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Give me just one generation of youth, and I'll transform the whole world.”-Vladimir Lenin

 

Vanderbilt Pre-K Study: More Evidence of Negative Impact Upon Young Children

By Carole Hornsby Haynes, Ph.D.  |  October 30, 2015  Education Views 

Government continues to spend money on pre-K programs while lying to taxpayers about how more billions is the solution for at-risk kiddies which, of course, will make adults feel good about themselves.  Politicians who claim their decisions are based upon empirical evidence willfully suppress the research findings that these government pre-kindergartens are actually harmful to students. 

Homeschooling Growing In Favor Among Blacks

By Carole Hornsby Haynes, Ph.D. |  October 27, 2015  National Center for Policy Analysis

Many hoped that the 1954 U.S. Supreme Court case, Brown v. Board of Education, would bring equalization of academic opportunity for black children.  However, the federal government’s solution to end “separate but equal” education has had disappointing results.

This has resulted in a growing movement among black parents actively seeking alternatives to public schools for a better education and safer environment for their children.

Home-based Education Growing in Popularity

By Carole Hornsby Haynes, Ph.D. |  October 22, 2015 National Center for Policy Analysis

With the failure of the government school monopoly in the 20th century, tension is building between advocates for parental choice and those for federal centralization of power over education.

Underlying the education debate is the debate over the family.  The real question is whether the technocratic state has primary authority over the rearing of children with “education experts” determining what is best for someone else’s child.

Will Federal Charters Become Our New Public Schools?

By Carole Hornsby Haynes, Ph.D.  |   October 8, 2015  Education Views

The U. S. Department of Education has been so successful in wasting taxpayer dollars for an embarrassing public education system that it now wants to expand its unconstitutional intrusion further by diving into charter schools and mucking those up as well.Touting its support of education reform, the USDOE recently announced that it is spending $157 million to create and expand charters throughout the nation. 

News Flash:  Arne Duncan Stepping Down, John King Is Interim Replacement

By Carole Hornsby Haynes, Ph.D.  |  October 2, 2015 

Arne Duncan is stepping down in December.  John King, former New York State Superintendent will replace him on an interim basis.  The initial public reaction of joy turned to dismay upon hearing the person chosen to wear the mantle of education chief.

The Challenges of ESA Programs

By Carole Hornsby Haynes, Ph.D. |   October 1, 2015  National Center for Policy Analysis

America must think beyond the current system of government run schools to find market driven solutions for education. As parents continue to demand school choice, these policies will face increasingly difficult challenges:  administrative, constitutional, and regulatory.

While a traditional voucher can be used only in a lump sum, ESAs offer a different approach – funds are unbundled to allow access to a variety of private school options as well as options outside of traditional or private schools.

Japan Has It Right On Muslims  

By Carole Hornsby Haynes, Ph.D. |  September 28, 2015  World Net Daily

With the influx of thousands of Muslims, President Obama is rapidly accomplishing a dramatic cultural transformation of America.  Our national heritage is being destroyed and our national security is in danger.  

Boehner Resigns: Passage of No Child Left Behind Reauthorization Uncertain

Carole Hornsby Haynes, Ph.D.    September 27, 2015

U.S. House of Representatives Speaker John Boehner (R-OH) announced on September 25 that he will retire from Congress at the end of October.

This throws a monkey wrench into the work for passage of the reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), currently known as the No Child Left Behind Act of 2001 (NCLB).  NCLB was due for reauthorization in 2007.  Even though that never happened, Congress has continued to fund the expired legislation. 

Can Private Schools Survive As A School Choice Option?

By Carole Hornsby Haynes, Ph.D.  |   September 22, 2015  National Center for Policy Analysis

Private school enrollment is on the downswing.  The percentage of all students in private schools decreased from 12 percent in 1995-1996 to 10 percent in 2011-2012.  Catholic schools have less than half as many students as they did 50 years ago.

Why Do So Many Children Have ADHD?

By Carole Hornsby Haynes  |  September 15, 2015  National Center for Policy Analysis

Ignoring research that shows early academic learning inflicts long term harm on young children, American schools have transitioned from play-based to academic learning.

As a result, the percentage of students being diagnosed with Attention Deficit and Hyperactivity Disorder (ADHD) has risen sharply from 7.8 percent in 2003, 9.5 percent in 2007, and 11 percent in 2011, according to the Centers for Disease Control. 

The U.N., ESEA, and School Mental Health Clinics

By Carole Hornsby Haynes, Ph.D.  |  September 5, 2015  Education Views 

As the U.S. Congress returns to Washington from summer recess, it will resolve the differences in their two radical bills to arrive at a final package for reauthorizing the unconstitutional Elementary and Secondary Education Act of 1965 (ESEA).  This is Washington’s primary mechanism to steal control of education from parents and local communities.  This law opened a tsunami of federal funding to schools, initiating the federalization of schools.  ESEA was amended in 2002 with the widely reviled No Child Left Behind Act, imposing a radical program of high stakes testing and federalizing the curriculum in schools. 

Young Children Need More Play Time, Not Class Time

By Carole Hornsby Haynes, Ph.D. | September 1, 2015  National Center for Policy Analysis

In American schools young children are being pushed into more structured, teacher-directed class time. Play-based kindergartens, and now even preschools, have been replaced largely by drilling and testing.  This method is negatively affecting their creativity and curiosity.  Torrance scores for creative ability have been falling for Americans – especially for younger children.

Although the length of classes in American schools has been extended, along with more testing, to try to improve academic performance -- “if you want to succeed, you have to work harder” --  this has been counterproductive.  Literacy is declining and students are experiencing increasing burnout.

Other countries already understand the futility of this method and, so for decades, have provided shorter structured periods interspersed with unstructured recesses.  In Finland, for example, students take a 15-minute break for outdoor play after every 45 minutes of classroom time.    In East Asia, most primary schools give their students a 10-minute break after 40 minutes or so of instruction.

In the United States the average first-grader spends seven hours a day at school, with few or no breaks and certainly not an unstructured recess.  Sitting too long causes them to become mentally and physically sluggish.  Children have to move around frequently and having unstructured play brings renewed energy and focus on lessons. 

Studies show that play is critical in the development of children’s physical and mental health. It helps to boost their

In his article, “Children, Play, and Development,” F.P. Hughes writes that there is a strong relationship between language development and make-believe play. According to Canadian researcher Sergio Pellis, for their brain development, children need to engage in free-play without rules or coaches.  He believes that unstructured play may be more important for brain development than even class instruction.

Research studies link more time for free play to improvements in academic skills, healthy emotional attitude, classroom behavior, and better adjustment to school life.

Texas Christian University in Fort Worth, Texas is conducting a nine-year study, the Liink Project (Let’s Inspire Innovation ‘N Kids),  to test the effects of more play and less class.  Outdoor unstructured play is being measured against indoor brain breaks to determine psychological benefits. The students were given two 15-minute unstructured recesses in the morning and again in the afternoon.  They also had three 15-minute character development sessions during the week.  The project was launched in 2013-2014 in K-1 classes in two private schools in Texas.  The first year’s report shows positive results.

  • Children demonstrated social growth and development
  • Transition time from class to recess and back was reduced
  • Children were more disciplined and focused in the classroom
  • Academic performance on reading and math increased significantly
  • Misbehavior during recess decreased significantly
  • Off-task behaviors in classroom decreased significantly

TCU will continue the study, adding another grade each year, and will launch the study in four public schools in the fall of 2015-2016.

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