NHEG-Magazine-March-April

CONTENTS

4 THOUGHT FOR THE MONTH

7 MAGAZINE EDITORIAL TEAM

8-15 ACHIEVEMENTS

16-17 2019 TOP-RATED NONPROFITS USING GREAT NON PROFITS

20-27 THE INTERNET RADIO PROGRAM FROM NHEG

28 E.A.S.Y. TOONS COMIC BOOK

30-31 U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD

38-40 PRESS RELEASES - UPCOMING NHEG EVENTS

41-43 NATIONAL SCHOOL CHOICE WEEK

46 SPONSORSHIP PACKAGES FOR NHEG

57-59 NHEG DATA

61 WE ARE LOOKING FOR NEW VOLUNTEER INTERNET RADIO HOSTS

62-63 ATTENTION POTENTIAL GUESTS!

66-69 OUR TEACHERS AND TUTORS

72-73 NHEG SUPPORT GROUPS

74-75 MISSING CHILDREN

76-79 NHEG BIRTHDAYS - ANNIVERSARIES

80-81 NHEG NEW VOLUNTEERS - VOLUNTEERS OF THE MONTHS

84-85 REVIEWS ON MAGAZINE EDITORS

96 NATIONAL NEWS REPORTS IN EDUCATION

98-99 THE NHEG LEARNING ANNEX

107-125 FEE ARTICLES

132-135 KELLY BEAR PRESS

136-137 INTERNATIONAL ACADEMIC COMPETITIONS

138 NATIONAL HISTORY BEE

139 NATIONAL SCIENCE BEE

140-143 GET YOUR FREE EBOOK

148-149 FUN CORNER

152-157 RECIPES

160-161 NHEG PARTNERS & AFFILIATES

www.NewHeightsEducation.org

Thought for the Month

So many exciting things have been

happening at NHEG recently. I

have a feeling that Spring will

bring many more opportunities

to our organization.

Thank you all for sharing our

journey.

Our store is now live


https://new-heights-educational-group.myshopify.com/

4 NHEG Magazine | January - February 2020

January - February 2020 | NHEG Magazine 5


EDITORIAL TEAM


Editor in Chief

Pamela Clark

NewHeightsEducation@yahoo.com

Production Manager

Marina Klimi MarinaKlimi@NewHeightsEducation.org

Proofreaders/Editors

Noemi Vallone Noemi@NewHeightsEducation.org

Kristen Congedo

Kristenc@NewHeightsEducation.org

Photographers featured in this issue

Michelle Shockey

Michelles@NewHeightsEducation.org

Pamela Clark

Khrista Cendana

Fran Wyner

Sheila Wright


Khrista@NewHeightsEducation.org

FranWyner@NewHeightsEducation.org

SheilaWright@NewHeightsEducation.org




















2019 Top-Rated

Nonprofits using GreatNonprofits

New Heights

Educational Group

Congratulations

Your community has selected your organization as one of the 2018 Top-Rated

Nonprofits using GreatNonprofits. You are among a distinguished few to

receive this community endorsement.


Perla Ni

CEO Greatnonprofits



THE INTERNET RADIO PROGRAM FROM

NEW HEIGHTS EDUCATIONAL GROUP






Internet Radio Show Spots now available

The New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement on

our internet radio show.

All products, business and service advertisements will need to be reviewed by our research department and must be approved by NHEG home office.

All advertisements must be family friendly.

Those interested in purchasing packages can choose for our host to read the advertisement on their show or supply their own pre-recorded advertisement.

If interested, please visit our website for more details.

https://www.newheightseducation.org/nheg-radio-show/

The NHEG Radio Show is an internet radio program in which the hosts cover various topics of education for Home, Charter and Public School families in Ohio.

These Communities include Paulding, Defiance, Van Wert, Delphos, Lima, Putnam County, Wauseon and Napoleon. For an invitation to the live show, visit us on Facebook or Twitter to sign up, or email us at info@NewHeightsEducation.org

If you are looking to listen to past shows, please check out this document


https://docs.google.com/spreadsheets/d/1oW5gxFB7WNgtREowSsrJqWP9flz8bsulcgoR-QyvURE/edit#gid=529615429

that lists all the shows that have been released.




The New Heights Educational Group

Welcomes Radio Host Buffie Williams To Our Online Airwaves

Contact:

Anyone interested in finding out more about NHEG can email NewHeightsEducation@yahoo.com or call 419-786-0247.









Barnes and Nobles

Kids in Grades 1-6 Earn a Free Book!

https://www.barnesandnoble.com/h/summer-reading-lists?list=kidsbrages-0-7


You can read it at the following link

https://www.NewHeightsEducation.org/NHEG-blog/e-a-s-y-toons/


U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD

The President’s Volunteer Service Award recognizes and celebrates Americans who make

a positive impact to not only their community but the country as a whole


VOLUNTEER HOURS


About PVSA

The President’s Volunteer Service Award is the premier volunteer awards program, encouraging United States

citizens or lawfully admitted permanent residents of the United States through presidential recognition to live a life of

service.

New Heights Educational Group (NHEG) is an official certifying organization for The President’s Volunteer Service

Award. We encourage all volunteers to create an account and begin tracking their service hours.

Please contact us at info@newheightseducation.org or by phone at 419.786.0247 for a verification form, and log your

hours by creating a profile on the President’s Volunteer Service Award website using the Record of Service Key:

TTG-43498 , to identify New Heights Educational Group as your institution.

Your recognition inspires others to take positive action to change the world!

Learn more at https://www.presidentialserviceawards.org/

Criteria

Individuals, families and groups that meet the criteria are eligible for the PVSA.

Recipient(s) must be a United States citizen or a lawfully admitted permanent resident of the United States.

Awards are issued for service hours served within a 12-month time period or over the course of a lifetime.

Awards are issued for volunteer service only; additional levels of participation with the organization (i.e., charitable

support) are not a factor considered for the award.

Court-ordered community service does not qualify for the award.

Awards are issued by approved Certifying Organizations.

Service must be with an approved Certifying Organization that is legally established in the United States,

the Commonwealth of Puerto Rico or one of the U.S. territories.

Eligibility

Pamela Clark – Bronze – Silver – Gold – Life Time

Briana Dincher – Gold

Khrista-Cheryl Cendana – Bronze – Silver

William Naugle – Bronze – Silver – Gold – Life Time

Michael Anderson – Bronze – Silver – Gold

Robert Hall – Bronze – Silver – Gold

Sapna Shukla – Bronze – Silver

PVSA RECIPIENTS

Hours are measured over a 12-month period and awards are designated based on cumulative hours. The awards are

offered in multiple levels and are designed to recognize each milestone of your service achievement. Levels include

bronze, silver, gold and the highest honor, the President’s Lifetime Achievement Award for those who contribute more

than 4,000 hours of service in their lifetime.




The New Heights Educational Group (NHEG)

announced recognition

The New Heights Educational Group (NHEG) announced recognition of Mr. Michael Anderson,

Assistant Virtual Development Director of Website Design and WordPress Expert.

Mr. Anderson not only volunteers with NHEG but many other organizations.

Due to his contributions, he has earned the Gold Presidential Service Awards.

This recognition includes a signed certificate from the President of the United States

along with a coin.

Pamela Clark, Executive Director of NHEG stated, “Michael Anderson has a big heart and passion for

making positive change in the world of education. We are fortunate for his volunteer service.”

Here are some of the differences:

Charter Schools

1. May use a lottery system if the charter school is

popular and hard to get into for the

student.

2. Smaller class sizes.

3. Transportation is arranged by the students.

4. Private board.

Why Charter School?

By Khrista Cendana


Why do you want to go to a charter school? My mom has been

telling me that if I were still in

school, she would have enrolled me in a charter school rather

than a public school. Are charter

schools better? What are the differences and options when enrolling?

I always thought that

charter schools help students more than public schools, is that

true? Are they clearly different or

are they the same? To find out the correct answers to these

questions, we need to dig a little bit

further.

Public Schools

1. They must accept every child in its district.

2. Larger class sizes.

3. Education standards set by the state education

board.

4. Transportation provided by school within designated

area.

If you want to know more, check out Public vs Private Vs Charter

What is the same in charter vs public schools?

1. They are both free

2. Cannot discriminate students.

3. Both school systems are considered public.

If you want to know more, check out Charter Vs Public Comparison

Online Charter School

San Diego - diploma, one-on-one attention, individualized program, accreditation, online classes, respected education.

(California)

The Delta Academy - online model, attend evening sessions once a week, teachers availability face-to-face, tech

lounge, flexibility, etc. (Nevada) Ohio Connections Academy - free, certified teachers and coaches, online multimedia,

accessible everywhere. (Ohio) Buckeye Online School For Success - tuition free, grades K-12, 100% online.

(Ohio)

Are they clearly different or are they the same?




I think it depends on what charter school you want to attend online or even physical. The ones I checked are in

California, Nevada and Ohio and have different requirements for the students to be able to learn online. Moreover,

it depends on the individual state to have Teachers Certified Or Not by the education commision. Charter

schools are run by nonprofits ( What Are Charter Schools ) and are funded by the federal government with the

amount depending on how many students are enrolled.

Charter schools at the end are like ‘traditional’ schools, and they differ from one another like any

other school does, depending on their sizes, number of students and state regulations. If I were

looking for either a public or charter school, I may go for charter school for my kid because it has

fewer students. It’s up to you, however, to choose what school is good for your children.

Websites Used In Article:

Public vs Private vs Charter

Charter Vs Public

Comparison

San Diego

The Delta Academy

Ohio Connections Academy

Buckeye Online School For Success

Teachers Certified Or Not

What Are Charter Schools


From the world of imagination:

a day in the park with preschool students

By Khrista Cendana

On a sunny morning a

Photo credit: Sunder_59OK http://photopin.com

“Peter, why don’t we take this box and build a spaceship so we can travel to space and visit different planets?”

group of preschoolers

went to the park with

their teachers. Two students,

Arthur and Peter,

after playing a lot in the

park with their toys,

found a large cardboard

box that was in the

school’s recyclables. Arthur

looked at Peter and

with bright eyes of joy

exclaimed:

Without hesitation, Peter ran enthusiastically toward the box and carried it in his arms gave it to his friend.

Under the watchful eyes of the class, Arthur and Peter decided to tore the back of the box, and suddenly the object

looked like a sleigh. Then Arthur, looking at Peter, suggested:

“Our spaceship is almost done; now all we have to do is to add fuel.”

So Peter started collecting some sand with his bucket and dumped it into the box. Excited, he turned to Arthur

and said:

“All set. Countdown to takeoff!”

Holding a branch in his hands, Arthur sat at the front of the “spaceship” and, with the help of his co-pilot Peter,

began to announce aloud to the other children in the park:

“Guys, we’ll visit other planets with our spacecraft. Who wants to go with us? Come on take your seat and let’s

take a trip!”

Little by little, other children began to sit down in a row inside the box and, with the help of the teachers, started

the countdown to launch:

“10, 9, 8, 7, 6, 5, 4, 3, 2,1. Takeoff”.

Laughing, the children began to wave to the teachers and to the other students in the park, saying:

“Bye, bye, see you later!”

“Bye, bye guys. Have a safe trip and have fun, teachers replied”.

And this was undoubtedly an amazing trip around the world. From the world of imagination...








Press Releases

New Facebook support group - Ohio Abuse/Bullying in Public School Support Group

This group provides a place where parents, students and families can discuss bullying by school staff, teachers bullying

teachers, bullying and intimidation aimed at students by instructors, students bullying students, and teachers

being bullied by students. Feel free to share your story on this page.

Please do not comment in a way that uses hurtful words. This is a safe page to voice your opinion and share your

story.


NEW COURSE

Interview Skills - Free Class Available Now

This class will instruct students on how to apply for a job and what is

expected of them during the hiring process.

Topics Covered

Applying for a job

Resume, references and cover letter (mailing and in person)

Jessica Rodgers is a new volunteer educational advocate with New Heights Educational

Group. She has a bachelor’s degree in Special Education and Elementary Education from the

University of New Mexico.

Jessica has worked in schools in both New Mexico and Washington State since 2011, teaching

grades from kindergarten to sixth grade in various class environments and academic levels

and students with a multitude of disabilities.

In 2018, Jessica’s first daughter was born, and Jessica has since become a stay-at-home

mother. She currently resides in Hawaii with her daughter; her husband, Jared; their cat,

Koopa; and their dog, Princess Peach. She enjoys hiking, yoga, swimming, reading thrillers and drinking lots of coffee!

Visiting location in person to fill out application (unless otherwise specified)

Answering the phone the correct way

Making the appointment for an interview

Be on time

What to wear

Grooming habits

The New Heights Educational Group (NHEG), as requested by parents, has

added a color guard and baton corp to their list of programs.

These groups are open to all students regardless of school choice.

If you have an interested student, please send your name, student(s)

name(s), age, grade level, address, phone number, and email address to

NewHeightsEducation@yahoo.com.

After signing up, NHEG will schedule a time for families to meet and coordinate dates and times for tryouts. NHEG is

also requesting help with coaching these programs.

We will need coaches and assistant coaches as well as parents to help, and anyone who will be working closely with

the students will need to complete a background check.

Additional requirements for participating in the corps will include parent and student involvement in planning, managing

events, fundraising, choreography, sewing/altering costumes, traveling to competitions, supervising students and

other tasks as needed.

Introducing yourself

Body language

The thank you!

Class Description:

This Class is free to the public and will be available through Google Classroom. We suggest you visit:

https://classroom.google.com

and enter the class code: qfpdqx

Please let us know if you have any issues signing in by emailing: NewHeightsEducation@yahoo.com

organizations need to complete all required fields for that participation level. The GuideStar participation levels,

acknowledged as symbols of transparency in the nonprofit sector, are displayed on all updated participants’ profiles in

the GuideStar database.





GuideStar, guidestar.org, is the world’s largest source of nonprofit information, connecting people and organizations

with data on 2.7 million current and formerly IRS-recognized nonprofits. Each year, more than 10 million people,

including individual donors, nonprofit leaders, grantmakers, government officials, academic researchers, and the

media, use GuideStar data to make intelligent decisions about the social sector. GuideStar Nonprofit Profiles are populated

with information directly from nonprofits, the IRS, and other partners in the nonprofit sector. The Seal levels,

acknowledged as symbols of transparency in the nonprofit sector, are earned by nonprofits providing specific information

to its profile to. In addition, users see GuideStar data on more than 200 philanthropic websites and 5 applications

like AmazonSmile, Facebook, and Network for Good. Foundation Center and GuideStar joined forces to become

Candid, a 501(c)(3) nonprofit organization. Find out more at candid.org and on Twitter @CandidDotOrg.

National School Choice Week

News Contact:

Pamela Clark, Executive Director


419-786-0247

Silicon Valley High School (SVHS) is located in California and offers online learning courses to students of all ages. Its

mission is to enhance the quality, relevance and accessibility of online high-school education while driving down the

cost. These online courses help students catch up, or even jump ahead.

SVHS has been partnered with NHEG since 2017 and will now be supporting and sponsoring our organization in new

ways. SVHS is developing a website that will host our current and pre-recorded podcasts, including all New Heights

Show on Education recordings. Thanks to this sponsorship, the New Heights Show on Education will become a syndicated

show.

SVHS will provide further support to NHEG through a monthly sponsorship payment of $500.

In exchange, NHEG will provide opportunities for SVHS to promote its courses and services across NHEG’s various

communication platforms, such as websites, print newsletters, social media and radio channels.

Pamela Clark, Executive Director of NHEG, stated, “We appreciate the support and partnership that we established

with SVHS a few years ago. We value their dedication to our shared goal of reaching families that need educational

assistance. It’s been a pleasure working, collaborating, and planning with David Smith, CEO of SVHS, and his team.

Working together, there is no limit to what we can accomplish for the betterment of the students and families we

serve. Thank you for believing in and supporting our dreams and goals. We are also excited about the option for

adults to earn their high school diplomas.”

To learn more about SVHS, visit https://svhs.co/accredited-high-school/.

To learn more about NHEG, visit http://www.NewHeightsEducation.org.









The New Heights Educational Group Inc Receives 2019 Best of Defiance Award

Defiance Award Program Honors the Achievement

DEFIANCE December 21, 2019 -- The New Heights Educational Group Inc has been selected for the 2019 Best of Defiance

Award in the Education Centers category by the Defiance Award Program.

Each year, the Defiance Award Program identifies companies that we believe have achieved exceptional marketing

success in their local community and business category. These are local companies that enhance the positive image

of small business through service to their customers and our community. These exceptional companies help

make the Defiance area a great place to live, work and play.

Various sources of information were gathered and analyzed to choose the winners in each category. The 2019 Defiance

Award Program focuses on quality, not quantity. Winners are determined based on the information gathered

both internally by the Defiance Award Program and data provided by third parties.

About Defiance Award Program

The Defiance Award Program is an annual awards program honoring the achievements and accomplishments of local

businesses throughout the Defiance area. Recognition is given to those companies that have shown the ability

to use their best practices and implemented programs to generate competitive advantages and long-term value.

The Defiance Award Program was established to recognize the best of local businesses in our community. Our

organization works exclusively with local business owners, trade groups, professional associations and other business

advertising and marketing groups. Our mission is to recognize the small business community’s contributions

to the U.S. economy.

SOURCE: Defiance Award Program

CONTACT:

Defiance Award Program

Email: PublicRelations@2019city-bestof.com

URL: http://www.2019city-bestof.com





NHEG Membership Levels

Sponsorship Packages for NHEG

Audio

One commercial spot played 6 times (3 times during a live Video Streaming

broadcast and 3 times during rebroadcast):

On host page (video must be supplied by advertiser):

30 seconds - 1 week: $250; 13 weeks: $3,250

30-60 seconds - 1 week: $300; 13 weeks: $3,500

60 seconds - 1 week: $450; 13 weeks: $5,850

1-3 minutes - 1 week: $900; 13 weeks: $9000

Please note: costs include airtime buy only. Spots can be professionally

produced for a $250 fee.

These are the available NHEG Membership Levels that a person may select in order to access

certain parts of the New Heights Educational Group website.

1. Select the membership level

2. Fill out the registration form

Becoming a Member of NHEG

3. You will be redirected to make your first payment on PayPal.

4. Once payment is completed, you will receive an email to confirm your account.

Banner Advertising

Linkable banner ad (single image, hyperlink, multiple static)

Host (728 x 90 leaderboard): 1 week: $200, 13 weeks: $3,000

Full: $7,000

» 13-week sponsorship of show series

» 30-second spot (production included) played 6 times

(3 during live broadcast, 3 during rebroadcast)

» 30-60 second video spot (content must be provided)

» Opening & closing billboards on show

» One live mention by host

» Banner ad on host page

» Banner ad on host personal/business website

Half: $3,000


» 30-second spot (production not included) played 4 times

(2 during live broadcast and 2 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)

Level

Price

Standard NHEG Member

Free

Student Membership expires after 6 Months. $10.00 every 6 Months.

Teacher Membership expires after 6 Months. $35.00 every 6 Months.

NHEG Membership Navigation

• Account Profile

• Account Confirmation

• Membership Levels

• Membership Checkout

• Account Invoice

• Cancel Account

• Billing Info

Quarter: $1,750


» 30-second spot (production not included) played 2 times

(1 during live broadcast, 1 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)


Optional Advertising for Half and Quarter

Sponsors


» Audio commercial production: $250

» 30-60-second video (content must be provided): $300

Special note: Additional charges may be incurred for special requests.

These requests would include things like custom music, additional VO talent,

inclusion of still graphics, creation of still or animated graphics, video content,

video editing, on location productions, or anything that complicates production

and slows development.




48 NHEG Magazine | January - February















Partnership Announced!

NHEG Data


The New Heights Educational Group (NHEG) proudly announces

a newly formed partnership with Kelly Bear and Leah Davies,

M.Ed.!!

Benefits of this partnership include:

*105 complimentary TEACHER/COUNSELOR articles

*PARENTING handouts, activity/worksheet

*Thoughts on Parenting videos

*CHILDREN’S activities: http://www.kellybear.com

Pamela Clark (director of The New Heights Educational Group)

stated, “NHEG is proud to partner with Leah Davies and share

her talented works! Without a doubt, parents will appreciate and

treasure these valuable resources!”

Visit http://www.NewHeightsEducation.org









ADVERTISE WITH NHEG

Urgent

We are looking

for New Volunteer

Internet Radio Hosts

Contact us for more details





NHEG OFFICE CURRICULUM LIBRARY

Hello Box Tops Coordinators,

Let me first say thank you for all you do to help schools get what they need. Your tireless dedication and support are inspiring, and we

value everything you do.

A really exciting change is coming to Box Tops, which a few of you are aware of because we had a little bit of a surprise. A new Box Tops

product - Blueberry Cheerios - showed up on shelves much earlier than expected and broke the news ahead of our intended plans: Box

Tops is going digital in the next year!

This June, you’ll start to see the new digital Box Tops and we’ll launch with a brand new app. With the help of feedback from local coordinators,

we are rebuilding Box Tops for Education from the ground up.

The modernization of Box Tops allows for the next generation of supporters to participate and the opportunity to engage new brands so

we can keep doing what we’re here to do: help schools get what they need!

We always intended for Coordinators to be the first to know - to hear it from us, with onboarding tools, Q&A sessions, events and

fanfare. We have exciting sweepstakes, retailer Bonus Box Tops offers, a fun online Coordinator Kit and other tools - we can’t wait to

share more with you in June.

There is SO MUCH I want to share and show you, but it’s just too much for one email and some of it is not quite ready. We know you have

questions, and we’ve tried to answer as many as possible in the coordinator resource center but we know we haven’t answered them all,

so we’ve set up this page for you to submit your questions and share your feedback.

We need your support to help ensure Box Tops grows to reach more schools than ever. We know change

is hard, but it’s going to take everyone rallying together to help ensure Box Tops is here for another generation. There is so much potential

for the future of Box Tops, and we are excited for your partnershipin this journey.

https://www.boxtops4education.com/coord_sneakpeek?utm_source=Email_newsletter&utm_medium=email&utm_campaign=BT-

FE_05_02_2019&vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80knjrQYlQTPn8NYX7fCZBQD_3dfqTwXfFpDbi78E6g_aVQ==

New Video

https://youtu.be/KHkfw6VPgYc

Sincerely,

Erin Anderson

We would like to offer educational events, computer labs, public events,

tutoring and other educational activities in this location and plan to

continue offering classes, tutoring, and some afterschool events in

Defiance.

Short term goals: Our vision includes reacquiring a building in

Defiance, Ohio. This can be achieved either by obtaining funding or a

donated building. This building will house our curricula library, public

educational events and providing fill-in-the-gaps, high-quality tutoring,

place for families to come in and use technology including computers,

obtain a GED, or educate their own children on site.

Families will be able to walk in without an appointment to ask any educational

question.

Longer term goals:

We foresee a daycare for young mothers and fathers in

high school (main target) and college and

will provide affordable daycare in hopes of keeping them

in school.

HELP SPREAD THE WORD!




Attention potential guests!

Guidelines:

• Please stay on topic and answer all emails from hosts and NHEG staff.


4/19

Attention potential guests!

We are currently offering a few opƟons for those looking to adverƟse their books, products or services

on the “New Heights Show on EducaƟon.”

Option 1.

NHEG is requesƟng that all guests make a free will donaƟon to our organization.

The donaƟon can be any amount and is tax-deducƟble. In return, you will have a 30-minute interview

with one of our hosts, and your product or service will be shared on our blog and in one edition of our

bi-monthly magazine. All products must be educational and family friendly, and they must respect

NHEG values and beliefs. Products will also need to be approved by our research department before

you can be a guest on our show.

Option 2.

Any potential partners or affiliates must pay advertasing costs or pay 20% of any profits made via our

website directly to NHEG. This includes outside instructors looking to sell courses via our website. All

such services will be reviewed and approved by our research department.

Option 3.

To be hosted for free, please share your Amazon Associate link.

Disclosure (and why I host at no cost): We use our Amazon Associate link to point to your books or products

in the posts. That way, if someone clicks on it and downloads it, we earn a percentage of anything

that person ends up buying within 24 hours of clicking the link.

It’s free publicity for you, and all you have to do is submit your content. If you do not have an amazon

link for your book or product, yours is considered a sponsored post, and we suggest you refer to our

advertising costs or one of the options above.

Submit your guest post for publication on our radio show, blog, social media and magazine.

Please follow our guidelines to apply to be on our show. Failure to comply to these regulations,

may result in your post being rejected (this is valid for both individual authors and

those submiting through tour companies).

• All guest posts must be original content.

• Articles/Advertisements should be between 400 and 750 words. We will consider longer posts and may break

them up and use them as a series of posts.

• We welcome submissions from both experienced and beginner writers.

• All submissions should be sent in the body of an email to NewHeightsEducation@yahoo.com with “guest

post” in the subject line. Send in plain text.

• Include an author/creator byline, bio and photo of product with your web-link.

• NOTE: You may only include a maximum of 2 links, and they must be directly relevant to the post to your

author website or the product page for your book. ALL guest posts MUST include an author byline.

• Authors - Please make sure you submit an author or book cover photo to be posted with your article. Images

should be sent as jpeg or png attachments. Tour banners and a book cover are also welcome.

• Copyright should be that of the author or product creator submitting the article. Copyright will remain with

the author.

• If you have already reserved a date for posting, the guest post must be sent at least 3 days prior the scheduled

posting date.

Donations can be made via our website or by following the following link:

https://www.paypal.me/NHEG












THE NHEG BANNER

originally designed by Mac Clark, was recently updated by Courteney Crawley-Dyson and Jeff

Ermoian, with feedback from Mac Clark, Lyndsey Clark, Greg Clark, Desiree Clark, Pamela

Clark, Mike Anderson, Sherri Ermoian.


STUDENT ADVISORY GROUP CREST

originally designed by Kevin Adusei and Rebekah Baird with feedback Student Group,was

recently updated by Courteney Crawley-Dyson, Jeff Ermoian, with feedback

from Mike Anderson, Sherri Ermoian.

THE STUDENT LEADERSHIP COUNCIL CREST

originally designed by Kevin Adusei and Rebekah Baird with feedback Student Group, was recently updated by Jeff Ermoian,

with feedback from Mike Anderson, Sherri Ermoian.





NHEG Support Groups provide various support to not only our board members but to students, parents and the teachers in Ohio. Each group provides a pivotal function in our organization to strengthen our programs and services

plus help support and educate children and adults, so they can build a much stronger educational background

NHEG SUPPORT GROUPS

STUDENT LEADERSHIP COUNCIL STUDENT ADVISORY GROUP VETERANS & FIRST RESPONDERS SUPPORT GROUP ADULT ADVISORY GROUP

Learn More About SLC Learn More About SAG Learn More About This Group

Learn More About AAG

HOME SCHOOL FAMILY SUPPORT GROUP


CHARTER SCHOOL SUPPORT GROUP


PUBLIC SCHOOL SUPPORT GROUP






MISSING CHILDRENHELP BRING ME HOME

National Center for Missing & Exploited Children

NCMEC: 1377464

NCMEC: 1379925

NCMEC: 1376302

Missing Dec 20, 2019

Since: Missing Hilo, HI

From: Dec 20, 2013

DOB: Age 6 Now: Male Sex: White

Race: Hair Brown

Color: Eye Brown

Color: 3'0"

Height: 60 lbs

Weight:

Missing Jan 19, 2020

Since: Missing Harrison, AR

From: Jun 18, 2005

DOB: Age 14 Now: Female

Sex: White

Race: Hair Brown

Color: Eye Blue

Color: 5'4"

Height: 140 lbs

Weight:

Missing Oct 28, 2019

Since: Missing Pauls Valley, OK

From: Apr 27, 2002


Sex: Am. Ind.

Race: Hair Brown

Color: Eye Blue

Color: 5'2"

Height: 120 lbs

Weight:

Photo

Extraa Phhoto

Desttiny Knightt

Bennjaminn Rapoza

Faaithh Lindsey

Faith

140 lbs

60 lbs

120 lbs

Destiny was last seen on January 19, 1010.

photos shown are of Faith. She may be in the local area of Seminole, Garvin, or Pontotoc

Both

Benjamin was last seen on December 20, 2019.

Both photos shown are of Faith.

County, Oklahoma. Faith has a tattoo of a cross on her thumb.

Case handled by

Case handled by

Case handled by

ANYONE HAVING INFORMATION SHOULD CONTACT



Melissa Fu

Missing Nov 22, 2019

Since: Missing Irvine, CA

From: Jan 16, 2007


Sex: Asian

Race: Hair Black

Color: Eye Brown

Color: 5'11"

Height: 200 lbs

Weight:

Melissa was last seen on November 22, 2019. She may be in the company

of her mother, Amber Aiaz. Amber may go by the alias name Mei Yi Wu.

NCMEC: 1376201

Amber Aiaz

Jun 25, 1985

DOB: Age 34

Now: Female

Sex: Asian

Race: Hair Black

Color:

Eye Brown

Color: 5'9"

Height:

180 lbs

Weight:


Franklin County Sheriff’s Office (Ohio) 1-614-525-3333

180 lbs


Case handled by

DON’T HESITATE!




NHEG Birthdays

March 8th

Tyler Maxey-Billings

March 23rd

HSLDA and Vanh Vue

March 10th

Kailyn Spangler

April 6th

Kevin Adusei

March 2020

April 2020

March 14th

Kathy Woodring

April 9th

Greg Clark

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

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29 30 31

1 2 3 4

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March 17th

March 18th

March 19th

Sherri Ann Reid

Leigha Scott

Divya Rani

Kristen Congedo

April 15th

April 24th

Karina Saucedo

Jody Bowden

8 9 10 11 12 13 14

15 16 17 18 19 20 21

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March 21st

William Atkinson

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© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty


March 22nd

Julia Ikkert




NHEG Anniversary!

March 23rd

Nayana Mogre

March 31st

Janene Kling

March 2020

April 2020

April 11th

Lyndsey Clark


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Chad Stewart

8 9 10 11 12 13 14

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Julie Suffel

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April 16th

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Sapna Shukla

Sherri Ann Reid

22 23 24 25 26 27 28

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April 30th

Jon Aitken

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New Volunteers

Volunteers of the Month


Frank Decapio 2/9/20

Radio Host Monitor

Leo Lin 1/17/20

Chinese Instructor

LaSaundra Scott 1/8/20

HR Coordinator

Michael Anderson

Enjoli Baker

Katie Buchhop

Janene Kling

Tyler Maxey-Billings

Alain Philippe Binyet Bi Mbog

Leah Sedy

Daniela Silva

Jakki Taylor

Khrista-Cheryl Cendana

Nayana Mogre

Noemi Vallone

Kristen Congedo

Anusha Nemali

Buffie Williams

Annual Recognition Day,

which will be held on Saturday,

June 27, 2020

Frank Decapio

Erika Hanson

Padmapriya (Priya) Kedharnath

Marina Klimi

Lakshmi Padmanabhan

Bruno Moses Patrick

Jessica Rodgers

LaSaundra Scott

Sheila Wright

80 80 NHEG | GENiUS Magazine MAGAZINE | January - February | www.geniusmag.com

2020

Attention Ohio Home School Families

There are potential changes/requirements for Ohio Home School parents. Please know that the changes ARE NOT in effect yet.

There is one more hearing to go through which has NOT happened yet.

They will most likely go into effect, but as of now, they have not.

Please see CHEO’s update here. https://www.cheohome.org/category/cheo-front-page-news/







NEW REVIEW

TAMMY MARIE B.

5 STAR CLIENT SERVED

I have known about New Heights for about a year and a half now. And have been volunteering for about

as long. In addition to being a volunteer I have used NHEG for one of my children. The compassion that

I have been shown has been the most heartwarming experience of my life. I fully support all that New

Heights educational group does and I hope to donate to this non profit organization in the near future

so they may continue to help out families in our community. Thank you new Heights for treating us like

family.

FHBANDOLAJR - VOLUNTEER - 05/28/2019

RATING:5

I initially found NHEG desperately looking for an opportunity to look for an internship in IT right after

University. At this point, I didn’t care whether it was paid or not, as I was trying to find ways to make my

student OPT Visa valid. Now before I got the call for an interview, I did some research on NHEG, and I

thought I’d fit right in instantly because I was a young struggling student, as well. From a struggling middle/high

school student to a successful undergrad, and then eventually, someone who is now an IT, I had

to join.

I have nothing to say but outstanding things about NHEG. Whenever I had to do certain tasks, I was notified

beforehand. As soon as I scored a job, Pamela was understanding of my situation and made sure I

had help while I was working. This organization was very professional in what they did, and I was proud

to be a member of the family.

This organization opened a lot of doors for me. From being a Blackboard assistant to a radio show host, it

caught the attention of my former boss, and he eventually referred me to another future employer that I

now work for. My career would not have started if it weren’t for NHEG.

For that, Pamela and NHEG, thank you, and I will continue to support your mission and cause endlessly.

.

SAPANA S. - VOLUNTEER 06/06/2019

RATING: 5

I have been with NHEG for 2years.

This a great non profit organization to work for. Wonderful colleagues. Pamela is an awesome person

and very cooperative too.

It gives you opportunities to learn and grow in the field you are working on.

JEFF E.1- VOLUNTEER 07/16/2019

RATING: 5

I have worked for New Heights for about 2 1/2 years and it has been a great experience. The volunteers I

supervise have proven themselves to be diligent, responsive, professional and passionate about what we

do. It makes us all proud to know our efforts have impact.

JEFF ERMOIAN - AVDD GRAPHICS- GENERAL MEMBER OF THE PUBLIC 07/29/2019

RATING: 5

They helped me understand homeschool regulations and paperwork. They are very responsive and helpful.

I would recommend them to anyone.



GEORGIA W.1 - PROFESSIONAL WITH EXPERTISE IN THIS FIELD07/25/2019

RATING: 5

It has been a great pleasure partnering with founder, Pamela Clark of New Heights Educational Group,

Inc.(NHEG). NHEG is an excellent source

for information and provides access to resources to help educate the community. I highly recommend

you support by giving a donation and/or looking into the wide array of educational support services they

provide. - Georgia Woodbine, Change Agent, Author, Speaker, Lifestyle Transformation Coach

I enjoyed every project that I have made for NHEG. Working with Pamela is always a knowledge challenge.

Thank you, Pamela,

Thank you NHEG

MAGAZINE REVIEW

Marina I didn’t really examine the newest issue of our magazine until tonight. When I finally did, I was

filled with pride at the length and scope of this publication. Fran and the photography crew have provided

you with stunning imagery that you have used well.

Your team deserves not just praise but awards too. Thank you for the very professional image you provide

to the passionate folks who care so deeply about what we represent.

I hope everyone in this organization appreciates how hard you work and how much skill you bring to

NHEG. Thank you for the fine way you represent us to Ohio, the United States and the topic of education.

With admiration, Jeff

CELTICMAGGIE - BOARD MEMBER 06/21/2018

RATING: 5

My name is Margaret Spangler, I am a Board Member and I have been with Pamela Clark since the beginning.

I've understood her mission, her passion for education and children and her unwavering desire

to help as many as possible; that's why I've supported her all these years. Also, as a parent, I've received

help for two of my children in tutoring. NHEG tutors are extremely professional and knowledge. Because

of this tutoring, over the last several years, my kids are able to graduate from high school. Thanks NHEG!

CUYLER S. - CLIENT SERVED 06/22/2018

RATING: 5

Hello everyone,

My name is Cuyler Spangler and I have been struggling with math for a few years and New Heights got

me a tutor. Because of that not only am I grateful but I am also able to graduate this year. Thanks New

Heights and keep up the awesome work!

Regards

SAPNA SHUKLA- VOLUNTEER 03/10/2018

RATING: 5

I am working with NHEG from 1 year in various projects Research,Data Entry,HR coordination. It is great

place to work & all Team members are very cooperative especially Pamela Clark .I am working as Virtual

Volunteer. It is great place to work.

WRITER - VOLUNTEER 05/24/2018

RATING: 5

I have had a wonderful experience volunteering at New Heights Educational group as a proof-reader and

social media expert. I love supporting educational causes and I commend what NHEG is doing for the

community. NHEG’s working environment helps everyone thrive and it is a pleasure to work with Pamela!




First Day of Spring:

• Spring Starts (Coloring Page)

• Spring Connect The Dots

https://www.booksbythebushel.com/








Ready to see the World? NHEG Travel Program

NHEG travel programs offer students and teachers the opportunity to experience, travel and

understand new cultures all around the world. Unfortunately, NHEG no longer offers the

family-to-family program. However, if you are interested in traveling, please contact us for a

list of host families willing to provide an overnight stay and a meal.


NHEG Travel with EF Tours

Request an EF Tours Brochure

We are a proud partner with Education First Tours, a reputable student travel organization.

Through this partnership with EF Tours, we offer international travel opportunities for college,

homeschool, private school, public school, and charter school students and their families

To learn even more about EF Tours, please request one of their brochures.

Take a Tour

Are you a student looking to travel during

the summer or before going to college? Then

follow EF Tours 3 step guide on how to go on

your first trip to any part of the world to experience

what that country has to offer.

If you have used EF Tours before or are using

them for the first time, take a look at what

tours are available on their website.

Lead a Tour

As a teacher, one of the greatest experiences

you can give your students is ability to

experience another culture. With the help of

EF Tours 4 step guide and the support of the

EF Tours Team, your students will come back

home with experiences and knowledge that

they will remember for a lifetime.





Touch-type

Read and

Spell (TTRS)

readandspell.

com

9 Strategies for

students with

dysgraphia

From stretching

out the

hands to trying

different pens

and papers

and using

pre-writing

brainstorming

activities,

try these tips

to help with

writing.

Read article

9 Tips for helping students with slow processing

While speed has nothing to do with how smart a child is, kids with slow processing

may struggle to follow lessons. Learn how you can help them be and feel more successful

in the classroom.

Read article (https://www.readandspell.com/what-is-processing-speed?utm_source=facebook.com&utm_medium=social&utm_campaign=blog_newsletter)

We’ve also just been nominated for an award. We’ll know if we’ve won by the end of

March. We won the award for best special education resource two years ago as well.

The Education Resources Awards announced their 2019 finalists and Touch-type Read

and Spell is nominated in the Special Education Resource category for their accessible

and literacy focused typing course for students with specific learning difficulties.








National News Reports in Education

Update: Kenya Court Grants Dad a Chance to Change Law

HSLDA

Dave Dentel | January 28, 2020

Weekly Update from HSLDA

This family is determined to homeschool their children.

Update: Kenya Court Grants Dad a Chance to Change Law

A father arrested for homeschooling has been granted a 90-day reprieve to challenge his country’s education law.

Otherwise he faces criminal

charges.

https://hslda.org/content/hs/international/Kenya/20200128-kenya-court-grants-dad-a-chance-to-change-law.aspx

District’s Mass Records Demand—an Unwarranted Investigation?

HSLDA

MIKE SMITH | January 28, 2020

District’s Mass Records Demand—an Unwarranted Investigation?

https://hslda.org/content/hs/state/ky/20200128-districts-mass-records-demand-an-unwarranted-investigation.aspx


Did you know that when you shop for

the holidays at

smile.amazon.com/ch/56-2431955

AmazonSmile donates to

New Heights Education

Seattle middle school students descend on principal’s office, demand teacher be removed-

KUOW

Ann Dornfeld | January 27, 2020

Seattle middle school students descend on principal’s office, demand teacher be removed

https://www.kuow.org/stories/seattle-students-protest-district-keeping-abusive-teachers-in-the-classroom





The NHEG Online Learning Annex provides online courses, free and fee based classes for children

and adults who wish to learn more and looking for something affordable.)

Our online classes are either self-enrolled, meaning you can learn at your own pace or standard online weekly

course taught by one of our volunteer teachers or tutors.


The Natural Speller online course is

a way to help students from public,

charter and home schools to help

become effective spellers while in

school.

ENROLL HERE

Taught by Heather Ruggiero, our

Financial Literacy course is a selftaught

class that helps you build

a better understanding of your finances.

ENROLL HERE

HOLIDAYS AROUND THE WORLD

CLICK HERE

The orphan trains operated between

1854 and 1929, relocating about

200,000 orphaned, abandoned, or

homeless children.

ENROLL HERE

http://School.NewHeightsEducation.org/

This 10-week course will take place

for an hour twice a week and will be

open for middle school to adult student...

ENROLL HERE







Student Frustration

With the Flawed

Textbook Market Is

Justified

Students will not see lower textbook

prices without new, innovative alternatives

to the conventional

textbook market.


Open-source solutions keep money in students’ pockets. The University of Maryland’s Open Source Textbook Initiative has

saved students an average of $141 per course. At five courses a semester for four years, students save an average of $5,640, or

nearly 20 percent of the average student loan debt.

Establishing open-source libraries is a daunting task, but when there’s a will—or in this case, an economic demand—there’s

a way. Universities can start by compiling what content is already available and then work with students to identify what

content is still needed.

They can then produce the needed content and library infrastructure using university funds or by partnering with private,

philanthropic organizations. The state of Washington partnered with the Bill and Melinda Gates Foundation in 2010 to create

the Washington Open Source Library. The project cost $1.8 million but saved students $5.5 million in its first four years.

Textbook prices are high, but preventing a merger between McGraw-Hill and Cengage will do nothing to address the problem.

University administrators must refrain from accepting Big Textbook’s bribes and should instead embrace the market’s innovation.

Open-source libraries are low-cost alternatives to traditional textbooks; students should be able to choose them.

Source: The Foundation for Economic Education (FEE)

https://fee.org/

By Peyton Lofton

Sunday, August 11, 2019

On Monday, dozens of student government executives wrote a letter urging the Department of Labor to block a merger

between two giants of the textbook industry. In May, McGraw-Hill and Cengage announced they would be pursuing a merger.

As two of the five major textbook publishers that currently have 80 percent of the market, this merger would form the

second-largest textbook publisher in the US.

Students are reasonably frustrated with the textbook market. Students spend an average of $1,200 a year on books and access

codes to online course materials. That number has risen by over 1,000 percent since 1977. Textbook prices are so high that students

often sacrifice their grades to avoid paying them. A 2014 study from the US Public Interest Research Group found that

nearly two-thirds of students decided against buying a textbook because it was too expensive. Textbook prices are hindering

the education of America’s students.

But students will still be stuck with high bills at the bookstore even if the merger doesn’t happen. Major textbook publishers

avoid direct competition with one another by not publishing in subjects where one company has found success. Students will

not see lower textbook prices without new, innovative alternatives to the conventional textbook market.

A Flawed Industry

The textbook market is far from a free market. Senator Dick Durbin (D-IL) put it best when he tweeted, “We’ve seen what

happens when there is too little competition in this industry—prices soar leading to more student debt.” Senator Durbin’s

tweets indicate that textbook costs are a bipartisan concern requiring a bipartisan solution.

Free and open markets result in high-quality products and services to the consumer at a low cost. But the textbook market is

one with a captive consumer base propped up by university bureaucrats and administrators. Prices run wild because students

are unable to pick their textbooks.

Textbook publishers are a cartel running rackets on America’s students. A sales representative from a larger publisher even

admitted his job is “to find a way to buy off the professor.” Considering student loan debt is already at a crisis level in the US,

with $1.5 trillion owed, students cannot afford to be further indebted by the textbook cartel.

Universities and professors need to reevaluate their policies and incentives when deciding which textbooks to assign.

Administrators should consider the needs of students and reject the bribes from textbook publishers. Professors should be

celebrated, not reprimanded, for finding less expensive textbooks to assign their classes. In order for prices to drop, the cartel’s

grip on students must be loosened.

Embracing Innovation

Universities and students should also work together to identify alternatives to the traditional textbook. Professors and universities

around the country are switching to open-source textbooks. Open-source books are released online at no cost under

a specific license that allows users to use and distribute the content as they see fit. University administrators should consider

programs that make open-source books accessible to professors and students.





Source: Federal Reserve Bank of New York





Are College Rankings

Just a Sham?

A college’s success may be less about the

quality of its instruction and more about

the talent it can recruit.

By Jonathan Wai

Friday, August 23, 2019

Each year various magazines and newspapers publish college rankings in an attempt to inform parents and prospective students

which colleges are supposedly the best.

U.S. News & World Report’s “Best Colleges”—perhaps the most influential of these rankings—first appeared in 1983. Since

then, many other rankings have emerged, assessing colleges and universities on cost, the salaries of graduates, and other

factors.

The Methodology

For example, in releasing its new college rankings in August 2019, Forbes said it “eschews common metrics like acceptance

rate, endowment and freshmen SAT scores” and focuses instead on outputs like “student debt, alumni salary, graduation rate

and student satisfaction.”

In 2018 The Wall Street Journal and Times Higher Education released their new rankings, which judge colleges on things that

range from how much graduates earn to the campus environment to how much students engaged with instructors.

But what, if anything, do all these college rankings really reveal about the quality and value of a particular college?

In order to provide a new perspective on rankings, my colleagues Matt I. Brown, Christopher F. Chabris, and I decided to rank

colleges according to the SAT or ACT scores of the students they admit. All three of us are researchers with backgrounds in

education and psychology.

For our analysis, we simply ranked all 1,339 schools by a standardized test score metric.

Hierarchy of Smarts

We discovered that schools higher up on the rankings generally admit students with higher SAT or ACT scores. In other words,

what the rankings largely show is the caliber of the students that a given college admits—that is, if you accept the SAT as a

valid measure of a student’s caliber. Though there is often public controversy over the value of standardized tests, research

shows that these tests are quite robust measures to predict academic performance, career potential, creativity, and job

performance.

Critics of the SAT say it tests for students’ wealth, not caliber. While it is true that wealthier parents tend to have students with

higher test scores, it turns out the research robustly shows that test scores, even when you consider socioeconomic status, are

predictive of later outcomes.

Our ranking also disproves the notion that the No. 1 school in the land is slightly better than the No. 2 school—and so on down

the list. Rather it shows that the vast majority of schools admit students who earn a score between 900 and 1300 on the SAT—

that is, on the combined scores on the SAT Math and Verbal. Greater variations in test scores appear in schools that admit students

at the low and high end of the distribution—those students who earn below a 900 or above a 1300 on their SATs.




SAT scores

At many middle of the pack schools, enrollees have similar average SAT scores. There's far more variation for schools at the top and bottom of the rankings.

25th percentile

1650

1600

1550

1500

1450

1400

1350

1300

1250

1200

1150

1100

1050

1000

950

900

850

800

750

700

650

600

550

500

450

400

Average SAT score

Top schools

75th percentile

Chart: The Conversation, CC-BY-ND • Source: Journal of Intelligence (2018) • Get the data


When we compared the test score rankings to a novel set of rankings created by Lumosity, the creator of “brain games” meant

to boost cognitive functioning, we found that ranking to be highly related to SAT/ACT scores as well—at 0.794.

Finally, we examined a “critical thinking” measure—the CLA+—intended to assess critical thinking among freshman college

students. We again found this to be highly related to the test score rankings—at 0.846.

A Question of Usefulness

The similarities in rankings raises the important issue of what all these rankings actually measure. Do they really measure the

value that a college adds to a student’s life? Or are they largely a function of student test scores, which reflects student characteristics

and educational development, among other aspects, such as reasoning abilities.

Considering the correlation between SAT scores and college rankings, is it fair for a school to say a parent is getting a good

“return on investment” for the tuition they pay? A college’s success may be less about the quality of its instruction and more

about the talent it can recruit.

Since student characteristics—as indicated by test scores—are so highly correlated with the rankings, we argue that student

characteristics should be considered as inputs when evaluating any outputs of a school. This is because schools that admit students

who score well on the SAT or ACT will also have successful graduates based on the research that shows standardized

tests alone predict many long-term outcomes.

Schools may want to take as much credit as they can for the education and opportunities they give students. But if a school

enrolls the top students to begin with, it’s hardly surprising that such a school would end up on top in terms of other outcomes.

A college’s success may be less about the quality of its instruction and more about the talent it can recruit.


https://fee.org/

In particular, most of the variation occurs between “highly selective” and “elite” schools, between the scores of 1300 and 1600

in the illustration. Thus, test score rankings can mean different things depending upon which group of schools students and

parents are considering. For example, if you are deciding whether to attend two different schools that fall into the vast middle

range of scores where there is much more overlap, the ranking differences likely will not tell you very much.

To our knowledge, our graph represents the first illustration of how colleges and universities stack up against one another in

terms of the SAT or ACT test scores of the students that end up on their campuses.

For instance, The Wall Street Journal-Times Higher Education rankings methodology does not include the SAT/ACT scores of

students. The U.S. News rankings include SAT/ACT scores as part of their student selectivity portion, but these scores are

weighted only about 8% in the total formula.

Different Rankings, Similar Results

Our study also assessed the correlation—or how statistically similar—our test score rankings were compared to the U.S.

News rankings themselves, as well as other rankings that are meant to assess entirely different dimensions of colleges and

universities.

A correlation of one indicates a perfect relationship between two variables whereas a correlation of zero indicates no relationship

between two variables. We found across our analyses that test score rankings correlated between 0.659 to 0.890 with

other rankings. This suggests the schools that end up at the top of the test score rankings also will end up at the top of these

other rankings.

We first found high correlations between our test score rankings and U.S. News national university rank—0.892—and liberal

arts college rank—0.890—even though U.S. News weights these scores only about 8 percent in their formula. Times Higher

Education’s U.S. school ranking was correlated 0.787 with SAT and ACT scores and Times Higher Education’s full international

school ranking was correlated 0.659. This suggests that the SAT/ACT rankings could function as a common factor that connects

all rankings.all rankings.should not be a problem in and of itself.

View Video

https://www.youtube.com/watch?v=Gv_Cr1a6rj4#action=share

But what about other types of rankings that were formulated in very different ways for different purposes?

When we examined the correlation between our test score ranking and a “revealed preference ranking,” which was based on

the colleges students prefer when they can choose among them, we found these rankings to be highly related at 0.757.





I Aced the SAT and Was

Accepted to Several

Ivy League Schools.

Here’s My Advice on

How to Succeed

The biggest secret to success is that there

is no secret.ive adulthood.

By Adam Barsouk

Tuesday, September 3, 2019

The biggest secret to success is that there is no secret.

One of the earliest lessons in my medical education was to be wary of one-size-fits-all algorithms. In a world overflowing with

data, we’ve become obsessed with discarding the individual in favor of the statistical.

One Size Does Not Fit All

But the human experience cannot be reduced to numbers and rules. I’ve learned there is no foolproof guide to curing a patient

or succeeding in life, for that matter. What works for the average is often useless to an individual.

Nevertheless, there are general habits and behaviors that have been found, through trial and error, to predispose people

toward success in any endeavor. The onus lies with you to bridge the gap between generalized strategies and your personal

aspirations.

Ultimately, what makes us individuals is our ability to uniquely apply timeless concepts to our own lives today.

On top of my occasional writings for FEE, I am a medical student, cancer researcher, and science and health care journalist. As

a valedictorian with a perfect SAT score, I was accepted to several Ivy League schools.

Below I share several of the habits that have served me well throughout my career. But ultimately, the onus lies with you to

bridge the gap between generalized strategies and your personal aspirations.

1. Have a Few Goals and a Lot of Roadmaps

Rome wasn’t built in a day. Neither is anyone’s long-term success. Too often, I’ve found myself aiming for overly ambitious

goals only to become discouraged, ignoring the small steps that could have gotten me where I wanted to go. It’s a hard landing

when you shoot for the stars.

This doesn’t mean we shouldn’t aim for big things. On the contrary, those who make watershed accomplishments usually do

so by piecing together years of small and tedious steps. In doing so, one builds not only experience but also endurance—the

ability to live life not as a series of sprints but as a marathon. Endurance is everything. After all, behind every nihilist is a disgruntled

optimist.

First things first: You have to find your passion (or passions) in life. As Nietzsche put it, “he who has a why can bear any how.”

To drive you forward, you have to envision the most fulfilling possible way to realize your passion. And then you start chipping

away. You make a small goal for every day, a slightly more ambitious one for every week, and so on.


Your roadmap is like a diet—make it too constraining and unpleasant, and you won’t be able to stick with it. Instead, if you just

look at where you are now and incrementally aspire to be a little bit closer to where you want to go, soon you’ll find yourself

“compounding your interest,” i.e. translating small gains into cumulative achievements. In biology, this is called a positive feedback

loop; in physics, it’s inertia. Simply put, success builds on success, and it’s your trajectory, not starting point, that makes all

the difference.




2. Accept the Lottery of Life

The reason you need to develop perseverance is that you have no control over your luck. Bemoaning suffering just doesn’t

work. The most catastrophic ideologies, from communism to fascism, revolved around a promise to end suffering in its tracks.

But suffering is inevitable. The world is random and chaotic, and regardless of how much time and money you throw at any

problem, failure can never be ruled out.

But this does not mean that those who succeed are simply “lucky.” By the law of large numbers, over a lifetime each of us will

experience equal amounts of good and bad luck. A successful person learns to mitigate their bad luck and maximally capitalize

on their good luck.

To win the marathon of life, you have to learn not to blame yourself for things beyond your control. Judge your decisions based

on what you knew at the time. Accept the lottery. I once heard a prayer that has stuck with me for all these years:

Lord, give me the strength to change what I can, the patience to accept what I can’t, and the wisdom to know which is which.

When you gain the wisdom to reserve your mental energy for the challenges within your grasp, soon enough, obstacles begin

to melt away. This turn for the better isn’t the universe finally “favoring” you. Rather, a clearer mind enables better choices

and outcomes, leading again to that same positive inertia.

Perception of luck is a catch-22: in order to “have good luck,” you first need to reject the concept altogether.

3. Create a System to Withstand the Storm

We know that small steps add up, but we also know that entropy and chaos are inevitable. From time to time, the flames of

entropy will consume years’ worth of accomplishments in an instant. That’s the second law of thermodynamics: tearing down

is always easier than building up.

Weathering the storm requires a system. A system is any organized means of accomplishing your goals and living your life. It

may be something as simple as a daily ledger where you commit a certain amount of time to studying or working. It could also

be a complex algorithm you use to decide what goal to prioritize next.

The system need not be perfect. In fact, it must be fluid enough to be constantly evaluated and refined (remember, evolution

built us using simple trial and error).

The key is that it remains in place no matter what. So when life throws its worst at you, no matter how broken you are, you

have a worked-out means to force yourself out of bed and back to work. You remember your big goal, and even if it seems

further away than ever, you have a baseline from which to rebuild—one small step at a time.

Advice That Works

The advice I’ve given is incredibly general—and that’s the point. The only thing you and I may have in common is our aspiration

to do big things. The best kind of advice, whether medical or for life in general, recognizes the unimaginable variability

between individuals and tries its best to bridge that divide. That’s how fortune cookies and psychics “work,” and that’s how my

advice works, too. Anyone who claims they know exactly what’s best for you isn’t worth your time.

So work hard. Recharge harder. Don’t sprint. Run a marathon.

So work hard. Recharge harder. Don’t sprint. Run a marathon. Don’t be afraid to climb high. But keep a soft place to land, pick

yourself up, and start climbing anew.

Those are the habits that have gotten me to where I am today. And I can’t give you advice any more concrete than that—that

is, unless I see you as a patient one day.


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Why Are There

so Few Female

Mathematicians?

The 18th and 19th centuries saw the

emergence of several eminent female

mathematicians in Europe.

Yet mathematics today remains a largely

male field.

By Kevin Baldeosingh

Friday, August 30, 2019

Hannah Fry, an associate professor in the mathematics of cities at University College London, has been chosen to present the

2019 Royal Institution’s Christmas lectures. Fry is undoubtedly a good choice to present such an abstruse subject to a lay audience.

She’s one of the few mathematicians who is known outside the mathematics tower, having appeared on many BBC programs

and YouTube videos. She has written three popular books in addition to the ten professional papers on her résumé. The

Institution’s annual science lectures stretch back to 1825, and Fry’s talk will be only the fourth that deals with mathematical

issues.

A Mathematical Doctor’s Oath

What’s rather odd is that Fry’s lectures seem geared more to warn people about mathematics rather than celebrate it, or at

least her subject is being pitched that way. According to the Institution, she will be examining “how our unwavering faith in

figures can lead to disaster when we get the sums wrong” and asking “big ethical questions” such as “Are there any problems

maths can’t or shouldn’t solve?” In an interview with The Guardian, she argues that mathematicians should be made to take

some equivalent of doctors’ Hippocratic Oath because

We’ve got all these tech companies filled with very young, very inexperienced, often white boys who have lived in maths

departments and computer science departments.

Now, Fry is the furthest thing from an ideologue. Indeed, her book, The Mathematics of Love, has none of the standard flaws

that define many third-wave feminist tracts; the book is dispassionate, witty, and statistically accurate. So why would Fry

throw out this sexist and racial language without even a beat for thought? Perhaps her perspective on privilege has been

skewed by her being a minority female member of a very exclusive male group.

Even top women mathematicians, despite being highly successful within their chosen field, tend to attribute the gender disparity

in mathematics to masculine bias. Karen Uhlenbeck, who in March became the first woman to be awarded the Abel Prize, the

second most prestigious honor in mathematics after the Fields Medal, said,

I remain quite disappointed at the numbers of women doing mathematics and in leadership positions. This is, to my mind,

primarily due to the culture of the mathematical community as well as harsh societal pressures from outside.

Does the research back this up? Historically, while the first female mathematician is generally held to be Hypatia of Alexandria,

who lived 1600 years ago, it was the 18th and 19th centuries that saw the emergence of several eminent women mathematicians

in the supposedly inflexible patriarchy of Europe.

Female Mathematicians

These included Maria Agnesi (1718-1799), an Italian philosopher and mathematician who was the first female to be appointed

as a mathematics professor; Sophie Germain (1776-1831), whose paper on elasticity theory made her the first woman

to be awarded by the Paris Academy of Sciences in 1816; and Emmy Noether (1882-1935), a German mathematician who

worked on non-commutative algebras, hyper-complex numbers, and commutative rings and was awarded the Ackermann-

Teuber Memorial Award in 1932. Considering high mathematical ability is always rare, the fact that these women’s work was




Nonetheless, it remains a fact that even after decades of special programs to get women more involved in STEM fields, females

are still under-represented in science, technology, engineering, and especially high-level mathematics. Lists of the world’s top

mathematicians typically include just one woman, if any at all, even when those lists are compiled by female mathematicians

or left-leaning newspapers.

Indeed, feminist websites often pad their lists of female mathematicians by including celebrities like Big Bang actress Mayim

Bialik, whose PhD is in neuroscience, not mathematics; Channel 4 presenter Rachel Riley, who has only an undergraduate

degree in the subject; and even Nobel Peace Prize winner Malala Yousafzai, who went no further than A-Level Maths.

While social factors do explain some of the gender differences, the best evidence suggests that top mathematicians are born

rather than made and that more boys than girls are born that way. In a 2008 essay in Scientific American, Diane F. Halpern,

probably the world’s second-leading researcher in cognitive sex differences (after Simon Baron-Cohen), and her colleagues

note that in America’s Scholastic Aptitude Tests (SATs), twice as many boys as girls score 500 or above on the math portion,

and there are 13 times as many boys with scores of at least 700.

Halpern et al write:

Boys shine on the math part of the SAT – resulting in a difference of about 40 points which has been maintained over 35 years…

the difference in average quantitative ability between girls and boys is actually quite small. What sets boys apart is that many

more of them are mathematically gifted.

How Schools Promote

Fixed Mindsets and

Prevent Growth

Breaking down forced schooling and allowing

choice and freedom—now that is a

growth mindset.


Thus, we find that in the UK, fewer than 20 percent of female students are pursuing engineering or computer science, and

fewer than 40 percent are doing mathematics. The gender disparity is three to four times larger for post-graduate students.

And because both sexes prefer to work in fields that they’re better at, women and men make different career choices. As a

2014 US study that tracked a top 1 percent cohort of mathematically gifted 13-year-old boys and girls to adulthood found:

Men were more likely than women to be chief executives and to be employed in information technology and STEM positions,

whereas women were more likely to be found in general business, elementary and secondary education, and health care (below

the doctoral level), and were also more likely to be homemakers. Yet in some demanding fields—finance, medicine, and law—

men and women were represented to about the same degree.

So, in a field dominated by white (and Asian) males, The Guardian reports that Ms. Fry wants mathematicians to take an ethical

pledge that will

commit them to think deeply about the possible applications of their work and compel them to pursue only those that, at the

least, do no harm to society.

Had Albert Einstein taken heed of this advice, would he have suppressed E=mc2?

By Justin Spears

Saturday, September 7, 2019

Admittedly, I am awful at math. All through school, down to the last official class I took in college, I struggled with the subject.

Since leaving the academic setting I have not gone out of my way to improve those skills. I would argue that the reason for this

is my lack of ability to understand mathematical concepts. This, in turn, leads to a lack of effort and caring in how I perform

math-related tasks. In short: I just don’t get it, so why bother?

The Fixed Mindset

What I have just expressed is often referred to as a fixed mindset. People who employ this line of thinking typically believe

their abilities to succeed are based on talent and not effort. This leads to the line of thinking explained above: I am not talented/gifted

at math. Therefore, no amount of effort will change that.

How does one develop this mindset? Are we wired to believe this as people? Surely not! Otherwise, how on earth would we

ever learn to do anything? We would drop our heads and stop every time we failed. We know this is not true since we persevere

through learning to walk, talk, read, ride a bike, and so on. So again, how do we develop this way of thinking? The answer

lies in an age-old institution that burns this into our minds. But first, we must examine the evolution of growth and fixed

mindsets.


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Dr. Carol Dweck is a professor of psychology at Stanford University. In her 2006 book, Mindset: The New Psychology of Success,

Dr. Dweck introduces the concepts of fixed and growth mindsets. As explained above, the fixed mindset is developed as children

receive the message that they cannot change the outcomes they experience in learning. This is very much a fatalistic

worldview that sees one’s learning ability as predetermined. No amount of effort or caring will fix this. Have you ever found

yourself thinking this way?recognized centuries ago suggests that the bias narrative is at least somewhat exaggerated.

The Growth Mindset

The growth mindset, on the other hand, focuses on processes of learning. Embracing this model encourages educators and

learners to examine how outcomes were achieved and to be open-minded to changing strategies and techniques that were

used. In a 2016 interview with The Atlantic, Dr. Dweck stated that applying this train of thought produces thinkers who “believe

everyone can develop their abilities through hard work, strategies, and lots of help and mentoring from others.” As you can

see, the takeaway is in encouraging students to overcome weaknesses by examining effort level and technique.

In the same interview, Dr. Dweck discusses what she calls a “false growth mindset” that has emerged among educators.

Essentially, she claims that educators have misread the intent of applying the growth mindset with students. Instead of analyzing

the process, educators have fallen into simply praising the student, no matter the outcome. This is what she calls “false

praise,” and it sends the wrong signals to the child, thereby teaching them that failure is an acceptable outcome. So how has

this way of thinking settled into our schools?


Public schools have and always will promote a fixed mindset. This is true because the foundation of schooling is based on

force. Acknowledging this is vital to understanding why so many educators have misread Dr. Dweck’s attempt at challenging

them—and to a lesser extent the system—on how we reflect on the learning process. The proverbial “one-size-fits-all”

approach that schooling promotes does not allow for an inspection of the learning process. Any serious attempt to do this is

simple lip service. Attempts to study learning languages, multiple intelligences, and other learning frameworks have resulted

in a futile attempt to change what cannot be altered.



Public Schools Are Inherently “Fixed”

What cannot be altered is the fixed way in which schools approach educating children. In the modern school, children are corralled

into classrooms and forced to learn concepts they may—or probably more likely, may not—care about. Even if a teacher

attempts to cater to different learning styles, the bureaucracy of schooling stifles them. Standardized tests, standardized curriculums,

and even standardized rules have pigeonholed students and teachers into conforming to the system. Clearly, you

can see how this promotes the fixed mindset.

Dr. Dweck’s own experience could have been used as an opportunity to reflexively examine the negative effects of forced

schooling. As a student at a public school in New York, she was subjected to a model that rewarded students based on IQ

scores, where students were rewarded for having high abilities. Dr. Dweck took to remedy this in her work years later. While

her theory is absolutely solid and has terrific merit, the vehicle of school fails to deliver on what embracing the growth

mindset can do. In essence, instead of using this as a chance to call out forced schooling, she falls into the trap of believing it

can be reformed.

I am often amazed at the comments people make to me regarding teaching today. They usually range from sympathy to

encouragement. No matter what I hear from people, there is one comment that almost always surfaces without fail: School

isn’t like it was back when I was there.

Grade Acceleration

Benefits Learners

and Schools. So Why

Is It so Rare?

Teachers aren’t intentionally holding kids

back, but the incentives they face fail to

encourage a bolder approach

to education.


This may be true. Rules, regulations, people, books—they may have all changed. But one thing has remained constant from the

start: Public schools promote fixed mindset thinking. No amount of reform will change that. Breaking down forced schooling

and allowing choice and freedom—now that is a growth mindset.


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By Kerry McDonald

Friday, July 19, 2019

New York City Mayor Bill De Blasio is making headlines suited for satire. A commission he assembled recently released a report

recommending the elimination of gifted programs in order to reduce inequality—a remedy of Harrison Bergeron proportions.

Unfortunately, as a general nationwide trend, public schools have already neglected the top students in favor of an egalitarian

appearance, and New York stands ready to increase this worrying trend.

Skipping a Grade Has Become Less Common

One particularly neglected aspect of gifted accommodations is grade acceleration, or what most call “skipping a grade.” Much

like other areas of educational choice, it is often opposed without much merit. Critics are often concerned with social stigma

and children not fitting in or receiving equal treatment. However, many of these concerns are unfounded, and a rather large

body of research shows that for children performing above grade level, either full grade or partial, moving up is a better fit

both academically and socially.

Since No Child Left Behind (NCLB) was passed into law, some suspect there has been a decrease in grade acceleration. This

makes sense from an institutional perspective. Testing drives resource allocation and thus shifts attention away from those

who perform better toward those who may struggle.

Additionally, moving kids up appears risky to teachers and administrators who rely on high passing levels to secure funding

and gain prestige. Schools have incentives to focus on bringing the worst-performing students to grade level while also enjoying

the safety of students who find the material easy. Teachers aren’t intentionally holding kids back, but the incentives they

face fail to encourage a bolder approach to education.

Though some of the declines in grade acceleration have been anecdotal, it appears full grade acceleration has indeed become

a rare thing, with an estimated one percent of students moving ahead, as reported by The Acceleration Institute. My own

family’s experience matches this speculation. Discussing grade acceleration with local elementary school officials revealed an

unfamiliarity with the process even though they expressed an openness to the idea and ultimately were fantastic to work with

through the process. No one in the room—not the classroom teacher, special education teacher, or administrator—had ever

advanced a child.

Grade Acceleration Should Be Promoted

Despite the rarity, grade acceleration has been shown to be an effective way to challenge students, respect choice, and save

public funds. In a meta-analysis of grade acceleration studies — a study of the studies — the authors found

that acceleration had a positive impact on high-ability learners’ academic achievement.

Not only did they see positive academic results but “the social-emotional development effects appeared to be slightly positive,”

as well.

The social and emotional aspect is an important dimension usually assumed as evidence against acceleration. But, as described

above, it has been grossly exaggerated. Children who skip grades adjust socially, some improve in their peer relations, and

others struggle regardless of their grade. This has been a persistent myth—one that causes hesitation in parents and teachers.




De Blasio’s commission inadvertently highlights the tension public institutions, in this instance schools, face. Schools are

asked to reconcile various public policy goals: reduce inequality, increase education, improve teachers, provide job security,

etc. These are impossible tasks, often because the designers lack the relevant information to achieve those ends and often

respond to public incentives instead of the concerns of parents and students.


This tragedy is compounded by the fact the number of students performing above grade level has been severely underestimated.

Johns Hopkins released a report suggesting partial or full grade acceleration is appropriate for a significant portion of

students. Examining students in three states—California, Wisconsin, and Florida—researchers found

that 20-40% of elementary and middle school students perform at least one grade level above their current grade in reading,

with 11-30% scoring at least one grade level above in math.

While calling for more research, the authors suggest that given the evidence,

between 15% and 45% of students enter the late-elementary classroom each fall already performing at least one year ahead of

expectations.

In a classroom of 30 kids, that would be a minimum average of four-and-a-half kids accelerated every year.

Gifted Students Drop Out

Unfortunately, and unmentioned by De Blasio’s commission, which is concerned with the disparate impact of gifted programs—a

significant portion of gifted students eventually drops out. Some studies suggest as much as 4.5 percent of those

who drop out would be considered gifted. Gifted but at-risk students often come from the lower end of the economic spectrum,

which contributes to their premature exit from school.

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change the world

Each of us plays a unique role in the creation

of a free, fair, and

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making the world a better place.

Instead of punching a ticket to the middle class, if they manage to graduate and enter college, these students are held at grade

level, often bored and faced with higher opportunity costs than their relatively well-to-do peers.

Though there are many other contributing factors to this complex issue, the commission and other like-minded individuals

would more effectively narrow the perceived gap by expanding gifted programs to include acceleration and focusing on individual

educational progress over achieving the appearance of equality.

Grade acceleration is a readily available, comparatively cheap, and underutilized tool for helping some disadvantaged students

get out of school faster while avoiding the stigmatization that comes with dropping out. This is particularly relevant if one finds

the signaling model of education persuasive, which is to say the degree matters more than the actual intelligence or human

capital accumulated. Missing out on that piece of paper is costly.

School Choice

School choice has grown in some places and in a variety of ways. Different forms of charter schools have popped up where

permitted, and educational savings accounts have gained some political traction with a lot of room for utilization. Vouchers,

either as a state subsidy or tax rebate, have been introduced in some states or locales. From this standpoint, there has been

an increase in school choice over the past quarter-century or more, though there remains a lot of ground left to cover. Where

tested, most choice programs have shown positive results, test scores remain as good as or better for many school choice

programs, the schools save money, and civic engagement may even increase and criminal activity decrease compared to the

public alternatives.

Yet, we have inadvertently ignored the needs of a significant portion of school-aged children, narrowing choice for many and

leaving them in a rigid system that leaves many unfulfilled. This need not be the case. Parents and educators can identify children

who excel and are bored in class and adopt a plan to challenge and push them. Speaking from experience, many teachers

are open to these possibilities, and proactive parents can do a lot to get the ball rolling. Most school districts have regulations

in place, largely unused, that dictate the process for grade acceleration.

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Though this is a tiny part of the larger school choice picture, it can make a difference for many students if parents, educators,

and policymakers are willing to step outside their comfort zone and embrace a view sympathetic to grade acceleration.


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What options are available?


The Psychology of

School Choice

It can be daunting and overwhelming to

step off the regular educational trajectory,

but parents seeking a better educational

fit for their kids can be assured

there are other options besides

traditional public or private schools.

By Jessica Koehler

Sunday, September 15, 2019

While humans differ on many psychological characteristics and have varied preferences, there is a sentiment that all students

should be educated in the same way.

In my previous blog post, I described how siblings often have distinctive personalities due to differences in genetic and

(unshared, nature via nurture) environmental characteristics.

Our human differences go beyond personality, however. From academic aptitude to motivation to attention, these differences,

which can be both strengths and weaknesses, can make it difficult for some children to have their needs met in a typical classroom

setting.

As adults, we likely realize our strengths and weaknesses, which leads to career choices that utilize these strengths.

But, what about our kids?

Many parents take for granted that the local public school option or the type of school they (parents) attended will automatically

be the best option. What happens when that is not the case?

Personal Family History

As an infant and young toddler, it was evident that our older son was “different.” He had an unusual ability to focus and

remember concepts from an early age. He didn’t enjoy the playtime other three-year-olds craved. Despite these differences,

we enrolled him in a play-based preschool that came highly recommended. It quickly became clear that we made a mistake.

The school director reprimanded us because our son preferred chapter books to playground play.

We hobbled through the school year, but we were much more thoughtful for the following year. We enrolled our son in an academically-oriented

preschool that accommodated his advanced academic skills. He loved it.

I encounter many parents who have kids thriving in school. However, I also find many parents have children who are struggling

in school for a variety of academic, social, emotional, or behavioral reasons. These parents have exhausted all avenues for

support in the school setting and feel their child may thrive in another environment.

It can be daunting and overwhelming to step off the regular educational trajectory, but parents seeking a better educational

fit for their kids can be assured there are other options besides traditional public or private schools.

Some Alternative Educational Options

1. Public Charter Schools

2. Public Magnet Schools

3. Online Schools

4. Homeschooling

5. Online Independent Classes

6. Private Classes

7. Micro-Schools

8. Homeschool Co-ops

9. Unschooling/Self-Directed Learning

Increasingly parents carve out an eclectic mix of “school” options to best meet the needs of their individual children. We opted

for this model within our family. It includes a blend of live online, asynchronous, in-person, and traditional homeschooling

classes. For some families, it may be hybrid homeschooling, which can be a blend of traditional public school attendance and

homeschooling.

Note that locations have different requirements, but homeschooling is legal in all 50 U.S. States. International legality of

school options varies by country.

Increasingly parents carve out an eclectic mix of “school” options to best meet the needs of their individual children. We opted

for this model within our family. It includes a blend of live online, asynchronous, in-person, and traditional homeschooling

classes. For some families, it may be hybrid homeschooling, which can be a blend of traditional public school attendance and

homeschooling.

Note that locations have different requirements, but homeschooling is legal in all 50 U.S. States. International legality of

school options varies by country.

The Freedom to Choose

The intent of this article is not to focus on the politics of school choice but to highlight the reality of individual differences in

children that suggest a need for varied educational options. No matter your political leanings, determining the most appropriate

educational environment for individual children is essential for healthy development and overall family happiness. For

most kids, this may be the regular public or private school, but for others, it may be a more individualized approach.

Final Thoughts

As parents, we know our children best. We may consult experts in specialized fields to gain valuable information and to

develop necessary interventions for our children, but sometimes we must make a difficult personal choice. If we realize an

educational environment is detrimental to our children or that a non-traditional option may be a better fit, we should feel confident

that many educational options exist.

Enter our younger son. Unlike his older brother, it was apparent from an early age that he struggled to remain focused. He also

had difficulty verbally expressing his anxiety.

So, what did we do? We enrolled him in an academic preschool, and it was a disaster. After several weeks, we removed him and

kept him home. We tried kindergarten in our local public school, and his inattention and impulsivity, combined with difficulty

expressing his anxiety, led to him internalizing that he was the “bad kid.” We were devastated. We pulled him out of school and

began to homeschool. From day one of homeschooling, he was a happier, less anxious kid.


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At this point, our older son was excelling at a highly regarded private school in third grade. When he learned about homeschooling

as a possibility and that he could self-direct his learning, he was intrigued and wanted to try it, too. Three years later,

he would tell you it is the best choice he ever made.

We felt empowered to make atypical educational choices partially due to my educational background and partially due to our

generally non-conformist identities. However, I wonder about others.




5 Tips on How to Pay

Off That Student Loan

Before You’re 30

Here are five practical tips everyone can

follow to put an end to

student debt quickly.

By Chloe Anagnos

Wednesday, September 25, 2019

College isn’t the best option for everyone. Some will do just as well if not better by learning their craft through apprenticeships

or by simply enrolling in a trade school. But when college is part of your calling and you simply cannot juggle a part-time job

and school, taking on student loans might be your only option.

If this is your case, don’t despair. It is true that the government’s long history of getting involved with the student loan industry

made the situation worse. And if alumni aren’t careful, that reality could affect their credit and their chances to own a home or

even buy a car.

But despite the evidence, regulators don’t seem ready to get out of the picture just yet, meaning the cost of a college education

will continue to rise. To many, this means tens of thousands of dollars in the red the moment they step out of school.

So how do you speed up the process of paying off your student loan without putting everything you earn toward your debt?

And how can you follow through before turning 30?

Here are five practical tips that literally everyone can follow to put an end to student debt quickly.

1: Live Frugally

Sounds like your grandpa’s advice, right? That’s because it is. And you know what? He was right: trimming your budget never

fails. Especially if your first years as a professional aren’t being spent on high-paying jobs. Furthermore, cutting your monthly

expenses will help you to afford doing things you love while paying off your debt. Unfortunately, young people today aren’t as

good at saving as the last generations, so finding ways to stop spending so much might not be all that easy—at first.

So how do you live frugally in a potentially difficult economy and with the price of everything on the rise?

If you live in a big city, explore the idea of having roommates, especially if you’re close to a college campus.

Former college colleagues might be in the same boat and might be more than willing to share an apartment with you. But if

that’s not an option, how about finding current students who are looking to save some money by sharing a place?

When budgeting for food, remember to keep it simple and cheap by not going out to eat.

There are countless online accounts that teach you how to cook simple and cheap meals at home. That means that if you

have access to WiFi, you, too, can conquer the kitchen. Also, consider slashing Starbucks and other side expenses that aren’t a

necessity from your monthly budget. You will be surprised to know you could be saving over $2,000 per year!

Whatever you save, put it toward paying off your debt. Remember, making more than the minimum payment each month is

the best way to get rid of debt rapidly.

2: Find Yourself A Side Gig

Side gigs are in style these days, and that has a lot to do with student loan debt repayment. After all, a lot of people find that

their single-job income isn’t enough. Like others who found themselves in need of extra work, you, too, might have to take on

a side gig.



If you have a car, you might want to join Uber or Lyft and do a little hustling a few days here and there. You could even

rent your car to others who don’t have one. But if neither of those options will work for you, using sites such as Fiverr and

TaskRabbit to make some extra spending money, or even renting a room in your home on Airbnb, could do the trick. You could

also be part of mock juries for extra cash, as lawyers are always trying to test their cases to mock juries before going to court.

To those living near law schools, this might be extra easy.

In addition to gigs that don’t require any special skills, there are also side gigs you might be qualified for that could help you

pay off your debt sooner.

If you like dogs, you can become a pet sitter using sites such as Rover, Petsitter.com, or even looking for opportunities on

Craigslist. And if you have special skills, such as knowing other languages, you can work as a translator on Gengo or Upwork or

find companies looking for part-time, remote workers.

You can also use Amazon Mechanical Turk to do easy tasks like visit websites, identify objects on photos or videos, fill out

surveys, write content, and others that don’t require much time.

Whatever you do, keep it simple. There are plenty of opportunities, especially if you can work online and from home in your

spare time.

3: Explore Tax Deductions And Other Credits

When working on your tax returns, keep in mind you might be eligible for student loan interest deductions even if you don’t

itemize your taxes. While some requirements must be met, this could easily deduct up to $2,500 on your taxes yearly, helping

you to keep more of your money and put it toward paying off debt.

While taxation is a drag on our efforts to make ends meet, it’s important to take advantage of any and all tax deductions we

can get. Especially if we’re in the red.

4: Make Extra Payments

Sounds like a no-brainer, right? And that’s because it is. But simply sending the financing company an extra check every month

won’t do. After all, many firms simply apply any extra payment to the next month’s bill, and this won’t help you pay your loan

faster.

The right way to send extra payments monthly is to contact your service provider in advance and instruct them to apply any

extra payment to that month’s due balance without changing anything about the next month’s due date. By following this

strategy, you could be debt-free years ahead of schedule.

5: Refinance (But Only If You Meet These Requirements)

The idea of refinancing is to be able to bring your interest rate low enough that your student loan debt will be faster to repay.

Unfortunately, not everyone is eligible to take this short cut since it requires good credit and steady employment.

Before considering taking this route, check your credit. If it’s in the high 600s and you have a history of on-time debt payments

and solid, steady income, then you are a good candidate for refinancing.

For instance, if you have $50,000 in debt and you refinance it, lowering your 8.5 percent interest rate to 4.5 percent, you could

end up paying off your debt two years earlier than you originally expected.

Another advantage of refinancing is that it replaces several student loans with one private loan. You pay to one service provider

at a lower rate, and you can choose new loan terms that are shorter and that will help to save you big bucks in the end.

While this may drive your monthly payment minimums up, it will save you money in the long run and make your everyday life

easier—even if you have to hustle a bit for a few years before being able to relax and enjoy your hard-earned money!

However, if you have a federal loan that offers benefits such as income-driven repayments, refinance won’t be the best option.

So what are you waiting for?

By following these practical tips, you should be debt-free and ready to even start saving for retirement! Think ahead, friends,

and you will go far.


https://fee.org/




An English teacher, she never expected to be the founder of a schooling alternative. “I loved my job,” she says, but she quit to

create something better. “The main reason I left is because the kids began showing up more and more miserable,” Murphy

continues.

Teachers Who Quit

to Create Schooling

Alternatives

Some public school teachers wonder if

conventional schooling may be the root of

their discontent, not education itself.

In my last few years, I was meeting dozens of students who were depressed, anxious and burned out at just 13 years old. More

and more rules, more tests, and more competition had sucked the fun out of learning and truly broken many kids.

Granted more freedom and less coercion, young people at BigFish thrive—and so do the teachers. “Real teachers understand

that our role is to support and lead young people to discover and uncover their talents, most especially to find their passions

and their voice,” says Murphy. Working outside of the conventional school system may be a way forward for more teachers

who want to help young people to drive their own education, in pursuit of their own passions and potential.

Entrepreneurial Teachers

According to Kevin Currie-Knight, an education professor at East Carolina University, it’s rare for teachers to recognize that

their dissatisfaction as an educator may be a schooling problem, not a personal one. Currie-Knight, who studies self-directed

education and alternative learning models, says that the tendency is for teachers to internalize the problems they encounter

in the classroom. If children aren’t engaged or are acting out, teachers typically assume that it must be their poor teaching and

that they must not be cut out for the job, rather than seeing it as a problem with coercive schooling more broadly.

“School isn’t challengeable,” says Currie-Knight of its entrenched position in our culture.

By Kerry McDonald

Saturday, October 12, 2019

It’s not uncommon for public school teachers to experience burnout or feel demoralized by the weight of their work. Many

leave the classroom and the education profession behind to pursue other careers. In fact, U.S. Labor Department data reveal

that public school educators are quitting their jobs at record-breaking rates.

But some public school teachers wonder if conventional schooling may be the root of their discontent, not education itself.

They are frustrated by standardized curriculum expectations, more testing, an emphasis on classroom compliance and the

antagonistic relationships between teachers and students that a rigid schooling environment can cultivate. Rather than abandoning

their passion for education, some of these teachers are building alternatives to school outside of the dominant system

that nurture authentic teaching and learning relationships.

Learning Is Natural, School Is Optional

One of the pioneers of schooling alternatives is Kenneth Danford, a former public middle school social studies teacher who

left the classroom in 1996 to launch a completely new learning model. Along with a teacher colleague, Danford opened North

Star, a self-directed learning center in western Massachusetts. They sought to create a space for young people, ages 11 and up,

that prioritized learner freedom and autonomy, while rejecting the coercion and control they witnessed in the conventional

classroom. This involved building the learning center as a resource for peer interaction, optional classes, workshops, and adult

mentoring while providing teenagers with the opportunity to come and go whenever they chose.

The teachers who leave to create alternatives have a really amazing ability to separate learning from schooling. It takes a higher

level of thought and an amazing ability to detach.

Currie-Knight explains that most teachers go into education either because they really like a certain subject area or they really

like kids, or both. “In the conventional environment,” he says,

teachers are going to be in rooms where the vast majority of students just really don’t care about that subject at that point.

Many of these teachers conclude that it’s their teaching that is the problem, rather than the underlying dynamics of conventional

schooling that compel young people to learn certain content, in certain ways and at certain times.

Teachers who leave the classroom to create schooling alternatives can be an inspiration to other teachers who may feel frustrated

or powerless. Rather than blaming themselves, entrepreneurial teachers are the ones who imagine, design, and implement

new models of education. As BigFish’s Murphy proposes:

We need to flip schools to become community learning centers filled with mentors, classes, programs and materials, and we

need to trust young people and let them lead.


https://fee.org/

Using homeschooling as the legal mechanism to provide this educational freedom and flexibility, North Star members attend

when they want, frequently using the center to supplement community college classes, extracurricular activities and apprenticeships.

Full-time, annual membership up to four days per week is $8,200, but no family has ever been turned away for an

inability to pay these fees. Some families choose part-time enrollment options that start at $3,250 per year for one day a week

at North Star.

In his new book, Learning Is Natural, School Is Optional, Danford reflects on his more than 20 years of running North Star and

the hundreds of young people who have gone through his program, often gaining admission to selective colleges or pursuing

work in fulfilling careers. He told me in a recent interview:

I feel like I’m making an important difference in teens’ lives, perhaps the most important difference. And all this loveliness has

social implications and can be shared.

Liberated Learners

Sharing this model with others was the next step for Danford. After receiving many calls and emails from educators across

the country and around the world who wanted to launch centers similar to North Star, in 2013 Danford helped to establish

Liberated Learners, an organization that supports entrepreneurial educators in opening their own alternatives to school.

One of the centers that sprouted from Liberated Learners is BigFish Learning Community in Dover, New Hampshire. Founded

by Diane Murphy, a public school teacher for 30 years, BigFish allows young people to be in charge of their own learning.

Murphy opened the center in January 2018 with five students; today, she has over 30. Full-time tuition at the center (up to four

days a week) is $9,000 per year, with part-time options also available.













“Congratulations! Pamela Clark, a recognized

NSHSS Educator at

New Heights Educational Group Resource

and Literacy Center,

is honored to share this

opportunity with students that earn placement in

the National Society of High School Scholars."

https://www.nshss.org/





10. Promote initiative and attempting new skills. For example, “You listened well and followed directions without any help,”

and “Last week you could not kick the ball, but you practiced, and now you can!”

11. Encourage perseverance and independence by saying things such as, “That experiment did not work out. What’s next?” and

“Instead of asking for help, you looked up the word in the dictionary!”

Teacher/Counselor Articles

Effective Praise

By Leah Davies, M.Ed.

A goal of educators is to help children to become intrinsically motivated. Children’s self-worth develops as an

aside from working hard, surmounting frustrations, and overcoming obstacles. Honest praise provides children

with the opportunity to gain a realistic understanding of their strengths and weaknesses. In order to feel

strong, confident and independent, children must receive truthful valuation. Children, who have grown accustomed

to continuous applause, may develop anxiety about their abilities, a fear of failure, a reluctance to try new things, and

be ill-prepared to cope with future setbacks.

Effective praise focuses on a child’s effort rather than on what is actually accomplished. When educators give genuine

praise that is specific, spontaneous and well-deserved, it encourages continuous learning and decreases competition among

students.

How can educators use praise effectively?

1. Think in terms of acknowledgment and encouragement rather than praise. Praise helps most when it conveys not only

approval but information about the progress a child is making. For example, “You have been trying so hard to learn those new

words and now you are able to read the whole story!”

2. Demonstrate interest and acceptance in children because they have innate value that is not contingent on their work. For

example, say, “(Child’s name), I’m glad you are in my class.”

3. Use positive body language such as smiling, looking directly at the child, standing close, listening intently, and assisting

when needed.

4. Acknowledge a child’s effort or progress without judgment using clear, specific language. Offering descriptive praise shows

that you are paying close attention. For example:

“I noticed how you took time to show the new student around the school. I am sure she appreciated the help.”

“ I can see that you enjoy math. You have worked on these problems for over half an hour!”

“ I’m glad to see you are working so hard on your spelling words!”

Whenever possible, take the time to say something similar to the above examples, instead of using a generic response like,

“Great work,” “That’s terrific!” or “You’re super!”

5. Communicate constructive observations. For example, say,

“You listened without interrupting.”

“John is sharing with Thomas.”

“Lily is waiting patiently in line.”

“Margaret and Suzanne are working quietly.”

“You put the books away without being asked.”

6. Acknowledge a child’s specific behavior rather than commenting on his/her character. For example, “Since you have been

doing all your math homework, you have brought up your grade!” rather than saying, “You are such a good student.”

7. Foster children’s discussion and evaluation of their work by asking questions, “I can see that you worked hard on this

project. Can you tell me about it?” or “How do you feel about your report? Is there anything else that needs to be done?”

When adults listen to children, they are demonstrating interest and caring.

12. Acknowledge independent thought and creativity, “That’s an interesting idea. Tell me more.”

13. Reinforce problem-solving skills by saying things like, “As a group you decided who would be responsible for each part of

the project.”

14. Sometimes privately compliment in order to provide an opportunity for an open, honest exchange. This will also decrease

student competition that can occur when children feel that you favor some more than others.

15. Reserve exuberant praise for outstanding effort.

To Tell the Truth


It is normal for young children to deny allegations, blame others for their mistakes or make up stories. They

find it hard to distinguish fiction from reality. Until the age of six or seven, fantasy is a part of children’s lives.

However, children beyond that age can develop a pattern of deception that can negatively affect their social and emotional

development.

Children in elementary school typically know when they are lying. They may lie because they feel trapped, fear punishment,

want to please adults, or because the adults around them are dishonest. They may also tell lies to avoid humiliation, escape

from work or failure, boost their self-esteem, receive special attention, protect themselves or others, receive peer acceptance,

gain something they want, or hide an antisocial behavior such as drug use.

Here are some ideas for educators on how to address this issue...

1. Avoid lengthy lectures and severe punishment because they tend to increase the chances of children lying as a defense

mechanism. Instead, create a non-threatening environment where children feel safe to tell the truth. Focus on building closeness

and trust with students. Never call a child a “liar” because children have a tendency to live up to negative labels.

2. Use consequences rather than retaliation. Children who receive harsh punishments for telling lies often become skillful at

deception. When they can trust adults not to overreact, children are more likely to acknowledge a lie. Allow children to experience

consequences for their behavior. For example, if a child denies tripping another child, he must sit alone or loose a privilege.

3. Do not ignore lying. If the goal is to get your attention, the student may tell even more lies. Instead, remind yourself that a

child who consistently lies has a problem and needs help to be successful. Always like the child, but not the behavior.

4. Look for reasons or patterns. Ask yourself, why is this child being dishonest? Does he want attention? Is he seeking power

or excitement? Is she doing it to avoid punishment or school work? Does he or she feel inadequate or overwhelmed? Try to

accentuate the child’s strengths and make sure your expectations are appropriate for the child.

5. Call attention to a child if he or she tells the truth by saying something like, “Thank you, Ryan, for being honest. I admire

the way you are willing to face the consequence and I know you can handle it.” When truthfulness is acknowledged it is much

more likely to be repeated, so reinforce it by saying, “When you are truthful, people will trust you.”

6. Share hypothetical situations with the class by asking “what if...” questions. If the school rule is that we treat each other

with kindness, what if Tom teased the new boy and would not let him play. When the teacher saw the interaction, she said,

“Tom, I saw you teasing Michael. What will you do now to help him feel better?” Tom responded, “I didn’t do anything!” (Tom

not only got one consequence, but two, since he lied about the teasing.)

The teacher can ask the class the following:

8. Encourage positive character traits in students by naming them. For example, “Boys and girls, I appreciate each of you

being quiet while I talked to Mrs. Jones. You were being respectful.”

9. Relate praise to effort and to how it benefited the child as well as others. Say things like, “Since you remembered to return

your homework this week, you have done better in math and I have had more time to spend helping the other students.”


Did Tom tell the truth?

If you were Michael, how would you feel?

Why is it important to tell the truth?



7. Avoid saying, “If you tell the truth, you won’t be punished.” Rather teach students that everyone makes mistakes, but that

there are consequences for lying. One idea is if a child breaks a rule, there is one consequence and if he or she lies about it,

there is an additional one. Dealing with lies in a calm, yet disciplined way teaches children that they are responsible for their

behavior.

8. Never ask a child a question that invites him or her to lie. For example, do not say, “Did you take the envelope with lunch

money off my desk?” Rather describe what you observe in a calm voice, “I see that the money envelope is gone. I am sad that

someone took something that was not theirs. It belongs to all of the students and needs to be returned.”

9. When what happened is unknown, ask the children about it. Observe their facial expressions and other nonverbal behaviors.

Listen for inconsistencies in the stories they tell. Ask yourself, “Are the comments spontaneous or rehearsed, believable

or full of contradictions?” If you suspect a child is lying, having him or her repeat his story can be helpful in determining the

truth.

10. Assist a child in saving face if he or she begins to tell a lie. Instead of saying, “That’s a lie!” say something like, “That doesn’t

sound right to me,” or “Wait, I need to hear the truth.” Then the child may say something like, “Oh, I forgot, it wasn’t exactly

like that...” Or simply give attention without hearing the lie by interrupting it with a request, “(Child’s name), I need you to

collect the papers.”

11. When appropriate, talk about imagination and how sometimes children lie to protect themselves or others. You could say

something like, “(child’s name), you have a vivid imagination. Your stories are exciting, but now I need to hear the truth,” or “In

this room we care about each other and it is okay to make mistakes. But, it’s not okay to lie to me.”

12. Discuss lying with a guilty child as privately as possible, and avoid shaming him or her. Your goal is to help the child become

more honest. Attempt to find a solution to the problem together by stating what happened and by asking something like,

“What will you do now to make things right?” If the child has no response, provide some suggestions from which he or she can

choose.

13. Model honesty and fairness toward your students and peers. Point out that people can learn from their mistakes, and that

if a lie is told it can be rectified if the child or adult acknowledges it. (For children ages three to ten, see the Kelly Bear Behavior

book that deals with lying.)

14. If lying becomes a significant problem, involve a parent or parents. Help them see that every child needs to feel loved and

cared for, even if he or she is not always truthful. Together explore appropriate consequences and rewards that will reinforce

Words Can Inspire


Most educators can recall a teacher’s comment that either encouraged or discouraged them. Positive messages

foster a child’s growth and are constructive, while negative messages can defeat and discourage a child. Our words can have

a profound effect upon a child’s attitude and behavior. A comment like, “You better do well on this test,” can threaten a child’s

confidence. In contrast, by saying, “This is an important test, but I know each of you will do your best,” can inspire children to

try harder. Here are some examples of teacher comments made to children that illustrate how the right (or wrong) words can

discourage or encourage:

A discouraging comment such as...

“You are slow like your brothers. You may never learn to read.”

...would lead the child to internalize the message and quit trying.

An encouraging comment such as...

“You do well in math and I believe you will become a good reader. I will help you learn to read!”

...would make the child think that if his teacher believes that he can learn to read, maybe he really can! The student will feel

proud of his math ability and be ready to try to improve his reading.

A discouraging comment such as...

“You are always in trouble. You are just one of those children who cannot get along with others.”

...would lead a child to believe that she is a hopeless troublemaker who will never have friends.

Successful Teachers



Teacher comments can have a significant impact on a child’s self-esteem. Many students come to school sad and discouraged

as a result of poverty, abuse or other problems. Children desperately need someone to believe in their worth and encourage

them to try harder to do their best!

Jerry Moe, a renowned national speaker and prevention specialist for children at the Betty Ford Center, shared his childhood

at a recent conference. His parents were alcoholics who were unavailable to help him grow and develop into a self-confident

child. As an adolescent, he exhibited delinquent behaviors. One day a substitute teacher called him aside and said, “You are

too good to get in trouble. I see a lovable child underneath your tough exterior. You are a valuable human being. I know you

can make a contribution to this world.” Mr. Moe reported that those few words turned his life around and he began to believe

that he could develop into a worthwhile person.

Students with a low sense of worth dwell on their weaknesses. Teachers who search for and discover each child’s strengths

can contribute greatly to a child’s revised self-concept. When a teacher mentions a child’s strengths, he or she will most likely

begin to believe he has abilities.

For example a teacher might say:

“I see you can run very fast. You may want to be on the track team someday.”

“I have been thinking about your project idea, and I have decided to use it!”

“What a creative story! I am going to hang your paper on the bulletin board.”

“What bright colors you used in your picture. Maybe you will become an artist!”

Words that paint successful pictures for children stimulate optimism about their future and thus encourage positive behaviors.

If you want to inspire your students, stop and think before saying something defeating and then express the idea in a

Teachers set the tone in a classroom and can affect children’s lives in profound ways. What teachers do and say

encourages or discourages their students. When teachers model acceptance and caring for all children, the students

are likely to follow their example. The resulting classroom climate is conducive to children’s growth and development.

Children thrive when teachers:

• Sincerely like them and believe in their worth

• Are dedicated to helping children learn

• Are enthusiastic about teaching and inspire their students

• Are prepared, consistent and firm

• Provide a nurturing, safe environment

• Accept themselves as imperfect and freely admit to making

mistakes

• Model fairness, honesty and dependability

• Listen carefully and give recognition freely

• Are sensitive and respectful of children’s individual

differences

• Provide an opportunity for children to help formulate classroom

rules

• Help children feel important by allowing them to make

choices

• Acknowledge children’s efforts and successes no matter

how small

• Stress that it is okay to make mistakes because they are a

natural part of learning

• Avoid threats, sarcasm, favoritism and pity

• Focus on solutions to problems rather than on punishment

• Teach children how to solve their problems peacefully by

listening to each other and by compromising

• Provide opportunities for children to encourage and

applaud one another

• Involve parents or guardians as partners in their children’s

education

• Invite them to dream, share goals, and to think of themselves

as being successful

An encouraging comment such as...

“You are a talented artist. Getting along with others is something that can be improved upon. I know you will be able to learn

how to share and take turns.”

...would inspire a child to try to live up to her teacher’s expectation of her being able to behave appropriately.


• Have clear, high, reasonable expectations for children’s

work











New Heights Education Group (NHEG) has

arranged for YOU to get a pre-publication

copy FREE, while available, of the new

eBook:

“How and Why… Home School Math can be

vastly Superior to Public School Math”

Claim Your Copy at:

VastlySuperiorMath.com/NHEG

How and Why…

Home School Math

can be vastly

Superior to

Public School Math


“Every parent should read this book, no matter where you

school your kids! You’ll not learn only why… but how you can

do it in a vastly superior way!”

-Pamela Clark, NHEG Director

“I love that Dr. Hane brings home what I’ve known all along.

This book will empower any homeschool parent!”

-Erika Hanson, NHEG Radio Host

“Finally an explanation of how and why homeschooling math

is a better choice. This is a must read for all parents!”

-Laura Coons, Parent

Questions?

Phone: +1.419.786.0247

Email: NewHeightsEducation@yahoo.com

Website: http://www.NewHeightsEducation.org

Learning Annex https://School.NewHeightsEducation.org/

GET YOUR FREE EBOOK!!!

By Craig Hane, Ph.D. in Mathematics, aka Dr. Del





This book is intended for any parent with postelementary

children.

In just 65 pages, you’ll discover how you can teach

post-elementary math in a vastly superior way when

compared to public schools.

You’ll learn how to apply the proper pedagogy and

content for student success, as well as the math that is

needed for your student based on their life goals.

The mission of the book is to educate parents on the

problems as well as the solutions to today’s math

education crisis.

This book will empower any parent to provide a

superior math education to their children.

About the Author

Dr. Craig Hane, aka Dr. Del, holds a Ph.D. in Algebraic

Number Theory from Indiana University. Dr. Hane has

taught students of all ages for over 50 years.

Throughout his teaching and business adventures, Dr.

Hane has gained a full understanding of how and why

our current math curriculum is failing all of our

students. He explores these issues with the reader in

his latest book.

Other eBooks by Dr. Hane:

How to Give Your Child a Great Math Education in

Algebra, Geometry and Trigonometry

Math? Help!

Teaching Math

“How and Why… Home School Math can be vastly

Superior to Public School Math”

by Craig Hane, Ph.D. in Mathematics

TABLE OF CONTENTS

Chapter 1: SPIKE Pedagogy for a Wonderful Math Education

Chapter 2: Math? Help!

Chapter 3: How to Give Your Child a Great Education in Algebra,

Geometry, Trigonometry and Beyond

Chapter 4: Non College-Bound Students

Chapter 5: College Bound Non-STEM Students

Chapter 6: STEM Math

Chapter 7: Teacher & Coach

Chapter 8: How to Be A Great Coach

Chapter 9: Standard Math Curriculum

Chapter 10: Why Public High School Math is Failing our Students

Chapter 11: Financial Facts of Life

Chapter 12: Future of our Economy

Chapter 13: Future of our Society

Chapter 14: Future Mathematicians

Chapter 15: Conclusions





Support NHEG with BoxTops for Education

Eventually the Box Tops program will become digital-only. Participating brands are starting to

change their packaging from a traditional Box Tops clip to the new Box Top label.

If you see this label, use the new Box Tops app to scan your receipt. Box Tops are still worth

10¢ each for your school. The app will find participating products purchased at any store and

instantly add cash to your school’s earnings online.

Support NHEG with BoxTops for Education

https://youtu.be/Hh94b2BvFK4

Get the APP and scan your receipts - choose to allow instant access

https://www.boxtops4education.com/?utm_source=Email_newsletter&utm_medium=email&utm_campaign=BT-

FE_08_15_2019&

vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80kkS4ZSCqdl_ejI2quOGeZ8njeGpS1BwPtRnlrof3

Choose New Heights (it will list us as Holgate, Ohio 43527 - this is where the BoxTops coordinator and Board Member lives)





NHEG has created an Adult Advisory Group that offers support and advice to the founder

and board members during in-person/online meetings.

If your interest is piqued, please keep reading.

WHAT IS THE ADULT ADVISORY GROUP?

The Adult Advisory Group brings unique knowledge and skills to complement those of the board

members and help the organization grow and succeed.

ADDITIONAL INFORMATION

Members will not be compensated for their time

One-year minimum commitment

Members must sign a confidentiality agreement

Group cannot issue directives

Members may be replaced at the director’s discretion.

BENEFITS

Opportunities to give back to community and improve local education

Positive public exposure

Atmosphere full of different ideas/perspectives

Networking

Our Adult Advisory Crest was updated by Courteney Crawley- Dyson,

with helpful advice provided by Jeff Ermoian and Mike Anderson.

Original design from Kevin Adusei and Student Group members.

MEMBER RESPONSIBILITIES

Assist with public relations and fundraising

Meet every three (3) months

Offer the director and board members honest, constructive and positive feedback for correcting

identified problems

OPTIONAL SUPPORT

Offer financial and/or expert support

Assist with daily functions and activities

https://www.NewHeightsEducation.org/who-we-are/NHEG-groups/Adult-Advisory-Group/



www.NewHeightsEduca-

What You Need:

• Bird Seed

• Flat Baking Tray

• Large Pine Cone (or papertowel roll)

• Smooth Peanut Butter

• Table Knife

• Something to cover the table (this activity

gets

messy!)

• String

Instructions:

1. Cover the table with newspaper or plastic.

2. Pour some bird seed into your baking tray

3. Help your child spread the peanut butter on the pine cone or

papertowel roll

4. Roll the pinecone (papertowel roll) in the bird seed

5. Tie a piece of string (at least a foot long) to the top of the pine cone (papertowel

roll)

Birds usually take a few days to locate new food.

Keep a bird book handy. Can you and your child identify what kids of

birds are visiting the bird feeder?

When the pine cone is pecked clean, make another!

www.booksbythebushel.


FREE LITERACY ACTIVITIES

Download as many as you like!

Join our e-newsletter to receive more FREE

classroom activity ideas!

http://www.booksbythebushel.com/free-literacy-activities/

F U N C O R N E R

148 148 NHEG | GENiUS Magazine MAGAZINE | January - February | www.geniusmag.com

MAKE YOUR OWN SNOWGLOBE

This homemade snow globe craft is fun for kids who are excited about winter!

What you need:

• A clean jar with a water-tight lid (test it by

filling it with water and turning it upside-down

• Waterproof figurine that fits inside the jar

(legos work!)

• Waterproof glue (super glue, hot glue)

• Glitter

• Glycerin-makes the glitter float (optional and

found at drug stores)

• Water

Instructions:

1. Remove the lid from the jar and set the jar aside

2. Place the lid upside down on a hard surface and help your child glue the figurine(s)

to the bottom of the lid

3. Let the glue dry completely

4. Have your child add a few dashes of glitter to the jar, along with a few drops of

glycerin

5. Help your child fill the jar almost to the top with water

6. Screw the lid on tight and turn the jar upright

7. Have your child shake gently and watch the glitter float around!

www.booksbythebushel.com

FREE activities and worksheets!

www.booksbythebushel.com/free-literacy-activities

Monthly Theme Calendars Kindergarten Readiness

Community Helpers

Misc. Activities

Curious George Activities Nature Activities

Farm Activities Social Emotional Activities

Reading Activities

seasonal activities

Social Emotional activities weather activites



FUNDRAISING FOR NHEG


Fundraising for NHEG earns money through various fundraising programs,

so the more you participate, the more we earn for our student programs and services.

We provide step-by-step instructions for participating in each program,

especially if you have accounts with these partner websites already.

BOX TOPS FOR EDUCATION

BOOKS BY THE BUSHEL

PIZZA HUT DOUGH FOR

DOLLARS PROGRAM

LITTLE CAESAR’S PIZZA KIT

FUNDRAISING PROGRAM

AMAZONSMILE

DONATE A CAR

JANE GOODALL'S

ROOTS & SHOOTS PROGRAM

WELZOO

For more details, visit our website

https://www.NewHeightsEducation.org/support-NHEG/fundraising-for-NHEG/

Source: The Foundation for Economic (FEE)





OUR RECIPES

Daing Na Bangus Recipe

Ingredients:

• 2 pcs. Boneless Bangus ( Milkfish ), Butterflied with skin-on

• 2/3 cup vinegar

• 1 tsp. salt

• 1/4 tsp. freshly ground black pepper

• 4 cloves crushed garlic.

• 4 tbsps. of cooking oil

Directions:

1. Marinating Instructions:

2. Flatten Bangus with skin on top and place in baking pan (or any flat surface like baking pan)

3. Sprinkle the crushed garlic on all the Bangus surface

4. Now pour in vinegar, then season with pepper and salt.

5. Safely cover and narinate Bangus in the refrigerator overnight to get full flavor.

6. To Cook:

7. In a hot frying pan, add the 4 tbsps. of cooking oil and heat till it just starts to smoke over medium-high heat.

8. Place the Bangus fillet, skinside down.

9. Lower heat to medium and cook uncovered about 4 minutes each side.

10. Brown the marinade garlic and place it on top of the bangus.

11. Serve Daing na Bangus with rice, and atchara.


January - February 2020 | NHEG Magazine



OUR RECIPES

Mojo-Cuban Citrus Garlic Sauce Recipe

Ingredients:

• 1/2 cup olive oil

• 8 cloves garlic, thinly sliced crosswise

• 2/3 cup fresh lime juice

• 1/3 cup fresh orange juice

• 1 tsp ground cumin

• 1/2 tsp ground Mexican oregano

• 1 1/2 tsp kosher salt

OUR RECIPES

Easy No Bake Peanut Butter Bars Recipe

Ingredients:

• 1 cup salted butter (melted)

• 2 cups keebler graham cracker crumbs

• 1/4 cup brown sugar

• 1 3/4 cup powdered sugar

• 1 cup peanut butter

• 1/2 tsp. vanilla

• 1 (11 oz) bag milk chocolate chi

• 1/2 tsp garlic pepper

• 1/4 cup cilantro, minced

Directions:

1. Heat olive oil in a deep saucepan over medium heat. Add the garlic and cook until fragrant and pale golden

brown; about 3-4 minutes. Be careful not to burn the garlic or it will become bitter. Add the lime/orange juice and

the spices. Bring to a rolling boil. Taste for seasoning and adjust as necessary. Remove the sauce from the heat

and let cool completely. When cool emulsify in a blender until combined. Add minced cilantro and serve.

2. The sauce will keep refrigerated for a week.

Directions:

1. Combine all ingredients, except chocolate chips in a medium sized bowl.

2. Stir until the mixture is smooth and creamy.

3. Pour peanut butter mixture into a 9x13 pan.

4. Melt chocolate chips in the microwave (at 50% power) for 1-2 minutes.

5. Stir chocolate and pour over the peanut butter mixture. Spread chocolate with a spatula.

6. To even out chocolate, tap pan on the counter.

7. Refrigerate bars for one hour.

8. Cut while bars are still cool.





OUR RECIPES

Beef Fajita Best Marinade Recipe (Gluten free)

Ingredients:

• 2 tsp chili powder

• 1 tsp sweet paprika

• 1/2 tsp ground cumin

• 1 tsp sugar ( I use turbinado)

• 1 tsp granulated onion

• 1/2 tsp granulated garlic

• 1/4 tsp cayenne pepper

• 1 T cornstarch

• 1 tsp coarse salt

• 1/4 C chopped fresh cilantro (coriander)

• juice of 1 lime

• 2 T olive oil

• While the meat is resting for 10 minutes, core, seed, de-rib and slice a couple of sweet bell peppers and an onion

and saute them in the same skillet used to cook the meat. Slice the rested steak and re-sear on a serving iron or back

in the skillet, plate & serve.

OUR RECIPES

The Incredible healthy, crunchy, chewy & yummy Granola Cookie Recipe (Gluten free)

Ingredients:

• 1 cup Earth Balance Soy Free Spread (gf,v,df, 0 transfats, Non-GMO) (RED

CONTAINER)

• 3/4 cup Coconut Crystals

• 2 cups Almond Flour

• 2 Eggs

• 1 tsp. Double Strength vanilla

• 1 tsp. Cake Spice (Penzeys Spices)

• 4 cups Giddy Up & Go Granola (Green Script)

• 1 cup Dried Cranberries (Juiced Sweetened)

Directions:

1. Preheat oven to 350. Cream together the spread and coconut crystals until mixed well. GRADUALLY add the almond

flour and mix well. Add the eggs, vanilla extract and cake spice and mix well. Stir in the Giddy Up & Go Granola by

hand along with the cranberries. Use a small cookie scoop and drop onto a cookie sheet that is lined with a parchment

baking sheet. Take another baking sheet and place over cookies. Pat down using a spatula, flattening the cookies.

Remove the baking sheet and bake at 350 for 12-14 minutes (start at 12 minutes) until edges are browned and center is

chewy.

Directions:

1. Gather your spices

2. Add the ‘wet’ ingredients to the dry and combine well

3. Rub the marinade completely into the meat and let it rest in the cooler for an hour

4. Wipe the excess marinade off the meat. Sear the meat to your taste, slice it very thin and serve very hotwith

sweet peppers and onion slices

ALL RECIPES ARE FROM THE

COOKEATSHARE








NHEG AFFILIATES & PARTNERS


NHEG couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country.

We would like to take this opportunity to acknowledge and thank everyone for their support.

NHEG is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts.

Below you can see all the businesses and organizations that have supported NHEG and our mission to provide educational support to adults and children in Ohio.

New Heights Educational Group, Inc.

14735 Power Dam Road, Defiance, Ohio 43512

+1.419.786.0247


http://www.NewHeightsEducation.org

NHEG-Magazine-March-April

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