Choosing The Best School
How can I find out the quality of my child's school?
There are many things that a parent can do to find out about the quality of a child's school. First, talk to other parents and other community members, and find out what they think about the school. Find out the experiences that they've had and if they're satisfied with the school programmes that have been offered thus far. Also state departments of education and school districts publish information on schools, including assessment scores, teacher qualifications, as well as special programs that the school might house.
Can I choose my child's public school?
Although each school district is different, there is some choice that parents have in deciding which school their child attends. It's best that you contact your local school district and find out what options may be available. Sometimes there are public magnet schools, charter schools, or other specialty schools that your child could attend.
How can I find out the quality of my child's classes?
In order to find out about the quality of your child's classes, it's important that you talk to your child's teachers. Perhaps the teacher can give you a copy of the class outline - what they will be covering over the course of the year. As a parent, you can also look at assignments that your child has and brings home, and determine if your child is being challenged enough by the quality of their classes.
Should I be concerned if my child is in a class with non-native English speakers?
Our classrooms reflect the diversity of our nation, therefore there is no need for concern if your child is in a class with non-native speakers. Multi-culturalism is an asset to our students and will not hinder them in any way. It is important to remember that teachers look at children as individuals and they will always move a child forward at his or her own pace, regardless of the language they, or their classmates speak.
How can I make sure my child is getting enough attention from the teacher?
As a parent, you can determine if your child is receiving enough attention by talking to the classroom teacher. Ask questions about what the day looks like, how much time is spent in whole group instruction, how much time is spent in small group instruction, and whether there is any time that a student can get one-on-one attention if he or she needs it.
What are some strategies for students and parents to cope with overcrowding?
If you have concerns that your child's classroom may be overcrowded, you should talk to your child's teacher. Perhaps if you have available time, this is the time to get involved in your child's school, and particularly in your child's classroom. Ask the teacher what type of help he or she would desire. Perhaps you can work with groups of students, help with paperwork, and in doing so really free the teacher up to have more time and flexibility to work with the entire class.
What are some ways for students and parents to cope with under-funding?
Almost every school has a parent-teacher organization that is involved in raising funds for the school. You can get involved with your local parent-teacher organization and help with fund-raising projects, assist in grant writing, and other types of projects, to raise funds for the school.
What is "class size"?
Class size refers to the average number of students in a teacher's class. Class size is important because many studies suggest that student achievement is improved with reduced class sizes. Teachers with smaller class loads are able to tailor their instruction to the individual needs of the students.
What is "student tracking"?
Student tracking is the procedure used by schools that groups students with similar abilities into separate classrooms.
What are the pros and cons of tracking?
There are many arguments on both sides of the fence for tracking. Proponents believe that tracking allows teachers to focus their instruction and really hone in on the specific needs of a group of students. However, those against tracking believe that it limits many students, that often students are stuck in one ability group and are unable to move to the next grouping.
