Recent Bookmarks and Annotations
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Google Maps on 2009-04-27
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Pictures From the Sky on 2008-06-09
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NASA - NASA Scientists Pioneer Method for Making Giant Lunar Telescopes on 2008-06-07
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Phoenix Mars Mission - Home on 2008-05-20
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Dynamic Periodic Table on 2008-05-06
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Between Two Worlds: Carson Review of Wright on "Evil and the Justice of God" on 2008-05-06
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Washington State Constitution on 2007-07-30
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ARTICLE IX
EDUCATION
SECTION 1 PREAMBLE. It is the paramount duty of the state to make ample provision for the education of all children residing within its borders, without distinction or preference on account of race, color, caste, or sex.
SECTION 2 PUBLIC SCHOOL SYSTEM. The legislature shall provide for a general and uniform system of public schools. The public school system shall include common schools, and such high schools, normal schools, and technical schools as may hereafter be established. But the entire revenue derived from the common school fund and the state tax for common schools shall be exclusively applied to the support of the common schools.
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SECTION 3 FUNDS FOR SUPPORT. The principal of the common school fund as the same existed on June 30, 1965, shall remain permanent and irreducible. The said fund shall consist of the principal amount thereof existing on June 30, 1965, and such additions thereto as may be derived after June 30, 1965, from the following named sources, to wit: Appropriations and donations by the state to this fund; donations and bequests by individuals to the state or public for common schools; the proceeds of lands and other property which revert to the state by escheat and forfeiture; the proceeds of all property granted to the state when the purpose of the grant is not specified, or is uncertain; funds accumulated in the treasury of the state for the disbursement of which provision has not been made by law; the proceeds of the sale of stone, minerals, or property other than timber and other crops from school and state lands, other than those granted for specific purposes; all moneys received from persons appropriating stone, minerals or property other than timber and other crops from school and state lands other than those granted for specific purposes, and all moneys other than rental recovered from persons trespassing on said lands; five per centum of the proceeds of the sale of public lands lying within the state, which shall be sold by the United States subsequent to the admission of the state into the Union as approved by section 13 of the act of congress enabling the admission of the state into the Union; the principal of all funds arising from the sale of lands and other property which have been, and hereafter may be granted to the state for the support of common schools. The legislature may make further provisions for enlarging said fund.
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There is hereby established the common school construction fund to be used exclusively for the purpose of financing the construction of facilities for the common schools. The sources of said fund shall be: (1) Those proceeds derived from the sale or appropriation of timber and other crops from school and state lands subsequent to June 30, 1965, other than those granted for specific purposes; (2) the interest accruing on said permanent common school fund from and after July 1, 1967, together with all rentals and other revenues derived therefrom and from lands and other property devoted to the permanent common school fund from and after July 1, 1967; and (3) such other sources as the legislature may direct. That portion of the common school construction fund derived from interest on the permanent common school fund may be used to retire such bonds as may be authorized by law for the purpose of financing the construction of facilities for the common schools.
The interest accruing on the permanent common school fund together with all rentals and other revenues accruing thereto pursuant to subsection (2) of this section during the period after the effective date of this amendment and prior to July 1, 1967, shall be exclusively applied to the current use of the common schools.
To the extent that the moneys in the common school construction fund are in excess of the amount necessary to allow fulfillment of the purpose of said fund, the excess shall be available for deposit to the credit of the permanent common school fund or available for the current use of the common schools, as the legislature may direct. [AMENDMENT 43, 1965 ex.s. Senate Joint Resolution No. 22, part 1, p 2817. Approved November 8, 1966.]
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ARTICLE XVI
SCHOOL AND GRANTED LANDS
SECTION 1 DISPOSITION OF. All the public lands granted to the state are held in trust for all the people and none of such lands, nor any estate or interest therein, shall ever be disposed of unless the full market value of the estate or interest disposed of, to be ascertained in such manner as may be provided by law, be paid or safely secured to the state; nor shall any lands which the state holds by grant from the United States (in any case in which the manner of disposal and minimum price are so prescribed) be disposed of except in the manner and for at least the price prescribed in the grant thereof, without the consent of the United States.
SECTION 2 MANNER AND TERMS OF SALE. None of the lands granted to the state for educational purposes shall be sold otherwise than at public auction to the highest bidder, the value thereof, less the improvements shall, before any sale, be appraised by a board of appraisers to be provided by law, the terms of payment also to be prescribed by law, and no sale shall be valid unless the sum bid be equal to the appraised value of said land. In estimating the value of such lands for disposal, the value of the improvements thereon shall be excluded: Provided, That the sale of all school and university land heretofore made by the commissioners of any county or the university commissioners when the purchase price has been paid in good faith, may be confirmed by the legislature.
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SECTION 3 LIMITATIONS ON SALES. No more than one-fourth of the land granted to the state for educational purposes shall be sold prior to January 1, 1895, and not more than one-half prior to January 1, 1905: provided, that nothing herein shall be so construed as to prevent the state from selling the timber or stone off of any of the state lands in such manner and on such terms as may be prescribed by law: and provided, further, that no sale of timber lands shall be valid unless the full value of such lands is paid or secured to the state.
SECTION 4 HOW MUCH MAY BE OFFERED IN CERTAIN CASES - PLATTING OF. No more than one hundred and sixty (160) acres of any granted lands of the state shall be offered for sale in one parcel, and all lands within the limits of any incorporated city or within two miles of the boundary of any incorporated city where the valuation of such land shall be found by appraisement to exceed one hundred dollars ($100) per acre shall, before the same be sold, be platted into lots and blocks of not more than five acres in a block, and not more than one block shall be offered for sale in one parcel.
SECTION 5 INVESTMENT OF PERMANENT COMMON SCHOOL FUND. The permanent common school fund of this state may be invested as authorized by law. [AMENDMENT 44, 1965 ex.s. Senate Joint Resolution No. 22, part 2, p 2817. Approved November 8, 1966.]
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Summary of Findings: 'No Child Left Behind' Gets Mixed Grades on 2007-07-23
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Among those who have heard about the law
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34% say the law has made schools better; 26% say it has made schools worse; and 32% say it has had no impact.
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Three-in-ten of those who believe the law has made things worse cite testing – specifically the excessive focus on testing, or the fact that teachers must "teach the test."
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Partisan Views of Education Policy
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There are virtually no differences among partisans when it comes to opinions about the federal government's role in education policy under No Child Left Behind. Four-in-ten independents, and slightly fewer Democrats (36%) and Republicans (35%), say there is too much federal influence over the schools under No Child Left Behind.
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Blacks Favor Greater Federal Role
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NCLB as FRaud on 2007-07-23
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The No Child Left Behind law is a fraud.
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First, the law's basic premise — that public schools are performing poorly and need to be improved, or else something really bad is going to happen to America — is political nonsense. Right-wing zealots have used the phrase "failing public schools" so often that some think it's a fact, when it isn't.
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American public education is the backbone of our democracy. It's the great equalizer. Gerald Bracey, an independent, highly regarded education researcher, notes in an article for the Stanford University Alumni Association that since the end of World War II, the proportion of high school graduates among those 25 or older has grown from 34 percent to 74 percent, and the percentage of college graduates has increased from 6 percent to 19 percent.
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public schools outperform private schools when controlling for poverty.
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And, a 2004 U.S. Department of Education report found that despite all the rhetoric about charter schools, they're "less likely to meet state performance standards than traditional public schools."
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Probably the most troublesome and scheming aspect of NCLB is, as Bracey states, that it depends on punishment for schools that don't meet its standards.
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So it's America's dirty little secrets, not public schools, that are failing.
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Faking Reform on 2007-07-23
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Eager to create the appearance of improvement, school leaders, state leaders and federal officials have distorted schooling in ways that violate almost any sound educational philosophy or practice.
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