The Maryland Institute College of Art has announced the closing of the Jewelry Design program! This nationally recognized program has produced hundreds of award winning jewelry designers. As America grows its "new" manufacturing sector, we feel closing the jewelry design program at MICA is a bad decision for Baltimore and America's need for young "artrepreneurs."

With a possible 160s schools closing in Chicago, parents will need time to select schools. Disclosure by March 31, 2013 with 60 days of community input will make official notification available May 30. Teachers also need to know the status of employment before May 31, 2013. ASK your legislators to decrease the community input process by 30 days.

With 160s schools closing parents will need time to select schools. Disclosure by March 31, 2013 with 60 days of community input will make official notification available May 30. Teachers also need to know the status of employment before May 31, 2013. ASK your legislators to decrease the community input process by 30 days.

Students are not mass produced robots and since each student learns differently and brings his or her own set of unique issues to teaching learning/dynamic a student's educational growth cannot be measured by a great emphasis on standardized tests. Furthermore a one size fits all teacher evaluation framework assumes a number of assumptions that are not necessarily true for all students.

State testing should not be used to dictate curricula nor deprive struggling schools with needed funding. Rather, it should be a tool to identify a student's academic strengths and natural proclivities. The discouraging results of the punitive policies of "NCLB" have led to: increased class sizes, school closures and furthermore, have reduced educators to "teaching to the test"; thereby defining a limiting notion of academic success. End the proliferation of "high stakes testing" mandates beleaguering our public schools. Cease and desist the promotion of unqualified tests which serve to benefit the test makers but not the test takers. Stem the flow of tax dollars away from for-profit corporations. Halt the march towards de-professionalization of educators. Acknowledge that the corporate model does not produce positive results in the classroom. Channel resources back into the classroom in order to compensate dedicated teachers, hire new teachers (who have invested in classical training), provide class materials, and support programming which enhances public education. It is crucial that we invigorate the public education system with well-rounded curricula which strongly supports the arts, foreign languages, science, technology, crafts, appropriate training in a broad range of physical education and good citizenship opportunities, as well as the three Rs. In this way, we would be enabled to invest in successful individuals who are well-primed to makes valuable contributions to our social fabric.

Regardless of where you stand on the issue of school closings or charter school expansion, you should be very concerned by the recent trend of massive school closings and rapid expansion of charter schools. Many charter schools are expanding at a faster rate than can be sustained financially or academically. As a result, some charters have not been able to sustain the academic progress or operating stability they experienced in the past. Likewise, the wholesale closure of public schools has caused a shock in the system that extends beyond the classrooms. The social and economic costs outweigh any savings to be gained. These costs include disruption to students' learning; increased violence; displacement of teachers; reduction in salaries and costs of starting up new schools and disposing of public assets (which could be better spent in the classroom). It should be noted that rapid expansion of any type of school--whether charter, selective enrollment, magnet or neighborhood--without the financial capacity or sufficient population will result in failure. Chicago Public Schools, if left to its own devices, will continue to start new charter schools in communities with declining populations. As a result, Chicago Public Schools will continue to have more available seats than students. CPS has at one point claimed that there are 600,000 seats in the system, and only 400,000 students. CPS closed 50 schools in 2013 in an effort to correct the problem. Unfortunately, the data they used to make decisions were incomplete and inaccurate. CPS engaged a firm in 2013 to help them complete a master facilities planning process. The study--which only included half of CPS's school buildings-- wasn't scheduled to have been completed until June, 2014--more than a year after the schools were closed. In the interim, CPS proceeded to close schools without a master facilities plan in place. CPS opened 7 more charter schools in 2015, and is now poised to open or expand 20 more charter schools and open 12 new alternative high schools in 2016. This, in spite of the fact that there is excess capacity among traditional and charter schools. The consequences of closing schools are significant, and should not be taken lightly. Studies have shown that students typically lose 6 months' academic achievement as a result of transferring to different schools. Unfortunately, the receiving schools often perform at the same levels or worse than the schools that close. New schools take at least 5 years to fully develop. On top of that, a Catalyst Chicago study of Chicago charter school finances revealed that nearly 50% have had significant cash flow problems in recent years, including challenges funding state mandated contributions to teacher pension plans. This does not bode very well for long term sustainability for some charter schools. Unfortunately, the children who are most likely to be impacted are the ones who can least afford the disruptions.

The Federal ParentPlus loan program for public post secondary education is substantially more expensive than the Federal Student Subsidized loan. Make terms and rates the same as Fed Sub Student loans.

The average student loan is $30,000. College tuition at both public and private universities has been escalating way beyond inflation. High tuition is one of the main causes for the widening gap between rich and poor. Faculty will be better off with affordable tuition rather than pricing it out of the reach of the middle class. The tuition income should be directed mostly at education rather than adminitration. The financial stability of many colleges and universities is threatened by out of reach tuition and the alternative of free online courses. Ensuring affordable tuition is both the financial and moral answer.

In 2011, the Governor of TN was considering allocating TN Lottery Reserves to help support TN budget deficit. It has been reported that the CEO of the TN Lottery earns $600K a year. Rural schools are receiving after-school funds to purchase MacBooks while most of the proceeds come from the poor inter-city lottery players who do not even have an after-school program. So, is this reverse Robin Hood? Before moving to TN from GA, I thought the GA Lottery was bad, cutting back funding every year. At least the GA Lottery pays 100% of a high achieving college freshman's tuition. $4,000 does not pay even half the tuition for any college my son's applying to attend here in TN. According to the 2012 Quality Counts report from the Education Research Center TN scored in the bottom 10 of the 50 states in each of the four tested areas in the National Assessment of Educational Progress. Currently, TN students ranked second to last on the ACT test and approximately 21% of TN adults hold a college degree, far below the national average. Our children's education should be out top priority, and the mishandling and misappropriation of TN Lottery funds needs to stop.

My son is arguably smarter than most of his teachers. Yet they won't move him ahead in grade level. In essence, they're sucking his incentive to improve his knowledge. I have consistently been promised they will challenge him and have failed...............

Under the current mayor the focus has been on blaming teachers as characterized by his administration's obsession with the development of an "I gotcha" teacher evaluation system; rather than recognizing that effective teaching is an art form not a student testing taking, consultant profit making, data driven and teacher paper pushing - corporation. Using our children as guinea pigs by closing schools rather than supporting them and pitting public schools against charter schools resulting in overcrowded school building and classrooms - children are human beings not tools or corporate things. Education is the enterprise of caring about student learning; it is meant to be led by an educator who understands the various needs of all children not a dictating privitization, means to an end, legacy for ambitious politicians. Our schools must be governed by community and parental input which includes the responsibilities and idealogy indicated by our president during the recent election: "Teachers must inspire, Principals must lead, Parents must urge and children must do the work." by the President of the United States of America Barack Obama. We deserve better give our schools back to our parents, teachers, students, and community by mandating parental and community input in the governance and/or leadership of our schools.

Oklahoma schools are being starved for funds and made to submit to draconian cuts in budgets and support. Barresi wants to send public money to private and religious schools while also starting and paying 'for profit' charter schools for her campaign friends.