Can Schools Regulate Cyberbullying, Harassment, and Social Networking?
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The document discusses whether schools can regulate cyberbullying, harassment, and social networking. It outlines 5 principles for determining when schools can discipline students for their online speech and conduct. Schools have an obligation to protect students from harassment. Student speech is generally protected, but schools can regulate if it causes disruption or is lewd/vulgar. Schools may also discipline for off-campus conduct that interferes with school operations. The document analyzes several court cases and determines that schools usually cannot discipline students for their online speech unless it causes substantial disruption or the school has an acceptable use policy regulating computer use.
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Standardized Tests Sections I and II
Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
Everyone is affected by the strength of our educational system, from the students themselves and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
This problem resulted on the one hand from national concern with global competition. When Sputnik rose into the sky in 1957 and Americans were concerned that the Russians were outgunning us in the Space Race, millions of dollars were poured into math and science programs to bolster teaching and resultant learning in these subjects. The 1965 Elementary and Secondary Education Act helped to fund these efforts. Confidence in our educational system was renewed when Americans set foot on the moon in 1969, but by 1983, it had eroded. Its quality so alarmed the government that its 1983 report, A Nation at Risk, warned that a “rising tide of mediocrity” would undermine this country ...
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Running head: STANDARDIZED TESTS SECTIONS I AND II 1
STANDARDIZED TESTS SECTIONS I AND II 2
Standardized Tests Sections I and II
Sammy North
DeVry University
Standardized Tests Sections I and II
Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that no student should have to follow the same path as Brittany. This problem can be solved, though like Brittany’s case, it will be neither quick nor easy.
Everyone is affected by the strength of our educational system, from the students themselves and their ability to succeed in college and in the workplace, to the employers who hire them—and everyone in between. Every taxpayer is a stakeholder in education, because these tests are paid for by tax dollars, and the return on investment in education is not where it should be. Standardized tests should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates.
This problem resulted on the one hand from national concern with global competition. When Sputnik rose into the sky in 1957 and Americans were concerned that the Russians were outgunning us in the Space Race, millions of dollars were poured into math and science programs to bolster teaching and resultant learning in these subjects. The 1965 Elementary and Secondary Education Act helped to fund these efforts. Confidence in our educational system was renewed when Americans set foot on the moon in 1969, but by 1983, it had eroded. Its quality so alarmed the government that its 1983 report, A Nation at Risk, warned that a “rising tide of mediocrity” would undermine this country.
Gender and education: Why do girls "do better" than boys?
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This document provides an overview of key topics related to safe schools, including definitions of violence, characteristics of at-risk students, youth gangs, cyberbullying, police investigations on school premises, reporting child abuse, the provincial code of conduct, creating a problem-solving school culture, and resources for additional information. Key points covered include defining the principal's role in maintaining a safe environment, types of violent behaviors, risk factors for offending students, addressing the issues that lead youth to join gangs, the impact of anonymity online, and developing a collaborative culture focused on understanding root causes and innovative solutions.
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Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Running head STANDARDIZED TESTS SECTIONS I AND II1STANDARDIZED.docx
Gender and education: Why do girls "do better" than boys?
Gender and education: Why do girls "do better" than boys?
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NIM is calculated as the difference between interest income earned and interest expenses paid, divided by interest-earning assets.
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3:国家专业人才认证中心颁发入库证书
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