MYTH: Charter schools drain money from public schools and should not be expanded during tight economic times.

REALITY: When public charter schools are funded, no public education money is lost, because the money stays with the student. When students transfer to charters, the traditional school still gets 99% of its prior year actual Average Daily Attendance (ADA), state funding based on student attendance—a safety net while making adjustments. Charters receive ADA, but do not receive any local funds that traditional schools receive, like facility, emergency, and supplemental levies.

MYTH: Charter schools just accept “cream of the crop” students.

REALITY: Charters are open to all students and are neither private nor exclusive. When enrollment requests exceed capacity, charters hold a public lottery to determine who will attend. The same laws governing traditional public schools govern charters. Like traditional public schools, charters must provide in-school special education services.

MYTH: Charter schools are not held accountable for their performance.

REALITY: Charters are given wide latitude to create their own curriculum and instructional models, but are held to the same accountability standards as traditional schools. Charters go through a stringent approval process, undergo annual audits, and those that don’t succeed don’t survive.

MYTH: Charter schools are an experiment.

REALITY: If charters are an experiment, then the experiment is working, because charters continue to outperform their traditional counterparts. Last year, 78.6% of charters met Adequate Yearly Progress (AYP), compared to 54.8% of non-charter schools. Charters have also received regional and national recognition. Coeur d’Alene Charter, for example, was the only Idaho high school to make US News and World Report’s “Top 100 America’s Best High Schools” list in 2009.

For an alphabetic listing of Idaho Charter Schools, click here: http://www.chartercommission.id.gov/documents/Data_Sheets_Alph.pdf

Or click here for an online directory of all public K-12 schools in Idaho.

The Idaho Charter School Commission is the state-run organization for charter school alternative authorization. On the commission’s web site, you will find answers to frequently asked questions and information about how charters are started and authorized in Idaho.

Another source of facts and news about school choice in Idaho is the State Department of Education’s web site page on School Choice. There, you will find information for parents, charter school developers, and charter school leaders. The site also contains information about the laws governing charter schools in Idaho, research, reports, national resources, and dissemination grants that help traditional and charter schools share and promote best practices.

• 

  http://www.actstudent.org/explore/    things students need to know to plan for high school courses, prepare for the ACT, or choose a career direction

• http://www.knowhow2go.org/index.php   4 steps you must take to get to college for high schoolers or adults
• http://www.pathwaystocollege.net/  easy access to research-based policies, practices, and resources for improving college readiness – for researchers, practitioners, and policymakers
• http://www.collegeboard.com/student/pay/index.html  College Board provides the SAT, Advanced Placement, and other services about college readiness to millions of students
• http://students.gov/STUGOVWebApp/Public an official U.S. government web site designed for college students and their families

To the left are the whole numbers associated with grades. Please note many schools use plus and minus as well, which has larger or smaller values associated with them. Contact your individual school registrar in order to obtain grading scales.

Below is an example of courses and their corresponding grades as well as how to average the grades to come up with a GPA.

Congratulations! The example above illustrates a student who would be accepted to any Idaho State college, and if they have financial need could be eligible for thousands of dollars in grants and scholarships. For more information on GPA or cumulative GPA contact the registrar at your school. Also, the GPA is generally printed on the report card and/or transcript. And remember it’s never too late to raise your GPA!

Why do students choose online courses?
There are a variety of reasons that students select online learning:

• They prefer the online environment to seat time in a face-to-face classroom
• They have a comfort level with technology, using programs like MySpace, Facebook, Twitter, YouTube, and iTunes
• They want the convenience and flexibility that online learning affords, being able to complete assignments online and avoiding scheduling conflicts
• They want to be able to go at their own pace, to catch up or to get ahead in coursework
• They want time and cost savings on gas, parking, baby sitting, etc.

Is online learning for everyone?
No, not by a long shot.  Here are characteristics of a successful online learner:

• Self-motivated
• Enjoy reading and writing
• Good organizational and time management skills
• Not a procrastinator
• Have access to or own a reliable computer and high speed Internet connection
• Technical skills necessary to access course information, submit assignments, and communicate with the instructor or participate in online discussions with other class members

What are some of the most common misconceptions about online learning?

• All online courses are created equal – online courses can vary from school to school, subject matter to subject matter, and teacher to teacher
• Online courses are easy
• Online courses require less work and time commitment
• There are no due dates in online courses
• Online courses never meet during specific times/dates
• Just because you are pretty good at using the Internet, you will automatically do well in an online course
• You communicate with your teacher the same way as you communicate online with your FB/IM buddies – ur teacher is not ur bff

How to be successful in online courses/programs

• If you are looking at completing a college degree online, make sure you choose a college that is accredited by an regional accrediting agency recognized by the U.S. Department of Education.  You can start your search here: http://ope.ed.gov/accreditation/  Not all colleges are accredited and not all accrediting agencies are recognized by the Dept. of Ed.  Beware of diploma mills!
• Contact your teacher early on
• Ask questions when you don’t understand something, need clarification, or need assistance
• Read the syllabus and assignment instructions carefully
• Follow instructions
• Know the due dates
• Do not procrastinate
• Realize that technology sometimes fails, so don’t leave anything to the very last minute

Dr. Edit Szanto, Vice President of Student Services, Planning and Grants Development at the College of Southern Idaho

• Visual/Spatial – Do you like to see things visually and organize ideas spatially?
• Verbal/Linguistic – Do you learn best through the written and spoken word?
• Mathematical/Logical – Are you logical and learn best through the spoken and written word?
• Bodily/Kinesthetic – Does interacting with others help you to learn?
• Musical/Rhythmic – Do you like patterns, rhythms and music when you learn?
• Intrapersonal – Are feelings, values and attitudes an important component of your learning style?
• Interpersonal – Do you learn best through interacting with others?
• Naturalist – Do you like to classify, categorize and put things in hierarchies?
• Existential – Is seeing the big picture important to you?

Howard Gardner has identified nine Multiple Intelligences.  Garner says there are many ways to be “smart.”  Intelligence is not fixed.  We are born with certain intelligences, but we can learn other ways to be “smart.”   Gardner says we all have a unique set of intelligences and can continue to expand those.

All nine Intelligences are categorized into three different domains:  Analytic, Introspective and Interactive.  The Analytic domain promotes analysis of knowledge based on how the learner best learns.  The Introspective domain has an affective component.  The Interactive domain allows learners to express themselves and explore their environment.

Most instructors tend to teach based on how they prefer to learn.  Identifying your preferred learning style will help you be more effective in your study stills.  If you learn differently than your instructor, how can you exercise one of your less preferred learning styles in order to be more effective?

Once you understand how you prefer to learn, you can capitalize on your learning style.   If your instructor presents information from a logical perspective and you learn best interpersonally, take the information presented and get a study group together to review the content.  Or, if you learn best Existentially think about how you can integrate the concepts in order to see the big picture.

Instructors can help their students be more successful by teaching in a variety of learning styles.  Some students may learn best if they are presented the logical concepts of a theory.  Others may benefit from a small group discussion on the application of the theory.  Some may want to journal about how the theory applies to them.  By teaching the same concept in a variety of learning styles more students will understand and be able to apply the concepts.

If you are interested in finding out how you learn best, take the Multiple Intelligences Profile at the following web site:

http://surfaquarium.com/MI/inventory.htm

Regardless of your age, celebrate your unique learning style as you process information to help you be more effective in class.

Vicki Budd, Coordinator/Advisor/Adjunct Faculty
Bachelor of General Studies
College of Social Sciences/Public Affairs
1910 University Drive
Boise, ID  83725-1120
208-426-5957
208-426-5621 (fax)
VictoriaBudd@boisestate.edu
www.boisestate.edu/bgs

It takes real ambition to think about returning to College. At times this process may feel complicated, confusing and often frustrating as you navigate the channels of investigating careers, colleges and funding opportunities.  You have to think of this as a learning process in itself. And like other things in life after you have done it one time it always seems easier the next time (ie. Feel like you are going crazy registering for your first semester in college, don’t worry the next time it will be much easier).

Knowing the College Lingo

It is important to note there are many educational options to choose from. Your personal goals will lead you to the institution with programs to match your career choice. Do your research and ask questions. (Tips on research and investigating careers may be a topic for another article) Here is a sampling of terminology to be familiar with concerning community colleges and four year colleges or universities and funding options.

Community College:

1. Adult Basic Education includes English as a second language, basic skills improvement and GED completion.
2. Associate of Arts (AA) or Associate of Science (AS) lower division transfer two-year degrees are designed to provide the general education foundation to later move on to a four-year degree.
3. Associate of Applied Science (AAS) two-year degree includes hands-on career specific professional technical education designed to lead to employment.  Shorter term Technical Certificates are also offered in career specific areas.
4. Community Education classes provide personal enrichment in a variety of areas for people of all ages. Programs range from summer youth classes to classes specifically designed for seniors.
5. Workforce Development provides short-term skill-building programs focused in growing career areas, customized workforce training for businesses, and on-line courses.

College or University:

1. Undergraduate Degree.  A baccalaureate degree or, “ bachelor’s degree” as it is more commonly referred to,   requires  four-years or more of full time study to complete the degree. There are many areas of emphasis to choose from and the degrees offered will vary by college. Bachelor of Science (BS), Bachelor of Arts (BA), Bachelor of Fine Arts (BFA), Bachelor of Applied Science (BAS), Bachelor of General Studies (BGS) and more. Some colleges may also offer associate degree programs.
2. Graduate Degree. Master’s and doctoral levels of study. Degrees will vary by area of study.

Funding

1. FASFA =  Free  Application for Federal Student Aid . Federal student aid is financial assistance that’s available through the U.S. Department of Education’s Office of Federal Student Aid. There are three categories of federal student aid: grants, work-study and loans. This web site will provide additional information www.fafsa.ed.gov
2. There are government supported funding. Check the web sites for eligibility information.

*Idaho Department of Labor, www.labor.idaho.gov

*Vocational Rehabilitation, www.vr.idaho.gov

*Veterans Services, www.veterans.idaho.gov

*Job Corps, www.jobcorps.gov

1. Scholarships.  Ask the college you plan to attend about their scholarship programs. Also inquire with professional organizations in the field you will be studying.
2. Employer Assistance. Some companies provide assistance with college tuition

It ‘s never too late to go to college. Become a lifelong learner knowing your education is something you will enjoy the benefits of for a lifetime!

By Kathleen Kennedy Manzo, December 17, 2009

Students would rather do just about anything than their homework. There’s no news there. It probably won’t be a surprise either that more than three-fourths of middle school students spend three hours or more a day in front of a computer, television, or cellphone screen. All this time with technology, a new report says, comes at the expense of homework, which the majority of students devote less than an hour to each day.

to read more, click here: News Flash? Screen Time Detracts from Homework

Key findings include:

• The total number of subbaccalaureate awards conferred increased 28 percent between 1997 and 2007, to 1.5 million.
• While community colleges still confer the majority of subbaccalaureate credentials—58 percent in 2007—the rate of increase in the number of awards was less than half the rate observed for institutions in the for-profit sector, which increased its share of awards from 24 percent to 29 percent.
• Health care is the most common field of study in which subbaccalaureate credentials are awarded, accounting for 31 percent of all awards in 2007, and increasing 68 percent over the decade studied.
• Women earn a majority of subbaccalaureate awards (62 percent in 2007), and the increase in awards to women was larger than that found for men (31 percent vs. 24 percent increase between 1997 and 2007).

Source: Data Quality Campaign, Institute of Education Sciences

Source: www.nytimes.com/2009/11/23/education/23educ.html?_r=1