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Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts

What is a democracy when the voters are disenfranchised by a judge?

 
IN CONGRESS, JULY 4, 1776
The unanimous Declaration of the thirteen united States of America
When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. — Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.
He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their Public Records, for the sole purpose of fatiguing them into compliance with his measures.
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
He has refused for a long time, after such dissolutions, to cause others to be elected, whereby the Legislative Powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.
He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary Powers.
He has made Judges dependent on his Will alone for the tenure of their offices, and the amount and payment of their salaries.
He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people and eat out their substance.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
He has affected to render the Military independent of and superior to the Civil Power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:
For quartering large bodies of armed troops among us:
For protecting them, by a mock Trial from punishment for any Murders which they should commit on the Inhabitants of these States:
For cutting off our Trade with all parts of the world:
For imposing Taxes on us without our Consent:
For depriving us in many cases, of the benefit of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences:
For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies
For taking away our Charters, abolishing our most valuable Laws and altering fundamentally the Forms of our Governments:
For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.
He has abdicated Government here, by declaring us out of his Protection and waging War against us.
He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.
He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.
He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.
Nor have We been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.
We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. — And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.
 
 
I. Introduction
One of the most critical ways that individuals can influence governmental decision-making is through voting. Voting is a formal expression of preference for a candidate for office or for a proposed resolution of an issue. Voting generally takes place in the context of a large-scale national or regional election, however, local and small-scale community elections can be just as critical to individual participation in government.

The Universal Declaration of Human Rights, adopted unanimously by the United Nations General Assembly in 1948, recognizes the integral role that transparent and open elections play in ensuring the fundamental right to participatory government. The Universal Declaration of Human Rights in Article 21 states:
Everyone has the right to take part in the government of his/her country, directly or through freely chosen representatives.
Everyone has the right of equal access to public service in his country.
The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret ballot or by equivalent free voting procedures.

The role that periodic, free elections play in ensuring respect for political rights also is enshrined in the International Covenant on Civil and Political Rights, the European Convention for the Protection of Human Rights, the Charter of the Organization of American States, the African (Banjul) Charter on Human and Peoples’ Rights and many other international human rights documents.


While the right to vote is widely recognized as a fundamental human right, this right is not fully enforced for millions of individuals around the world. Consistently disenfranchised groups include non-citizens, young people, minorities, those who commit crimes, the homeless, disabled persons, and many others who lack access to the vote for a variety of reasons including poverty, illiteracy, intimidation, or unfair election processes. An important force in combating disenfranchisement is the growth of organizations engaged in election monitoring. Around the world, governments struggle to meet the challenge of the Universal Declaration related to free and fair elections. Election monitoring groups, ranging from local or party monitors to United Nations teams, assist governments and local groups to hold free and fair elections by observing the process from the beginning (voter education, candidate campaigns, planning for the ballot) to the end vote count. By declaring an election ‘free and fair’ monitors can legitimize the outcome of that election. Conversely, by not doing so, legitimacy is withheld. The question of whether or not to grant legitimacy to election results is complicated by political considerations, as the results of declaring elections ‘not free nor fair’ can be serious. Riots and even civil war can break out.

Sec. Murphy's statement to the NJ regarding Pencader

There's a lot of conjecture out there right now about what will happen to Pencader. I've had a renewed run on the telephone with parents asking if our school will be closed. To that end, rather than conjecture, I asked the PIO at DOE if I could have a copy of the statement sent by Sec. Murphy to the News Journal. She quickly supplied it.

Italicized to indicate direct quote and statement entirety.
Here it is:
Last year the State Board of Education placed Pencader Business and Finance Charter School on probation <http://www.doe.k12.de.us/news/2011/0722.shtml> . The school faced closure because of governance and financial issues.
Over the past 13 months, the Delaware Department of Education has been providing support to the school to help its leadership regarding several outstanding issues. Through this partnership, the school made significant progress improving in many financial issues. However, in recent months the school's leadership in several instances has failed to follow the state's guidance on governance and financial issues. The school also failed to address these remaining issues on its own.
The department, in partnership with the State Board of Education, is becoming increasingly concerned about the school's viability and the effect on students and families. Specifically, the following ongoing issues are threatening the school's viability:
o Decreasing enrollment
General's Office investigation into violation of Freedom of Information Act
o Pension Board referral to Attorney General for investigation of possible criminal and/or civil violations
o Failure to implement mission statement
o Possible conflicts of interest with various contracts
o Building-level financial oversight concerns
For several months state officials have attempted to work with the school, giving its board ample opportunity to improve voluntarily. The board has demonstrated limited capacity to govern the school. Students, families and staff deserve better.
"Conditions have deteriorated over the past few weeks and action is required," State Board of Education President Teri Quinn Gray said. "We are trying to do what is best for students, families and staff both for this school year and, hopefully, for the future."
Secretary of Education Mark Murphy said, "President Teri Quinn Gray and I will be meeting with the Pencader Board leadership next week, wherein these issues will be resolved one way or another."

Get Your Google On!

Get Your Google On!

The game is Jeopardy.
The category is Education History.
The answer is Richard A. Hauge.











The Question?




A Thoughtful Solution for Social Promotion by Steve Peha

Thank You, Steve, for you thorough response!

Cleary the practice of social promotion causes many problems. Whether it’s an officially sanctioned process, or one that teachers have merely become accustomed to, social promotion undermines student achievement and teacher morale.

But now let’s look at the situation from where a principal or superintendent might sit. What would happen if we instantly combined high expectations and more rigorous curriculum with accurate grading in low-achieving schools? Over 3-5 year’s time we’d see over-crowded elementary schools and near-empty high schools. Logistically, this is a non-starter. Hence, the culture of social promotion has a practical, albeit pernicious, aspect.

Now, logistical reasons are no excuse for such a heinous practice. But this conundrum does bring to mind a very serious and important issue: we can’t structure out way out of reform. Testing, standards, charters, vouchers, and merit pay are all structural reforms. But school, being the slippery beast that it is, defies restructuring.

Our only hope is to teach our way out.

But we can be even more thoughtful than that. If we acknowledge that literacy is the foundation of academic success, and if we acknowledge the brain window for language learning, and if we acknowledge the traditions of elementary school teaching and the natural separation of instructional styles that seems to occur after 3rd grade, we can make simple plans for solid interventions early enough in kids’ lives that strategies like social promotion would be unnecessary.

There are two key places to intervene in a young student’s learning life: at the beginning of 1st grade and at the end of 3rd. It is perfectly reasonable to get kids extra help in the first half of first grade if they are not yet reading and writing independently. And it is perfectly reasonable to retain less successful 3rd graders for an additional year if they have not yet become confident chapter book readers and conventional writers of multi-paragraph essays.

At the same time, we can do several things that make intervention and retention much less likely. First of all, we could concentrate professional development in literacy at the primary grades. Bringing teachers of young children up to speed with the latest and best methods like Reader’s and Writer’s Workshop would improve outcomes tremendously. Second, we can move our most successful teachers to first and third grade. And finally, we can employ the use of high quality early interventions like Reading Recovery for kids who are struggling out of the gate.

The root cause of social promotion is not poor kids, it’s poor teaching. Until we recognize the connection here and actually do something about it, schools with many under-performing children have no logistically sound approach but to pass kids along year after year. This reality does not excuse what is surely a detestable behavior but seeing it for what it is and why it exists should heighten for all of us the importance of making sure our teaching – especially in literacy at the early grades – needs a serious overhaul.