Released in May 2009. This study, published by the Friedman Foundation for Educational Choice, presents data from a major national survey of teachers conducted by the U.S. Department of Education—the Schools & Staffing Survey. The researchers break down these observational data for public and private school teachers, in order to compare what teachers have to say about their work in each of the two school sectors. They show that public school teachers are currently working in a school system that doesn’t provide the best environment for teaching. Teachers are victims of the dysfunctional government school system right alongside their students. Exposing schools to competition, as is the case in the private school sector, is good for learning partly because it’s good for teaching.
If your school is a 501(c)(3) nonprofit institution, you must be aware of the tax laws that provide your school’s tax-exempt status. This document, IRS Publication 557, was revised and published in June 2008, and contains all the pertinent information concerning application, approval, and appeal procedures; filing requirements and required disclosures; the rules about unrelated business income tax (UBIT); and the means of finding legal advice if required.
Released June 2007. Periodic safety checks should be a part of the overall risk management/crisis planning protocol at your school. This Security Checklist covers exterior items (doors, windows, means of entry, etc.), interior areas (classrooms and offices), and special use areas and items. Your Safety Team members should also be encouraged to add to the list and make notes about anything that concerns them. The completed checklists are turned in to the Facilities Manager, who reviews the items and areas that need attention and creates an action plan to address them.
Reprinted October 2005. In the decade since the publication of Prisoners of Time, the report of the National Education Commission on Time and Learning, little has changed regarding time for formal schooling. The length of the school day and the school year are virtually the same today as they were throughout the 20th century. The profound changes Americans have experienced in technology, demographics and the economy have had minimal effect on the time students spend in school. This remains the case even as education leaders implement an education reform agenda focused on standards, assessments and accountability – an agenda that obviously calls for new ways to use time to achieve powerful learning. In the original report, the commission argued that while standards must be held constant, time can vary. It would seem logical that as higher aspirations are held for all children, we would be willing to battle traditional structures and practices. Students’ lives have changed. They live in a digital world. They use the Internet, cell phones and other digital devices to access information and to accelerate communication. For them, time is a resource, not a barrier. We call not only for more learning time, but for all time to be used in new and better ways.
Released June 2005. National studies have included both private and public school teachers in analyses of teacher turnover. These studies have shown that teacher turnover is associated with teacher perceptions of school organizational characteristics, including low levels of administrative support, little input into school decisions, student disciplinary problems, and insufficient salary. Private school teachers generally express less dissatisfaction with school organizational characteristics than do their public school counterparts. However, teacher turnover rates are higher in private schools than in public schools.
Released April 1983.This is the landmark document that redefined educational reform in the ‘80s, and still informs school reform today. Developed by the National Commission on Excellence in Education for the U.S. Department of Education. The findings were a “wakeup call” for both public and private school educators across the nation.
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