Home Schooling Materials

Public school is not the right fit for all students. Sometimes not even private school is the right fit. All over the country and Cincinnati Schools families are looking for a different choice. Increasing numbers of students are making the decision to be pulled out of Cincinnati Schools and be home schooled each year. The image called to mind is usually one of parents teaching their obedient children in the quaint comfort of their own living room. But the home schooling culture, like so much in our world has been modernized and updated to the point where Cincinnati home schoolers are at no real disadvantage to students enrolled in Cincinnati schools.

Can home-schooled children have to same resources as those in Cincinnati Schools? There is a network of home schooling families that provides a unified front and pacing guide for students. The internet has facilitated group workshops, meetings, field trips and more so that home schooled students are given the opportunity to experience social learning excursions in the company of friends. Some teachers from Cincinnati Schools provided these students with reinforcement via the Internet and e-mail. Activities are organized and attended by many home schooled students ensuring that no individual is isolated from his or her peers throughout the school year.

Although Cincinnati Schools actually lose funding with each child pulled out of the district, they are trying to be a part of home schooling success. Cincinnati Schools have set up a web page for parental educators. Parents are in contact with other parents and are fond of setting up monthly online discussions. Questions can be answered and ideas floated. Teachers in the Cincinnati Schools offer methods and share lesson plans with home-schooling parents.

Teachers and specialists in the Cincinnati Schools are listed as resources for any overwhelmed home schooling novice. They can provide answers and guidance to any parent new to the program. Cincinnati Schools have piano instructors, violin players and local art teachers listed, in addition to the on call academic specialists.

There are legal requirements for pulling your child out of Cincinnati Schools. Notification must be sent to the superintendent of Cincinnati Schools and all required data must be filled out explicitly. The superintendent has the right to deny any request he receives, but the district appears to be pretty supportive of this alternative educational effort.

Cincinnati Schools understand and respect parental confusion when choosing an education for their children. It is a sensitive subject and more people every year decide that the grueling 8-hour public school day of Cincinnati Schools is not something they want their child to endure. The safety and comfort of home provides an encouraging environment that elicits and facilitates many aspects of learning. Although there are challenges, and things that home schools won’t get outside of Cincinnati schools, it’s easy to see the allure of this situation.

You just spent eight hours making reports, filing papers, fielding phone calls, and placating your boss at the office.

When you get home, do you rest? Not really. There’s a dinner to prepare, stories to share with your husband, and doing homework with the kids.

Such a scenario is and will still be typical among working mothers, who balance the countless demands of career and home 24 hours a day, 7 days a week. The problem with this is that the children are the ones who are always at the losing end.

Why?

Because with parents, especially mothers, who are always busy with their work, they tend to take their children for granted especially on the aspect of education. They have this propensity to submit their children to school and believe that the institution could provide the best education for their children.

However, in today’s changing world, some parents realize that sending their children to school is no longer the best way in providing them the education that their children need. That’s why they have opted for home schooling in order to give their children the kind of learning that they want for their children.

In home schooling, most parents devote their time and try to provide their children the best education at home. They know that they are the ones who can provide the appropriate teaching approach for their children because they know their children best.

However, it does not necessarily mean that parents should devote more time to home schooling than they would do with their other chores at home.

It is true that home schooling needs time in order to come up with the best teaching approach that your children need. It is also through a committed schedule that you can identify the appropriate tactics that you need to employ in order to teach your children well. But it does not mean that you have to give your whole time to teaching your children through home schooling programs.

On its basic concept, home schooling uses the one-to-one teaching method; hence, it needs lesser time compared to the typical classroom setting. This is because with a more individualistic approach in teaching, most children would be able to grasp the concept easier and faster.

Then again, the amount of time to be allotted in home schooling will still vary depending on the many factors that may affect the progress of the teaching process.

Here is a list of some factors that should be considered in order to devise the proper amount of time needed in home schooling:

1. Learning style of the children

There are instances wherein the children’s learning style might affect the time requirement in home schooling. For instance, if your child can learn things at a much faster rate, then you only have to devote lesser time. However, if your child needs more time to grasp things that are being taught to him, then you have to devote more time in explaining to him or her the concept of the subject matter you are teaching.

2. The type of methods used

There are various teaching methods available for home schooling. Each has its own teaching approach; hence, they may vary on the time needed for the parents to devote on each program.

3. The number of children within the family

Just like in a typical classroom setting, where the number of students is generally bigger, having many children in the family would mean longer hours of teaching. This is because you have to incorporate in students what the subject matter is all about, and if one of them could not yet understand the idea, then you really have to explain the concept all over again.

4. The age of the child

The younger the child, the more time that is needed in home schooling. This is because younger children have the tendency to grasp the things being taught at a much slower pace compared to those who are already at higher levels.

On its total view, the time needed to commit in home schooling may be affected with these factors but the important thing is to have quality time for your children or students. It is not a matter of how much time you can devote in home schooling but more on how you have provided the time in teaching your children.

 

 

 

CHARTER SCHOOLS: PASSING OR FAILING?

 

 

 

 

Charter Schools: Passing or Failing
Patti Bonner

Strayer University, Summer 2008

 

Abstract

This study’s objective was to Research of a “choice” school that operates under a performance contract which details specifics as the school’s mission, program, goals, demographics of the students served, methods of assessment, and ways to assess success. Such educational arrangements are known as charter schools, which are publicly funded schools that have greater accountability for academic assessment and fiscal practices, while receiving more independence and experiencing fewer regulations than traditional public schools. Research shows that there is a fair amount of success with this type of contractual education, and that a fair amount of issues accompany the success, such as fluctuating changes in student performance that are immeasurable by test scores. Another issue with the contractual educational facilities that is heating up in recent months is the conflict that arises between this type of learning environment versus the traditional public school system. This paper examines differing authorities in an attempt to determine whether charter schools are achieving their intended missions, or falling short of their goals – the verdict of this author’s research is that the structure is conducive to innovative practices, although the overall end results demonstrated by charter schools does not measure up to their tangible and intangible costs.

 

Charter Schools: Passing or Failing

This study into the report card of charter schools in the United States will attempt to decide whether this mode of education is more or less successful in the quest of education.  The unique research covered in this study represents the most recent journal articles that are related to these public schools that are operated independently of the local school board. Charter schools being unique in that they differ in various degrees from the curriculum and educational philosophy of other schools in the same system, they can also take the form of experimental public schools for mainly primary, but some secondary, education.

Charter schools do not charge tuition and frequently have lottery based admissions. They, therefore, provide an alternative to public schools, oftentimes offering a curriculum that specializes in a certain field– e.g. arts, mathematics, etc. Others simply seek to provide a better and more efficient general education than nearby public schools.

Public school funding in the United States is not a product of intelligent design. Funding programs have grown willy-nilly based on political entrepreneurship, interest group pressure, and intergovernmental competition. Consequently, now that Americans feel the need to educate all children to high standards, no one knows for sure how money is used or how it might be used more effectively (Hill, 2008).

 

These institutions are also exclusive in that some are created and organized by teachers and or parents and or community leaders, in a totally autonomous school environment, while others are state-run charters that are unaffiliated with local school districts and founded by non-profits such as universities and government entities that may appear in clusters across a geographic area.

The term “charter” possibly originated in the 1970s when Ray Budde, a New England university professor, suggested that small groups of teachers be given contracts or “charters” by their local school boards to discover new approaches to education. Albert Shanker, former president of the American Federation of Teachers, then publicized the idea, suggesting that local boards could charter an entire school with union and teacher approval. One of the first charter schools was a well-known institution called the H-B Woodlawn Program, as a part of the educational movements that fueled such innovative education in the 1960s and 1970s, it was established to provide a more individualized and caring environment to students.

As they were originally envisioned, the ideal model of a charter school appeared as a legally and financially autonomous public school – void of tuition, religious affiliation, or discriminatory student admissions. Charter schools were also foreseen to operate much like a private business.  In the business sense of being free from many state laws and district regulations, the charter-school beginnings grew on the premise that they were more accountable for student outcomes rather than for processes or inputs that were believed to be enhanced through stipulations such as Carnegie Units and teacher certification requirements.

The charter school movement has roots in a number of other reform ideas, including:

alternative schools site-based management magnet schools public school choice privatization community-parental empowerment

 

In the late 1980s Philadelphia started a number of schools-within-schools and called them “charters.” Some of them were schools of choice. The idea was further refined in Minnesota where charter schools were developed according to three basic values: opportunity, choice, and responsibility for results.

In 1991 Minnesota passed the first charter school law, with California following suit in 1992. By 1995, 19 states had signed laws allowing for the creation of charter schools, and by 2003 that number increased to 40 states, Puerto Rico, and the District of Columbia. From 1997 to 2006 the number of charters in the US grew from 693 to 3,977. Perhaps surprisingly, given this growth, previous work has found mixed evidence on the impacts of charter schools on student performance. However, these studies focus almost exclusively on test scores as the outcome of interest. Thus, one potential explanation for this discrepancy is that charter schools affect student performance in ways that cannot be measured by test scores.

The charter school data is gathered at least annually, collected by mostly independent groups, is largely captured by survey. The U.S. Charter Schools Organization is said to statistics that consist of information related to size, scope, demographics (Figure 1), operations, and management of public charter schools (Charter schools data, n. d.).

It is because of conflicting and diverse initial findings that this research is important to the author’s personal curiosity. On one hand, the appeal of fresh, new approaches to teaching and learning is the stimulus for continued education. On the other hand, a constant vigil over money and test scores to prove the worth of the methodology defeats the main purpose of acting as vehicle for education. The analysis of a sampling of literature is expected to illuminate the more constant and logical explanation of the evidence examined.

Opportunity

In this paper new, longitudinal data from an anonymous large urban school district is used to assess how charter schools affect student discipline, attendance, and retention; these are compared to test score impacts. Using individual fixed-effects analyses shows that schools which begin as charters generate improvements in student behavior and attendance but not test scores. Charters that convert from regular public schools have mixed effects on test scores. While there is evidence of selection into charter schools based on changes in outcomes, these results change little after applying intermittent panel strategies. Finally, there is little evidence that charter schools generate long-term benefits if students return to non-charter schools.

A report prepared by the Center for Education Reform in 2006 states the opportunity posed by charter schools well by saying, “when the charter school concept was born in the days prior to the advent of The No Child Left Behind Act, the bargain was freedom in exchange for accountability” (CER, 2006). As an educational watchdog for learning and teaching communities, the CER felt that charter schools were a chance to try to provide a tailored education to some students through a more micro-managed, yet opportunistic, educational environment and respond to needs expressed by parents, students, and communities (including the teaching community).

According to the National Education Association (NEA), for-profit charter schools rarely outperform traditional public schools, even when the charter receives higher funding. Although the U.S. Department of Education’s findings agree with those of the NEA, their study points out the limitations of such studies and the inability to hold constant other important factors, and notes that “study design does not allow us to determine whether or not traditional public schools are more effective than charter schools” (NEA, 1998).

Choice

Counselor interviews, professional journals, litigation, and the most recent data and statistics on the subject of charter schools is evidence that is examined at the primary and secondary levels of education. Many of the inherent organizational challenges found therein, are to be analyzed for themes that are perpendicular and those that are parallel.  Earlier reviews on the topic has used the words perverse and “spectacle of fear” to describe charter schools in their failing and miserable attempts to reform the contemporary schools under the guise of the 2002 No Child Left Behind ideal (Granger, 2008). In only a few of the sources consulted in this study has this harsh language been used to describe the effects of charter schooling.  The majority of the literary sources have been supportive of the innovation that is placed in those type of schools.

It is the latter positive contributions consulted in this paper, which convinced the writer to theorize that charter schools are one of the fastest growing innovations in education policy because they have a tendency to invoke a positive learning outcome in their students. Broad bipartisan support from governors, state legislators, and past and present secretaries of education contribute to the solidarity of this concept and the general research opinion. In his 1997 State of the Union Address, former President Clinton called for the creation of 3,000 charter schools by the year 2002. In 2002, President Bush called for $200 million to support charter schools. His proposed budget called for another $100 million for a new Credit Enhancement for Charter Schools Facilities Program. Since 1994, the U.S. Department of Education has provided grants to support states’ charter school efforts, starting with $6 million in fiscal year 1995.

Another point of kudos for the charter school system that was evident through this research was the issue of the choice processes that charter students have at their disposal that public schools make available only on a limited and or unobservable basis. Substantiation of these alternatives and support that are more-readily made available to charter school students was noted in a report on the charter school counseling by Stanton-Salazar & Dornbusch (1995) and mentioned in a professional high school journal article entitled, “College Counseling in Charter High Schools: Examining the Opportunities and Challenges”. (Farmer-Hinton & McCullough, 2008). The schools’ staff generally promotes college as a normal and viable postsecondary choice that is communicated through the charter schools counselors’ open relationship with their students.

Responsibility for Results

The mere premise of a charter school is to exhibit results in many major areas. Through the research of this paper, it is evidenced that the charter schools are displaying a great deal of positive results with respect to the subject areas listed in most of their legal charters. The original thesis was that the cost of these results versus the benefit of their results was questionable. During this research, only one professional article was readily available to discuss this particular subject, although there are many legal causes, some are mentioned in this writing, that indicate that this is a huge concern with the public, as well.

There is an important consideration when drafting or revising the legislation for a charter school, however, that addresses “whether to include an appeals process for organizers whose initial proposals are rejected” (The Charter School Roadmap, 1998). Many of these are shown in a report (Table 1) that tracks the variables of applicants within established guidelines.

Many states have seen the concept of charter schools in their state supreme courts on mostly monetary issues, but a unique case of the governing authority over a charter school application for its charter was heard in Beaufort County Board of Education v. Lighthouse Charter School Committee, et al. (1999).  This case went a long way towards resolving many of the issues surrounding charter schools in the state of South Carolina. “The Court’s decision made it clear that a local school board has the authority, under the S.C. Charter Schools Act of 1996, to require a charter school applicant to comply with the Act’s provisions before a charter is approved and, once the local board makes a decision concerning a charter school applicant, the local board’s decision must be upheld by the State Department of Education if that decision is supported by substantial evidence on the record” (Duff, White & Turner, LLC, 1999).

Presidential mandates are indicative of the popularity of charter-school types with the constituents and the general public at large. “In the end, school improvement is accomplished through the hard work of school staff, with administrative and parent support” (NEA, 1998) – stated exactly as a common knowledge and belief to the author of this research.

The results of the literature consulted and cited in this paper have been found to emphasize the original theory that the overall benefits produced by charter schools are almost equal to, if they don’t exceed, the cost that is incurred. The fact that this paradigm exists is not believed to be intentional, but rather more of an undefined direction for charter schools and an existing incompetence at truly managing a budget.

Previous research, although truly controversial, was not found to reveal a huge imbalance of the overall end results as opposed to the cost of such at present.  Charter schools were found financially unaccountable, whereby their products outweigh the sum of their tangible and intangible costs, by only one professional review. The research of this independent review was even concluded with the following, “recent three initiatives – an R&D intermediary, using charters as the point of the lance, and creation of a level playing field for competition – could set off a wave of innovation and escalating school performance. This, in turn, could tell Americans what they need to spend for effective schools” (Hill, 2008).

This lack of professional review to the contrary is not believed to be a limitation, yet an indication that the concept of the charter schools is a sound one that is being refined into a more efficient and effective educational environment. Therefore, the conclusion of this research is found to be that the charter schools are passing on their score card – marginally, at present, but they are expected to become better stewards of their funds and expenses in the future, thus increasing their passing score.

 

References

Charter School Closures: An Opportunity for Accountability. (2006, February). Center for Education Reform.

Charter schools data. (n. d.). USCharterSchools.org. Retrieved July 21, 2008, from http://www.uscharterschools.org

The Charter School Roadmap. (1998, September). Department of Education. Retrieved August 30, 2008, from http://www.ed.gov/pubs/Roadmap/index.html .

Duff, White & Turner, LLC. (1999). S.C. Supreme Court Decision On Charter Schools. FindLaw. Retrieved August 29, 2008, from http://library.findlaw.com/1999/Jul/1/126674.html .

Farmer-Hinton, R., & McCullough, R. (2008, April). College Counseling in Charter High Schools: Examining the Opportunities and Challenges. High School Journal, 91(4), 77-90. Retrieved July 27, 2008, from Academic Search Premier database.

Granger, D. (2008, May). No Child Left Behind and the Spectacle of Failing Schools: The Mythology of Contemporary School Reform. Educational Studies, 43(3), 206-228. Retrieved July 27, 2008, from Academic Search Premier database.

Hill, P. (2008, April). Spending Money When It Is Not Clear What Works. PJE. Peabody Journal of Education, 83(2), 238-258. Retrieved July 27, 2008, from Academic Search Premier database.

Imberman, S.A. (2007).  Achievement and Behavior in Charter Schools: Drawing a More Complete Picture.

National Education Association (1998, July). “For-Profit Management of Public Schools”. CorpWatch.

 

Table 1

State-by-State Analysis of Charter School Laws

Appeals and Approval

 

State

# of Schools/Students

Application

Appeals & Approval

School Limit

Student Limit

Eligible Operators

Sponsors

Appeals

Alaska

30 (limits are defined geographically)

None

Anyone; law does not specify

Local school board; subject to state school board approval

None

Arizona

25 SEA per year 25 charter board per year; no limit on local board-sponsored schools

None

Public body, private person or private organization

Local school board, state board of education or state charter school board

May apply to other sponsor

Arkansas

None

None

Existing public school

State board with approval of local board

None; SEA may request hearing but cannot overturn a decision

California

250 charter schools for the 1998-99 school year with an additional 100 charter schools per school year thereafter

None

Existing public schools; new start-ups; no private or home-based schools allowed

Local school board, county board of education, state board of education

May apply to other sponsor

Colorado

None

None

Anyone; no private or home schools

Local school board

None

Connecticut

24 schools (distinction between local and state and number in congressional district removed in 1997)

No state school can enroll more than 250 students or 25% of the district enrollment, whichever is less

Anyone; no private or home schools

Local or state school board

None

Delaware

No statewide limit, but limited five schools per year for the first three years

None; must serve at least 200 students (waiver for at-risk)

Any person, university, college or nonreligious, nonhome-based, nonsectarian entity

LEA or SEA (local board only for conversions)

None

District of Columbia

For FY97, 10 schools per board, for total of 20 schools per year

None

Anyone; no home schools

D.C Board or Education; Public Charter School Board

None

Florida

Limits defined according to district student enrollment; district may request cap waiver from State Board of Education

None

Anyone; no private or home schools; private schools may disband and reincorporate as charter school

LEA, state universities developmental research schools in consultation with local board

Appeal to SEA; District makes final decision

Georgia

None

None

Local school, private organization, or state or local public entity. No private or home schools.

SEA with LEA approval.

The state board may still grant a charter if the local school board does not approve of the application.

Hawaii

25

None

Existing public school

SEA

None

 

Idaho

Not more that 60 schools in the first five years; not more that 12 schools per year; not more than 2 schools within an educational classification region; not more that 1 school per district in a year. If fewer than 12 applications, the unused allotments shall be assigned to a statewide pool for other requesting districts with distribution to be determined by random drawing.

None

Any person. No private or home school; for profits cannot operate charter schools.

Local School Board

Appeal to a hearing officer selected by the start superintendent of public instruction. if the decision is not reversed, an appeal to the state board of education with sponsorship of the school under the state board of education.

Illinois

45 with distribution based on population

None

Teachers, administrators, local school councils, colleges or universities, public community colleges, corporations or other entities; no private or home schools

LEA with SEA review for compliance with law

Appeal to state board; recommendation is nonbinding

Kansas

15

None

Anyone; no private or home schools

LEA with SEA review for adherence to state laws, rules and regulations

None

Louisiana

42 (no more than 20 prior to February 1, 1998)

None

Three or more certified teachers alone or partnership with 10 or more citizens, public service organization, business or corporation, college or university, or faculty and staff of any city or parish or any LEA; no private of home schools

LEA or SEA depending on type of charter

 

None

Massachusetts

50 (13 of which must be Horace Mann conversion schools)

No more that 25% of the total number of students attending public schools in the state

A business, two or more teachers, 10 or more parents or others; no private or home schools

State secretary of education (Horace Mann schools also must be approved by local district and local collective bargaining agent)

None

Michigan

None; state university can sponsor 150 through 1999

None

Any person or entity

Local school board, intermediate school board, community college or state public university

None

Minnesota

None

None

One or more licensed teachers; no home schools

LEA, community colleges, state university, technical and private colleges; SEA must approve all schools

If local board denies application, and at least two members vote to sponsor, state may choose to sponsor

Mississippi

Six (one in each congressional district)

None

Existing public schools

SEA with approval by LEA in district where the charter is located

None

Nevada

21 (allocated based on county population); unlimited number serving at-risk students

None

At least three licensed teachers alone or in partnership with: 10 or more members of general public, organization devoted to serving the general public, private business or college or university; no private or home schools

LEA after receiving permission from SEA to solicit applications; charter also must be approved by SEA

None

New Hampshire

Five prior to 1/1/97; 10 per year through 1999; law defines geographical limitations

School districts may impose limits

Nonprofit organizations, two or more certified teachers, 10 or more parents; no nonpublic or home schools

LEA with state then granting or denying proposed contract

SEA which may then approve and grant charter

New Jersey

135 (12.95-12/97) Minimum of three schools allocated to each county

No more than 500 students or 25% of student body of school district, whichever is less

Teachers and/or parents of public school children; higher education institutions and/or private entities may join teachers and parents; no private or home schools

Commissioner and local board or state superintendent in state-operated school district; commissioner has final authority

SEA within 30 days or

New Mexico

Five

None

Existing public schools

SEA

None

North Carolina

100 (five per district per year)

Charter must enroll 65 students and have at least three teachers (can request waiver in application with compelling reason)

Anyone; no home schools

SEA, LEA or state university; final approval by SEA

SEA which may approve charter

Ohio

20 start-ups in Lucas County; unlimited conversions in all school districts statewide; unlimited in “Big Eight” school districts

Schools must have minimum of 25 students

Anyone; no home schools

City, local, exempted village or joint vocational board of education; statewide SEA for Big Eight districts only; Lucas County Education Service Center and the University of Toledo in Lucas County only

None

Pennsylvania

None

None

Individual; one or more teachers who will teach at proposed school; parents or guardians of students who will attend school; any nonsectarian university or museum; any nonprofit, corporation, association, partnership or combination thereof; no private or home schools

LEA, two or more local boards may grant regional charter beginning in 1999-2000 school year

State Charter School Appeal Board (with 2% or 1,000 district resident signatures whichever is less after 7/1/99)

Rhode Island

20 (no more than 2 per district or four in districts with over 20,000 students)

No more than 6% of state’s school-age population

Existing public schools, groups of public school personnel or public school districts; no private or home schools

State board of regents with approval from commissioner of elementary and secondary education or LEA

None

South Carolina

None

None

Anyone; no home schools

LEA

SEA

Texas

120 SEA approved; unlimited local sponsored and at-risk

None

Public or private higher education institutions, nonprofit organizations, government entities, groups of parents or teachers; no home schools

LEA; SEA for open-enrollment charters

None

Utah

8 for a three year pilot program

None

An individual or group of individuals, including teachers and parents or guardians of students who will attend the school, or a not-for-profit legal entity organized under the laws of the state. No private or home schools.

State board of education. The local board will review the application and may offer suggestions or recommendations to which the state board shall give due consideration. 

None (final action subject to judicial review).

Virginia

The total number of schools shall not exceed ten percent of the school division’s total number of school, or two charter schools, whichever is greater.  Local school boards are authorized to limit the number of charter schools.

None

Any person, group or organization. No private or home schools.

Local school district.

None

Wisconsin

20 (10 districts may sponsor up to two schools each)

None

Anyone, but petition must be signed by 10% of teachers employed by district or 50% of teachers employed at one school; no private or home schools.

LEA applies to state superintendent for approval to sponsor; schools apply to local board; mayor can sponsor in Milwaukee

None (except in Milwaukee)

Wyoming

None

None

Anyone, but petition must be signed by 10% of the district’s teachers or 50% of the teachers in a school, and by 10% of parents of pupils in districts or 50% of parents of students in school; no private or home schools.

LEA

None

Appendix Table C. The Charter School Roadmap, September 1998.

 

Figure Captions

Figure 1.  Figure 1. Demographics of Profiled Charter Schools.  Data from Charter schools data, (n. d.).

 

Figure 1. Demographics of Profiled Charter Schools

School and Location

Year First Chartered and Authorizer

Grades

Enrollment

Student Ethnicity

English Learners

Subsidized Meals

Special Needs

Per Pupil Spending

Distinctive Programs and Features

The Arts and Technology
Academy Public Charter School
Washington, D.C.

1998 Special charter school board

Pre-K-6

615

98% Afr. Am.
2% Other

0%

97%

7%

$8,650

Basic skills plus arts Extended day/year Mosaica national management affiliation

BASIS School, Inc. Tucson, Ariz.

1998 State

5-12

246

74% White 12% Hispanic
4% Afr. Am.
10% Asian Am.

1%

Not applicable

1%

$5,339

European academic tradition 12 of 30 courses qualify as Advanced Placement Only Arizona school to have scores above the 90th percentile on math SAT 9 in all grades

Community of Peace Academy St. Paul, Minn.

1995 Local district

K-12

546

70% Hmong
20% Afr. Am.
10% Hispanic, Eritrian, White, Vietnamese, & Am. Indian

75%

80%

10%

$10,355

Non-violent community focus and award-winning character education program High levels of support for English language learners Looping to build relationships and support

KIPP Academy Houston Houston, Texas

1994 State

5-8

346

77% Hispanic
21% Afr. Am.
2% Asian Am. & White

8%

86%

5%

$8,670

KIPP, Inc. national college prep program Extended day/year 85% of students enter college; 94% are first-generation college students

Oglethorpe Charter School Savannah, Ga.

1998 Local district

6-8

319

51% White
38% Afr. Am.
4% Asian Am.
3% Hispanic
4% Other

0%

20%

5%

$6,000

Parent contract to donate 20 hours a year Core Knowledge curriculum Character education focus

Ralph A. Gates Elementary School
Lake Forest, Calif. (Los Angeles Basin)

1999 Local district

K-6

850

72% Hispanic
22% White
2% Asian Am.
2% Filipino
1% Afr. Am.
1% Multi-racial

44%

63%

5%

$5,367

School facility houses two-way Spanish-English immersion charter program for 43% of students Multiple language programs during and after school for students and parents Regrouping across classes and grades for reading and math

Roxbury Preparatory Charter School Boston, Mass.

1999 State

6-8

180

80% Afr. Am.
20% Hispanic

0%

56%

7%

$12,910

66% of students enter below grade level; 100% continue in college prep high schools Mandated homework support, Saturday school, summer school for poor grades Curriculum developed by staff based on student performance on school comprehensive exams

The School of Arts and Sciences Tallahassee, Fla.

1999 Local district

K-8

226

62% White
22% Afr. Am.
6% Hispanic
3% Asian Am.
7% Multi-racial

2%

19%

22%

$5,750

Multi-age classrooms, looping Developmental, project-based approach No grades; student portfolios

 

 

 

 

  

Introduction:

              Due to the decline in the quality of public education in Texas, state lawmakers passed legislation in 1995. The new law permitted the opening and implementation of charter schools. These new charters schools encourage and support innovative teaching for a variety of learning styles, improve the achievement of students, and provide options within the public school system (Terry and Alexander 2008, 4). Prior to the new legislation, there was no opportunity for choice within the public school system with regard to a child’s education, and children attended school according to their zip code. That deficiency began to change when the first charter school in Texas opened in the fall of 1996.

The Texas Education Agency (TEA) reports that the “first generation” of charters consisted of 17 schools and had a collective population of 2,412 students. Legislation initially limited open-enrollment charters to 20 schools; however, lawmakers increased the cap to 100 schools in 1997 and to 215 schools in 2001 (Story 2007, 1). As of 2007, Texas had one of the largest and most flexible charter school programs in the United States (Story 2007, 1). Currently, Texas charter schools serve over 113,000 students, an estimated two percent of all public school students.  Moreover, of those 113,000 students in charter schools, 80 percent are minority and 60 percent are economically disadvantaged students (Terry and Alexander 2008, 7).

Research Analysis-Lifting the Cap:

 The State of Texas currently has 210 active open-enrollment charter schools.  In addition, Texas will likely reach the cap of 215 open-enrollment charter schools by 2009. If the cap remains in place, many parents and children will be at a disadvantage, unable to choose the best quality education for their families. Many charter education supporters have and will continue to push for greater parental control and increased accountability with an emphasis on improved public relations. However, these supporters encounter a lot of resistance, because opponents see charter schools as competition to the public schools.  Consequently, increased restrictions and mandates stifle charter school growth.

 If the Texas government and the education policy stakeholders review the statistical findings and evaluate the impact of open-enrollment charter schools in Texas, they will find a clear picture of the positive outcomes charter schools provide. It becomes apparent through the examination of the economic and social factors of open-enrollment charter schools that lifting the cap on the number of open-enrollment charter schools in Texas would be beneficial to the current public school system. 

            Contrary to common public perception, charter schools are public schools.  Similar to public schools, charter schools cannot charge tuition according to state law. However, “charter schools have a significant amount of autonomy and are free to be innovative in educational and administrative practices,” as stated on the Resource Center for Charter Schools (Technology Help for Administrators 2008).  Before a charter school in Texas breaks ground, the entity must submit a proposal, similar to a business proposal, for approval, which typically includes a mission statement, a philosophy and a vision. Furthermore, the proposal provides information regarding basic logistics, including class size, number of school days and hours, the programs that will service students and a projected budget. On many occasions, charter schools seek the help of outside agencies to provide guidance, classroom modeling, in-house training, and resources in order to assist in achieving the mission. For example, an open-enrollment charter school in Philadelphia, Pennsylvania used a research based program / agency from San Francisco, California called the “Developmental Studies Center” (DSC). The DSC trained the faculty, provided resources and provided ongoing support in order to achieve the school’s mission and goal. In fact, the school bases its philosophy on a democratic model that gives students a voice, which promotes and fosters the students’ academic, social, and emotional growth. Significantly, this school recognizes the existence of multiple intelligences and diverse learning styles. One program that addresses the choice of students and multiple intelligences is the choice of electives for all of the student population once a week. They also incorporate a “service learning program” to assist in molding stewards of the community (Service Learning Programs, 2008).

Similarly, in Houston, Texas, “KIPP (Knowledge is Power Program) Academy Houston,” whose mission is to “help…students develop academic skills, intellectual habits, and qualities of character necessary to succeed in high school, college, and the competitive world beyond” is a very successful charter school that services grades 5-8 (U.S. Department of Education 2008).  Texas recognized it as an “exemplary school” every year since 1996, and the U.S. Department of Education recognized it as a “Blue Ribbon” school. The dedication of its teachers and administrators, including being on call by way of cell phone 24/7 to address the academic needs of students led to this success of the charter school (U.S. Department of Education 2008).  This innovative dedication would not be something conducive to the public school sector.  In view of the fact that employees of mainstream public schools, are subject to collective bargaining and union contracts, have set hours and specific responsibilities in their contracts and do not deviate from them.

By employing the flexibility of the charter program and by working outside the traditional eight hours of instructional time for students, the American Youth Works in Austin, Texas is a charter school that is able to better focus on the unique needs of its students. The school allows students half a day to pursue employment opportunities, to participate in work study programs or to take care of family members, including the students’ own children. The school requires the students to fulfill only four hours of traditional instructional time in order to accommodate the individual’s life experience (Terry and Alexander 2008, 4).

Other charter schools may extend the school day in order to improve academic achievement or may extend the school year to expose the students to supplemental material and expanded learning. Equally important, a mission aimed at addressing the varied learning styles through the theory of multiple intelligences may be the goal of another charter school. There are even charter schools that focus on the arts, architecture and design, leadership, and literacy. Charter schools generally do not fit the traditional model of the mainstream public school; instead, they find ways to educate children and stimulate learning based on innovative ideas and strategies.

When a charter is operating, the entity will receive direct funding from the state and the federal government. However, charters do not receive funding for their facilities, so it is up to the charter school to raise money, solicit donations, apply for startup grants from the federal government or choose to borrow from private lenders (Terry and Alexander 2008, 5).

Terry states, in a “GO San Angelo” article, that charter schools may not charge tuition, teach religion, discriminate, or cherry-pick students (Terry 2008, 1). To elaborate, if a charter school encourages families to volunteer 20 hours of their time to help with various needs of the school such as painting, helping in the classroom, making packets, cleaning, etc., the school cannot in any way enforce this as a “requirement.” If a family is penalized in any way, such as a student being removed from school for incompletion of hours, it would be considered payment for education. Moreover, charter schools may not discriminate in the enrollment of students or cherry-pick, select a student based on academic performance, behavior, or other preferential selection, its admissions..

Charter schools require different regulations compared to traditional public schools (Terry and Alexander 2008, 5). An example is that charter schools, as opposed to mainstream public schools, require teachers to provide parents and guardians of students in their school with a written notice of their qualifications. Another example of the differences in regulation is under the Individuals with Disabilities Education Act (IDEA), Federal Regulation Part 300, which reauthorizes the Individuals with Disabilities Education Improvement Act (IDEIA). Originally, law required charter schools to provide and complete academic testing for a child within 60 school days from the date of a request from a parent or guardian, while it required traditional public schools to provide and complete the same within 60 calendar days.  Under the reauthorization, the requirement changed to 60 school days for both public and charter schools. Before this became universal for both mainstream public and charter schools, it was a disadvantage for the charter schools to adhere to the time restraint because it was more difficult in terms of the high cost of academic testing and limited funding.

To be sure, accountability is universal for district public schools and charter schools, as the pressure of No Child Left Behind impacts both sectors of education. Both are required to administer standardized tests, and all students must test at their current grade level rather than their level of ability. For instance, an eighth grader who is reading at a third grade level must take the eighth grade reading standardized test.

According to the article “Texas Charter Schools: An Assessment in 2005″, produced by the Texas Public Policy Foundation, “when student performance is evaluated on the basis of test scores, students in Texas charter schools perform on the average lower than do students in traditional public schools. However, when changes in test scores are used to judge performance, academic gains by charter school students can be demonstrated” (Patterson 2005, 5). This means that even though some charter school students’ performance does not exceed the performance of traditional public schools according to standardized test results, the students are individually making better academic progress in the charter schools. In addition, because most charter schools typically specialize in helping disadvantaged youth, many students in charter schools identify as an at-risk population for dropping out of school and come from low income homes which could hinder their test performance (Terry and Alexander 2008, 5). Accordingly, basing decisions of success on standardized test scores is an unfair assessment of charter school performance.

Currently, the government enforces some regulation on charter schools that forces them to shut down if they have two consecutive years of undesirable performance, which typically measures by standardized test scores. This is harsher and inequitable compared to the five years allowed for the mainstream public school districts (Terry and Alexander 2008, 5). For example, a charter school may be able to improve a fifth grade student whose reading level is equivalent to third grade but still fail with unacceptable performance because the student failed the fifth grade Texas Assessment of Knowledge and Skills (TAKS) test reading section (Terry and Alexander 2008, 1).

During the 2007-2008 school years, 113,760 students enrolled in charter schools in Texas, and an estimated 16,810 students were on a waiting list (Terry and Alexander 2008, 4). Houston’s regional charter school’s waiting list was the largest at 7,415 students; coming in second was the Dallas / Fort Worth region at 5,896 students, and Rio Grand Valley had 2,110 students.  Furthermore, the Austin region had a waiting list of 623; the Corpus Christi region had a waiting list of 159; and the San Antonio region had a waiting list of 488 students (Terry and Alexander 2008, 4). According to Robelen, since these numbers stem from a survey in which only half of the schools participated, the actual number of students on a waiting list for charter schools in Texas is likely higher (Robelen 2008, 1).

The large number of students on the waiting lists for charter school enrollment demonstrates the significant demand for educational options, which is the fundamental purpose of the legislation for charter schools. The rapidly growing number of students on waiting lists demonstrates the need for lawmakers to lift the cap limiting the number of charter schools in Texas.  When a charter school has more applicants than they can allow, an enrollment lottery determines which students will be attending the upcoming school year.  Terry asks readers to “imagine parents, whose child is trapped in a low-performing public school, crying for joy that their child is randomly selected to attend a school with a track record of serving at-risk students with innovative strategies” (Terry 2008, 1). On the other hand, one can imagine the cries of a parent whose child is a student in a low-performing public school when their child looses the enrollment lottery. 

There are four different types of charter schools: open-enrollment charters, district charters, university charters, and home-rule district charters. Open-enrollment charter schools service the largest population, 89,156 students as of the 2007-2008 school year. Open-enrollment charters are by definition independent school units and can have multiple campuses. The school district operates the district charter schools that consisted of 23,275 students in the 2007-2008 school years. University charters are generally in operation at public senior university or college and consisted of 1,329 students attending 19 different university charter schools in 2007-2008. Furthermore, a home-rule charter means districts have the ability to convert into charter school status which includes an extensive voting process. There is no cap on the number of district charters; however, there are no home-rule charter schools operating in Texas (Terry and Alexander 2008, 3).

Open enrollment charter schools do not drain financial resources from mainstream public schools because they do not receive state funding. In fact, the excess money in the state education budget applies to the student’s home district and the neighboring school where the child resides. For example, in the 2005-2006 school year, the cost per student in Texas was $9,629; charter schools were given approximately $1,500 less per student (Terry and Alexander, 2008a, 1). Thus, operating a charter school saves the district money in educating a child because charter schools expend less money per child.

Because charter schools receive less money per student compared to mainstream school districts in Texas, it is necessary for charter schools to incorporate fund raising into their fiscal plans. Moreover, charter school fundraising brings more dollars into the public sector.  According to the National Alliance for Public Charter Schools, in Illinois the total of public and private funding for charter schools brought in a total of $11 million dollars to help educate the youth. In addition, charter schools introduce new resources into public education. Grants provide funds designed for charter schools phases such as, planning, development, and initial implementation which are not available to the public school system if charter schools were not in existence (National Alliance for Public Charter Schools 2008).

It is incorrect for the districts in Texas to believe that charter schools negatively impact their bottom line or hinder their budgetary plan. In the event of the opening of a new charter school, the state provides the district with short term financial aids in order to prevent an impact on the school district revenue (National Alliance for Public Charter Schools 2008). Because charter schools typically enroll a diverse student body with a variety of characteristics, the fiscal impact is a factor of enrollment only (National Alliance for Public Charter Schools 2008). In addition, public and charter schools receive a percentage of money for students with disabilities; therefore, the public district receives an even higher amount than the $1,500 per special education student.  Finally, socioeconomic factors dictate funding for individual students and services offered (National Alliance for Public Charter Schools 2008).

Districts can easily reduce expenses to adapt to charter schools. The National Alliance for Charter Schools, reports that school districts can often adjust to student enrollment fluctuations-where there may be some key adjustments the first year, the following years have little to no impact on the school district (National Alliance for Public Charter Schools 2008).   The National Alliance for Charter Schools also believes that if a charter school is thriving, and the district cannot adjust to the fluctuation in enrollment, it is likely due to the district’s own failed policies and rules (National Alliance for Public Charter Schools 2008).

Charter schools in Texas increase the employment of teachers in the district as well. Many teachers struggle to obtain a teaching position once they graduate and charter schools open the doors for many of these qualified teachers to find a job in education. The state law only requires teachers to be state certified to work in a charter school if they specialize in special education or bilingual education (Terry and Alexander 2008a, 6). The state government in Texas does not require charter schools to employ certified teachers, but many choose to do so, especially with the shortage of teaching opportunities. Story supports this by stating statistics that show charter schools employ 26 percent of new teachers in the field compared to traditional public schools, which employ a mere 7 percent respectively (Story 2007, 3). In addition, charter schools can impact the traditional school district in a positive way by reducing the need for districts to hire new teachers by eliminating overcrowding, which reduces the average cost of hiring and training a new teacher, estimated to be about $8,000 per teacher (The National Alliance for Charter Schools 2008). 

The impact of charter schools in the community’s economic and social growth is rapidly increasing. As stated earlier, charter schools do not receive funding for facilities from the state, however the districts that have charters schools receive and excess of approximately $1,500 per student that attends a charter school.  Therefore, without the funding for a facility, charter schools renovate, remodel and/or rehabilitate existing property within a community in order to accommodate students. Having a charter school residing in a neighborhood has the potential to generate tax revenue and increase the value of real estate (National Alliance for Public Charter Schools 2008).

The National Alliance for Public Charter Schools also suggests that if charter schools are successful in educating students, it can reduce the dropout rate in high schools and increase college admissions and graduates. Texas seems to have a high dropout rate, and those students who graduate do not have the communication and math skills necessary for college and require remedial math and reading programs to qualify for admission to college (Terry and Alexander 2008, 4). One of the most successful schools in Texas is a charter school that reduced their dropout rates dramatically under the direction of the mission of their charter.

 These charter schools often provide a safe haven for youth by providing aftercare and tutoring. Importantly, charter schools often give communities a sense of pride. Many charter schools offer Boy Scouts of America, sports, and other programs in order to facilitate teambuilding, self esteem, and help foster a sense of community, and growth in a child. Some charter schools open their doors for tutoring and mentoring on Saturdays to offer extra assistance as well as a safe setting for young learners. However, these programs are uncommon in the traditional public school district setting mostly because of the contract and collective bargaining processes of the districts. Charter schools have the ability to add the extra touches that impact students without the political constraints that traditional district schools face.

            While charter schools do not seem like they would pose a significant threat to the financial operations of the public school system in Texas, there are some risks associated with the existence of charter schools. Because most charter schools operate like a business, there is a risk of misappropriation and improper allocation of funds. In addition, misconduct of administrators, teachers, and entities involved with a particular charter school could lead to a negative reputation of charter schools as a whole. However, limiting the number of charter schools based on isolated incidents of illegal activity, inappropriate behavior or misuse of power could prove to be harmful to the education system. Misconduct can develop in any entity, including public school districts.

            Research shows that students from a traditional public school who attend charter schools for a period of two or three years improve more rapidly than students in the traditional public school district (Terry and Alexander 2008, 5). Not using a growth based system to measure the amount of growth, a student is able to obtain in the course of a year in the state accountability system is causing charter school to seem deficient (Terry and Alexander 2008, 5). Research from the “Texas Charter Schools: An Assessment in 2005″ produced by the Texas Public Policy Foundation, shows that students who left traditional public schools to attend charter schools performed better on average than they would have if they were still attending the traditional public school (Patterson 2004, 32). Thus, the correlation of charter schools and student achievement is significant, and students will benefit from the removal of the charter school cap in Texas.

            Charter schools provide competition with the mainstream district schools which provides an unwanted positive impact on the district schools. It forces district schools to exhibit more accountability of staff and teachers and puts pressure on them to increase student performance. If the schools are functioning at low levels, parents or guardians will feel the need to remove their child from the district school by applying to a charter school. If lawmakers remove the cap and more options are available to parents and guardians, more choices for education will be accessible to students and parents. In addition, the competition between charter schools and public schools will cause school districts to increase their overall academic performance.

            Patterson asserts the bottom line for charter schools in Texas as follows:

Charter schools are a valuable alternative to traditional public schools (Patterson 2005, 1).

Charters are especially effective with disadvantaged students (Patterson 2005, 1).

Charters challenge traditional public schools to improve student performance (Patterson 2005, 1).

 Charters do a better job with high school students and alternative education programs (Patterson 2005, 1).

 

Conclusion:

The benefits a charter school can provide to the district public schools, parents, students, and the community significantly outweighs any negative impact charters may cause. The Texas legislature should eliminate the cap of 215 charter schools which prevents charter schools to operate in a free market (Terry and Alexander, 2008, 1). The 16,810 or more students on the waiting lists for charter schools prove the demand for charter schools. This demand, viewed in light of the current issues facing traditional public schools, proves that charter schools are working well in improving the quality of education. Many education analysts believe that the quality of a charter school education will increase overtime. Unless this demand meets the supply, tens of thousands of students will remain in an environment that may not promote academic, emotional or social growth. Equally important, these students will not thrive in their current placement and could regress to the extent of becoming an at-risk youth who could potentially drop out of high school, leading to a grim future. This proposed reform of lifting the cap could be an immense opportunity for Texas to become a leader in the charter school movement. The Texas public school system could stop the increase of real estate taxes to invest money in failing districts and make the choice to provide additional educational resources for the children of the state.

            The bureaucracy that places a barrier to student learning and student performance is unconscionable. A simple solution to the education crisis Texas is facing would be to lift the cap while continuing to monitor all educational institutions. It is in the best interests of the child to allow parents and guardians to make the choice of where their child should attend school to get the best free, appropriate public education possible. The main purpose of the charter school legislation in 1995 was to give that choice to Texas citizens. That freedom no longer exists for thousands of citizens in Texas because of the cap on charter schools. Given the overwhelming evidence that charter schools are socioeconomically beneficial, lawmakers in Texas should increase or remove the cap altogether and make charter schools available to all of its citizens in 2009.

 

 

Home schooling, despite its popularity, is yet to have one singular standard for acceptability or validity. This means that as you go around the country, different states have different levels of requirements for home schooling to be duly recognized.

The decision to home school your child isn’t the simplest one in the books. However, once you’ve made your decision, it may be a good time to begin intensive research and inquiry into state requirements and other guidelines you have to take into consideration once you’ve made the decision.

There are states like Texas, Illinois, Missouri, or Oklahoma, among others, that do not require informing the state of any intention to home school your child. So technically, you may opt to start your preschooler on home schooling already or pull your child out of the formal educational system at your own will, should you decide that home schooling is for you.

Other states, however, would require you to inform the state and your child’s school of your intention to begin home schooling. It is only in this way that the state can accredit your child’s grade level standing. Alongside this expression of intent and plan is the requirement of the state for you to submit exam scores, progress evaluation grades, and even your child’s attendance record. The state may also specify an amount of time that should be spent in this informal school studying the various subjects you intend to teach your child.

The states with tightest home school regulations set requirements of informing the state of your intent to home school your child. Alongside this expression of intent is the submission of the curriculum you intend to teach while home schooling. You may also be tested if you qualify as a parent-teacher when you home school your child. State-appointed officers may also visit your home to check if it is suitable for home schooling. Aside from these requirements, submission of periodic documents like exam scores, progress evaluation grades, and attendance records may be required of you as well.

Given this volume of information that you must be familiar with when you decide that you want to give home schooling a try, where will you find the necessary information?

Basically, your first and most primary source of information should always be your state or local government unitl education office or authority. You can approach these agencies in two ways, either through the agency’s website or by visiting the physical location of the said government office. In order to save time and money, you should perhaps visit the website first. This is also most recommended as the primary course of action because of the fact that some of these educational agencies actually upload the necessary forms you have to fill out in relation to home schooling. Some of them even prefer your getting in touch with them and submitting your requirements online!

Next, you may want to check home schooling support groups and legal specialists who have put up various websites on the subject. This way, you will be able to read of firsthand experiences of people who’ve tried home schooling before, and in the long run, learn valuable tips and tricks in order to make it work for you. They even provide various suggestions on activities and teaching strategies you may want to try as you home school your child.

Much of home schooling is very much feel-your-way-through, so don’t be afraid to visit these support groups and forums and ask questions. By doing so, you would be able to make sure that you are giving your child the best sort of home schooling you can provide for him or her. Moreover, you can even find out more about the post-home schooling period, which is the time when your child begins applying for university or college, from home schooled applicants who’ve gone through the usually much longer process.

Home schooling, as it is, is yet to be standardized across the country. Various legislative and administrative changes are underway each day. This is where online home schooling websites may help. They can give you news updates, briefings, and summaries of various state and federal legislation on home schooling. These timely bits of information may guide you better in home schooling your child, and keep you up to date with trends and changes in rules on home schooling across your state.

The statistics on home schooling are pretty amazing.

The state of Florida alone had over 56,000 learning at home in 2007, up from 10,039 in the 1991-92 school year.

There are controversial aspects to home schooling. Many towns and cities in Florida and across the country complain about the loss of per pupil funding. Educators point to the “brain drain” with some of the most affluent and articulate parents no longer involved in public education. Others challenge whether parents as a whole have the skills to teach. And social scientists question whether the home school environment sufficiently prepares children for the diversity of democratic living or adequately socializes them for main stream USA.

But according to a study done at the University of Florida for the home schooled child there is much to gain. The study found home schoolers were generally more patient and less competitive. They tended to introduce themselves to one another more; they didn’t fight as much. And the home schoolers were much more prone to exchange addresses and phone numbers.

For now, home schooling is still growing, and it’s no longer confined to a fringe that may never have believed in the idea of public education. People from all political and social strata are discovering the benefits of home schooling.

Of course, home schooling is not for every family. The necessity of at least one parent being home for the concept to work would eliminate the opportunity for many moms and dads who work out of the home. And no doubt there are an enormous amount of resources required for home schooling to function well.

But the benefits are numerous, including the opportunity for the family not to be tied to summer months or winter holidays to vacation. And off season vacations are generally less expensive, so there is cost savings as well as flexibility built into the holiday.

We have had several home school families stay at our vacation rental house and vacation rental condo on Sanibel for anywhere from a week to several months. Those who stayed for extended periods were able to do so as the parents worked from home. But both groups wrote back to say how wonderful the experience was. In a few instances the experience was so good that the families decided to make Sanibel their home, and bought their own properties.

Sanibel is a small community and for the home schooling family, it is easy to meet other home schoolers who can become part of a play group or study group.

In addition, there are many organizations on the Island that have classes, projects and courses that are available all year round during the week as well as week-ends. The learning that takes place in these venues become a study unit of great interest to both the student and parent.

And, of course, for home schoolers or any one visiting the island, the environment provides for spontaneous and natural learning. Children and adults exploring Sanibel are guaranteed to find a wealth of discovery on a daily basis.

For more information on Sanibel, Accommodations, Discounts, Things to Do, please visit my blog:
http://sanibel-rentalsnet.blogspot.com/

Change Your Life with an FHA Home Loan

If you are a Florida first-time home buyer or have bought a Florida home before and have less than perfect credit you have come to the right place. At http://www.FHAmortgageFHALoan.com our FHA mortgage Loan Specialists will take you through the FHA home loan process step-by-step.

With an FHA mortgage Loan you can:

Purchase a Home with only 3.5% down payment. Remodel Your Home Make Home Repairs Make Energy-Efficient Improvements

FHA Loans are guaranteed loans, which means that FHA mortgage lenders will offer you lower, more affordable rates. Even if you have less than perfect credit or are a Florida first time home buyer, an FHA Loan can help you save money on the Florida home of your dreams.

FHA mortgage Florida , FHA loan Florida

  Minimal Down Payment and Closing Costs.

Down payment less than 3.5% of Sales Price Gift for down payment and closing costs allowed. No reserves or required. FHA regulated closing costs. Seller can credit up to 6% of sales price towards buyers costs.

Easier Credit Qualifying Guidelines such as:

Minimum FICO credit score of 540. FHA will allow a home purchase 2 years after a Bankruptcy. FHA will allow a home purchase  3 years after a Foreclosure. 

Higher Debt Ratio’s than other home loan programs.

Less than two years on the job is allowed. Self-Employed individuals o.k.

APPLY NOW AT http:/www.fhamortgagefhaloan.com/

FHA Loan Programs Florida

At one point and time many years ago, the FHA loan was the only alternative to local  bank financing for Florida home buyers. In the fashion world, there is a saying: Wait long enough, and everything comes back into style. That rule applies just as well to Florida FHA mortgage program. Long-overlooked, the FHA home loan is becoming popular again with Florida Home Buyers for its low rates and the real security it provides Florida mortgage applicants.

For Florida banks and other mortgage lenders, FHA mortgage loan financing offers the security of a government insured Mortgage. Win/Win! To learn more, call today at 1-800-570-0448 or just use our fast and easy quick application!

For Florida first time home buyers and other borrowers, the FHA home loans can have key advantages:

Easy Qualification – The FHA mortgage insures lenders against loss for loans made to properly qualified FHA home loan borrowers. So you’re likely to find FHA loan with terms that make it easier for you to qualify.

Minimal Downpayment Requirements – FHA loans can work with as little as 3.5% down and those funds can come from a family member, charity, or your employer. Although the FHA loan does not have a zero down mortgage option yet, you will find that your 1st Continental Mortgage loan officer can point you to many Downpayment assistance programs that work well with Florida FHA home loans.

Less than A-1 Credit is Okay – The Florida FHA mortgage program exists to expand the pool of home buyers. Even borrowers with prior bankruptcies or mortgage lates get approved every day for FHA mortgages to buy or Refinance homes in Hillsborough County or any of the other Florida counties we serve. The FHA loan program uses credit quality, not credit score!

Lower Cost Over the Life of the Loan – The Florida FHA mortgage rates are extraordinarily competitive. FHA’s lower risk to the lender means a better rate for the borrower.

Safeguards for FHA Mortgage applicants Who Get Behind – The Florida FHA  mortgages also allow the lender more options in helping borrowers who fall behind keep their homes are get current again: special forbearance, workouts, even free mortgage counseling. Further, HUD can allow the FHA Mortgage lender to take past due payments and move them to the end of the loan and in some instance will actually pay your past due payments for you. Options to save your home you’ll never get from a conventional loan! In an uncertain world, this is another excellent reason for you to get an FHA home loan.

Manufactured Housing – Under certain conditions, you can even finance a Mobile Home or manufactured home using a Florida FHA home loan. Call 1-800-570-0448 to get pre-approved for a Florida FHA loan for manufactured housing or just use our quick application to learn more!

FHA Mortgages Are Fully Assumable – When you are ready to sell your Florida home, you can offer buyers FHA financing! All FHA loans can be assumed by qualified buyers.

These are just seven of the many good reasons to apply for an FHA mortgage. Call 1-800-570-0448 to speak with a friendly Florida FHA loan specialist now!

The FHA program has evolved since it started in 1934 and now has options for HUD insured loans that fit a variety of different borrowers and situations.

FHA Home Loans for Purchasing or Refinancing a Florida Home

Although Florida FHA home loans require additional paperwork, the reality is that applying for an FHA mortgage loan in Florida is not much different from applying for conventional financing. In fact, for many borrowers the small amount of extra time turns out to be an exceptional mortgage bargain because they save thousands of dollars over the life of their Florida Mortgage.

At 1st Continental Mortgage, we have been working with the FHA program for many years. We’re experts at assembling the proper paperwork and presenting your loan application to FHA approved lenders diligently and professionally. It’s one of the ways that we have earned our reputation for closing FHA home loans in Florida on-time.

You may be surprised at how flexible sellers are in the current market and how many programs there are that provide Downpayment assistance to applicants for FHA financing to purchase Florida homes, condos, and townhouses. The fact is, seller can pay up to 6% towards your closing costs. This means, no closing costs for you when negotiated during the purchase contract!

The FHA program offers excellent fixed rate options and never a prepayment penalty. If other mortgage lenders are quoting you subprime rates, you owe it to yourself to make the call to 1st Continental Mortgage to compare the costs of getting an FHA home loan for your home purchase. Call 1-800-570-0448 to speak with an FHA mortgage expert before accepting any conventional mortgage quote as the best you can do!

FHA Home Loans Offer the Convenience of Streamlined Refinance

An FHA streamline refinance is one of the easiest home loans for Mortgage Lenders and borrowers. Since HUD approved you for the original FHA loan, the paperwork to refinance is minimal and the process is simple.

So long as you have made your FL FHA loan mortgage payments on time for the previous 12 months, you can lower your monthly payment if interest rates go down with minimal out of pocket expense. Even if you have been late on your FHA mortgage, you might still qualify for an FHA streamline refinance in Florida under very specific conditions.

Less documentation and no appraisal are just two of the reasons a FHA streamline refinance is cheaper and faster for the borrowers who qualify.

FHA Mortgage Loan Streamline Refinance Requirements

When your 1st Continental Mortgage lender helps you get a streamlined FHA refinance on your existing mortgage loan, he or she will make certain that you meet these conditions:

Your current mortgage must be an FHA mortgage. You must have had your FHA Mortgage for at least 6 months. You must have paid your mortgage on time for the most current 12 months. Your FHA Streamline Refinance must lower the principal and interest portion of your mortgage payment by at least $50 or convert the mortgage from an ARM to a fixed rate FHA home loan. You can’t get cash out on the FHA streamline refi. You must have an FHA appraisal if you are rolling the closing costs into the FHA streamline refinance. Any existing liens on your Florida home must be subordinate to the new FHA mortgage. FHA Mortgage Loan Refinance Programs for Cashing Out Equity

Although a streamline refinance does not allow you to cash out equity, we have a FHA loan refinance program that is specifically designed for borrowers who want to cash out equity to consolidate debts, make home improvements or to access funds for other purposes.

Unlike many conventional loan programs, the FHA mortgage does not adjust the rate based upon loan to value or credit score. You will find the FHA has very reasonable underwriting guidelines for cash out refinancing.

We have helped many clients borrow up to 85% of the appraised value of their homes and use the funds to consolidate debts or to make home improvements and other purposes. Qualified borrowers will have to look hard to find lower rates and better terms than they can get on Florida FHA cash out refinance right now!

Call 1st Continental Mortgage today at 1-800-570-0448 or use our quick application to apply for an FHA refinance on your home in Sumter County or any of the other Florida counties we offer FHA mortgages in.

FHA Home Loans For Mobile Homes with Land

Although some conventional lenders in Florida shy away from making a loan on Mobile Homes or manufactured homes, many FHA mortgage loan lenders do not.

In fact, mobile homeowners fortunate enough to connect with a Florida FHA mortgage lender, who is well schooled in how FHA loans work for mobiles and manufactured homes, can get a better interest rate, better terms, and a lower monthly payment by going FHA in nearly every case.

If you’re shopping for financing to buy a mobile or manufactured home on land in Sumter County or any of the other 66 counties in Florida that we serve, call 1-800-570-0448 and let us give you a quote for an FHA mortgage loan to purchase your mobile or manufactured home.

It only takes a few minutes to get an FHA loan mortgage quote on your Florida mobile home. We’ll wager that the savings on your monthly mortgage payments will make it some of the highest paid work you’ve ever done.

Few people realize that the FHA mortgage loan uses the same underwriting criteria for single and double wide mobile homes and manufactured housing as it does for traditional site built block or stick homes. In addition, FHA is one of the very few programs that can offer up to 97% financing on mobile homes on land. In addition, did you know that the seller can contribute up 6% toward your closing costs on an FHA mobile home loan and that down payment assistance can be used in Florida? It’s true! You could package your mobile home financing to create a real no money down loan with unbelievably low rates.

Call 1-800-570-0448 or use our secure online quick application for a free no obligation quote on financing your manufactured or mobile home using an FHA mortgage loan.

FHA Mobile Home Lending Guidelines

The Department of Housing and Urban Development (HUD) sets forth these guidelines for determining if a mobile or manufactured home qualifies for an FHA mortgage loan in Florida:

The mobile or manufactured home must be constructed in accordance with the Federal Manufactured Home Construction and Safety Standards. A red tag is attached to the rear of each section of homes that comply with the standards. The home must be taxed as real estate by the local tax assessor’s office. The mobile or manufactured home must have been built after June 15, 1976. The mortgage must have a term of at least 30 years from when amortization begins. The mobile home or manufactured home must be on a permanent foundation. The axles and tongue must be removed from the mobile or manufactured home. The mobile home or manufactured home must have adequate skirting and insulation, and the crawl space must have adequate ventilation.

If you would like to determine if your mobile or manufactured home meets the guidelines for section 184 financing from FHA, call one of our Florida mortgage pros at 1-800-570-0448. We’ll be glad to help you determine if the property that you are interested in can be used as collateral for an FHA mobile home mortgage.

FHA 203k Mortgages For Florida Homeowners Making Home Improvements

The FHA 203k loan program is nothing more than a specialized FHA home loan designed to help homeowners make home improvements. It is especially popular in neighborhoods with properties in need of rehabilitation.

The FHA 203k loans work in Florida communities in much the same way as Construction loans for home improvement. Eligible borrowers can use the proceeds from these FHA mortgage to renovate and improve their primary residences.

Qualifying for a 203k FHA mortgage uses the same guidelines as a standard FHA mortgage for the purchase of a Florida home.

Target Borrowers for FHA 203K Mortgages

This specialized FHA mortgage is for Floridians who wish to buy a home that needs repairs or renovations. Just as is the case with a conventional construction loan, a single FHA 203k loan covers both purchase of the Florida real estate and renovation. FHA 203K financing can be used to purchase a property on a site and move it to a new foundation on the mortgaged property and rehabilitate it.

In addition, Florida homeowners can also use a 203k FHA mortgage to refinance existing debt when they finance one or more home improvements using the FHA 203k mortgage program.

Many borrowers are finding out what a good deal a Florida FHA home loan really is. Call 1-800-570-0448 today or simply use our quick application to find out more!

 

Art and design school requirements vary depending on the type of school, the program, the region and many other factors.  Wherever you decide to go to school and whatever your area of interest may be, there will probably be some stringent requirements to get into art and design school.  Requirements for entry often differ widely, so it is wise to get a feeling for what the requirements might be for the schools you are most interested in as soon as you can.

If you are planning on attending an art and design program at a traditional college or university, you will likely have a choice between fine arts programs, design programs and various majors dedicated to specific types of art or design mediums.  Many budding students begin considering the art and design school requirements for their schools of choice as early as high school.  Art and design school programs can be very competitive and rigorous, so it helps to get started as early as possible.  But not to worry; there are many opportunities available for art students of any age and any level.  If you are still in high school, however, it is as a good time to begin taking courses in compulsory subjects that will be required in the school of your choice.

One of the most important art and design school requirements is the portfolio.  Regardless of your previous academic work, grade point average or any other factors, the portfolio of your work will make the largest impact on your acceptance into almost any art or design program.  So devote your attention to preparing an attractive portfolio in school and at home.  It’s also a good idea to be independent in your studies to develop interests, expand your knowledge and improve your vocabulary, reading and comprehension skills. And since fine arts and design admission committees are most often interested in a student’s personal qualities, you might want to consider joining school clubs or groups within your community that are related to your area of interest.  Paid and voluntary work experience in your field will increase your chances of admission as well.  

The requirements differ from one school to the next, so it’s important to look into each program individually.

There are several reasons why one would like to graduate early from high school. It may be that you are in a hurry to attend college, or that you wish to start your career at the earliest. Whatever it is, while you are in high school, there are certain things you need to consider to complete your graduation before time.

Many students are interested in a different area of work and the subjects at school barely help them. In this case if you know what you actually want to do, it is good to consider graduating early to boost your career opportunities. If you think you are way ahead of your class in academics, maturity, or any thing else, you are on the right track leaving school earlier and moving to a junior college. To make sure that your decision is right, you can choose to meet up with your school counselor and get things cleared. Make sure you know what you are doing and its consequences. It is good to take help from people who support your decision and guide you keeping all these factors in mind.

There are certain things you need to be aware of before you jot down a plan for graduating before time.

. Check for credits that your high school requires for graduating.

. Check for credit points that you need to obtain for every subject.

. Make sure of the credit points you can score during summer school. Each school has its own norms of evaluating a student and so you need to be aware of these norms.

. Before you enroll for summer school, be sure about the subjects and syllabus they offer. More often, it is the same subject and syllabus. Thus, you can easily take advantage of summer school and graduate before time. During this time, you also get the advantage of opting for an elective course. You can take up driver’s education or other popular and useful courses and earn better credit points.

. If your school does not allow extra courses, check out for other district schools that do. Take help from your teachers or counselors to guide you better when it comes to selecting a school. Get in touch with the district office to obtain a list of schools.

. Do not forget that although you plan to graduate before time, it will cost. At times, expenses can be more than the normal school. Thus, it is good to consider the finances and discuss the same with your parents before you enroll.

. If you start taking your summer coaching after the 8th grade, you score 12 credits and 12 credits in most school are equal to being a graduate.

. Look out for schools that benefit you and suit your parents’ pockets.

. It is good to take classes in person at this level than online education

After you consider these points, you will be in a better position to graduate before time and move on to college.

There are of all sorts’ things for moms to think and talk about when the strategy of Home Schooling your children pops into your brain. One and only one of the precursory is, how do I do this? Possibly you get going thinking about finances and if you can Homeschool on one pay and allowances. There is furthermore the dilemma of what general education to choose for your child, where you purchase it, and how much you can concede to purchase it. Likewise, you speculate how you can turn your home into a junior high school. What about itineraries and however so many hours a week perks call for to be intellectual acquirement?

Overwhelmed yet? Yes, it is most certain that you are not alone in your worries. But not to worry, there are ever so many of supplies that are easy to spot that can help you. One inquiry some moms forget to be judicious is the mandates and regulations surrounding learning your son or daughter in your home sweet home. This is extremely critical and should be on of the earliest things on your list to figure out when you are starting to contemplate into Home sweet home learning your kids. It will be a waste of time if you are homeschooling your kids only to find out, you missed one requirement of the state and all of that hard work counts for nothing in the states eyes.

Since I can’t fit fully 50 states in this article, I have found that the HSLDA, or the Home sweet home Classroom Legal Defense Association, has the most enjoyable assets and a deep breadth of information for each state. Inside their website you will encounter your rules and regulations for your distinct state, what the current Homeschooling doubts are in your state, if there are any active Homeschooling lawsuits or bill in your state, and a wide array of ancillary conducive pieces of pointer. The HSLDA website is www.hslda.org.