Well, I can always think of a few things to add here.
Firstly, I always enjoy a "schools discussion", particularly so, about Lakewood, because there is so much going on that is not only excellent, but indeed, extraordinary.
Thinking about the "LAKEWOOD PROJECT" concert recently....That high school event ALONE presented a musical diorama of sound, at a talent level simply breathtaking to behold.
When I think about the tremendous effort put forth in the schools every single day to foster high expectations, it continues to inspire me. Our students (as test scores have shown, and performances on the stage and on the field have demonstrated) continue to rise to the challenge, each and every single day. (and I can bear personal witness to this fact)
For those who might not know, I, along with Dad, regularly volunteer in the buildings. Even though we're both retired teachers, we do this because of the great inspiration that we receive from the work of the dedicated staff (administrative, certified, and classified) in our schools.
I do want to answer a couple of Will's points factually, and in a constructive way here, as he certainly seems to be interested in the schools, and active interest is always better than apathy.
Firstly: Teachers are paid a daily rate, and only for days worked. They are not paid for the summers, or for days off. Were you to go to a so-called year-round school model, with, say, a 20% increase in school days, you'd either need to pay teachers 20% more, or try to negotiate an unlikely reduction in their salaries. As teachers nowadays have to take quite a few courses to renew their licenses. (and many of these are offered over the summer) that would also present a problem. In reality, many if not most teachers, must spend many summer days in the classrooms taking those classes.
There actually are districts considering a year-round school model WITHOUT adding school days, as there has been research that less educational regression occurs when this model happens, but there are many problems (a few above just noted) that would need to be addressed before that sort of thing could be implimented here.
Secondly: As to the standardized testing accountability movement: Neither teachers, nor administrators in a given district have any control whatsoever over test questions on standardized tests, and in fact, it would be a felony if a teacher were to interfere in any way with the administration of those tests. The standards are meant to be objective, and to those standards, Lakewood Schools did achieve an "excellent" rating. (Go Rangers!)
Now, having written that, I will agree that I have HEARD that some other states have been trying to get the Feds to ease up on the type of tests given, but to the very best of my knowledge, that's NOT been the case in Ohio's schools.
Yes, as well, I believe that Will is right when he indicated that the right to a free public education is not expressly stated in the US Constitution, but with Ohio, it has been a different story.
In fact, when Ohio was established, a tract of land in each township was to be set aside for a public school. From the outset, Ohio has valued public education highly. William McGuffey developed his reading program at Miami University (Ohio) in the 1830's, and Ohio has long historically produced an outstanding and educated group of leaders for our nation. Ironically, it's only been fairly recently in Ohio history that the school funding crisis became such an issue. Believe it or not, at one time, public education was considered to be so important in this state (and in our nation) as to be considered a matter of our fundamental national security.
Back to the banjo...gotta get that levy passed!
