beliefs about their future earnings, and by the amount of miseryâ€””disutility,” in econospeakâ€”that they suffer when they do academic work.”

With the high cost of college, another more data-supported formula for “failure insurance” is to prepare students while they are in high school for the crucial freshmen year transition. I’ve designed LifeBound’s programs for this precise purpose: to help students make a successful leap from high school to college level work by addressing the issues and potential pitfalls that students encounter at every grade level, 9-12, starting with our freshmen success program called:

Making the Most of High School and Study Skills–two books and curriculum for the fall and spring semesters. To receive review copies of these materials, please call toll free 1.877.737.8510 or email contact@lifebound.com. In addition to the questions fielded by the authors featured in Sunday’s The Chronicle of Higher Education article, here are mine:

What can we do to ensure that student success and transition programs are instituted into middle school and high school curricula so that every students is put on the path to graduation for college, career and life success?
How can associations, such as the National Resource Center on the First Year Experience, utilize the expertise of high school success programs to help support their mission?
How can we better implement bridge programs at the college level to help every student succeed?

ARTICLE:

The Chronicle of Higher Education
January 10, 2010
A Novel Idea to Keep Students in College: Failure Insurance
By David Glenn

Imagine a first-generation college student whose high-school preparation was less than ideal. She has just finished her first semester, and she realizes now that college is going to be tougher than she had hoped. She failed one course and struggled to earn C’s in her other subjects. She worries that she’ll eventually flunk out, and she wonders whether she should walk away now before she accumulates any more student debt.

But what if she could hedge her risks by buying a “failure insurance” policy that would reimburse her for a portion of her student-loan debts if she did flunk out? Would that make her more willing to stay for another semester?

To view this entire article visit www.chronicle.com

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Can inner-city charter school succeed? Students say ‘YES’

CAROLâ€™S SUMMARY:

The YES Prep North Centralâ€™s first graduating class in Houston, Texas, has a compelling record to maintain. According to the article below, â€œYES Prep â€” the name is an acronym for Youth Engaged in Service â€” was founded 11 years ago by Chris Barbic, a Teacher for America alumnus who shaped his vision around a simple, singular goal: Every student is expected to go to a four-year college, succeed there and return to give back to their community.â€ And so far 100% of seniors at YES Prep Southeast have been accepted to college.

Longer school days, a strict discipline code, a challenging curriculum and a small teacher-student ratio seem to be working for YES Prep Schoolsâ€™ students which consist of 90% first-generation college-bound, 80% from low-income families and 96% Hispanic or African-American. With another 4,000 students on the waiting list, what can public schools do to increase student motivation and increase the number of their students accepted into college? Here are my suggestions:

1) Implement a freshmen success program that boosts academic, emotional and social intelligence like LifeBoundâ€™s Critical and Creative Thinking for Teenagers, Making the Most of High School or Study Skills for High School Students programs. Any of these would help students get off to the strongest start possible in high school. Then schools could build on that through career academies at each grade level. LifeBound offers a stair-step program with data-driven results for helping students persist in their educational and career goals and LifeBoundâ€™s new fifth edition of Majoring in the Rest of Your Life prepares high school seniors for college and career success. To reserve your copy, contact the LifeBound office by calling 1.877.737.8510 or emailing contact@ lifebound.com.

2) Give parents the tools to motivate and support their studentsâ€™ growing independence and to champion themselves as role models. Our Stop Parenting Start Coaching book teaches parents coaching skills to help them motivate, inspire and connect with their teenagers. Review copies are also available of this book, and we give parent sessions for districts. For more information, please contact the LifeBound office or visit www.lifebound.com and click on the â€œcoachingâ€ button.

ARTICLE:

Can inner-city charter school succeed? Students say ‘YES’
USA Today
By Monica Rhor, The Associated Press

HOUSTON â€” It was Deadline Day at YES Prep North Central, the day college applications were supposed to be finished, the day essays, personal statements and a seemingly endless series of forms needed to be slipped into white envelopes, ready for submission.

The day the school’s first graduating class would take one leap closer to college.

The seniors inside Room A121 were sprinting, scurrying and stumbling to the finish line. They hunched over plastic banquet tables, brows furrowed and eyed fixed on the screens of Dell laptop computers. Keyboards clattered, papers rustled and sighs swept across the room like waves of nervous energy.

To view this entire article visit www.usatoday.com

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Helping Self-Harming Students

CAROL’S SUMMARY
According to mental health experts, self-injury behavior among adolescents often masks deep psychological trauma caused by physical or sexual abuse, but research also indicates that cutting and other forms of self-harm are ways some teens cope to relieve stress or to express strong feelings of rage, sorrow, rejection, desperation, longing, or emptiness. Worse, the behavior can become compulsive as the brain starts to connect the false sense of relief from bad feelings to the act of cutting, and it craves this relief the next time tension builds.

The article below cites that “approximately 14 to 17 percent of children up to age 18 have deliberately cut, scratched, pinched, burned, or bruised themselves at least once (Whitlock, 2009), with 5 to 8 percent of adolescents actively engaging in this behavior (J. Whitlock, personal communication, September 27, 2009).” The articles also lists stressors that can play a role in self-harming behavior, and I’ve categorized three of the most common ones here:

Peer pressure – Students that lack strong social skills or those who come from disadvantaged backgrounds may struggle to experience a sense of belonging, especially as students compete to buy expensive technological gadgets and designer clothes and shoes. Social networking can further alienate some students and make them vulnerable to cyberbullying. Some teens now refer to “MySpace” as “MeanSapce.”

Stress overload – Some students feel the pressure of having to juggle too many activites in order to gain admittance into a top college or university and worry that they’ll let down their parents and other significant adults in their lives if they don’t get accepted to their first or second school of choice. The author of this articles writes: “To cope with the stress, some of the more emotionally vulnerable adolescents turn to self-harm, resort to eating-distressed behaviors like bulimia, or engage in substance abuse.”

Poor modeling at home – Some teens witness the deficient ways their parents cope with stress by abusing prescription medication, drinking or overeating. “In families of self-harming adolescents, emotional disconnection and invalidation are common family dynamics.”

This article gives specific guidelines on ways schools can recognize and help students who are engaged in self-inflicting behaviors. One venue is by helping them become emotionally intelligent so that they acquire the coping and self-advocacy skills they need to manage strong emotions. Another antidote is to help students discover their unique abilities and gifts and to honor the many ways our students manifest these talents in the world. Three of LifeBound’s books: # 1 Success in Middle School, # 2 People Smarts for Teenagers and # 3 Gifts & Talents for Teenagers, are designed to help accentuate students’ strengths, while addressing the potential problems of growing up.

How can districts more effectively educate principals, teachers, counselors, and other faculty about self-harming behaviors and how to respond?

How can we infuse emotional intelligence into our schools to create a more positive culture where all students feel validated and welcome?

ARTICLE
Education Leadership (Dec. 2009)
by Matthew D. Selekman

Student self-harming is one of the most perplexing and challenging behaviors that administrators, teachers, nurses, and counseling staff encounter in their schools. Approximately 14 to 17 percent of children up to age 18 have deliberately cut, scratched, pinched, burned, or bruised themselves at least once (Whitlock, 2009), with 5 to 8 percent of adolescents actively engaging in this behavior (J. Whitlock, personal communication, September 27, 2009).

Self-harming behavior is not a new phenomenon among adolescents. Mental health and health-care professionals have typically viewed such behavior as a symptom of an underlying psychological or personality disorder as a possible suicidal gesture suggesting the need for psychiatric hospitalization or as a symptom of post-traumatic stress disorder caused by sexual or physical abuse.

However, both research and practice-based wisdom indicate that the majority of self-harming adolescents do not meet the criteria for diagnosable DSM-IV1 psychological or personality disorders, have never had suicidal thoughts or attempted to end their lives, and have never experienced sexual or physical abuse (Selekman, 2009). Most self-harming adolescents use the behavior as a coping strategy to get immediate relief from emotional distress.

To view the entire article visit
http://bit.ly/4J10ZY

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Multiple Measures: The Tests That Won’t Go Away

CAROL’S SUMMARY
How many hours does a teacher spend preparing students for “multiple assessments”? According to the first of a two-part report from the ASCD (formerly the Association for Supervision and Curriculum Development; Part 2 will be released tomorrow), the answer depends on what you mean by the term assessments: if you’re talking about everything from pop quizzes to standardized tests, many teachers might answer that they spend all their time teaching, if not to the tests, then with the tests in mind. Over the past 10 years, particularly with the advent of No Child Left Behind (NCLB), school culture has become a testing culture. Some educators lament that prepping for tests means taking time away from deeper learning. Marge Scherer, editor-in-chief of ASCD’s Educational Leadership says that teachers should understand the various assessments and try to raise understanding, not just student scores. David Heistad, executive director of Research, Evaluation and Assessment for Minneapolis Public Schools, says that test preparation in large amounts is â€œcounterproductive.â€ He strongly discourages teachers from doing too much. â€œThe best way to learn [reading comprehension] is to read a diversity of books. For math, keep up with daily assignments,â€ Heistad said in an interview for “ThreeSixty” magazine, a publication by the University of St. Thomas in Minneapolis.

As assessment experts Stephen Chappuis, Jan Chappuis, and Rick Stiggins write (p. 15), “NCLB has exposed students to an unprecedented overflow of testing. But do all these multiple measures really lead us to achieve the three most often cited goals of testing: Building proficiency in basic skills, closing achievement gaps, and fostering the top-notch knowledge and skills that students will need in a competitive global society?”

Finding Our Way Back to Healthy Eating: A Conversation with David A. Kessler

Since there is a strong link between health and learning, our nation’s obsession with food containing salt, sugar and fat is creating a generation of unhealthy students. A study published in the April 5, 2006, issue of the Journal of the American MediÂcal Association found that 17.1 percent of children and adolescents ages 2 to 19 were overweight. Being overweight puts children and teenagers at greater risk for a number of serious health conditions. Type 2 diabetes; risk factors for heart disease, including high blood pressure; other health conditions including asthma and sleep apnea, and psychosocial effects such as decreased self-esteem have been associated with childhood obesity in recent studies. Fortunately, healthy eating and a physically active lifestyle can help children achieve and maintain a healthy weight and reduce obesity-related chronic diseases.

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The Puzzle of Boys

CAROLâ€™S SUMMARY:

Girls have been the center of academic debate for years, but now that they make up over half of the college student population, some scholars and psychologists worry about the achievement of boys. The article bellows mentions many books published over the last 20 years on the subject. There is a debate over whether there is a real problem boys are facing today, but many of these books discuss varying degrees of masculinity and the need to shed the stoic, emotionally closed-off stereotype boys.

A psychology professor at New York University, Niobe Way, recently finished a book on her interviews of teenage boys about their friendships. In these interviews, Way discovered that boys frequently said they liked their best friends because â€œThey wonâ€™t laugh at me when I talk about serious things.â€ This emotionally intelligent side of boys is seldom seen and seems to disappear during high school. The article below states that:

â€œTouchy-feely talk about friendships may seem disconnected from boys’ academic woes, but Way insists they’re pieces of the same puzzle. â€˜If you don’t understand the experience of boyhood,â€™ she says, â€˜you’ll never understand the achievement gaps.â€™â€

Although these studies contain conflicting data, how can parents use this information to raise emotionally intelligent boys?

What can teachers, principals and districts do to make learning more appealing to boys while encouraging emotional intelligence?

How can a middle ground be reached to pull out the best strengths of boys and the best strengths of girls?

ARTICLE:

The Chronicle of Higher Education
November 22, 2009
The Puzzle of Boys
Scholars and others debate what it means to grow up male in America
By Thomas Bartlett

My son just turned 3. He loves trains, fire trucks, tools of all kinds, throwing balls, catching balls, spinning until he falls down, chasing cats, tackling dogs, emptying the kitchen drawers of their contents, riding a tricycle, riding a carousel, pretending to be a farmer, pretending to be a cow, dancing, drumming, digging, hiding, seeking, jumping, shouting, and collapsing exhausted into a Thomas the Tank Engine bed wearing Thomas the Tank Engine pajamas after reading a Thomas the Tank Engine book.

That doesn’t make him unusual; in fact, in many ways, he couldn’t be more typical. Which may be why a relative recently said, “Well, he’s definitely all boy.” It’s a statement that sounds reasonable enough until you think about it. What does “all boy” mean? Masculine? Straight? Something else? Are there partial boys? And is this relative aware of my son’s fondness for Hello Kitty and tea sets?

These are the kinds of questions asked by anxious parents and, increasingly, academic researchers. Boyhood studiesâ€”virtually unheard of a few years agoâ€”has taken off, with a shelf full of books already published, more on the way, and a new journal devoted to the subject. Much of the focus so far has been on boys falling behind academically, paired with the notion that school is not conducive to the way boys learn. What motivates boys, the argument goes, is different from what motivates girls, and society should adjust accordingly.

To view this entire article visit www.chronicle.com

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Fairport battles gender gap with all-girls tech program

CAROLâ€™S SUMMARY:
While more girls are enrolled in college now than boys– 44% of boys and 57% of girls, according to the American Council on Educationâ€™s Center for Policy Analysis–women arenâ€™t entering technology fields at the same rate as men. In an attempt to close the gender gap in technology classes, Fairport Central School District in upstate New York will begin a two-year pilot program starting the fall of 2010 by offering four all-girl technology courses at two middle schools, a ninth grade school and Fairport High School. According to the article below, computer support specialist, systems administrator and engineering positions are expected to grow significantly by 2010, yet the U.S. Bureau of Labor Statistics cites that although women make up more than half of the work force, they hold only 28% of positions in technology. According to the U.S. Census Bureau, women make up a small proportion of professionals in key technology fields:

Physics: 21 percent
Computer science: 18.6 percent
Aerospace engineering: 11.5 percent
Electrical engineering: 10.1 percent
Civil engineering: 9.5 percent
Mechanical engineering: 7.1 percent

Data on gender differences shows there are immutable differences between boys and girls- that there are genetic differences between the sexes. Girls prefer collaborating and working in quieter environments to understand a concept or process completely. They focus on doing quality work and helping others. Boys, on the other hand, tend to complete tasks quickly and they also are more motivated by competitive environments with clearly defined winners and losers than girls. The idea of all-girl technology courses is to draw on this knowledge of different learning styles and make technology classes more inviting for girls.

Regardless of the studentâ€™s gender, here are questions to consider:

How can schools and parents best apply the data on gender differences to promote cognitive and emotional development in both boys and girls?

What competencies will students need in the future to thrive?

Other than reverting to single sex schools, which is one option, what can schools do to transform themselves into ‘learning communities’ dedicated to creating the conditions to develop the gifts, talents and passions of all learners?

ARTICLE
Democrat and Chronicle via ASCD feed
by Ernst Lamothe, Jr.
November 16, 2009

The Fairport Central School District has approved an aggressive approach to counteract the gender gap in technology classes. The district will begin a two-year pilot program starting next fall to create four all-girl technology courses â€” one each at Fairport High School, Minerva DeLand School (ninth grade), and Martha Brown and Johanna Perrin middle schools. Enrollment will be voluntary in compliance with Title IX.

“Girls sometimes won’t take technology classes because they don’t want to be the only girl in a class or in a technology club,” said Dave Allyn, a special assignment administrator for the Fairport school district. “Job growth is happening in engineering and some of the sciences where old stereotypes persist about those male-dominated fields, and we need to make our young women aware that there is an opportunity for them.”

To view the entire article visit
http://bit.ly/3uZnQI

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Number of Foreign Students in the U.S. Hit New High Last Year

CARO’LS SUMMARY

President Obama is in China this week as part of his four-stop trip to Asia, having visited Japan and Singapore earlier this month, he arrived in Shanghai yesterday and will fly to Beijing later today. In a town-hall style meeting where the president spoke to college students in Shanghai–most were hand picked by the officials of the Chinese government–he praised their country for its spectacular rise in the global economy and said the United States welcomes their success. China experienced a sharp slowdown last year and early this year, but is now in the midst of another growth spurt. According to expert forecasters, the countryâ€™s economy is likely to grow by about 8 percent, by far the best performing major economy, accounting for much of the worldâ€™s economic growth this year. They are expected to surpass Germany as the worldâ€™s biggest exporter, and hit a trade surplus in excess of $200 billion.

One result of their country’s economic growth is an influx of Chinese students enrolling in U.S. colleges and universities, as the Chronicle of Higher Education article below reports. More Chinese families can afford to ramp up their children’s educational pursuits and many want to send them to the U. S. for higher education. According to new data from the Institute of International Education in its “Open Doors” report, “Some 671,616 international students attended U.S. institutions in 2008-9, an increase of almost 8 percent from a year earlier. First-time-student enrollments grew even more robustly, by nearly 16 percent.”

However, the news isn’t all good. “Everything has to be set against the economic crisis we’re mired in,” says Ken Curtis, assistant vice president for international education and global engagement at California State University at Long Beach. For example, a survey this fall of 700 institutions shows the downside: While half of the institutions reported foreign-student enrollment increases this year over last, a quarter experienced declines. A second recent survey, by the Council of Graduate Schools, found that growth in the number of first-time international students in American graduate schools was flat. Enrollments from India and South Korea, two of the three largest sources of foreign students, declined. “The question,” says Debra W. Stewart, the council’s president, “is the extent to which we can continue to rely on international students to feed our graduate schools.” Another issue is the decline in graduate enrollments. Both the Open Doors data and the council’s report suggest a shift in the makeup of the international student body in the U.S. The article reports: “If current enrollment trends hold, the number of foreign undergraduates, which includes students studying for associate or bachelor’s degrees, is poised to surpass the number of those pursuing graduate degrees.”

One reason for the declines in foreign-student enrollment is that students are looking elsewhere because the job outlook is bad here. “The U.S. was looked at as a land of opportunities. It was seen as a utopia for good students who were confident they would get jobs,” says Bindu Chopra, head of the Bangalore office of N&N Chopra Consultants, which advises students on studying overseas. “When they see that they are unlikely to get jobs, they’d rather not take loans and spend so much and go for a graduate degree.” Victor C. Johnson, senior adviser for public policy at Nafsa: Association of International Educators, says the recent slowdown points to the need for a national strategy for international-student recruitment. “We don’t want to wake up one day and find out that, because we have not adopted a national policy, we’re no longer competitive,” Mr. Johnson says. “We need to respond before it’s too late to do something.”

A big benefit to U.S. students is for students whose families can’t afford to send them abroad or who may have other reservations about foreign travel, an influx of international students means the world is coming to them. U. S. students need to become more globally minded and see their gifts and talents in the context of our global world. LifeBound’s book, Junior Guide to Senior Year Success: Becoming a Global Citizen, sets a new standard for getting ready for college by helping students think more broadly about their education in the global economy and how this impacts their future career. Study abroad and other programs are explored in the text, and students are exposed to real-life stories about “globe savers,” featuring people around the globe who are tackling some of our world’s biggest problems. For a review copy, please call the LifeBound office toll free 1.877.737.8510 or email us at contact@lifebound.com.

How can we help our U.S. students make the most of this opportunity to form relationships with students from other countries and become a global citizen?

How can we successfully balance and leverage integrating a high number of Chinese students on U.S. campuses while maintaining our recruiting numbers at the graduate level? What might be the alternatives to this prescribed method?

As this articles raises, how can we help ensure that Chinese students in the U.S. don’t cloister together rather than branching out while they’re here and forming relationships with their global counterparts?

ARTICLE
November 16, 2009
CHRONICLE OF HIGHER EDUCATION
By Karin Fischer
The number of foreign students attending American colleges hit an all-time high in 2008, capping three consecutive years of vigorous growth, according to new data from the Institute of International Education.
Some 671,616 international students attended U.S. institutions in 2008-9, an increase of almost 8 percent from a year earlier. First-time-student enrollments grew even more robustly, by nearly 16 percent.

But the rosy data highlighted in the annual “Open Doors” report may obscure some potentially worrisome trends. Though graduate programs typically rely more on international students, enrollment grew far more strongly at the undergraduate level, where the number of students jumped 11 percent, than at the graduate level, where enrollments climbed a little more than 2 percent. What’s more, the increase in students pursuing undergraduate studies was largely dependent on enrollment from China, which shot up by 60 percent.

To view the entire article visit
http://bit.ly/3QPxuh

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For-Profit Colleges Say They Are Key to Obama’s College-Completion Goal

CAROL’S SUMMARY:

The Chronicle article below points out that for-profit colleges can play a big role in the Obama Administration’s goal of having the world’s highest number of college graduates by 2020. Several statistics are cited, mostÂ from the National Center for Education Statistics, unless otherwise noted as follows:

ApproximatelyÂ two million students attend for-profit colleges, or aboutÂ eight percent of the college-going population
Between the 1996-7 and 2006-7 academic years, the number of associate, bachelor’s, master’s, and doctoral degrees awarded by private, for-profit institutions rose at a faster rate than the number of those degrees conferred by public and private nonprofit colleges: The number of associate degrees conferred by for-profit institutions more than doubled during that 10-year span, to almost 118,000. For public institutions, the number increased by 22 percent, to 567,000, during the same period. At private, nonprofit colleges the number of associate degrees decreased by almost 11 percent, to 44,000. Associate degrees awarded by for-profit institutions made up 16 percent of all associate degrees awarded in 2006-7, up from 10 percent in 1996-7.
The number of bachelor’s degrees conferred by for-profit institutions increased even more quickly, to 71,000 from 12,000
Students at for-profit institutions also tend to complete associate degrees faster than students at nonprofit colleges: The average time to completion at a for-profit college is 25.4 months, compared with 32 months at a nonprofit institution.
Almost half of students enrolled at a for-profit college are the first in their family to pursue a higher education, and the same proportion of for-profit-college students come from families with an income below $40,000, according to the Career College Association.

For-profit institutions for all their merits also have their flaws.Â Some scholarsÂ point outÂ that proprietary institutionsÂ are less academically rigorous andÂ offerÂ a narrow range of degree options as compared to community colleges and state institutions.Â Additionally, they have higher default rates on student loans than students at nonprofit colleges.Â The article also cites a reportÂ by the Government Accountability Office thatÂ disclosedÂ shady practicesÂ by some officials at for-profit colleges who’ve helped students pass basic-skills tests or obtain invalid high-school diplomas so they could be eligible for federal aid.Â The Obama administration is reviewing rules that govern for-profit institutions to address these issues.

WhetherÂ enrolling in a for-profit orÂ traditional institution, many students enter college in the United States without the basic academic skills needed to be successful in their coursework. Researchers from the Manhattan Institute Center for Civic Information found that only 32% of students leave high school academically prepared for college (Greene & Foster, 2003). This percentage is even lower among Black and Hispanic students (20% and 16%, respectively).

Bridget Terry Long, an Associate Professor of Education and Economics at Harvard Graduate School of Education, has analyzed this issue, which lies at the intersection of K-12 and higher education. “These staggeringly [dismal] figures are especially disconcerting, because these students are likely to need remediation in college â€“ and far less likely to complete a degree â€“ than classmates who enter with higher levels of skill. Ultimately, not having a college degree means these individuals will have a harder time finding meaningful work in today’s knowledge economy.”

To read the results of her report, visit:

http://www.uknow.gse.harvard.edu/leadership/LP101-407.html

LifeBound’sÂ mission is to fully prepare students for success in the 21st Century starting at theÂ fifth grade level, since middle school is when many students begin to slip academically and behavior patterns are formed that contribute to or detract fromÂ their future success in school and in life.Â To receive review copies of LifeBound’s student success and transition materials, please contact us by calling toll free at 1.877.737.8510, email at contact@lifebound.comÂ or visit us online at www.lifebound.com.

ARTICLE

Chronicle of Higher Education

By Jennifer Gonzalez

Washington

With about two million students in the United States now attending for-profit colleges, a number that is expected to double by 2015, leaders of those institutions say their sector must play a key role if President Obama is to meet his goal of having the world’s highest number of college graduates by 2020.

The institutions are still viewed with skepticism by some consumers and policy makers, but for-profit colleges have grown steadily. Their officials say the colleges’ performance records on enrollment and graduation demonstrate the extent to which they can fulfill America’s higher-education needs.

Â To view the entire article visit

http://bit.ly/3TFUnn

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School Stimulus Cash Comes with Some Limits

According to the article below from USA Today, President ObamaÂ will be distributing $11.5 billion to state schoolsÂ that comply with reform rules, which include:

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