Drug Use Among Teens in Public School: Trends, Signs, and Warnings

Stirring up a raging political, social, and economic debate, the issue of school vouchers is a hot topic among community leaders, members, and educators. School vouchers, which essentially work as a scholarship, allow parents to redirect the trajectory of educational funding. Instead of applying tax dollars to schools directly, vouchers allow tax money to be sent to individual families. With this approach, parents and families can choose how their educational tax money is spent, allowing students to attend private or public schools, as the tax money can be used to pay for private tuition costs.

For proponents, vouchers offer students in failing schools access to greater educational opportunities in private schools. On the other side of the debate, many experts assert that vouchers, in the larger spectrum, will cause far more harm than good.

Vouchers and the Current State of Student Funding

While vouchers are still a relatively new concept and practice, the Supreme Court of Wisconsin approved of its state’s voucher program in 1998, which supported family-ownership of educational tax funds for approximately 15,000 children. With this private funding, children can choose from either public, private, or religious schools. This verdict was appealed to the United States Supreme Court after its passing, but the judges of the Supreme Court voted to not hear the appeal; therefore, Wisconsin has been able to continue its voucher approach to education for nearly a decade.

This video from The Young Turks discusses Louisiana's voucher program.

For parents who are, for the first time, introducing their young child into public school classes, or for parents who are helping their child to adjust to a new and/or different school, there are specific strategies and tips that can help students successfully adjust. As the National Association for the Education of Young Children (NAEYC) explains, “Back to school time often means changes for children and families: the first day of kindergarten or first grade; new preschools or child care settings; new classrooms and new teachers. Making smooth transitions between home, programs and schools can help children feel good about themselves and teach them to trust other adults and children.”

By helping kids adapt to new situations and settings, parents can engage in their child’s education and feel at ease regarding their son or daughter’s successful transition to a new school.

Helping Students Transition Successfully

For children who are naturally outgoing, these kids may face fewer issues and challenges at a new school; however, if children are shyer and reserved, it can take a few weeks for them to adjust before becoming comfortable in the new school environment.

As NAEYC explains, transitions established by parents can help students comfortably and confidently move into a new setting and social situation: “Transitions are exciting opportunities for children to learn and grow. Parents and early childhood professionals share a role in

A growing number of researchers are discovering that younger children’s access to early education leads to an enhanced ability to read and cognitively perform more effectively throughout their lives. Subsequently, many public schools are considering new programs that require kindergarten students to attend classes for a full day.

Traditionally, these younger students were slowly introduced into the academic world with only half or partial day classes; however, as more schools implement these programs, both educators and parents are forced to evaluate the many pros and cons of this rising trend.

The following video from the AMSD 2013 Annual Conference discusses how to prepare for the transition from half-day to full-day kindergarten.

The Current Public School Dynamic

Nationally, according to the Education Reporter, 31 states increased their funding in 2006 for early elementary programs. In addition, “…in 2007, at least 40 state legislatures have considered preschool programs and full-day kindergarten initiatives.” Specifically, “Legislators in Connecticut, Indiana, and Rhode Island proposed bills in 2007 to require school districts to offer full-day kindergarten,” while “At least eight other states have considered reimbursing schools that offer voluntary full-day kindergarten.” While many areas are promoting these new full-day agendas, many individuals are torn on the various arguments of this heated debate.

The Pros of Full-Day Kindergarten Instruction

Children enjoy long-term academic benefits

As the Milton View explores in their article, “Full Day Kindergarten,” data and research presented

According to recent studies, boys are three to four times more likely to engage in bullying-type behaviors than girls. While traditionally, the focus on resolving bullying issues has been geared towards interventions with male students, public schools are now realizing how girls too may be engaging in as much, and often more, bully-related activities that are often overlooked by administrators, teachers, and parents.

As educator Renee Wilson-Simmons supports, “Until recently, the word bully usually conjured up an image of a boy bigger and stronger his age, who knocked kids around, demanded money and ‘favors’ […] Today, the public is less likely to assume bullying is the sole province of boys, as the media have reported on increases in official rates of female arrests for assault, weapon carrying, and gang activity.”

This video examines female bullying.

As investigators are studying how girls bully each other, experts are working with public schools to help all students, regardless of gender, find alternatives to these negative behaviors.

The Rise of Female Bullying

How the Actions are Ignored

As Renee Wilson-Simmons reveals, the stereotype of bullying has been traditionally based on the concept that boys only harass other boys. As investigators engage in more research, however, experts are discovering that girls too often act as powerful bullies; however, their bullying behavior is overlooked due to the often quiet and passive negative actions that are associated with these activities.