ED 089 412
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Toward a More Relevant Curriculum; Report of aNational Seminar. An Occasional Paper.Institute for Development of Educational Activities,Dayton, Ohio.Danforth Foundation, St. Louis, Mo.; NationalAssociation of Secondary School Principals,Washington, D.C.Jan 7128p.; Report of a joint National Seminar held March,1970Institute for Development of Educational Activities,Inc., P.O. Box 628, Far Hills Branch, Dayton, Chio45419 ($1.50)
MP-$0.75 HC-$1.85 PLUS POSTAGECommunity Support; Conference Reports; *CurriculumDevelopment; *Curriculum Evaluation; EducationalEnvironment; Grading; Independent Study; Principals;*Relevance (Education); *Secondary Schools; StudentMotivation; *Student Needs; Student Rights; StudentTeacher Relationship; Teacher Role
.ABSTRACTThis report summarizes the dialogues and debates of
27 secondary school principals who discussed at length the emergingproblems of providing a pertinent education for young people. Amongthe topics discussed are a description of a relevant curriculumaccording to students and teachers; the teachers, roles in studentteacher relationships; effects of grading on students; gainingcommunity support; student rights; and ways to change the schoclenvironment. (Photographs may reproduce poorly.) (Author/MLP)
An
Occ
asio
nal P
aper
tow
ard
am
ore
rele
vant
curr
icul
umR
epor
t of a
Nat
iona
l Sem
inar
h!oa
r,er
nde
atfo
rg1
see:
and-
I rem
embe
r.I d
o -a
nd'I
unde
rsta
nd'.
(Chi
nese
Pro
verb
)
AN
D IT
CA
ME
TO
PA
SS
thro
ugho
utth
e la
nd th
at th
ose
amon
g th
e yo
ung,
who
se b
usin
ess
it w
as to
lear
n, .
beca
me
diss
atis
fied
and
mig
htily
so.
"Sha
ll he
who
hath
not
, rea
dH
amle
t be
cond
emne
d to
ete
rnal
dam
natio
n?"
they
ask
ed in
- th
eir
inno
cenc
e. "
Sha
ll th
e m
emor
izat
ion
of e
ndle
ss d
ates
and
Unr
emitt
ing
fact
s tr
uly
erup
t in
a fo
unta
in o
f gol
den
succ
ess?
Whe
n th
e cl
assr
oom
bel
lto
lls,..
doth
it s
ound
for
me
or th
ee?"
.A
nd th
e an
swer
was
loud
and
it w
as c
lear
: 'S
eek
ye 't
hat w
hich
ism
eani
ngfu
l unt
o th
ysel
f, th
atth
ine
"ow
n lif
e be
true
."
"We
cann
ot to
lera
te a
noth
erge
nera
tion
that
kno
ws
so m
uch
abou
tpr
eser
ving
and
des
troy
ing
life,
but s
o lit
tle a
bout
enh
anci
ng it
. We
cann
ot p
erm
it ou
r ch
ildre
n to
com
ein
to th
eir
mat
urity
as
mas
ters
of t
heat
om a
nd o
f the
. gen
e, b
ut ig
nora
nt a
ndba
rbar
ous
abou
t the
way
s of
the
hum
an m
ind
and
hear
t." Alv
in C
. Eur
ich
1771
U.S
DE
PA
RT
ME
NT
NE
ALT
N.
ED
UC
AT
ION
&W
ELF
AR
EN
AT
ION
AL
INS
TIT
UT
E O
FE
at/C
AT
ION
/NIS
DO
CU
ME
NT
HA
S B
EE
N R
EP
RO
DuC
ED
EX
AC
TLY
AS
RE
CE
.vE
D F
RO
MT
HE
PE
RS
ON
OR
OR
GA
NIZ
AT
ION
OR
IGIN
AT
1NC
. IT
PO
INT
S O
F V
IEW
OR
OP
INIO
NS
ST
AT
E()
DO
NO
T N
EC
ES
SA
RIL
Y R
EP
RE
SE
NT
OF
FIC
IAL
NA
TIO
NA
L IN
ST
ITU
TE
OF
ED
UC
AT
ION
PO
SIT
ION
OR
PO
LIC
Y
An
Occ
asio
nal P
aper
tow
ard
am
om r
elev
ant
curr
icul
umR
epor
t of a
Nat
iona
l Sem
inar
Join
tly s
pons
ored
by
The
Dan
fort
h F
ound
atio
n,In
stitu
te fo
r D
evel
opm
ent
of E
duca
tiona
l Act
iviti
es, I
nc.,
and
Nat
iona
l Ass
ocia
tion
of S
econ
dary
Sch
ool P
rinci
pals
cons
ulta
nts
to th
e se
min
arG
rego
ry A
nrig
U. S
. Offi
ce o
f Edu
catio
nW
ashi
ngto
n, D
. C.
B. F
rank
Bro
wn
IIID
IEIA
!M
elbo
urne
, Flo
rida
Pet
er G
illin
gham
Edu
catio
n an
d W
orld
Affa
irsN
ew Y
ork,
New
Yor
k
Har
ry J
. Har
tley
New
Yor
k U
nive
rsity
New
Yor
k, N
ew Y
ork
Eug
ene
R. H
owar
dN
ova
Uni
vers
ityF
r. L
aude
rdal
e, F
lorid
a
Ruf
us C
. Huf
fman
Nat
iona
l Ass
ocia
tion
for
the
Adv
ance
men
tof
Col
ored
Peo
ple
Tus
kege
e In
stitu
te, A
laba
ma
Ral
ph K
imbr
ough
Uni
vers
ity o
f Flo
rida
Gai
nesv
ille,
Flo
rida
R. A
lec
Mac
kenz
ieA
lec
Mac
kenz
ie a
ndA
ssoc
iate
sC
happ
aqua
, New
Yor
k
A. H
arry
Pas
sow
Col
umbi
a U
nive
rsity
New
Yor
k, N
ew Y
ork
John
Rem
bert
Urb
an S
taff
Dev
elop
men
t Cen
ter
Whi
te P
lain
s, N
ew Y
ork
Mar
shal
l Ros
enbe
rgC
omm
unity
Psy
chol
ogic
alC
onsu
ltant
sS
t. Lo
uis,
Mis
sour
i
June
Sha
galo
ffN
atio
nal A
ssoc
iatio
nfo
r th
e A
dvan
cem
ent
of C
olor
ed P
eopl
eN
ew Y
ork,
New
Yor
k
Ben
jam
in S
mith
Uni
vers
ity o
f Ala
bam
aB
irmin
gham
, Ala
bam
a
J. L
loyd
Tru
mp
Nat
iona
l Ass
ocia
tion
ofS
econ
dary
Sch
ool P
rinci
pals
Was
hing
ton,
D. C
.
conf
eren
cere
port
erW
. Art
hur
Dar
ling
111D
IE1A
1M
elbo
urne
, Flo
rida
chai
rman
Dr.
Car
roll
F. J
ohns
onD
irect
orIn
stitu
te o
f Fie
ld S
tudi
esT
each
ers
Col
lege
Col
umbi
a U
nive
rsity
New
Yor
k, N
ew Y
ork
part
icip
ants
Sal
vato
re J
. Cat
ania
Sta
mfo
rd H
igh
Sch
ool
Sta
mfo
rd, C
onne
ctic
ut
Rob
ert D
. Cox
Dal
ton
Hig
h S
choo
lD
alto
n, G
eorg
ia
Joe
W. D
avis
Virg
il G
risso
m H
igh
Sch
ool
Hun
tsvi
lle, A
laba
ma
Jose
ph C
. DeV
itaB
rien
McM
ahon
Hig
h S
choo
lN
orw
alk,
Con
nect
icut
Man
son
A. D
orta
ghey
Whi
te P
lain
s H
igh
Sch
ool
Whi
te P
lain
s, N
ew Y
ork
Jam
es D
. Eve
rget
isT
appa
n Z
ee H
igh
Sch
ool,
Ora
ngeb
urg,
New
Yor
k
Sta
nle;
Goo
deF
itchb
urg
Hig
h S
choo
lF
itchb
urg,
Mas
sach
uset
ts
Bob
H. G
reen
eT
hom
as J
effe
rson
Jun
ior
Hig
h S
choo
lW
inst
on-S
alem
, Nor
th C
arol
ina
Will
iam
F. H
endr
ixA
mph
ithea
ter
Hig
h S
choo
lT
ucso
n, A
rizon
a
Joe
W. H
iggi
nsC
umbe
rland
Hig
h S
choo
lN
ashv
ille,
Ten
ness
ee
Rev
. Jam
es R
. Hitc
hcoc
kB
isho
p B
yrne
Hig
h S
choo
lM
emph
is, T
enne
ssee
Kim
ball
L. H
owes
Lake
woo
d H
igh
Sch
ool
Lake
woo
d, O
hio
McD
onal
d H
ughe
sD
ruid
Hig
h S
choo
lT
usca
loos
a, A
laba
ma
Hen
ry C
. Jen
sen
Eas
t Sid
e U
nion
Hig
h S
choo
l Dis
tric
tS
an J
ose,
Cal
iforn
ia
Ric
hard
A. L
yden
Wyl
ie E
. Gro
ves
Hig
h S
choo
lB
irmin
gham
, Mic
higa
n
Rev
. Joh
n J.
McC
orm
ack
St.
Piu
s X
Hig
h S
choo
lK
ansa
s C
ity, M
isso
uri
Jam
es R
. McC
rum
bM
ount
Heb
ron
Hig
h S
choo
lE
llico
tt C
ity, M
aryl
and
Hug
h E
. Mea
bon
Indi
an H
ill J
unio
r-S
enio
rH
igh
Sch
ool
Cin
cinn
ati,
Ohi
o
Gen
e E
. Meg
iver
onW
ater
ford
Tow
nshi
pH
igh
Sch
ool
Pon
tiac,
Mic
higa
n
Bill
y R
. Mill
sD
avid
son
Hig
h S
choo
lM
oi)il
e, A
laba
ma
Ber
nard
S. M
iller
Hun
ter
Col
lege
Hig
h S
choo
lN
ew Y
ork,
New
Yor
k
Daw
son
Orm
anS
haw
nee
Juni
or H
igh
Sch
ool
Loui
svill
e, K
entu
cky
Har
old
D. P
atte
rson
Mou
ntai
n B
rook
Hig
h S
choo
lM
ount
ain
Bro
ok, A
laba
ma
Jose
ph R
. Spr
oule
Brig
hton
Hig
h S
choo
lR
oche
ster
, New
Yor
k
Ric
hard
N. S
tacy
Yor
k H
igh
Sch
ool
Elm
hurs
t, Ill
inoi
s
Leon
ard
Szu
dyC
entr
al H
igh
Sch
ool
Wes
t Alli
s, W
isco
nsin
Hen
ry W
eyla
ndC
onar
d H
igh
Sch
ool
Wes
t Har
tford
, Con
nect
icut
tabl
e of
con
tent
s4
Intr
oduc
tion
5 T
he R
elev
ant C
urric
ulum
and
oth
er P
riorit
ies
6H
ones
ty in
App
roac
hing
Cur
ricul
um R
elev
ance
8 T
he F
acul
ty's
Rol
e in
the
Rel
evan
t Cur
ricul
um11
Gai
ning
Com
mun
ity S
uppo
rt11
Com
pass
ion
Is P
art o
f Cur
ricul
um R
elev
ance
11D
o M
arks
Hav
e a
Pla
ce in
the
Rel
evan
t Cur
ricul
um?
13 T
he A
tmos
pher
e fo
r a
Rel
evan
t Cur
ricul
um17
Exp
andi
ng th
e C
urric
ulum
and
Fre
eing
the
Stu
dent
19D
evel
opin
g th
e R
elev
ant C
urric
ulum
20 B
etw
een
the
Scy
lla o
f Tra
ditio
nan
d th
e C
hary
bdis
of R
elev
ancy
21P
uttin
g C
urric
ulum
Rel
evan
cy in
Per
spec
tive
22Li
ving
with
the
Rel
evan
t Cur
ricul
um24
The
Rel
evan
cy o
f Ser
vice
Lea
rnin
g
,,J
,
inte
oduc
tion
Per
haps
New
Yor
k C
ity h
igh
scho
ol s
tude
ntP
aul S
tein
er s
aid
it be
st w
hen
he w
rote
: "W
e've
had
TV
's, c
ars,
and
sub
scrip
tions
to L
ife m
aga-
zine
. It's
tim
e w
e st
arte
d su
bscr
ibin
g to
life
." *
How
can
Am
eric
an e
duca
tors
inje
ct "
life"
into
a de
sicc
ated
cur
ricul
um?
Wha
t do
toda
y's
youn
gste
rs c
onsi
der
to b
e"r
elev
ant"
?W
hat d
o th
eir
teac
hers
thin
k is
"re
leva
nt"?
Can
ther
e be
a r
elev
ant c
urric
ulum
und
er th
epr
esen
t "qu
iz-t
est-
exam
-mar
k" s
yste
m?
For
10
days
, 27
seco
ndar
y sc
hool
adm
inis
-tr
ator
s fr
om 1
6 st
ates
dis
cuss
ed th
ese
and
man
yot
her
aspe
cts
of r
elev
ancy
in a
ret
reat
-like
atm
os-
pher
e un
der
the
dire
ctio
n of
rot
atin
g le
ader
s. T
hepr
inci
pals
then
ret
urne
d to
thei
r re
spec
tive
scho
oldi
stric
ts fo
r th
ree
wee
ks to
con
side
r th
eir
delib
-er
atio
nslig
ht o
f the
ir ev
eryd
ay jo
bs. D
urin
gth
e se
cond
10-
day
perio
d, th
ey r
etur
ned
to th
ese
min
ar fo
r ad
ditio
nal d
ialo
gues
bet
wee
n th
em-
selv
es a
nd o
utsi
de r
esou
rce
peop
le. T
he te
mpo
of th
e sc
hool
s du
ring
the
inte
rim h
ad it
s im
pact
on th
e se
rn:n
ar. O
ne p
rinci
pal w
as a
day
late
for
the
seco
nd s
essi
on b
ecau
se o
f a r
iot a
t his
scho
ol. T
wo
wer
e un
able
to -
retu
rn b
ecau
se o
fpo
tent
ially
exp
losi
ve s
ituat
ions
in th
eir
scho
ols.
Ano
ther
prin
cipa
l med
iate
d a
serio
us s
tude
nt c
on-
fron
tatio
n in
the
inte
rim b
etw
een
the
two
sess
ions
.T
his
repo
rt s
umm
ariz
es th
e di
alog
ues
and
deba
tes
of p
rinci
pals
who
dis
cuss
ed a
t len
gth
the
emer
ging
pro
blem
s of
pro
vidi
ng a
per
tinen
t edu
ca-
tion
for
youn
g pe
ople
. The
sem
inar
was
join
tlysp
onso
red
by T
he D
anfo
rth
Fou
ndat
ion,
Inst
itute
for
Dev
elop
men
t of E
duca
tiona
l Act
iviti
es,
Inc.
,an
d th
e N
atio
nal A
ssoc
iatio
n e
Sec
onda
ry S
choo
lP
rinci
pals
.4
New
Yor
k H
igh
Sch
ool F
ree
Pre
ss, N
o. 6
.
the
rele
vant
cur
ricul
uman
d ot
her
prio
ritie
s"I
t rea
lly is
n't t
oo d
iffic
ult t
o ac
hiev
e ge
nera
lag
reem
ent a
bout
the
goal
s of
edu
catio
n,"
the
conf
eren
ce c
hairm
an to
ld th
e as
sem
bled
del
egat
eson
the
open
ing
day
of th
e se
min
ar. "
It is
gen
er-
ally
acc
epte
d, fo
r ex
ampl
e, th
at th
e sc
hool
has
am
ajor
res
pons
ibili
ty fo
r pr
epar
ing
yout
h fo
r to
day'
sso
ciet
y, a
nd th
at th
e st
uden
t sho
uld
be a
ble
tore
ad, w
rite,
spe
ak, a
nd m
aste
r hi
s nu
mbe
rs.
"How
ever
, thi
s ag
reem
ent c
rum
bles
as
soon
as w
e ta
lk a
bout
prio
ritie
sw
hen
som
eone
sta
rts
insi
stin
g th
at r
eadi
ng is
mor
e im
port
ant t
han
auto
mec
hani
cs. T
hen
the
real
battl
e be
gins
whe
ned
ucat
ors
and
laym
en fa
ce a
ltern
ativ
es o
n w
hat
know
ledg
e, s
kills
, and
val
ues
are
need
ed b
y yo
ung
peop
le. W
hich
of t
hese
are
bes
t tau
ght b
y th
esc
hool
and
whi
ch s
houl
d be
left
to th
e ho
me,
chur
ch, o
r to
cha
nce?
"H
ow c
an th
ese
deci
sion
s be
mad
e m
ore
soun
dan
d ea
sier
to r
each
? "F
irst o
f all,
" su
gges
ted
one
of th
e co
nsul
tant
s to
the
sem
inar
, "w
e m
ust
assu
me
that
the
scho
ol is
onl
y on
e ed
ucat
iona
lin
stitu
tion.
We
mus
t not
con
fuse
sch
oolin
g of
the
who
le c
hild
with
the
nons
ensi
cal n
otio
n th
atth
e sc
hool
sho
uld
take
res
pons
ibili
ty fo
r th
e ch
ild's
who
le e
duca
tion.
Thi
s is
an
impo
rtan
t dis
tinct
ion.
"We
have
no
prec
eden
t in
hist
ory
for
a so
ciet
yth
at is
goi
ng in
to it
s si
xth
gene
ratio
n of
uni
vers
alel
emen
tary
sch
oolin
g an
d its
third
gen
erat
ion
ofun
iver
sal s
econ
dary
edu
catio
n,"
he r
emin
ded
the
asse
mbl
ed a
dmin
istr
ator
s. W
e ca
n no
long
er o
ver-
took
the
addi
tiona
l im
pact
of t
he a
udio
visu
al m
edia
to w
hich
chi
ldre
n ar
e ex
pose
d fr
om in
fanc
y. D
ata
from
bio
logi
sts
are
begi
nnin
g to
indi
cate
that
we
are
deal
ing
with
an
upw
ard
shift
in in
telle
ctua
l
abili
ty, a
ttrib
utab
le to
sev
eral
fact
ors,
par
ticul
arly
bette
r pr
enat
al a
nd in
fant
nut
ritio
n.T
his
cons
ulta
nt r
elat
ed s
ever
al in
tere
stin
g hy
-po
thes
es th
at h
ave
been
adv
ance
d by
Dr.
Jam
esS
.C
olem
an o
f The
Joh
ns H
opki
ns U
nive
rsity
.D
evel
opm
ents
in s
ocie
ty o
utsi
de th
e sc
hool
wou
ldin
dica
te s
ubst
antia
l cha
nge
in th
e m
issi
ons
and
actv
ities
insi
de th
e in
stitu
tions
, par
ticul
arly
thos
eof
sec
onda
ry s
choo
ls:
The
leve
lof
info
rmat
ion
richn
ess
has
risen
radi
cally
, exp
andi
ng th
e ch
ild's
hor
izon
thro
ugh
vica
rious
exp
erie
nce.
For
mer
ly, t
his
prov
isio
nof
vic
ario
us e
xper
ienc
e w
as s
uppl
ied
alm
ost
excl
usiv
ely
by th
e sc
hool
.T
here
is a
n in
form
atio
n pl
ural
ism
child
ren
are
now
exp
osed
to d
iver
se p
ersp
ectiv
es.
Cog
nitiv
e ab
ility
is b
eing
dev
elop
ed tn
roug
hin
stitu
tions
and
mec
hani
sms
othe
r th
an th
esc
hool
s.C
ompu
ter
and
othe
r da
ta-p
roce
ssin
g te
chno
logy
are
tran
sfer
ring
from
teac
hers
to o
ther
med
iath
e im
part
ing
of c
ogni
tive
skill
s.A
ccep
ting
thes
e as
sum
ptio
ns, o
ne w
ould
hav
eto
ask
whe
ther
the
scho
ols
will
with
er a
way
. Dr.
Col
eman
thin
ks n
ot. H
e se
es n
ew a
nd d
iffer
ent
dem
ands
of s
ocie
ty a
nd a
lso
belie
ves
that
func
tions
form
erly
car
ried
out b
y ot
her
soci
etal
inst
itutio
nsw
ill b
e tr
ansf
erre
d to
the
scho
ols.
As
he s
ees
it,th
e pr
oble
m is
that
our
onc
e ac
tion-
rich,
inte
llect
ive-
poor
soc
iety
is n
ow th
e re
vers
epa
rtic
ular
y fo
ryo
ung
peop
le. S
ocie
ty is
not
giv
ing
youn
g pe
ople
a ch
ance
to p
lay
sign
ifica
nt r
oles
. The
refo
re, t
hesc
hool
s m
ust a
ssum
e th
e fu
nctio
n of
act
ion-
base
for
the
youn
g.A
cru
cial
func
tion
for
the
scho
ol is
to h
elp
the
child
dev
elop
ski
lls a
nd s
trat
egie
s fo
r ha
ndlin
g, a
s-se
ssin
g, o
rgan
izin
g, a
nd a
pply
ing
info
rmat
ion
in th
isac
tion-
rich
soci
ety.
Sim
ply
impa
rtin
g in
form
atio
n
a
is n
o lo
nger
the
prim
ary
func
tion
of th
e sc
hool
.T
he u
rgen
t nee
d ch
ildre
n ha
ve to
day
is to
mak
ese
nse
out o
f the
wor
ldre
leva
nce.
Dr.
Col
eman
ass
umes
that
mos
t you
ngst
ers
are
som
ewhe
re n
ear
the
zero
poi
nt w
here
one
's n
ose
is ju
st b
arel
y ab
ove
wat
er in
term
s of
a s
ense
of
abili
ty to
cop
e w
ith th
e en
viro
nmen
t and
soc
iety
.S
choo
ls h
ave
to h
elp
prov
ide
the
surr
ound
ings
and
prec
ondi
tions
in w
hich
chi
ldre
n ca
n de
velo
pa
sens
e of
acc
ess
to e
ffect
ive
know
ledg
e.
hone
sty
in a
ppro
achi
ngcu
rric
ulum
rel
evan
ce1'
m b
egin
ning
to w
onde
r w
hat i
t is
goin
g to
take
to g
et y
oung
ster
s re
ally
inte
rest
ed in
sch
ool.
My
own
child
ren
are
goin
g to
bea
utifu
l new
scho
ols
with
car
pets
and
all
the
fines
t equ
ipm
ent,
yet t
hey
are
tota
lly u
nim
pres
sed
with
the
educ
atio
nth
ey a
re r
ecei
ving
," S
peak
ing
as a
par
ent,
this
adm
inis
trat
or e
choe
d a
recu
rrin
g st
atem
ent o
f the
conf
eree
s th
at a
larg
e nu
mbe
r of
sch
ools
are
givi
nglip
serv
ice
or to
keni
sm to
the
rele
vant
curr
icul
um. "
You
can
wal
k do
wn
the
hallw
ay o
fyo
ur o
wn
scho
ol, a
nd,
if yo
u ar
e ho
nest
with
your
self,
you
wilt
see
thin
gs g
oing
on
in th
ena
me
of e
duca
tion
that
are
rid
icul
ous.
" T
opic
sw
hich
are
impo
rtan
t to
adul
ts, s
uch
as p
oliti
cs,
wor
ld a
ffairs
, rel
igio
n, a
bort
ion,
sex
, lov
e, fa
mily
plan
ning
, and
infla
tion,
are
rar
ely
disc
usse
d in
dept
h an
d w
ith m
eani
ng in
the
clas
sroo
m.
A r
esou
rce
lead
er fe
lt th
at r
elev
ance
mea
nsw
hat l
ifeou
ght t
o be
rat
her
than
wha
t life
isno
w o
r w
ill b
e in
the
futu
re. "
Rel
evan
ce m
ust
refe
r to
the
cont
ent a
nd th
e fo
rm o
f the
lear
ning
expe
rienc
e. Y
ou h
ave
to c
ome
up w
ith le
arni
ngex
perie
nces
that
are
sui
ted
to th
e co
mpr
ehen
sive
ost
yle
and
tem
pera
men
tal c
hara
cter
istic
s w
hich
diff
er
from
one
eth
nic
grou
p to
ano
ther
. You
hav
e to
cons
ider
wha
t is
real
ly s
ocia
l or
utili
taria
n to
man
ysu
ch g
roup
s w
ithin
toda
y's
scho
ol."
He
belie
ved
that
stu
dent
s ar
e ca
lling
for
scho
ol e
xper
ienc
esth
at w
ill d
efin
itely
pro
vide
them
with
com
pete
nces
whi
ch w
ill e
xpan
d th
eir
func
tiona
l or
voca
tiona
lop
tions
. Thi
s do
esn'
t mea
n co
pyin
g th
ose
thin
gsth
at g
ener
ally
are
don
e fo
ral
lof
the
stud
ents
.H
is p
oint
was
that
suc
h re
leva
nce
mus
t ref
er to
mat
eria
ls a
nd e
xper
ienc
es th
at r
elat
e to
thes
eyo
ungs
ters
inte
rms
of th
eir
own
back
grou
nd.
A r
espo
nden
t que
stio
ned
wha
t is
conc
eive
dof
res
ourc
es a
nd m
ater
ials
. "In
add
ition
to th
eno
rmal
item
s, th
is m
ay in
clud
e th
e sc
hool
itse
lf,pe
rson
nel,
the
com
mun
ity, a
nd o
ther
alte
rnat
ives
.O
ne o
f the
big
gest
hop
es fo
r ur
ban
educ
atio
n is
tole
arn
how
to u
se th
e ci
ty a
s a
reso
urce
."T
his
indi
vidu
al d
id n
ot s
ee w
here
org
aniz
atio
nm
ay b
e re
lied
upon
to m
ake
the
diffe
renc
e in
rele
vanc
e. "
The
stu
dies
I ha
ve s
een
indi
cate
that
abili
ty g
roup
ing
mak
es li
ttle
diffe
renc
e ex
cept
as
the
way
it is
per
ceiv
ed b
y th
e st
uden
ts a
nd u
sed
by th
e te
ache
rs. A
dmin
istr
ativ
e or
gani
zatio
n ha
sim
pact
onl
y to
the
exte
nt th
at in
stru
ctio
n, c
onte
nt,
mat
eria
ls, a
nd o
ppor
tuni
ties
are
mod
ified
."O
ne o
f the
big
gest
pro
blem
s is
that
edu
cato
rsha
ve n
o w
ay to
judg
e th
e ef
fect
iven
ess
or r
ele-
vanc
y of
a p
artic
ular
sch
ool p
rogr
am. T
he p
rese
ntcr
iteria
is n
ot v
ery
relia
ble.
For
exa
mpl
e, a
sch
ool
boar
d w
ill lo
ok a
t the
num
ber
of m
erit
scho
lars
or
stud
ents
goi
ng o
n to
col
lege
as
the
chie
f mea
sure
of s
ucce
ss. A
prin
cipa
l agr
eed
with
this
cas
tiga-
tion.
"Ius
ed to
spe
nd h
undr
eds
of h
ours
incl
assr
oom
obs
erva
tion
wat
chin
g th
e te
ache
r. O
neda
y I
got s
mar
t and
sta
rted
wat
chin
g th
e st
uden
ts.
The
y ar
e, fo
r th
e m
ost p
art,
bore
d st
iff!"
A s
peak
er c
ompl
aine
d th
at m
ost o
f the
thin
gsgo
ing
on :n
sch
ools
toda
y ge
t in
the
way
of m
oti-
vatio
n. "
The
onl
y pu
rpos
e of
any
pre
sent
atio
n is
mot
ivat
iona
lto
get
the
stud
ent i
nter
este
din
doin
g so
me
inde
pend
ent s
tudy
." H
e de
clar
ed th
at60
per
cent
of a
stu
dent
's ti
me
in th
e fir
st g
rade
is in
volv
edin
inde
pend
ent s
tudy
. Thi
s hi
gh p
er-
cent
age
is n
ever
dup
licat
ed a
gain
in h
is e
duca
tiona
lca
reer
unt
il gr
adua
te s
choo
l.A
gre
at d
e& o
f dis
cuss
ion
cent
ered
on
inde
pend
-en
t stu
dy a
s an
exp
edie
nt m
eans
of a
ddin
g re
le-
vanc
e to
the
curr
icul
um a
nd p
rovi
ding
suf
ficie
ntch
alle
nge
to s
uper
ior
stud
ents
. Ind
epen
dent
stu
dym
eans
not
onl
y re
adin
g, w
ritin
g, a
nd v
iew
ing,
but
doin
g. "
You
nev
er le
arn
until
you
do
som
ethi
ngan
d ev
alua
teit.
The
n yo
u re
ceiv
e fe
edba
ck a
ndm
ake
chan
ges
in a
nev
er-e
ndin
g co
ntin
uum
."T
he p
artic
ipan
ts' a
ttent
ion
was
cal
led
to th
efa
ct th
at a
var
iety
of g
roup
ings
exi
sts
in in
de-
pend
ent s
tudy
. Any
pro
gram
of t
his
type
mus
tha
ve a
n or
gani
zatio
nal s
truc
ture
that
cat
ers
to th
em
otiv
atio
n of
the
part
icip
ants
. Stu
dent
s do
not
lear
n at
the
sam
e ra
te. T
hey
com
man
d an
d us
e a
varie
ty o
fra
tes.
Thr
ough
ase
ries
of o
ptio
ns,
prog
ress
is a
ccom
plis
hed
by p
rovi
ding
opp
ortu
nitie
sfo
r st
uden
ts to
pac
e th
eir
lear
ning
to s
uit t
heir
indi
vidu
alst
yle.
The
inte
nt o
f suc
h a
prog
ram
shou
ld b
e to
mak
e in
divi
dual
lear
ning
attr
activ
ean
d ex
citin
g so
that
eac
h yo
ungs
ter
will
no
long
erbe
affl
icte
d w
ith "
grou
pism
." U
nder
thes
e co
ndi-
tions
, edu
catio
n be
com
es b
oth
grou
ped
and
un-
grou
ped.
Som
e co
urse
s ar
e be
tter
suite
d to
two
orth
ree
clas
s m
eetin
gs p
er w
eek
with
the
othe
r da
ysbe
ing
used
for
smal
l gro
up s
tudy
or
indi
vidu
al r
e-se
arch
. Sm
all g
roup
lear
ning
,lik
e in
depe
nden
tst
udy,
is a
hig
h in
volv
emen
t typ
e of
lear
ning
ac-
tivity
. In
com
bina
tion
with
inde
pend
ent s
tudy
, the
two
tech
niqu
es a
re u
nbea
tabl
e. T
he s
peci
fic in
ten-
tion
of in
terv
enin
g in
depe
nden
t stu
dy w
ith s
mal
lgr
oup
dyna
mic
s is
to a
dd th
e su
ppor
ting
activ
ity7
of s
ocia
l lea
rnin
g to
the
proc
ess
of in
divi
dual
ized
'ear
ning
. Gro
up a
chie
vem
ent i
s bu
ilt u
pon
diffe
r-en
ces.
Con
sequ
ently
, the
mos
t effe
ctiv
e gr
oups
are
thos
e w
hich
hav
e a
high
deg
ree
of h
eter
ogen
eity
.A
con
sulta
nt v
oice
d an
inte
rest
ing
anal
ogy
whe
n he
like
ned
the
trad
ition
al te
ache
r's r
ole
toth
atof
am
ilkpi
tche
r."M
ost c
lass
room
s er
ew
itnes
s to
a la
rge
pitc
her
pour
ing
the
milk
of
know
ledg
e in
to 3
0 em
pty
glas
ses.
At e
xam
inat
ion
time,
the
glas
ses
pour
the
milk
bac
k."
He
said
this
tech
niqu
e is
psy
chol
ogic
ally
har
mfu
l bec
ause
it fo
ster
s a
depe
nden
ce o
n an
ulti
mat
e so
urce
."I
n tr
uly
indi
vidu
aliz
ed in
stru
ctio
n, th
e te
ache
r'sro
le s
hifts
from
that
of a
milk
pitc
her
to th
at o
fa
trav
el a
gent
."If
the
teac
her
chan
ges
his
role
to th
at o
f an
inte
llect
ual t
rave
l age
nt, h
e:
Com
mun
icat
es m
utua
lly o
r in
terd
epen
dent
lyM
akes
attr
activ
ely
visi
ble
the
dest
inat
ion
pos-
sibi
litie
s or
alte
rnat
ives
Tak
es in
to a
ccou
nt in
divi
dual
diff
eren
ces
know
-in
g th
at e
very
one
will
not
wan
t to
go to
the
sam
e pl
ace
at th
e sa
me
time
in th
e sa
me
man
ner
Fac
ilita
tes
lear
ning
exp
erie
nces
with
out b
ecom
-in
g pe
rson
ally
invo
lved
him
self
Thi
s sp
eake
r em
phas
ized
the
need
for
each
stud
ent t
o kn
ow a
head
of t
ime
wha
t the
obj
ectiv
esar
e. T
his
way
he
is c
omm
itted
to th
e ob
ject
ives
and
wor
ks to
war
d th
em in
his
ow
n st
yle
and
onhi
s ow
n tim
e sc
hedu
le. T
he s
tude
nt is
prim
arily
resp
onsi
ble
for
eval
uatin
g hi
s pr
ogre
ss th
roug
hcr
iteria
est
ablis
hed
with
the
teac
her.
He
proc
eeds
to th
e ne
xt u
nit o
nly
afte
r he
has
mas
tere
d th
eob
ject
ives
of t
he o
ne o
n w
hich
he
is w
orki
ng.
Pro
babl
y th
e on
ly p
lace
a s
tude
nt is
eve
ral
low
ed to
take
the
initi
ativ
e is
in k
inde
rgar
ten.
a"T
hen
we
deci
de th
at w
e ha
ve to
sta
rt s
truc
-
turin
g th
e cl
asse
s in
ele
men
tary
, jun
ior,
and
sen
ior
high
." T
his
kind
led
a di
alog
ue o
n pr
ovid
ing
stud
ents
with
optio
ns. "
The
goa
l of e
duca
tion
in th
ese
times
sho
uld
be to
teac
h in
divi
dual
s to
mak
e w
ise
or g
ood
deci
sior
s."
Inor
der
to d
o th
is, t
hest
uden
t has
to b
e fu
rnis
hed
alte
rnat
ives
. The
reso
urce
lead
er c
onte
nded
that
inde
pend
ent s
tudy
is p
art o
f thi
s be
caus
e st
uden
ts s
houl
d ap
ply
for
such
wor
k th
roug
h th
eir
own
mot
ivat
ion.
"Im
med
i-at
e th
ings
that
any
sch
ool c
an d
o ar
e to
allo
w th
est
uden
t to
elec
t his
cou
rses
, det
erm
ine
the
dept
hof
his
pro
gram
, and
dec
ide
on th
e co
mpr
ehen
-si
vene
ss o
f tre
atm
ent h
e w
ants
to u
nder
take
."H
e di
d no
t bel
ieve
it m
atte
red
so m
uch
wha
t ast
uden
t was
lear
ning
, but
that
he
was
lear
ning
!
the
facu
lty's
rol
e in
the
rele
vant
cur
ricul
um"T
he tr
oubl
e w
ith te
ache
rs is
that
they
kno
wto
o m
uch
abou
t the
ir su
bjec
ts."
Thi
s co
nsul
tant
belie
ved
teac
hers
hav
e be
com
e to
o su
bjec
t ori-
ente
d. T
hey
supp
ly a
nsw
ers
rath
er th
an s
timul
ate
the
stud
ents
to d
ig u
p th
eir
own
answ
ers.
He
drew
ade
finite
dis
tinct
ion
betw
een
know
ing
asu
bjec
t and
kno
win
g ho
w to
teac
h a
subj
ect.
Def
inin
g a
prin
cipa
l as
a "t
each
er o
f tea
cher
s,"
he d
ecla
red
that
the
prin
cipa
l sho
uld
begi
n w
ithth
e as
sum
ptio
n th
at th
e te
ache
r kn
ows
prac
tical
lyno
thin
g ab
out t
each
ing
lear
ning
."T
each
ers
inst
ruct
as
if al
l the
ir st
uden
ts a
rego
ing
to b
ecom
e pr
ofes
sion
al h
isto
rians
or
hist
ory
teac
hers
, whe
n, o
bvio
usly
, the
per
cent
age
who
will
is e
xtre
mel
y sm
all.
Som
e st
uden
ts n
eed
only
to b
e ex
pose
d to
a s
ubje
ct, o
ther
s ne
ed a
spe
ak-
ing
know
ledg
e of
it, a
nd a
few
stu
dent
s w
ant t
obe
com
plet
ely
emer
sed
in th
e su
bjec
t. S
choo
lssh
ould
acc
omm
odat
e al
lof
thes
e op
tions
." H
e
cont
ende
d th
at e
very
teac
her
shou
ld p
repa
re a
t lea
ston
e le
arni
ng p
acka
ge. I
n th
is w
ay, t
he id
ea o
fte
achi
ng c
once
pts
to s
tude
nts
is in
tern
aliz
ed a
ndth
e te
ache
r ga
ins
a be
tter
unde
rsta
ndin
g of
the
sequ
ence
of c
once
ptua
l lea
rnin
g.T
he p
artic
ipan
ts w
ere
urge
d to
alte
r th
eir
facu
lty m
eetin
gs to
bec
ome
larg
e gr
oup
inst
ruct
ion
for
the
purp
ose
ofm
otiv
atln
g to
war
d ch
ange
.T
hen,
thro
ugh
inde
pend
ent s
tudy
, try
ing
the
tech
-ni
que,
eva
luat
ing
the
resu
lts, u
tiliz
ing
feed
back
,an
d m
akin
g im
prov
emen
ts, t
he n
ew p
ract
ice
will
be im
plem
ente
d. "
Giv
ing
your
teac
hers
the
free
-do
m to
act
, to
thin
k, a
nd to
cre
ate
lets
them
set
the
stag
e."
A p
artic
ipan
t rel
ated
his
exp
erie
nce
with
let-
ting
the
facu
lty d
evel
op th
eir
own
styl
e of
cha
nge.
"With
my
staf
f,it
took
two
year
s to
con
vinc
eth
em th
ati
was
n't t
here
to im
pose
a p
rogr
am.
Sec
ondl
y, e
very
one
didn
't ha
ve to
sub
scrib
e to
the
sam
e pr
ogra
m in
ord
er to
mak
e th
e sy
stem
wor
k. O
ur s
ocia
l stu
dies
teac
hers
initi
ated
som
egr
oup
lear
ning
. Our
Eng
lish
prog
ram
bec
ame
non-
grad
ed. O
ur m
athe
mat
ics
depa
rtm
ent u
tiliz
ed p
ro-
gram
med
inst
ruct
ion.
So
we
wer
e no
t sea
rchi
ngfo
r th
epa
ckag
e, th
e pr
ogra
m, o
r an
y sp
ecifi
cm
odel
into
whi
ch e
very
one
wou
ld h
ave
to fo
rce
them
selv
es. O
nce
they
felt
com
fort
able
and
und
er-
stoo
d th
at th
e pr
ogra
m th
ey a
dopt
ed w
as th
e on
em
ost e
xped
ient
to m
eet t
he g
oals
they
had
set
,th
en w
e w
ere
read
y to
go
ahea
d. S
ince
they
had
the
prer
ogat
ive
of r
etur
ning
to th
eir
form
er s
tyle
of te
achi
ng if
they
wan
ted,
it w
as e
asie
r fo
r th
emto
try
som
ethi
ng n
ew a
nd d
iffer
ent f
or a
whi
le."
The
bas
ic d
iffic
ulty
with
mos
t exp
erim
enta
-tio
n is
that
the
goal
s ar
e no
t com
plet
ely
unde
r-st
ood.
One
out
side
con
sulta
nt s
ugge
sted
set
ting
up a
sch
ool w
here
all
the
obje
ctiv
es th
at p
eopl
eca
n re
ach
in th
e va
rious
sub
ject
dis
cipl
ines
are
4411000-
clea
rlyes
tabl
ishe
d."I
t wou
ld b
e lik
e a
supe
r-m
arke
t in
that
the
stud
ent c
ould
com
e an
ytim
e he
wan
ted
and
wor
k to
war
d w
hate
ver
obje
ctiv
es h
ew
ante
d. S
uch
a le
arni
ng s
ituat
ion
wou
ld n
ot h
ave
clas
s ho
urs
or s
ched
uled
mee
tings
in th
e us
ual
sens
e. S
tude
nts
Wou
ld s
impl
y co
me
shop
ping
and
wor
k to
war
d ob
ject
ives
.it
beco
mes
a m
atte
r of
wha
t obj
ectiv
e a
stud
ent i
s w
orki
ng to
war
d. T
hest
uden
t kee
ps w
orki
ngun
tilhe
mas
ters
that
obje
ctiv
e."
Ano
ther
dis
cuss
ion
lead
er e
xpla
ined
that
one
of th
e re
ason
s st
uden
ts a
re u
nder
achi
ever
s is
that
they
do
not u
nder
stan
d w
hat t
hey
are
sup-
pose
d to
lear
n. T
each
ers
do n
ot 'm
ake
the
obje
c-tiv
essu
ffici
ently
clea
r.T
his
alle
gatio
n pr
ecip
i-ta
ted
a le
ngth
y di
scus
sion
of t
he c
lass
room
pre
s-su
res
on th
e te
ache
r."Y
ou c
anno
t put
a te
ache
r on
dis
play
for
five
hour
s a
day,
five
day
s a
wee
k, a
nd e
xpec
t a c
on-
tinuo
usly
stim
ulat
ing
pres
enta
tion
from
the
teac
h-er
. Now
/a te
ache
r ha
s th
e ad
ditio
nal c
ompe
titio
nof
tele
visi
on."
Thi
s pr
inci
pal a
sser
ted
that
stu
-de
nts
are
look
ing
for
as e
xciti
ng a
per
form
ance
in fr
ont o
f the
cla
ss a
s th
ey s
ee o
n th
e te
levi
sion
set.
"Tha
t is
a to
ugh
assi
gnm
ent."
Ano
ther
adm
inis
trat
or c
halle
nged
him
, "T
his
is th
e ve
ry r
easo
n th
at, o
ver
the
natio
n, w
e ar
em
ore
read
y fo
r ch
ange
than
eve
n th
e te
ache
rs a
rew
illin
g to
adm
it. T
each
ers
are
begg
ing
for
assi
st-
ance
from
som
epla
ce, s
ome
dire
ctio
n. W
ith a
real
istic
am
ount
of p
robi
ng o
n ou
r pa
rt a
s pr
inci
-pa
ls a
nd e
ven
a m
inim
um o
f bac
king
from
our
boar
ds o
fed
ucat
ion,
the
teac
hers
are
ree
dy."
Org
aniz
atio
nal d
evel
opm
ent h
as b
een
calle
dth
esc
ient
ific
man
agem
ent o
f pla
nned
cha
nge.
Cha
nge
happ
ens.
Stu
dent
s be
com
e ac
tiviti
sts,
and
chan
ge is
thru
st u
pon
the
scho
ol. W
hat c
an a
To
prin
cipa
l do
to c
reat
e th
e cl
imat
e w
here
cha
nge
can
occu
r in
a p
lann
edw
ay?
A n
eces
sary
com
-po
nent
in th
e pr
oces
s of
cha
nge
is a
per
iod
ofdi
sorg
aniz
atio
n.If
the
prin
cipa
l wan
ts to
brin
gab
out c
hang
e du
ring
that
dis
orga
niza
tion,
peop
leha
ve to
rec
ogni
ze th
at w
hat t
hey
are
doin
gis
not
wor
king
. Fin
ally
, the
y co
me
to th
e po
int
of a
d-m
ittin
g th
at th
e si
tuat
ion
is d
eplo
rabl
e an
d so
me-
thin
g m
ust b
e do
ne. W
hen
peop
le a
re a
tth
ispo
int,
then
cha
nge
may
be
impl
emen
ted.
gain
ing
com
mun
ity s
uppo
rtF
ollo
win
g a
scho
ol d
isru
ptio
n, o
ne o
fth
epr
inci
pals
beg
an g
oing
into
the
com
mun
ityan
dm
eetin
g w
ith g
roup
s of
15
to 2
0 pa
rent
s."I
alw
ays
take
alo
ng a
noth
er s
taff
mem
ber
from
the
scho
ol. T
hese
ses
sion
s ar
e us
ed to
ans
wer
que
s-tio
ns a
nd c
lear
up
mis
info
rmat
ion
abou
tthe
sch
ool.
I try
to b
e co
mpl
etel
y ho
nest
and
not
cov
er u
pan
y of
our
pro
blem
s. T
his
has
enab
led
me
tolo
cate
man
y of
the
thin
gs th
at a
rebo
ther
ing
peop
le."
Ano
ther
adm
inis
trat
or, w
hose
loca
lsi
tuat
ion
has
been
cal
m, s
ets
up "
bloc
k co
ffees
"in
ord
erto
mee
t with
peo
ple
in th
eco
mm
unity
. A s
tude
ntac
com
pani
es th
e ad
min
istr
ator
to e
ach
mee
ting.
The
exp
erie
nce
so fa
r ha
s be
en th
at th
est
uden
tus
ually
doe
s m
uch
of th
e ta
lkin
g."W
e ar
e ap
-pr
oach
ing
this
with
the
attit
ude
that
peo
ple
mea
nw
ell a
nd h
ave
a rig
ht to
be
conc
erne
d.A
s sc
hool
peop
le w
e sh
ould
list
en a
nd g
ive
our
side
of
the
stor
y."
In o
ne M
idw
este
rn c
ity w
here
the
boar
d of
educ
atio
n w
as e
xper
ienc
ing
grea
t diff
icul
tyin
gai
n-in
g ta
xpay
er a
ppro
val o
f sch
ool b
ond
issu
es,
boar
dm
embe
rs a
nd a
dmin
istr
ator
s to
ok to
the
stre
ets
on S
atur
days
and
Sun
days
.T
hey
wen
t fro
m
hous
e to
hou
se, d
iscu
ssin
g sc
hool
prob
lem
s w
ithpa
rent
s. O
ne p
rinci
pal c
alle
dth
is p
ract
ice
"the
best
edu
catio
nal p
ublic
rel
atio
ns p
rogr
amin
the
coun
try
toda
y."
com
pass
ion
is p
art o
fcu
rric
ulum
rel
evan
ce"T
he h
uman
pro
blem
s of
edu
catio
n so
ofte
nou
twei
gh th
e ac
adem
ic p
robl
ems.
"A
gree
ing
with
this
sta
tem
ent b
y a
reso
urce
per
son,
apa
rtic
ipan
tdi
sclo
sed
that
the
prob
lem
s of
disc
iplin
e, d
rugs
.an
d ra
cial
rel
atio
ns h
ave
com
plet
ely
supe
rsed
edth
e cu
rric
ulum
as
the-
prim
ary
conc
ern
of p
aren
tsin
his
are
a. "
Thi
s is
esp
ecia
llysi
gnifi
cant
sin
cem
y co
mm
unity
is v
ery
colle
ge-o
rient
ed."
Yet
the
pare
nts'
wor
ries
are
not g
ener
ally
shar
ed b
y th
eir
sons
and
dau
ghte
rs.
"In
mee
ting
with
com
bata
ntst
uden
ts fo
llow
-in
ga
disr
uptio
n in
my
high
sch
ool,
t was
as-
toun
ded
by th
e ap
peal
thes
e yo
ung
peop
le m
ade,
"th
is p
rinci
pal t
old
his
fello
wco
nfer
ees.
"T
hese
stud
ents
sai
d th
ey w
ould
rea
llylo
ve to
mee
t the
irte
ache
rs. T
hey
aske
d m
e, Is
ther
e no
way
that
we
can
get t
okn
ow o
ur te
ache
rs a
s pe
ople
?'T
he s
tude
nts
belie
ved
they
cou
ldhe
lp th
e te
ache
rsto
und
erst
and
the
youn
gpe
ople
if th
ey c
ould
talk
to th
em in
an
info
rmal
setti
ng. A
t the
sam
e tim
e,th
e st
uden
ts w
ould
be
gain
ing
a be
tter
unde
r-st
andi
ng o
f the
teac
hers
. Eve
n in
the
shad
ow o
f asc
hool
-wid
e rio
t, th
ese
stud
ents
felt
that
this
new
rela
tions
hip
with
teac
hers
wou
ldbe
nefit
thei
r ed
u-ca
tion.
The
sch
ool
is n
ow w
orki
ng in
sev
eral
area
s to
brin
g ab
out t
his
chan
ge.
Spe
akin
g to
the
prob
lem
of i
nter
pers
onal
re-
latio
ns, a
con
sulta
nt o
pted
for
shed
ding
the
ad-
viso
ry r
elat
ions
hip
whi
ch s
o of
ten
exis
ts b
etw
een
stud
ents
and
teac
hers
. "If
the
issu
es u
nder
lyin
gst
uden
t unr
est a
re th
e la
ck o
fin
terp
erso
nal r
e-la
tions
hips
, the
n it
does
n't d
o an
y go
odju
st to
free
the
teac
her's
tim
e. T
here
has
tobe
a w
ay to
free
stu
dent
s' ti
me
and
prov
ide
a pl
ace
whe
reth
ey c
an m
eet.'
"O
ne s
choo
l he
visi
ted
had
larg
ede
part
men
tal o
ffice
s w
hich
wer
e op
en to
stud
ents
.A
ll st
uden
ts w
ere
allo
wed
hono
r st
udy
whe
reby
it w
as a
ssum
ed th
at e
Ltch
stu
dent
ente
ring
that
scho
ol c
ould
be
trus
ted
until
he
dem
onst
rate
dot
herw
ise
rega
rdle
ss o
f his
mar
ks. E
ach
stud
ent
was
ass
igne
d to
five
clas
ses
but w
as fr
ee to
go
anyw
here
in th
e sc
hool
at a
ny o
ther
time.
If h
eab
used
his
free
dom
by
cutti
ngcl
asse
s or
goi
ngof
f cam
pus,
then
he
was
ass
igne
d to
ast
udy
hall.
"Fre
eing
the
stud
ents
' and
teac
her's
time
and
givi
ng th
em a
n op
en m
eetin
g gr
ound
was
foun
dto
be
an e
xcel
lent
mea
nsof
inte
ract
ion.
A lo
t of
stud
ents
wer
e m
ovin
g th
roug
h th
ese
offic
es a
ndm
any
wer
e no
t the
one
sth
at n
orm
ally
wou
ld b
eex
pect
ed to
mee
t fre
ely
with
the
teac
hers
. The
teac
hers
wer
e qu
ite r
elax
ed in
that
type
of s
ettin
g."
do m
arks
hav
e a
plac
ein
the
rele
vant
curr
icul
um?
"You
can
't do
you
r be
st w
hen
your
ene
rgy
fade
s:ce
real
hel
ps y
ou g
et b
ette
r gr
ades
!"F
rom
a b
reak
fast
food
man
ufac
ture
r'ste
levi
sion
com
mer
cial
"The
gra
ding
'of a
stu
dent
's a
chie
vem
ents
in
high
sch
ool i
s re
lativ
ean
d th
eref
ore
not r
elev
ant,"
one
of th
e ad
min
istr
ator
sst
ated
. "If
John
rec
eive
san
A-
in E
nglis
h, a
ndM
ary
rece
ives
aw
hat
do th
ese
grad
es r
ealty
mea
n? B
oth
stud
ents
pas
sed
the
cour
se, s
o th
e le
tter
desi
gnat
ions
tell
us o
nly
that
Joh
n's
mas
tery
of t
he m
ater
ial
cove
red
durin
gth
e sc
hool
yea
r, b
y on
e pa
rtic
ular
teac
her
in o
ne
part
icul
ar s
ubje
ctar
ea, w
as s
uper
ior
to M
ary'
sun
ders
tand
ing
of th
e sa
me
mat
eria
l und
er th
e sa
me
cond
ition
s. T
he c
oncl
usio
n th
at is
usu
ally
dra
wn
(Joh
n is
a "
bette
r" s
tude
nt th
an M
ary)
is e
rro-
neou
s in
the
light
of a
rel
evan
t cur
ricul
um. S
ince
both
of t
hese
stu
dent
s ha
ve a
bout
the
sam
ege
nera
l int
ellig
ence
, a m
ore
logi
cal c
oncl
usio
n w
ould
be th
at M
ary'
s in
tere
sts
and
abili
ties
wer
e no
tst
imul
ated
suf
ficie
ntly
by
the
subj
ect m
atte
r an
d/or
the
teac
her.
"The
refo
re, i
t see
ms
obvi
ous
that
whe
n w
eim
pose
lette
r gr
ades
on
the
achi
evem
ents
of
stud
ents
, we
are
not r
atin
g th
e yo
ungs
ters
at
all
rath
er, w
e ar
e ra
ting
the
effe
ctiv
enes
s of
the
curr
icul
a!"
A c
onsu
ltant
to th
e se
min
ar a
gree
d. "
Eve
nin
sch
ools
-w
hich
hav
e be
gun
to g
roup
by
abili
tyan
d ac
hiev
emen
t, th
e ge
nera
l pra
ctic
e is
to a
ssig
nm
arks
of A
and
B o
nly
to th
e hi
ghes
t-ac
hiev
ing
grou
ps, w
hile
mar
ks o
f C a
nd 0
are
aut
omat
ical
lygi
ven
in th
e re
med
ial g
roup
s."
Itis
har
dly
fair
for
an in
telle
ctua
lly h
andi
capp
ed y
oung
ster
or
ase
rious
ly w
orki
ng r
emed
ial s
tude
nt to
be
mar
ked
on th
e sa
me
scal
e as
the
acad
emic
ally
gift
ed. E
ven
whe
n w
orki
ng a
t his
bes
t rat
e, th
is s
tude
nt r
e-ce
ives
a lo
w o
r fa
iling
gra
de. "
Con
fron
ted
with
arig
idm
arki
ng s
yste
m,
are
med
ial s
tude
nt m
ayw
ork
at h
is to
p m
enta
l cap
acity
and
nev
er r
ecei
vea
pass
ing
mar
k, w
hile
an
acad
emic
ally
abl
e st
uden
tm
ight
put
fort
h lit
tle e
ffort
and
stil
l mak
e a
high
mar
k. N
o w
onde
r co
nfus
ion
and
appr
ehen
sion
are
evid
ent a
mon
g st
uden
ts, p
aren
ts, a
nd te
ache
rsab
out t
he m
arki
ng a
nd r
epor
ting
prec
tices
of m
any
of o
ur s
choo
ls.-
Inde
ed, s
tude
nts
are
com
plai
ning
abo
ut th
ehi
gh s
choo
l gra
ding
sys
tem
, be
it le
tter
or n
umer
i-ca
l. O
ne c
onfe
renc
e m
embe
r m
ade
refe
renc
e to
a72
lette
r to
the
edito
r w
hich
was
prin
ted
in T
he O
pen
Doo
r, a
n un
derg
roun
d hi
gh s
choo
l new
spap
er,
publ
ishe
d in
Milw
auke
e, W
isco
nsin
:
Dea
r E
dito
r:I c
onsi
der
mys
elf a
n av
erag
e st
uden
t with
an
aver
age
rang
ing
from
abo
ut 8
0 to
88.
My
ques
tion
is: W
hat i
s 80
? In
sch
ool,
the
teac
hers
mar
k yo
uin
num
bers
. Sho
uld
this
be
done
? W
hen
I lea
rnw
hat I
am
sup
pose
d to
lear
n, I
am u
sual
ly s
atis
-fie
d. I
can'
t see
why
I sh
ould
hav
e to
be
diss
atis
-fie
d ju
st b
ecau
se s
ome
teac
her
does
n't l
ike
me
or d
oesn
't th
ink
I've
lived
up
to m
y ab
ilitie
s. A
fter
all,
the
ques
tion
is: H
ave
I lea
rned
wha
t I w
assu
ppos
ed to
? N
ot: H
ow m
uch
of e
very
thin
g ha
veI l
earn
ed?
Or:
How
muc
h of
this
boo
k ha
ve I
lear
ned?
/ th
ink
that
we
shou
ld b
e m
arke
d on
apa
ss-f
ail b
asis
. In
othe
r w
ords
, we
are
mar
ked
ona
repo
rt c
ard
eith
er "
P"
or "
F."
I re
aliz
e th
atth
is w
ould
be
"unf
air"
to th
e on
es w
ith v
ery
high
aver
ages
, bat
wha
t of i
t? It
wou
ld e
limin
ate
the
bitte
r st
rugg
le g
oing
on
betw
een
the
norm
al g
uys
and
the
brai
ns.
It w
ould
elim
inat
e th
e "b
row
nie
syst
em"
in w
hich
teac
hers
(no
t all
of th
em)
mar
kso
me
guys
hig
her
beca
use
they
get
alo
ng w
ell.
It w
ould
als
o gi
ve a
stu
dent
mor
e tim
e to
lear
na
cour
se h
e is
act
ually
inte
rest
ed in
or
will
do
him
mor
e go
od th
an a
noth
er r
equi
red
cour
se. I
prop
ose
that
sch
ools
wou
ld s
tart
to m
ark
requ
ired
cour
ses
this
way
and
gra
dual
ly p
roce
ed to
cha
nge
the
othe
rs o
ver
a pe
riod
of s
emes
ters
unt
il al
lco
urse
s w
ere
mar
ked
this
way
. Thi
s w
ould
avo
idco
nfus
ion
but s
till g
et it
don
e.
"Wha
t is
trag
ic a
bout
that
lette
r,"
a pa
rtic
ipan
tob
serv
ed, "
is th
at th
e w
riter
was
com
pelle
d to
re-
sort
to a
n un
auth
oriz
ed s
choo
l pub
licat
ion
to g
ethi
s vi
ews
acro
ss. W
hy c
ould
n't t
hat s
tude
nt h
ave
talk
ed th
e m
atte
r ov
er w
ith h
is p
rinci
pal?
I gu
ess
the
answ
er is
pre
tty o
bvio
us."
Too
ofte
n sc
hool
adm
inis
trat
ors
appr
oach
cha
nge
with
:pus
illan
imity
. 'In
a le
tter
toch
ief s
tate
sch
ool
offic
ersA
he U
nite
d S
tate
s C
omm
issi
oner
of E
duca
-tio
n re
ques
ted
that
sch
ools
not
req
uire
cert
ain
grad
e av
erag
es b
efor
e st
uden
tsco
uld
part
icip
ate
in,c
heer
leac
ting
squa
ds, b
ut h
em
ade
no s
imila
rre
ques
etab
our
the
requ
irem
ents
for
play
ing
vars
ityat
hlet
ics.
App
aren
tly, e
ven
the
Com
mis
sion
er o
f Edu
ca-
tion;
is fe
arfu
l, of
aro
usin
g th
e ire
of s
tate
activ
ities
asso
ciat
ions
whi
ch c
Ont
rol a
thle
tic e
ligib
ility
.It
isin
tere
stin
g to
not
e th
at th
ese
grou
psw
hich
are
com
pose
d en
tirel
y of
prin
cipa
ls a
re m
ore
trad
i-tio
nal a
nd h
ideb
ound
than
any
oth
ered
ucat
iona
l
orga
niza
tion.
otm
orph
ere
for
o re
lev
curr
icul
umT
he s
truc
ture
of t
he s
choo
l, w
ithth
e po
wer
appo
inte
d fr
om a
bove
, and
the
stru
ctur
e of
eac
hcl
ass;
with
the
wor
ds o
f the
teac
her
equa
ling
the
trut
h; s
erve
. the
pur
pose
of tr
aini
ng s
tude
nts
toac
cept
thet
pres
ent s
yste
man
d th
eir
plac
es in
it.
Whe
rtim
atte
rs. i
nsc
hool
is th
at y
ou s
top
ques
-tio
ning
-and
crit
iciz
ing
and
begi
nto
mem
oriz
ew
hat y
ou're
told
ris
rig
ht.
It m
akes
no
diffe
renc
ew
hat i
t is-
(m
ath
or s
ocia
l stu
dies
) or
whe
ther
ies;
Tru
e (b
lack
peo
ple
wer
e ha
ppie
rin
sla
very
),w
hat,Y
ou d
ig b
r'the
tim
e yo
u, g
etto
hig
h sc
hool
is,to
giv
e th
e rig
ht a
nsw
ers
on th
ete
st."
'T
he N
ew Y
ork
Hig
h Sc
hool
Fre
e Pr
ess
Ano
ther
,of t
he s
emin
ar c
onsu
ltant
s re
port
edth
at in
vest
igat
ions
con
duct
ed b
y th
eU
nite
d S
tate
sO
ffice
of '
Edu
catio
n ha
ve r
evea
led
four
bas
icki
nds
of c
once
rn v
oice
d by
hig
hsc
hool
and
colle
ge2i
tude
nts.
The
se s
ame
conc
erns
are
bei
ng
a
voic
ed in
diff
eren
t way
s by
par
ents
, tea
cher
s, a
ndpr
inci
pals
:T
he q
uest
ion
of d
ehum
aniz
atio
n of
inst
itutio
nal
life
a lo
ss o
f ide
ntity
and
per
sona
l tou
chev
iden
t with
in th
e in
stitu
tion
The
con
cern
for
the
ineq
uitie
s in
soc
iety
The
who
le q
uest
ion
of e
duca
tiona
l irr
elev
ancy
The
pro
blem
s of
rac
ial a
nd c
ultu
ral d
iscr
imin
atio
nT
he in
vest
igat
ions
foun
d ce
rtai
n si
mila
ritie
san
d', d
iffer
ence
s be
twee
n hi
gh s
choo
l and
col
lege
diso
rder
s. W
hite
the
issu
es a
re a
like,
the
man
i-fe
stat
ions
are
dis
sim
ilar.
For
exa
mpl
e, s
pont
anei
tyis
,arr
evi
dent
trai
t .of
hig
h sc
hool
dis
orde
rs, w
hich
ofte
n ex
hibi
t a r
iot-
like
pers
onal
ity. C
olle
ge d
is-
orde
rs r
end
to b
e m
ore
plan
ned.
In h
igh
scho
ol,
mor
estu
dent
-to-
stud
ent c
onfli
ct is
dis
play
ed th
anat
the
colle
ge le
vel.
"Wha
t con
cern
s m
e m
ost a
s i t
rave
l aro
und
the
coun
try,
" th
e co
nsul
tant
exp
lain
ed, "
is th
atth
e fo
llow
ing
diffe
rent
iatio
ns a
re n
ot m
ade,
par
ticu-
larly
by
prin
cipa
ls:
Res
pect
for
auth
ority
ver
sus
fear
of a
utho
rity
Aut
horit
y in
exp
osin
g id
eas
vers
us a
utho
rity
inim
posi
ng id
eas
Sel
f-di
scip
line
vers
us o
bedi
ence
"Man
y of
the
adul
ts in
our
sch
ools
see
m to
thin
k, th
ere,
are
Cer
tain
idea
s th
at a
utho
rity
mus
tim
pose
on
stud
ents
. As
educ
ator
s, w
e th
ink
we
are,
-res
pons
ible
for
a ch
ild's
lear
ning
. We
are
not;
they
are
resp
onsi
ble
for
thei
r ow
n le
arni
ng! S
ocia
lre
sear
ch h
as fo
und
that
a n
euro
tic r
elat
ions
hip
will
exi
st w
hene
ver
one
hum
an b
eing
ass
umes
resp
onsi
bilit
y fo
r an
othe
r hu
man
bei
ng's
thou
ghts
,fe
elin
gs o
r be
havi
or. T
he te
ache
r ca
n on
ly b
ere
spon
sibl
e fo
r st
ruct
urin
g co
nditi
ons
cond
uciv
e'to
lear
ning
."T
he id
ea ''
of p
unis
hmen
t and
rew
ard
whi
ch is
14pr
actic
ed o
vert
ly o
r co
vert
ly in
mos
t sch
ools
is
base
d on
the
prem
ise
that
ther
e is
one
una
mbi
g-uo
us r
ight
ans
wer
as
dete
rmin
ed b
y au
thor
ity. A
nyot
her
resp
onse
is g
oing
to b
e pu
nish
ed. T
he c
on-
fere
es fe
lt th
at th
is w
as th
e ke
y fa
ctor
beh
ind
ase
ries
of n
egat
ive
effe
cts
on s
tude
nts
as h
uman
bein
gs, w
hich
are
evi
denc
ed in
mos
t sch
ool s
yste
ms
toda
y. Stu
dent
s ar
e ta
ught
from
the
outs
et th
at th
eysh
ould
be
afra
id o
f hav
ing
cert
ain
thin
gs h
appe
nto
them
poor
gra
des,
pun
ishm
ent f
rom
aut
hor-
ities
, hum
iliat
ion,
ost
raci
sm, a
nd fa
ilure
. Fro
mel
emen
tary
sch
ool t
hrou
gh h
igh
scho
ol, s
choo
lof
ficia
ls u
se th
ese
fear
s as
a w
eapo
n to
est
ab-
lish
and
mai
ntai
n or
der
and
obed
ienc
e.In
ord
er to
be
"suc
cess
ful,"
stu
dent
s m
ust l
earn
to s
uppr
ess
and
deny
feel
ings
, em
otio
ns, a
ndth
ough
ts th
at a
re n
ot in
line
with
wha
t the
teac
her
feel
s is
acc
epta
ble.
In p
lace
of t
hese
hone
st fe
elin
gs, e
mot
ions
, and
thou
ghts
, stu
-de
nts
are
taug
ht th
at, t
o "s
ucce
ed,"
oth
erex
terio
rsdi
shon
est t
houg
h th
ey m
ay b
em
ust b
e su
bstit
uted
. Thi
s is
the
expl
icit
mes
-sa
ge c
onve
yed
thro
ugho
ut a
stu
dent
's 1
2 ye
ars
in s
choo
l.It
is s
oon
obvi
ous
to s
tude
nts
wha
t typ
es o
fre
spon
ses
are
likel
y to
be
succ
essf
ul a
t pla
ying
the
scho
ol g
ame.
And
so,
bef
ore
too
long
, ast
uden
t's a
ppro
ach
to q
uest
ions
and
pro
blem
sun
derg
oes
a ba
sic
chan
ge.
It be
com
es c
lear
that
app
roac
hing
a q
uest
ion
on a
test
by
sayi
ng,
"Wha
t is
my
own
resp
onse
to th
is q
uest
ion?
"is
ris
ky in
deed
, and
tota
lly u
nwis
e if
one
cove
tsth
e hi
ghes
t gra
de p
ossi
ble
(and
the
scho
olsy
stem
teac
hes
the
stud
ent t
hat h
e sh
ould
).R
athe
r, th
e re
al q
uest
ion
is o
bvio
us to
any
stud
ent w
ho k
now
s an
ythi
ng a
bout
how
sch
ools
wor
k, "
Wha
t is
the
answ
er th
e te
ache
r w
ants
me
to g
ive?
Wha
t can
Iw
rite
that
will
ple
ase
the
teac
her?
"T
he s
choo
l sys
tem
take
s yo
ung
peop
le w
ho a
rein
tere
sted
in th
e th
ings
aro
und
them
and
des
troy
sth
isna
tura
ljo
y in
dis
cove
ring
and
lear
ning
.G
enui
ne, h
ones
t rea
sons
for
wan
ting
to le
arn
are
squa
shed
and
rep
lace
d w
ith a
n im
med
iate
set o
f rew
ards
(w
hich
edu
cato
rs s
ay a
re n
oten
ds in
them
selv
es, b
ut w
hich
nev
erth
eles
sbe
com
e ju
st th
at).
Rea
l rea
sons
for
wan
ting
to le
arn
the
stud
ents
' ow
n re
ason
s --
are
not t
reat
ed a
s th
ough
they
wer
e va
lid.
With
its d
isho
nest
y an
d pr
emiu
m o
n du
tiful
obed
ienc
e, th
e sc
hool
sys
tem
cau
ses
feel
ings
of r
esen
tmen
t and
alie
natio
n, w
heth
er th
ese
feel
ings
are
exp
ress
ed (
as is
bec
omin
g m
ore
and
mor
e th
e ca
se),
or
hidd
en a
nd s
ubm
ern,
ed.
The
ran
ge o
f ide
as to
whi
ch s
tude
nts
are
ex-
pose
ci b
y th
e sc
hool
sys
tem
is p
itifu
lly n
arro
w,
espe
cial
ly in
the
earli
er g
rade
s. T
hrou
gh u
seof
text
book
s th
at g
ive
only
lim
ited
pers
pec-
tive,
and
thro
ugh
use
of c
urric
ula
and
teac
her
attit
udes
that
are
con
finin
g, s
tude
,As'
min
dsar
e co
nditi
oned
to a
ccep
t tha
t with
whi
ch th
eyar
efa
mili
ar a
nd r
ejec
t wha
t see
ms
fore
ign.
By
insi
stin
g th
at th
e sc
hool
s re
mai
n in
telle
c-tu
ally
isol
ated
from
idea
s an
d cu
lture
s th
at d
ono
t ble
nd w
ith th
ose
of th
e im
med
iate
com
-m
unity
, sch
ool
offic
ials
have
the
effe
ctof
solid
ifyin
g an
d pe
rpet
uatin
g lo
cal p
reju
dice
s.O
nly
with
the
free
exc
hang
e of
idea
s an
d lif
est
yles
can
stu
dent
s ga
in a
bro
ad o
utlo
ok.
Per
haps
mos
t tra
gic
of a
llis
wha
t the
sch
ool
syst
em d
oes
to th
e em
otio
nal a
nd m
enta
lat
titud
es a
nd s
ubco
nsci
ous
ofits
stu
dent
s.T
he s
yste
m, f
or in
stan
ce, i
s w
illin
g to
labe
lst
uden
ts a
s fa
ilure
s at
age
8, 1
2, o
r 17
and
does
. In
addi
tion
to th
e fa
ct th
at th
is o
ften
serv
es a
s a
self-
fulfi
lling
pro
phec
y, th
is a
ctio
n
has
a cr
uelly
dam
agin
g an
d de
grad
ing
effe
cton
stu
dent
s, a
nd is
inex
cusa
ble.
"Wha
t is
wor
thno
ting
here
,"a
sem
inar
dele
gate
rem
arke
d, "
is th
at th
is li
st o
f des
truc
tive
effe
cts
was
com
pile
d no
t by
a te
am o
f out
side
expe
rts,
but
by
high
sch
ool s
tude
nts
them
selv
es!
Mor
eove
r, th
ese
stud
ents
put
toge
ther
a li
stof
24 s
peci
fic c
hang
es w
hich
they
thou
ght s
houl
dbe
impl
emen
ted.
"1
Est
ablis
h an
om
buds
man
offi
ce, r
espo
nsib
ledi
rect
ly to
the
boar
d of
edu
catio
n, to
inve
sti-
gate
and
res
olve
com
plai
nts
from
stu
dent
s.T
his
obje
ctiv
e in
divi
dual
, who
is g
ener
ally
ape
rson
of t
he c
omm
unity
res
pect
ed b
y st
u-de
nts
and
facu
lty a
like,
bas
es h
is r
ecom
men
da-
tions
on
pers
onal
dis
cuss
ions
, inv
estig
atio
ns,
and
anal
ysis
of a
situ
atio
n.2.
Sto
p th
e in
timid
atio
n of
stu
dent
s by
sch
ool
offic
ials
thro
ugh
abus
e of
col
lege
rec
omm
enda
-tio
ns,
grad
es,
secr
et fi
les,
and
per
man
ent
reco
rd fi
les.
3. G
ive
the
stud
ents
an
impo
rtan
t rol
e in
the
shap
ing
and
impl
emen
tatio
n of
cur
ricul
a. T
hey
are
also
in a
n ex
celle
nt p
ositi
on to
pro
vide
mea
ning
ful f
eedb
ack
thro
ugh
cont
inuo
us e
val-
uatio
n of
the
effe
ctiv
enes
s, s
tren
gths
, and
wea
knes
ses
of th
eir
clas
ses.
4. A
llow
stu
dent
inpu
t in
teac
her
eval
uatio
ns.
Stu
dent
s ar
e in
the
best
pos
ition
to p
rovi
deva
luab
le in
form
atio
n co
ncer
ning
whe
ther
ate
ache
ris
stim
ulat
ing,
cre
ates
ent
husi
asm
,is
res
pons
ive
to in
divi
dual
nee
ds a
nd p
rob-
lem
s of
his
stu
dent
s, c
an r
e'at
e to
stu
dent
s(a
nd v
ice
vers
a), a
nd tr
eats
stu
dent
s w
ithre
spec
t for
thei
r hu
man
dig
nity
.5.
Elim
inat
e te
nsio
n an
d rig
idity
from
the
scho
ols.
Thi
s im
plie
s a
chan
ge in
atti
tude
an e
lim-
inat
ion
of th
e ap
proa
ch w
hich
say
s th
at w
hen
16
stud
ents
exp
ress
them
selv
es, v
erba
lly a
ndth
roug
h in
tera
ctio
n, th
ey p
ose
a th
reat
to th
e"a
utho
rity"
and
"or
der"
of t
he s
choo
l sys
tem
.6.
Hire
edu
cato
rs a
nd r
esea
rche
rs to
exa
min
ede
eply
wha
t effe
ct th
e sc
hool
sys
tem
has
on
a st
uden
t's s
elf-
conc
ept,
crea
tivity
, and
des
ireto
exp
lore
and
lear
n.7.
Elim
inat
e al
l let
ter
grad
es. I
n el
emen
tary
and
juni
or h
igh
scho
ols,
gra
des
shou
ld b
e ab
ol-
ishe
d im
med
iate
ly, a
nd r
epla
ced
with
writ
ten
eval
uatio
ns b
y th
e te
ache
r. In
nig
h sc
hool
, ast
uden
t sho
uld
sim
ply
rece
ive
cred
it or
not
rece
ive
cred
it fo
r ea
ch c
ours
e he
has
take
n.In
ord
er fo
r th
e st
uden
ts to
get
feed
back
as
to h
ow th
ey a
re p
rogr
essi
ng, t
each
ers
shou
ldpr
ovid
e st
uden
ts w
ith w
ritte
n an
dor
alev
alua
tions
as
ofte
n as
nec
essa
ry. S
tude
nts
shou
ld r
ecei
ve a
cop
y of
all
writ
ten
eval
ua-
tions
; a c
opy
shou
ld b
e en
tere
d in
stu
dent
s'fil
es, b
ut s
houl
d no
t be
rele
ased
to c
olle
ges
with
out s
tude
nt-p
aren
t con
sent
. If a
com
plet
ech
ange
is m
ade
for
all t
he s
choo
ls w
ithin
the
coun
ty, c
olle
ges
will
hav
e no
cho
ice
but t
oco
nsid
er e
ach
appl
ican
t fro
m th
e co
unty
on
his
indi
vidu
al m
erit;
they
wou
ld b
e fo
rced
todo
with
out g
rade
s an
d cl
ass
rank
in e
valu
-at
g ap
plic
ants
.*8
. Enc
oura
ge a
nd a
llow
teac
hers
to r
espo
nd to
the
indi
vidu
al n
eeds
of t
heir
stud
ents
. Thi
sw
ill m
ean
few
er r
egul
ator
y re
stric
tions
and
,su
bseq
uent
ly, m
ore
flexi
bilit
y.9.
Allo
w s
tude
nts
to e
xerc
ise
cont
rol o
ver
wha
tha
pper
rs to
them
in s
choo
l. F
or e
xam
ple,
give
them
the
right
to tr
ansf
er o
ut o
f a c
ours
ew
hen
they
feel
that
the
cour
se is
not
sat
s-fa
ctor
y, th
erig
htto
go
into
inde
pend
ent
stud
y at
any
tim
e, a
nd th
e rig
ht to
form
ulat
eth
eir
own
goal
s an
d to
dec
ide
the
best
way
s
of a
chie
ving
them
.10
. Rep
lace
rigid
clas
s pe
riods
inse
cond
ary
scho
ols
with
shor
ter
and
mor
efle
xibl
em
odul
es.
11. G
rant
stu
dent
s th
e rig
ht to
prin
t and
dis
trib
ute
thei
r ow
n pu
blic
atio
ns w
ithou
t set
ting
upre
stric
tions
or
impo
sing
obs
tacl
es.
12. A
llow
stu
dent
s th
e fr
eedo
m to
dec
ide
wha
tth
ey w
ant t
o pr
int,
not o
nly
in s
tude
nt n
ews-
pape
rs b
ut in
yea
rboo
ks a
nd li
tera
ry m
aga-
zine
s as
wel
l.C
enso
rshi
p by
spo
nsor
s or
prin
cipa
ls, w
hate
ver
the
degr
ee o
f sub
tlety
,m
ust n
ot b
e al
low
ed.
13. G
ive
outs
ide
spea
kers
a c
hanc
e to
talk
tost
uden
ts w
ithou
t fav
oriti
sm o
r di
scrim
inat
ion.
14. R
efus
e to
pro
vide
me
nam
es a
nd a
ddre
sses
of h
igh
scho
ol s
tude
nts
to a
ny o
utsi
de o
rgan
-iz
atio
n w
ithou
t the
exp
ress
per
mis
sion
of t
hest
uden
t and
his
par
ents
.15
. Dev
elop
rel
evan
t cou
rses
to m
eet s
tude
ntin
tere
sts.
Stu
dent
s sh
ould
be
surv
eyed
as
tow
hat c
ours
es th
ey w
ould
like
to s
ee o
ffere
d,an
d th
e re
sults
sho
uld
play
a d
eter
min
ing
role
inth
e di
rect
ion
of c
ours
e of
ferin
gs.
Rac
ism
, urb
an li
fe, s
ubur
ban
life,
dru
gs, h
uman
rela
tions
, for
eign
pol
icy,
pol
ice-
yout
h re
latio
ns,
and
civi
llib
ertie
s ar
e a
few
topi
cs in
gre
atne
ed o
f cur
ricul
ar d
evel
opm
ent.
16. C
onsi
der
the
use
of th
e co
mm
unity
as
acl
assr
oom
for
"ser
vice
lear
ning
" in
an
ex-
tens
ion
of th
e hi
gh s
choo
l cur
ricul
um. I
nter
-es
ted
stud
ents
cou
ld "
appr
entic
e" Ih
emse
lves
(for
sch
ool c
redi
t) to
a lo
cal d
entis
t, ar
chite
ct,
libra
rian,
art
ist,
or n
ewsp
aper
edi
tor.
Oth
erst
uden
ts m
ight
wor
k in
chi
ld d
evel
opm
ent
clas
ses
with
ele
men
tary
chi
ldre
n, in
the
fire
orpo
lice
depa
rtm
ents
,in
hos
pita
ls, o
r in
rest
hom
es.
17. A
llow
lstU
dent
s to
, arr
ange
vol
unta
ryse
min
ars,
or m
ini-c
ours
es, t
o be
held
dur
ing
the
scho
olda
y"; I
f-sc
hool
s ar
e to
bec
ome
real
lyre
le-
vant
; stu
dent
s m
ust b
eal
low
edin
deed
enco
urag
edto
set
up
disc
ussi
ons,
hold
wor
ksho
ps' a
nd s
emin
ars,
and
hea
rsp
eake
rs
who
,'ar
e w
ell-i
nfor
med
abo
utth
e su
bjec
tsth
at in
tere
st te
enag
ers.
18. E
xpan
d ',
the,
ran
ge o
f res
ourc
es.
Div
ersi
fied
pape
rbaC
klbo
oks
givi
ng d
iffer
ent p
ersp
ectiv
essh
ourc
t.:pl
ay' a
n im
port
ant p
art i
nw
iden
ing
the'
scop
e of
-th
ough
t and
exp
osur
ein
the
scho
ots;
,'Tex
tboo
ks a
tone
are
just
too
limite
din
cov
erag
e an
d, p
ersp
ectiv
e.19
. frif
orrr
rstu
dent
i,of t
heir
right
s. If
the
scho
olbo
ard
agre
es th
at 's
tude
nts
'do
have
right
s,th
en' i
t mus
t be'
will
ing
to m
ake
thes
e rig
hts
dire
ctly
kkno
wn
to e
ach
stud
ent.
20. E
grni
nate
' res
tric
t:3ns
hav
ing
todo
with
stu
-de
nidr
ess.
2T. H
old,
sem
inar
s fo
r te
ache
rsin
the
area
s of
hum
arkr
elat
ions
, rac
ism
, and
pro
gres
sive
'mac
h-in
g., m
etho
ds"
22. i
nteg
rate
intv
cla
sses
, su
ch a
sA
mer
ican
his
tory
and
prob
lem
s of
, the
20t
h ce
ntur
y,m
ater
ial
whi
ch th
orou
ghly
exp
lore
s al
l cul
tura
lm
inor
-iti
es',a
ndrin
inor
ity,v
iew
poin
ts. S
peci
al tr
aini
ngsh
ould
' be.
pro
vide
d to
teac
hers
in o
rder
torn
aket
henr
ctua
lifie
d to
dea
l with
this
impo
rtan
tas
pect
ofA
mer
ican
his
tory
and
soci
ety.
23. A
llow
, sch
ool b
oard
, hea
rings
for
stud
ents
. It
isi*
opor
tarit
, tha
t sch
ool o
ffici
als
com
e in
toco
ntac
t with
the
conc
erns
of s
tude
nts.
The
boar
d-co
uld
sche
oule
hea
rings
eve
ry tw
ow
eekS
, 'at
'whi
ch ti
me
stud
ents
wou
ld b
ein
vite
d tc
c,vo
ice
sugg
estio
ns a
nd a
irco
mpl
aint
s.24
. Ele
ct s
tucl
ents
,,to'
part
icip
ate
in s
choo
l boa
rdm
eetin
gs. E
very
sem
este
r th
e sc
hool
boa
rd
shou
ld s
uper
vise
the
elec
tion
of s
tude
nt r
ep-
rese
ntat
ives
from
am
ong
coun
ty h
igh
scho
olst
uden
ts, w
ho w
ill a
ttend
and
par
ticip
ate
inal
t sch
ool b
oard
mee
tings
.
expa
ndin
g th
e cu
rric
ulum
and
free
ing
the
dent
In d
iscu
ssin
g ci
vil l
iber
ties
inth
e re
leva
nt h
igh
scho
ol c
urric
ulum
, the
con
fere
esag
reed
that
the
aver
age
stud
ent i
s un
awar
eth
at h
e ha
s an
y rig
hts.
Adm
inis
trat
ors
wis
hing
to d
ispa
tch
with
"di
ffi-
culti
es"
as s
moo
thly
and
effic
ient
ly a
s po
ssib
le,
do n
othi
ng to
cha
nge
this
feel
ing.
The
typi
cal s
tude
nt s
ees
him
self
asbe
ing
atth
e m
ercy
of s
choo
lad
min
istr
ator
s; a
nd in
pra
ctic
e,in
deed
he
is. H
owev
er, a
nat
iona
lcom
mitt
ee th
atst
udie
d st
uden
t rig
hts
mad
eth
is s
tate
men
t re-
gard
ing
the
youn
g pe
opl e
.s le
galp
ositi
on, "
Stu
dent
sha
ve th
e rig
ht, a
s th
e cl
ient
sof
an
inst
itutio
n, to
guid
e th
e ef
fect
s th
e in
stitu
tion
has
on th
em. A
sot
her
inst
itutio
ns e
xist
to s
erve
thei
r cl
ient
s, s
choo
ls
at a
llle
vels
exi
st s
o th
at p
eopl
eat
tend
ing
them
may
lear
n. M
ore
than
mos
t ins
titut
ions
, sch
ools
influ
ence
the
cour
se o
f the
ir cl
ient
s'pr
esen
t and
futu
re li
ves.
Stu
dent
s, th
eref
ore,
have
the
right
to s
ubst
antiv
ein
fluen
ce o
ver
the
educ
atio
nal p
ro-
gram
, inc
ludi
ng th
e go
als
they
pur
sue,
the
topi
csth
ey s
tudy
, the
lear
ning
mat
eria
ls a
vaila
ble,
and
the
crite
ria fo
r ac
com
plis
hmen
t."T
he s
choo
l sys
tem
mus
t not
be
afra
id to
in-
form
eve
ry s
tude
nt d
irect
ly o
fhi
s fu
ndam
enta
lpr
otec
tive
right
s.F
or e
xam
ple,
whe
n st
uden
tsst
udy
the
Uni
ted
Sta
tes
Con
stitu
tion
and
its
amen
dmen
ts, t
heir
inte
rest
will
be
grea
tly e
n-liv
ened
if th
ey r
ead,
ana
lyze
, and
disc
uss
rece
ntS
upre
me
Cou
rt d
ecis
ions
affe
ctin
g st
uden
ts'r
ight
sun
der
the
Fou
rtee
nth
Am
endm
ent.
The
con
fere
nce
refe
rred
spe
cific
ally
to tw
o la
ndm
ark
Sup
rem
e C
ourt
deci
sion
s,-
In W
est V
irgin
ia S
tate
Boa
rd o
f Edu
ca-
tion
et.
at.
v. B
arne
tte e
t. al
., th
e C
ourt
sta
ted
that
, "T
he F
ourt
eent
h A
men
dmen
t pro
tect
s th
eC
itize
n, a
gain
st th
e st
ate
itsel
f and
all
of it
s cr
ea-
ture
sbo
ards
of e
duca
tion
not e
xcep
ted.
" In
the`
mor
e re
cent
cas
e of
Tin
ker
et.
at.
v. D
esM
oine
s' In
depe
nden
t Com
mun
ity S
choo
l Dis
tric
tet
the
Cou
rt's
opi
nion
rea
d th
at: "
Sch
ool
offic
ials
, do'
not
pos
sess
abs
olut
e au
thor
ity o
ver
'thei
r st
uden
ts. S
tude
nts
in s
choo
l as
wel
l as
out
of s
choo
l are
'per
sons
' und
er o
ur C
onst
itutio
n."
The
unf
ortu
nate
, par
t is
that
text
book
s de
alin
g w
ithth
e so
cial
stu
dies
do
not p
rint e
ither
cop
ies
orex
cerp
ts o
f 'th
ese
deci
sion
s. C
onse
quen
tly, i
t is
incu
mbe
nt u
pon
the
teac
her
to p
rocu
re c
opie
sfr
om 't
he c
lerk
of t
he S
upre
me
Cou
rt. B
oth
ofth
ese
cour
t cas
es b
ear
heav
ily o
n th
e st
uden
t'srig
hti a
nd b
elon
g in
any
cou
rse
of s
econ
dary
soci
a;st
udie
s.C
harle
s E
. Silb
erm
an, w
ho s
pent
sev
eral
yea
rsan
alyz
ing-
cou
rt c
ases
invo
lvin
g st
uden
ts, i
s of
the
opin
ionm
that
for
a sc
hool
adm
inis
trat
or to
sus
pend
a st
uden
t, he
mus
t:T
. Pro
vide
not
ice
inw
ritin
gof
the
char
ges
2. D
raft,
a s
umm
ary
of e
vide
nce
on w
hich
the
char
ges,
are
base
d3.
Allo
w, '
the
right
of a
form
al h
earin
g w
ithth
e 's
tude
nt's
par
ents
or
atto
rney
4. G
ive
the
stud
ent t
he r
ight
of c
ross
-exa
min
atio
n5.
Pro
vide
rea
sona
ble
time
for
the
stud
ent t
opr
epar
e a
defe
nse
Sib
erm
anst
ates
furt
hert
hat,
"sin
ce r
epre
ssio
n fa
ilsan
yway
, it m
ay b
e w
orth
tryi
ng fr
eedo
m. T
here
isev
iden
Ce
that
it c
an w
ork
that
eve
n 'd
iffic
ult'
and
'dis
rupt
ive'
stu
dent
s ca
n re
spon
d to
an
atm
os-
w p
here
of t
rust
, par
ticul
arly
if a
dmin
istr
ator
s do
not
conf
use
trus
t in
the
stud
ents
with
sent
imen
talit
y
abO
ut ;M
eth.
"C
orpo
ral p
unis
hmen
t in
toda
y's
high
scho
ols
'als
o ca
me
unde
r at
tack
dur
ing
the
sem
inar
. Aco
nsul
tant
sai
d th
at -
the
scho
ol b
oard
in h
is c
orn-
Inun
ity r
ecen
tly 'r
eins
tate
dco
rpor
al p
unis
hmen
taf
ter
...a
10-y
ear
repr
ieve
. The
loca
l nev
vspa
per,
in a
sto
ry h
eadl
ined
"Spa
nkin
g in
Sch
ool A
ppro
ved,
"re
port
ed:
Mos
t,of,,
the
disc
Oss
ion
was
dev
oted
tode
tails
of
corp
oral
7pu
nish
men
t suc
h as
the
posi
tion
of th
ebu
ttock
s;,w
heth
er s
tand
ing
or b
endi
ng o
verd
urin
gth
e',s
pank
ing:
pro
cess
; tim
e at
whi
chpr
inci
pals
shou
ld' b
e co
nsul
ted
on p
addl
ing;
and
the
exte
ntof
liab
ility
pro
tect
ion
for
thos
edo
ing
the
padd
ling.
"Thi
s is
not
onl
y rid
icul
ous,
it's
dow
nrig
htin
hum
ane,
" ,th
e' c
onsu
ltant
dec
lare
d."H
ow c
anex
pect
the-
.stu
dent
s' r
espe
ctw
hen
they
kno
wth
at w
e're
allo
wed
tove
hip
them
?"
elop
ing
ricu
lurn
We
are
in a
n en
tirel
y ne
w e
ra a
sfa
r as
Cur
ricul
ar d
evel
opm
ent a
ndin
stru
ctio
n ar
e co
n-ce
rned
," a
'CC
itisU
ltant
dec
lare
d.A
noth
er s
peak
erag
reed
with
this
ver
nacu
lar
anal
ysis
."T
hefu
nctio
nsof
the
scho
ol4a
nd th
e tr
ansf
erof
info
rmat
ion
are
bein
g, ta
ken,
ove
r by
out
side
sou
rces
rang
ing
from
'Ses
ame
Str
eet t
o m
ail o
rder
lear
ning
inst
itutio
ns."
Atte
ntio
n in
,the
pas
t has
bee
nfo
cuse
d pr
imar
ilyon
the
cogr
et. i
!de
area
s, o
nin
form
atio
n, a
nd o
nkn
oWle
dge.
` "S
o; 't
oo o
ften,
in c
urric
ular
rev
isio
n,'th
e co
nten
t 4' u
pdat
ed s
o as
topr
ovid
e m
ore
ofth
e su
bjec
t 40t
her
than
mor
ete
achi
ng a
bout
the
subj
ect:
The
dis
cipl
ine,
has
bee
n re
fined
from
the
know
ledg
e or
ski
lls a
rea.
" N
owin
crea
sing
em
phas
isis
bei
ng p
lace
d on
the
valu
es, a
ttitu
des,
emot
ions
,an
d fe
elin
gs o
f stu
dent
s as
impo
rtan
t asp
ects
of
wha
t the
y ar
e le
arni
ng.
The
env
ironm
ent o
f the
sch
ool i
s on
eof
the
curr
icul
ar d
imen
sion
s if
the
educ
ator
is c
onsi
derin
gth
e cu
rric
ulum
in te
rms
of w
hats
tude
nts
lear
n an
dho
w th
ey le
arn
it. A
con
sulta
ntre
port
ed th
at a
num
ber
of s
tudi
es in
dica
tes
that
the
clim
ate
of th
esc
hool
is a
sig
nific
ant f
acto
r in
term
sof
stu
dent
s'as
pira
tions
, mot
ivat
ions
, and
Qua
lity
ofle
arni
ng.
"You
can
't lo
ok a
t jus
t soc
ial s
tudi
es o
rE
nglis
h,as
suc
h, in
con
side
ring
acu
rric
ular
cha
nge.
One
has
to ta
ke in
to c
onsi
dera
tion
the
envi
ronm
enta
lfa
ctor
s of
the
scho
ol_
The
se a
re ju
st a
sim
port
ant
in te
rms
of w
hat i
s le
arne
d, a
s th
esp
ecifi
c su
bjec
tin
form
atio
n. In
look
ing
at c
urric
ular
alte
rnat
ives
,on
e of
the
chan
ges
the
adm
inis
trat
or m
ay w
ant t
oco
nsid
er d
eals
with
alte
ring
the
who
leen
viro
nmen
tfo
rle
arni
ngra
ther
than
rear
rang
ing
part
icul
arto
pics
."It
isn'
t nec
essa
ry, i
n m
any
case
s,to
chan
ge th
e co
nten
t of a
cur
ricul
um,
but t
o ch
ange
the
stra
teg
ies
for
teac
hing
and
lear
ning
.For
exa
mpl
e,th
is m
ight
invo
lve
utili
zing
the
disc
over
y m
etho
d,th
e in
quiry
tech
niqu
e, o
r te
am le
arni
ngm
etho
ds.
The
lear
ning
that
take
s pl
ace
is q
uite
diffe
rent
if th
e te
ache
r us
es d
iffer
ent s
trat
egie
s.T
his
cons
ulta
nt p
erce
ives
the
seco
ndar
ysc
hool
's jo
b as
prov
idin
ga
stud
ent w
ith th
ekn
owle
dge,
ski
lls, i
nsig
hts,
mot
ivat
ion,
aspi
ratio
ns,
valu
es, a
nd a
ttitu
des
that
will
enab
le h
im to
con
-tin
ue g
row
ing
and
lear
ning
and
tobe
com
e in
volv
edaf
ter
grad
uatio
n. "
Hig
h sc
hool
ssh
ould
be
grad
u-at
ing
self-
gene
rativ
e le
arne
rs. T
heid
ea o
f im
buin
gst
uden
ts w
ith a
mar
keta
ble
voca
tion
is li
mite
d.T
hese
ski
lls c
an b
e be
tter
lear
ned
outs
ide
the
scho
ol. A
stu
dent
who
has
a s
ound
gene
ral e
duca
-tio
n an
d se
lf-w
orth
orie
ntat
ion
has
the
capa
bilit
y
of le
arni
ng th
e sk
ills
nece
ssar
yfo
r a
voca
tion.
"In
an
age
of in
crea
sing
spec
ializ
atio
n,it
isbe
com
ing
incr
easi
ngly
diff
icul
t to
dete
rmin
e w
hich
subj
ect d
isci
plin
es to
incl
ude
in a
scho
ol's
cur
-ric
ulum
. The
mos
t im
port
ant s
ingl
ech
ange
a s
choo
lca
n m
ake
in it
scu
rric
ulum
has
to d
o w
ith it
sm
echa
nism
s fo
r re
spon
sive
ness
.T
his
mea
ns th
eab
ility
to b
e ab
le to
dia
gnos
ein
divi
dual
as
wel
las
gro
up n
eeds
.T
he s
choo
l mus
t the
n re
spon
dw
ith w
ays
and
mea
ns o
fm
eetin
g th
ose
need
s."E
duca
tors
giv
e to
o m
uch
lipse
rvic
e to
indi
vidu
al-
izat
ion
and
too
little
atte
ntio
n to
the
natu
re o
fin
divi
dual
izat
ion.
The
bes
t kin
d of
indi
vidu
aliz
atio
nis
wha
t the
stu
dent
doe
sfo
r hi
mse
lf."
Rec
ently
som
e ed
ucat
ors
have
bee
nab
le to
hel
p st
uden
tsdi
agno
se th
eir
own
need
s an
dch
oose
the
help
they
feel
is n
eede
d."U
ltim
atel
y, a
llin
divi
dual
izat
ion
is d
one
byth
e st
uden
t bec
ause
his
ner
vous
syst
em is
not
wire
d to
any
one
else
's n
ervo
us s
yste
m.
The
refo
re,
itis
he
who
ulti
mat
ely
diffe
rent
iate
s by
wha
t he
lear
ns a
nd h
ow h
e le
arns
it It
is o
ur r
espo
nsib
ility
to c
reat
e th
e en
viro
nmen
tan
d th
e co
nditi
ons
unde
rw
hich
he
has
expo
sure
s an
dop
port
uniti
es fo
rpr
actic
ing
this
self-
indi
vidu
aliz
atio
n.If
we
can
acce
pt th
is n
otio
n,th
en s
tart
look
ing
at w
hat c
anbe
don
e an
d w
hat n
eeds
tobe
don
e, w
e ca
nap
proa
ch c
urric
ular
dev
elop
men
tqu
ite d
iffer
ently
.M
ore
atte
ntio
n ne
eds
to b
egi
ven
to p
roce
dure
s fo
rla
ying
out
var
ious
cur
ricul
arop
port
uniti
es fr
omw
hich
the
stud
ents
can
pic
k. It
is th
en th
e te
ache
r'sjo
b to
hel
p th
em c
hoos
e am
ong
thes
e al
tern
ativ
es."
How
adm
inis
trat
ors
perc
eive
inst
ruct
ion
for
teac
hing
det
erm
ines
how
they
wan
tthe
ir te
ache
rsre
latin
g to
the
stud
ents
. It i
sge
nera
lly a
ccep
ted
that
inst
ruct
ion
cons
ists
of t
hete
ache
r sa
ying
or
doin
g so
met
hing
to th
e st
uden
t.W
hat i
f thi
s w
ere
reve
rsed
. Hav
e th
e te
ache
r op
en u
pop
port
uniti
es19
for-
the
',stu
dent
to b
ecom
e in
volv
ed. T
his
dele
gate
sre
spO
nsib
ility
to th
e st
uden
t."D
urin
gvth
e sm
all-g
roup
inst
ruct
ion
perio
d, th
epa
rtic
ipan
ts'd
id a
gre
at d
ear
of s
oul-s
earc
hing
abo
utth
ein
prof
essi
on. "
We,
hav
e be
ento
o in
sist
ent t
hat
ever
y,on
e do
it-
the
sam
e w
ay. Y
ou n
eed
varia
tion.
"A
noth
er p
rinci
pal a
gree
d. "
Sch
ool s
houl
d gi
vepe
ople
an
'opp
ortu
nity
to tr
y on
som
e ro
les
and
get a
n id
ea o
f wha
t rife
is o
r ca
n be
. Now
they
are
fille
d w
ith m
easu
red
prop
ortio
ns o
fsp
ecifi
edsu
bjec
tsan
d pu
shed
on
out i
nto
life
in a
'her
e I
com
e,;,
read
y-or
not
' sty
le."
One
:ich
oof l
eade
rga
ve c
onsi
dera
tion
to e
x-pl
odin
g: 1
he s
truc
ture
d da
y. "
You
can
't st
udy
astr
olog
y,at
10
a.m
. You
nee
d a
nigh
t ciz
ss fo
rth
is:.
.Stk
rnm
et is
the
best
tim
e to
stud
y bi
olog
y,an
d a
river
bank
or
Lake
shor
e is
the
best
pla
ce to
cond
uce
the
clas
s."
Ano
ther
par
ticip
ant s
ugge
sted
open
ing'
up'
typi
ng -
clas
ses
so th
at a
stu
dent
can
star
t, it
whe
neve
r he
see
s th
e ne
ed. "
We
have
forc
ed -
the,
stu
dent
s in
to ti
me
and
spac
e sl
ots.
The
se: n
eed
to b
e- lo
osen
ed,"
A d
iscu
ssio
n le
ader
quiP
ped-
that
"T
hese
idea
s co
nsis
t of t
inke
ring
and
patc
hing
:the
old
win
eski
n. W
e ha
ve to
rep
lace
the.
con
stip
ated
way
of t
each
ing
with
mor
e ac
tive
less
ons;
with
; tea
cher
s an
d st
uden
ts d
iscu
ssin
g."
ofte
aditi
onof
ta
:t F
orei
gn la
ngua
ges
are
-one
dis
cipl
ine
bein
gbu
ffete
ckby
lhe
rele
vant
-cur
ricul
um tu
rmoi
l. F
orei
gn, l
angu
agei
inst
ruct
ion,
- w
hich
bur
geon
ed a
fter
the
Rus
sian
/, fa
unch
ed th
eir
Spu
tnik
in 1
957,
has
exP
erie
nded
> o
utsi
de a
ttack
s, in
tern
al d
ebat
e, a
nd20
serio
us' e
xam
inat
ion
ofits
goa
ls a
nd m
etho
ds.
Enr
ollm
ent'
in' '
som
e hi
gh s
choo
l lan
guag
e co
urse
s,w
hich
gen
eral
ly',
have
;,not
zbee
n re
quir
ed b
ut h
ave
been
str
ongl
y're
cOrn
rree
nded
for
colle
ge-b
ound
stu
-de
nts,
haS"
,dec
lined
. Lan
guag
e in
stru
ctio
n in
som
eel
emen
tary
gra
des,
onc
e ha
iled
as a
sig
n of
atr
uly
prog
ress
ive-
scho
ol s
yste
m, h
as b
een
cut
bade
-or
is 'u
nder
,Scr
utin
y be
caus
e of
bud
geta
rypr
e ss
ures
end
rea
sses
smen
ts o
f ac
adem
ic p
rior
ities
.M
any,
par
ents
' con
side
r fo
reig
n la
ngua
ges
as a
nac
ader
niC
"fr
ilL,"
Fac
ed w
ith c
harg
es o
f ir
rele
vanc
e,de
clin
ing
rsta
dent
,inte
rest
, and
stif
f co
mpe
titio
nfr
om s
uch
hew
l'cou
rses
as
envi
ronm
enta
l stu
dies
and
com
rnar
ritY
,ser
vice
,,' la
ngua
gere
quir
emen
ts a
rebe
ing'
mod
ifie
d,re
duce
d,,
or 'e
limin
ated
in m
any
scho
ol,s
yste
ms:
fSuc
hPro
gra
M c
utba
cks
and
elim
ina-
lions
are
:by'
no' m
eans
uni
vers
al. S
ome
scho
ols
are
satis
fied
'witk
thei
r la
ngua
ge p
rogr
ams,
alth
ough
ther
e is
no?
tvid
ence
of e
xpan
sion
.. Si
nce
Am
eric
ans
are
geog
raph
iCal
lyis
otat
ed'fr
om e
xpos
ure
to m
any
lang
uage
s,,lh
eyha
vera
' exh
ibite
d 'm
uch
enth
usia
smfo
r th
e te
diou
s ;e
xerc
ises
bel
ieve
d ne
cess
ary
tole
arn
anot
her
lang
uage
... S
ever
al e
xper
ts c
laim
that
the
fore
igri
kmgu
agei
nstr
uctio
n's
curr
ent p
robl
ems
are
repr
e,se
ntat
iVe
of a
,, ge
nera
l ree
xam
inat
ion
ofac
adem
ic,c
uniC
ulaa
ndth
eir
rele
vanc
y to
the
need
san
d de
sire
s;uf
toda
y7ss
tUde
nts.
A .g
row
ing4
ium
ber
of c
olle
ges
and
univ
ersi
ties
incl
udin
gB
row
n, 'S
tanf
ord,
Tri
nity
,an
dW
esle
yarr
,'hav
e ab
oliS
hed
the
unde
rgra
duat
e la
n-gu
age
requ
ireM
ent *
Oft
emel
ong
with
oth
er r
equi
red
cour
ses.
''Duk
e,:',
Hav
erfo
rd, a
nd th
e U
nive
rsity
of
Cal
ifor
nia
'at,t
oS,;?
Ang
eles
'hav
e re
duce
d re
quir
edla
ngua
ge c
ours
es:,
and'
"sim
ilar
actio
n ha
s be
enco
nsid
ered
+hY
:4ri
arlY
'oth
er 's
choo
ls. A
fter
muc
hde
bate
;phi
0Sta
te U
nive
rsity
abo
lishe
d th
e fo
reig
nla
ngua
ge:r
equi
rem
ent f
or it
s .P
h. D
. can
dida
tes.
Irr,
arr
effo
rtlo
ibri
ng th
emse
lves
in li
ne w
ithst
uden
t pie
fere
nces
, man
y se
cond
ary
scho
ol la
n-
guag
e de
part
men
ts a
re e
mph
asiz
ing
the
mor
epr
actic
al c
onve
rsat
iona
l use
s of
a la
ngua
ge, r
athe
rth
an r
eadi
nglit
erat
ure
or w
ritin
g es
says
. As
are
sult
they
are
usi
ng c
urre
nt f
orei
gn p
erio
dica
lsas
text
s.
putti
ng c
urric
ulum
rele
vanc
y in
per
spec
tive
Too
muc
h of
the
scho
olw
ork
is c
ompl
etel
yun
rela
tec
to th
e yo
ung
pers
on's
out
side
wor
ld.
Too
oft
en, t
he s
choo
l has
bec
ome
a fo
rtre
ss a
ndan
end
inits
elf.
Stu
dent
s ne
ed th
e st
imul
atio
nto
pur
sue
wor
k ou
tsid
e of
sch
ool,
but b
ecau
seth
ey o
ften
can
not s
ee th
e re
latio
nshi
p of
sch
ool-
wor
k to
the
day-
to-d
ay w
orld
activ
ities
, man
yst
uden
ts m
iss
the
who
le p
oint
of
an e
duca
tion.
Scho
ol s
houl
d be
a p
lace
in w
hich
stu
dent
s ca
nex
pres
s th
eir
own
idea
s, b
ased
on
thei
r ob
serv
a-tio
ns a
nd e
xper
ienc
es, a
nd g
ain
satis
fact
ion
from
know
ing
that
the
scho
ol is
inte
rest
ed in
wha
tth
ey h
ave
to s
ay. S
choo
l is
seen
as
a pl
ace
tole
arn
the
fact
s, to
stu
dy th
e ac
cept
ed a
nd n
on-
cont
rove
rsia
l ide
as o
fot
hers
. Stu
dent
s be
lieve
that
the
scho
ol d
oes
not v
alue
wha
t the
y m
ight
brin
g fr
om th
eir
wor
ld to
con
trib
ute.
The
ess
ence
ofis
that
the
teac
her
mus
t lea
rn to
teac
hm
ore
than
wha
t is
impo
rtan
t to
him
in h
is o
wn
life.
A s
peak
er p
ut th
e m
eani
ng o
f cu
rric
ulum
rele
vanc
y on
a p
osta
ge s
tam
p w
hen
he d
ecla
red
that
to s
tude
nts
it m
eans
, "fo
r m
e, f
or h
ere,
and
for
now
.- T
o fi
t the
se s
uper
bly
sim
ple
crite
ria,
a sc
hool
's c
urri
culu
m w
ill h
ave
to e
volv
e co
n-tin
uous
ly. T
his
is s
omet
hing
in w
hich
the
rest
of c
onte
mpo
rary
Am
eric
an s
ocie
ty a
nd c
ultu
reha
s be
en e
ngag
ed f
or m
any
year
s. A
s a
way
of
mee
ting
this
dem
and,
a g
roup
of
part
icip
ants
21
deve
lope
d a
cont
inui
ng e
valu
atio
n te
chni
que
for
each
cou
rse,
in th
e sc
hool
. The
gro
up's
lead
erco
nten
ded
that
in -
orde
r to
sta
rt a
ny r
ealis
tican
d 'lo
ng-la
stin
g cu
rric
ular
cha
nge,
the
staf
f has
to d
ecid
e- w
hat t
he s
choo
l sys
tem
's p
hilo
soph
yis
, sup
plem
ente
d by
any
theo
ry o
f ide
as p
ract
iced
at th
e bu
ildin
g le
vel.
The
n th
ey m
ust d
evel
opa
serie
s of
obj
ectiv
es in
line
with
this
tota
lra
tiona
lefr
t, es
tabl
ishi
ng a
sch
ool's
phi
loso
phy,
ther
esh
ould
be
prof
essi
onal
, stu
dent
, and
com
mun
ityre
pres
enta
tion.
. The
obj
ectiv
es a
re d
evel
oped
inlin
e w
ith -
this
sta
ted
philo
soph
y. T
he s
ame
rep-
rese
ntat
ive,
peo
ple-
mos
t lik
ely
wou
ld b
e in
volv
edin
writ
ing,
,,the
obj
ectiv
es. A
t the
leve
l of m
eth-
odol
ogy,
the
bulk
of t
he w
ork
is p
erfo
rmed
by
the
prof
essi
onal
-st
aff.
Bel
ow th
is a
re th
e ac
tual
lear
ning
,act
iviti
es th
at ta
ke p
lace
in th
e cl
assr
oom
and,
are
car
ried
out b
y th
e fa
culty
.A
t the
poi
nt o
f eva
luat
ion,
the
com
mun
ityan
d ,s
te.id
erit
'repr
esen
tativ
es a
re b
roug
ht in
for
thei
r fe
edba
ck, o
n ho
w w
ell t
he p
rogr
am is
ful-
fillin
g ,it
sotin
tend
ed p
hilo
soph
y. T
he b
alan
ce o
fth
e ev
alua
tion,
team
mig
ht w
ell c
onsi
st o
f all
the
depa
rtrn
ent,b
eads
. If
it is
foun
d no
t to
be fu
l-fil
ling-
Abe
sta
ted
philo
soph
y, th
en th
e cu
rric
ulum
team
mus
t use
this
feed
back
to ta
ke a
com
pre-
hens
ive
look
,',at
the,
phi
loso
phy,
if th
e ph
iloso
phy
is c
onsi
dere
d, in
ord
er, '
then
the
team
look
s at
the
obje
ctiv
es a
nd w
orks
rig
ht th
roug
h th
e st
eps
mak
ingt
hang
e,s,
unt
il th
e pa
rtic
ular
cou
rse
beco
mes
esta
blis
hed
curr
icul
um. P
art o
f the
follo
w-u
p to
eval
uatio
n 's
houl
d be
a-r
epor
t,to
the
scho
ol b
oard
as to
how
Wei
r th
e sy
stem
is w
orki
ng, a
nd w
hat i
sne
eded
toirn
prov
e it.
Onc
e, th
e pa
ttern
of t
he te
chni
que
is im
ple-
men
ted,
eac
tedi
scip
line
is u
nder
con
tinuo
us e
val u
a-22
tion
so th
at -
min
or r
evis
ions
are
mad
e to
kee
p th
e
subj
ect a
rea
abre
ast o
f the
stu
dent
's w
orld
. Pre
sent
prac
tice
is to
wai
t unt
il th
e de
gree
of g
ener
aldi
ssat
isfa
ctio
n re
ache
s a
leve
l whe
re a
mas
sive
over
haul
isin
evita
ble.
The
res
ult w
ould
be
am
oder
n, u
p-to
-the
-min
ute
curr
icul
um w
here
the
sub-
ject
bec
omes
any
thin
g w
hich
a s
tude
nt c
an s
tudy
with
pro
fit a
nd p
leas
ure.
The
pur
pose
of e
duca
tion
toda
y is
to in
still
in in
divi
dual
s th
e sk
ill to
mak
ew
ise
deci
sion
s. T
his
mea
ns th
at th
e sc
hool
pro
-gr
am m
ust p
rovi
de a
var
iety
of c
hoic
es a
nd a
lter-
nativ
es.
Onc
e st
uden
ts h
ave
acqu
ired
a go
od m
aste
ryof
the
basi
c sk
ills
and
tool
s fo
r le
arni
ng, t
here
shou
ld b
e a
min
imum
of r
equi
red
cour
ses
at th
ehi
ghsc
hool
leve
t, an
d st
uden
t cho
ices
sho
uld
begi
n w
ith th
e op
port
unity
to s
elec
t fro
m a
ver
i-ta
ble
smor
gasb
ord
of a
ctiv
ities
.
livin
g w
ith th
ere
leva
nt c
urri
culu
mA
res
ourc
e pe
rson
dec
lare
d th
at th
e sc
hool
prog
ram
ofte
n co
ntrib
utes
to th
e m
alad
just
men
tof
you
th. "
Tea
cher
s an
d co
unse
lors
, the
sch
ool
curr
icul
um, a
nd th
e te
achi
ng m
etho
ds m
ust a
ccep
tst
uden
ts a
s th
ey a
re, a
nd h
elp
them
to u
nder
-st
and
the
fine
feat
ures
and
the
prob
lem
s in
any
envi
ronm
ent."
The
sch
ool p
rogr
am n
eeds
to a
ccep
tits
clie
nts
and
help
them
to d
evel
op th
e m
otiv
a-tio
n an
d th
e sk
ills
need
ed to
mov
e on
from
that
poin
t. He
obse
rved
that
the
scho
ol c
lutte
rs u
p th
est
uden
ts' d
ays
and
year
s at
all
age
leve
ls w
ithso
muc
h co
nten
t and
trai
ning
for
so m
any
skill
sth
at n
ot e
noug
h tim
e is
left
for
crea
tive
and
in-
dept
h st
udie
s th
at in
tere
st th
e st
uden
ts, o
r ar
ein
line
with
thei
r in
divi
dual
tale
nts.
For
exa
mpl
e,bi
olog
y is
the
stud
y of
livi
ng th
ings
. The
idea
is
+.1
fi;er
ao-n
rth
at a
lt pe
ople
nee
d to
hav
e a
bette
r un
ders
tand
ing
of h
ow to
cop
e w
ith a
nd u
tiliz
e ot
her
livin
g th
ings
.H
ence
, the
bio
logy
cur
ricul
um fo
r st
uden
ts in
the
inne
r ci
ty s
houl
d co
nsid
er r
ats,
roa
ches
, and
wee
ds.
The
se th
ree
impo
rtan
t liv
ing
thin
gs m
ake
up th
ere
al w
orld
ther
e. B
ut te
ache
rs in
sch
ool b
iolo
gyla
bora
torie
s ha
ve th
ese
sam
e st
uden
ts s
tarin
gin
to m
icro
scop
es, o
r di
ssec
ting
frog
s an
d ra
bbits
.S
choo
ls n
eed
to p
rovi
de b
ette
r co
mm
unic
atio
nbe
twee
n le
arne
rs, t
each
ers,
and
the
proc
ess
ofed
ucat
ion.
Kee
ping
the
fore
goin
g ph
iloso
phy
ofcu
rric
ulum
inm
ind
coul
d re
duce
the
requ
ired
cont
ent s
igni
fican
tly s
o th
at in
divi
dual
stu
dent
sco
uld
find
time
for
adva
nced
wor
k in
fiel
ds w
here
they
hav
e sp
ecia
l int
eres
ts o
r ta
lent
s. M
ore
impo
r-ta
nt th
e co
nten
t wou
ld m
ake
sens
e to
the
lear
ners
beca
use
it w
ould
be
mor
e us
eful
in e
very
day
livin
g. T
he c
onte
mpo
rary
sch
ool c
urric
ulum
em
pha-
size
s co
nten
t and
ski
lls th
at m
any
stud
ents
nei
ther
need
nor
wan
t"S
omeh
ow, t
his
who
le a
rea
of e
duca
tion
mus
tbe
take
n fr
om th
e th
eore
tical
to th
e pr
actic
al,
from
rea
ding
abo
ut to
doi
ng s
omet
hing
abo
ut, f
rom
supe
rfic
ial t
o ba
sic
trea
tmen
t. P
atrio
tism
in th
isco
untr
y de
man
ds m
uch
mor
e th
an k
now
ing
the
Pre
side
nts,
the
Con
stitu
tion,
and
the
impo
rtan
tvi
ctor
ies
in o
ur w
ars.
" H
e su
gges
ted
bette
r ut
i-liz
atio
nof
sch
ool a
nd c
omm
unity
res
ourc
es a
son
e w
ay to
acc
ompl
ish
inte
rcul
tura
l edu
catio
n."P
rese
nt e
ffort
s to
cha
nge
text
book
s by
add
ing
info
rmat
ion
abou
t the
pla
ce o
f Neg
roes
in U
nite
dS
tate
s hi
stor
y an
d pu
tting
a fe
w b
lack
face
s in
them
are
com
men
dabl
e bu
t qui
te in
adeq
uate
togi
ve w
hite
stu
dent
s. a
nd o
ther
s an
und
erst
andi
ngof
Neg
ro c
ultu
re."
The
sam
e th
ing
is tr
ue o
f oth
er,
raci
al a
nd e
thni
c gr
oups
. His
tory
as
taug
ht in
the
scho
ols
is to
o m
uch
the
stor
y of
war
s an
d to
olit
tle th
e st
ory
of m
anki
nd g
ener
ally
.
A g
ood
curr
icul
um is
dep
icte
d as
one
whi
chen
tails
a g
reat
dea
l of m
ater
ial,
invo
lves
vas
t and
diffi
cult
read
ing,
cal
ls fo
r m
any
thes
es a
nd b
rings
top
grad
es o
nly
to a
sel
ect f
ew. T
he s
peak
erpl
aced
par
t of t
he b
lam
e on
wha
t he
term
ed,
"A fe
tish
on r
eadi
ng!"
Som
e pe
ople
will
inev
itabl
ydo
bet
ter
by li
sten
ing,
doi
ng, o
r se
eing
rat
her
than
read
ing.
"'M
ost o
f us
know
how
we
lear
n be
stan
d so
do
mos
t stu
dent
s."
He
calle
d fo
r pr
ovid
ing
stud
ents
with
alte
rnat
ive
way
s of
lear
ning
.S
uch
a pr
ogra
m w
as d
escr
ibed
by
one
part
ic-
ipan
t. "W
e ha
ve a
faci
lity
whe
re w
e ca
n se
ndst
uden
ts w
ho a
re a
liena
ted
from
the
norm
al h
igh
scho
ol s
ituat
ion.
It is
co-
spon
sore
d by
the
boar
dof
edu
catio
n an
d a
soci
al in
stitu
tion.
Stu
dent
s ar
egi
ven
a to
tally
diff
eren
t typ
e of
edu
catio
nal e
xper
i-en
ce. I
t util
izes
sm
all g
roup
s, m
ultim
edia
pre
sent
a-tio
ns, a
nd n
once
rtifi
ed p
erso
nnel
from
the
com
mun
ity a
nd n
earb
y co
llege
s. It
is u
nder
the
dire
c-tio
n of
the
scho
ol b
oard
. The
stu
dent
s w
ho a
ttend
it ca
n st
ill r
ecei
ve c
redi
t fro
m th
e hi
gh s
choo
l."T
he p
rogr
am a
ppro
ach
to te
achi
ng v
ocat
iona
lag
ricul
ture
was
put
forw
ard
as a
mod
el fo
r to
day'
sre
luct
ant l
earn
ers.
Thi
s ap
proa
ch d
epen
ds o
n cl
ose
stud
ent-
teac
her
cont
act T
he te
ache
rvi s
its th
e h
ome
and
is a
war
e of
the
stud
ent's
hom
e si
tuat
ion.
Agr
eat d
eal o
f tea
mw
ork
and
coop
erat
ive
plan
ning
isin
volv
ed. T
he s
tude
nt c
arrie
s m
uch
of th
e re
spon
sibi
lity
for
his
wor
k. T
he te
ache
r is
a tr
ue r
esou
rce
rath
er th
an th
e be
stow
er o
f kno
wle
dge.
How
ever
,th
e co
nfer
ees
did
ackn
owle
dge
that
the
succ
ess
of o
ther
hig
h sc
hool
voc
atio
nal p
rogr
ams
is a
tbe
st d
ubio
us. A
new
app
roac
h fa
vore
d by
mos
tad
min
istr
ator
s is
the
use
of th
e pe
rfor
man
ce c
on-
trac
t for
voc
atio
nal p
rogr
ams.
For
exa
mpl
e, in
stea
dof
a s
tude
nt s
pend
ing
two
or th
ree
hour
s a
day
wor
king
inan
exp
ensi
ve a
uto
mec
hani
c sh
opbu
ilt a
nd m
aint
aine
d at
the
high
sch
ool,
unde
r th
e23
perf
orm
ance
con
trac
t con
cept
he
coul
d be
trai
ned
in a
loca
l aut
o m
echa
nic
shop
. The
con
trac
tor
isno
t pai
d un
til th
e st
uden
t exh
ibits
the
succ
ess
ofth
e tr
aini
ng. I
n th
e ab
ove
exam
ple
the
owne
r of
the
auto
mec
hani
c sh
op is
pai
d a
spec
ified
sum
tRS
by th
e sc
hool
sys
tem
afte
r th
e st
uden
t app
rent
ice
dem
onst
rate
s sa
tisfa
ctor
y sk
ill g
row
th.
V11
44,0
4,44
14.4
014%
,
rele
vaof
ser
vice
kar
tT
he s
ubje
ct o
f ser
vice
rea
min
g w
as g
iven
part
icul
ar a
ttent
ion
by th
e co
nfer
ees
who
felt
that
the
impl
emen
tatio
n of
ser
vice
lear
ning
pro
gram
sw
as a
n im
port
ant a
nd in
expe
nsiv
e fir
st s
tep
toco
nsid
er in
sec
onda
ry c
urric
ular
ref
orm
.P
ract
ical
ly a
ll hi
gh s
choo
ls in
the
Uni
ted
Sta
tes
have
org
aniz
atio
ns th
at a
re c
alle
d se
rvic
e cl
ubs.
Unf
ortu
nate
ly, t
he s
ervi
ce p
erfo
rman
ce is
sev
erel
yla
ckin
g, in
vita
lity.
Thi
s m
ay b
e be
caus
e th
e hi
ghsc
hool
ser
vice
clu
bs a
re e
mul
atin
g th
eir
mor
ese
date
par
ent o
rgan
izat
ions
.W
hile
all
of th
ese
yout
h or
gani
zatio
ns a
rere
ferr
ed to
as
serv
ice
club
s,th
eir
conc
ept o
fse
rvic
e us
ually
rne
qo .s
sel
ling
frui
tcak
es a
t Chr
ist-
mas
tim
e an
d gi
ving
the
proc
eeds
to th
e cr
ippl
edch
ildre
n's
clin
ic.
"The
pro
blem
," s
aid
a se
min
ar c
onsu
ltant
,"is
that
our
sec
onda
ry s
choo
ls n
eed
a vi
able
con
-ce
pt o
f ser
vice
with
an
emot
iona
l inv
olve
men
t By
this
,t m
ean
muc
h m
ore
than
mer
ely
bein
g of
assi
stan
ce to
som
eone
. Ser
vice
has
bee
n to
o of
ten
equa
ted
with
ser
vitu
de. T
oday
's y
oung
peo
ple
wan
t , a
ser
vice
exp
erie
nce
that
is n
ot o
nly
aco
ntrib
utio
n 'to
the
wel
fare
of o
ther
s, b
ut is
als
oa
broa
deni
ng, a
nd ta
ntal
izin
g se
lf-ex
perie
nce.
"A
sur
vey
of h
igh
scho
ol s
tude
nts
resu
lted
in24
the
follo
win
g va
riety
of r
easo
ns w
hy te
enag
ers
ar
4
Ihe
e
*eV
.ne!
ckse
ivic
e4te
anci
ig:'
.ac
tiviti
es d
urin
g th
e da
y' a
nd r
ecei
ve h
igh
Scho
ol'
helio
rrpe
igfi
efi
rlPe
rspE
cti+
.7r-
Or;
. Mys
elf:
'cre
dit f
or-
them
.',, '
,Pos
sibi
litie
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r se
rvic
e le
arni
ng,
,tY.;,
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artin
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),;s
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ce4
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rien
ces
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ities
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ry c
orri
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re:.
sCho
ct,,c
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:pro
vide
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itt:s
able
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rion
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iaea
alew
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erag
ic`
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orki
ng in
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es f
or th
e el
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erY
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uit'm
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iart
g as
eyo
lunt
eers
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rtM
ents
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dkal
mar
riag
eti'h
iiter
;
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ts in
'ele
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tary
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boid
e.,,
s,;
'sch
ools
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, Wor
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g, w
ith S
tude
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who
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icip
00e7
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ibili
ty'
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e hi
gh s
choo
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ualit
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zcar
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icar
i-6.
Y W
orki
ng w
ith P
ublio
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ffic
ials
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king
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emel
fare
'dep
artm
ent
War
king
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rpha
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gh s
ervi
ce l
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ude
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lotta
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ant l
o,
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