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172-173 FUN CORNER

176-181 RECIPES



Thought for the Month


We wish you all a happy, fun and safe


Enjoy family and friends,

and make new memories.

Our store is now live


4 NHEG Magazine | July - August 2020

July - August 2020 January | NHEG Magazine 2018 | 5 5




Editor in Chief

Pamela Clark


Production Manager

Marina Klimi MarinaKlimi@NewHeightsEducation.org


Noemi Vallone


Kristen Congedo Kristenc@NewHeightsEducation.org

Photographers featured in this issue

Pamela Clark


Fran Wyner

Sheila Wright



Khrista Kandana

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2019 Top-Rated

Nonprofits using GreatNonprofits

New Heights

Educational Group


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.

16 NHEG Magazine | July - August 2020

Perla Ni

CEO Greatnonprofits

July - August 2020 | NHEG Magazine 17





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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.


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

22 NHEG Magazine | July - August 2020


that lists all the shows that have been released.

July - August 2020 | NHEG Magazine 23



The New Heights Educational Group

Welcomes Radio Host Buffie Williams To Our Online



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

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Barnes and Nobles

Kids in Grades 1-6 Earn a Free Book!


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You can read it at the following link


July - August 2020 | NHEG Magazine 29




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



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/


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.


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


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.

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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


2. Smaller class sizes.

3. Transportation is arranged by the students.

4. Private board.

Why Charter

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


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

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.

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?

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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


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

Photo credit: Sunder_59OK http://photopin.com

different planets?”

By Khrista Cendana

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


On a sunny morning a 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:

“Peter, why don’t we take this

box and build a spaceship so

we can travel to space and visit

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


“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...

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Recognition Day 2020 - A Day of Surprises

New Heights Educational Group (NHEG) announces this year’s event will be held online live via Zoom.

The event will be held on Saturday, June 27, 2020

Vote for all the time slots that you’re available: https://doodle.com/poll/yscr56wp7twmwv33

New Heights Educational Group’s Recognition Day is a special event in which we recognize all the hard work that has

been accomplished throughout the year. This includes the accomplishments of our NHEG volunteers, teachers/tutors,

our partners/affiliates & sponsors and more importantly the students/families and their academic accomplishments.

Our hope is to provide an outlet for children and families who want to share their interests and talents. Anyone who

wishes to participate may do so.

On this day of celebration, students will have the opportunity to perform or share their hard work with friends and

family. If you would like to be part of this event, please contact us by Monday, May 24 by email:

(NewHeightsEducation@yahoo.com) or by phone (1-419-786-0247) and we will be happy to add you to our event


Businesses can contribute to this special event in various ways, including donating funds or other items.

This event is for all families with school-age children.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 Policy

New Heights Educational Group (NHEG) announces the National Student Advisory Group and National Student

Leadership Council now allow international students to participate.

Student Advisory Group—National and International

Student Leadership Council—National and International

Adult Advisory Group—National and International

Any school-age students are welcome to apply on VolunteerMatch or on our website.


Or contact us at 419-786-0247, or email us: NewHeightsEducation@yahoo.com

The New Heights Educational Group is raffling off two prizes:

Lite Bright and a Soap N’ Lash Mixology Kit.

Tickets are on sale now for $1 or 6/$5. Raffle will run through July 29, 2020.

38 NHEG Magazine | July - August 2020

Follow this link to purchase your tickets:


July - August 2020 | NHEG Magazine 39



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The New Heights Educational Group (NHEG) Executive Director, Pamela Clark, has nominated Rhone-Ann Huang, a

member of NHEG’s Student Leadership Council who serves as photographer, for one of the 2020 Leadership Initiatives

Virtual Youth Development Programs. These programs provide opportunities for students to gain real-world

experience, explore future careers, develop leadership skills, prepare for college life and transform the lives of others

around the world. Leadership Initiatives is a 501(c)(3) nonprofit committed to providing students with internships to

help them stand out on their college applications and advance in their careers. In their new virtual internship

programs, students are able to hold internships with businesses in the developing world, work with DC law firms on

impending court cases of national importance, partner with doctors to diagnose patients in sub-Saharan Africa or

develop security strategies to protect developing communities from terrorism—all through a virtual format.

They offer two-week online internships; students commit to five-hour workdays with optional online workshops and one-on-one

meetings in the evening to ensure students do not feel overwhelmed or unengaged during the program.

Leadership Initiatives uses a blended approach to produce highly effective virtual learning by including enriching oneon-one

mentorships with top professionals around the globe to create engaging, interactive and meaningful online programs that go


lectures to immerse students in the career of their choice, all while maintaining the academic quality and rigor you expect. This

past year, students like Zakie Sahady, Kira Bui, Hugh Brown, and Arielle Peralte partnered with doctors to diagnose patients in

sub-Saharan Africa, held internships with businesses in the developing world, worked with law firms on impending court cases

of national importance and apprenticed with Dr.James Giordano, Chief of Neuroethics Studies at Georgetown University. Click on

New partnership with Hip Hop Healthy Heart Program for Children

The New Heights Educational Group (NHEG) is announcing a new partnership with Hip Hop Healthy Heart Program for

Children. You can learn more about the program by visiting https://shapeupus.org/mission-vision/.

Pamela Clark, Executive Director of NHEG, stated, “We are happy to partner with Hip Hop Healthy Heart Program for Children.

We have always promoted physical education and the Brain Gym program, and Hip Hop Healthy Heart Program for Children is

another great resource for families to consider - especially now, since most learning is being done at home. You can check out

the program’s website by visiting https://school.newheightseducation.org/online-courses/discounted-and-free-online-classes/.‎

Scroll down to Physical Education and choose their link, and don’t forget to implement the code provided.

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2020 American Business Awards® Stevie Award Winner Press Release

Contact: New Heights Educational Group, Inc.

Pamela Clark



New Heights Educational Group (NHEG) STEVIE® 4x AWARD WINNER in The 18th Annual American Business


The following nominations are honored as Gold Stevie Award winners:

Nomination: New Heights Educational Group, Inc.

Category: Product Management/Development Executive of the Year

NHEG Press Releases

in list July/August

Status: Gold Stevie Winner

The following nominations are honored as Silver Stevie Awards:

Nomination: New Heights Educational Group, Inc.

Category: Product Management Department/Team of the Year

Status: Silver Stevie Winner

The following nominations are honored as Bronze Stevie Awards:

Nomination: New Heights Educational Group, Inc.

Category: Product Developer of the Year

Status: Bronze Stevie Winner

Nomination: New Heights Educational Group, Inc. Volunteer Staff

Category: Support Staffer of the Year

Status: Bronze Stevie Winner

Stevie winners will be celebrated during a virtual awards ceremony on August 5

The American Business Awards are the U.S.A.’s premier business awards program. All organizations operating in the

U.S.A. are eligible to submit nominations – public and private, for-profit and non-profit, large and small.

Nicknamed the Stevies for the Greek word meaning “crowned,” the awards will be virtually presented to winners

during a live event on Wednesday, August 5. Tickets for the virtual event are now on sale.

More than 3,600 nominations from organizations of all sizes and in virtually every industry were submitted this year

for consideration in a wide range of categories, including Startup of the Year, Executive of the Year, Best New Product

or Service of the Year, Marketing Campaign of the Year, Live Event of the Year and App of the Year, among others.

Pamela Clark, Executive Director of NHEG, stated, “NHEG has been recognized by the Stevie Awards since 2012, which

is a reflection of the incredible journey we have taken and the dedication of our amazing volunteers, families and

students. I’m honored to work with such amazing and devoted volunteers. These volunteers and my family share my

dream of creating educational opportunities to all families willing to work for it: a one-stop shop in education and à la

carte learning focused on individual learning. I’m further honored to work with the public and help improve the lives

of families.”

More than 230 professionals worldwide participated in the judging process to select this year’s Stevie Award winners.

“Despite the toughest business conditions in memory, American organizations continue to demonstrate their

commitment to innovation, creativity, and bottom-line results,” said Stevie Awards president Maggie Gallagher. “This

year’s Stevie-winning nominations are full of inspiring stories of persistence, ingenuity, resourcefulness, and

compassion. We celebrate all of their stories and look forward to showcasing them during our virtual awards

ceremony on August 5.”

Details about The American Business Awards and the list of 2020 Stevie winners are available at


About NHEG: New Heights Educational Group, Inc., promotes literacy for children and adults by offering a range of

educational support services. Such services include the following: assisting families in the selection of schools;

organization of educational activities; and acquisition of materials. We promote a healthy learning environment and

various enrichment programs for families of preschool and school-age children, including children with special needs.

About the Stevie Awards:

Stevie Awards are conferred in eight programs: the Asia-Pacific Stevie Awards, the German Stevie Awards, the Middle

East Stevie Awards, The American Business Awards®, The International Business Awards®, the Stevie Awards for

Women in Business, the Stevie Awards for Great Employers, and the Stevie Awards for Sales & Customer Service.

Stevie Awards competitions receive more than 12,000 entries each year from organizations in more than 70 nations.

Honoring organizations of all types and sizes and the people behind them, the Stevies recognize outstanding

performances in the workplace worldwide. Learn more about the Stevie Awards at http://www.StevieAwards.com.

Sponsors of The 2020 American Business Awards include John Hancock Financial Services, Melissa Sones Consulting,

and SoftPro.

The complete lists of Gold, Silver and Bronze Stevie Award winners by category will be published on the ABA website

at http://www.StevieAwards.com/ABA at 11:00 am ET on Monday, May 18. Results will also be released to the press at

that time.Honoring organizations of all types and sizes and the people behind them, the Stevies recognize outstanding

performances in the workplace worldwide. Learn more about the Stevie Awards at http://www.StevieAwards.com.

Sponsors of The 2020 American Business Awards include John Hancock Financial Services, Melissa Sones Consulting,

and SoftPro.

The complete lists of Gold, Silver and Bronze Stevie Award winners by category will be published on the ABA website

at http://www.StevieAwards.com/ABA at 11:00 am ET on Monday, May 18. Results will also be released to the press at

that time.

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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.


SOURCE: Defiance Award Program


Defiance Award Program

Email: PublicRelations@2019city-bestof.com

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

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NHEG Membership Levels

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.


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

broadcast and 3 times during rebroadcast):

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

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

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

produced for a $250 fee.

Video Streaming

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

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

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

Becoming a Member of NHEG

1. Select the membership level

1. Fill out the registration form

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

1. 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


Standard NHEG Member

Student Membership expires after 6 Months.

Teacher Membership expires after 6 Months.



$10.00 every 6 Months.

$35.00 every 6 Months.

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

» 13-week sponsorship of show series

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

(2 during live broadcast and 2 during rebroadcast)

» One live mention by host

» Banner ad on host page

» Banner ad on host personal/business website

» Possible guest appearance with NHEG staff. (subject to


NHEG Membership Navigation

1. Account Profile

1. Account Confirmation

1. Membership Levels

1. Membership Checkout

1. Account Invoice

1. Cancel Account

1. Billing Info

Quarter: $1,750

» 13-week sponsorship of show series

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

(1 during live broadcast, 1 during rebroadcast)

» One live mention by host

» Banner ad on host page

» Banner ad on host personal/business website

» Possible guest appearance with NHEG staff. (subject to


Optional Advertising for Half and Quarter


» 13-week sponsorship of show series

» 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.

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Partnership Announced!



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

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We are looking

for New Volunteer

Internet Radio Hosts

Contact us for more details

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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.

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


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.




New Video



Erin Anderson


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Attention potential guests!


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



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).

1. All guest posts must be original content.

1. 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.

1. We welcome submissions from both experienced and beginner writers.

1. 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.

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

1. 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.

1. 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.

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


1. 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:


70 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 71



72 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 73



74 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 75



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




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.


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.

76 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 77



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



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

Learn More About AAG


Learn More About AAG


Learn More About AAG


Learn More About AAG

78 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 79

Missing Since: May 28, 2020

DOB: Sep 1, 2004

Age Now: 15

aand Skye were laast seen on


17, 2020. They maay be in


compaany of their mother,


Lee. A felony waarraant for


Interference waas issued


June 2, 2020. Haannaa aand Skye


biraaciaal. They aare Blaack aand



Missing Since: Mar 26, 2020

DOB: Feb 25, 2019

Age Now: 1

Missing Since: May 28, 2020

DOB: Aug 10, 2004

Age Now: 15




National Center for Missing & Exploited Children

6/28/2020 Have you seen this child? Desiree Johnson

6/28/2020 Have you seen this child? Emiliano Barrera Lima

6/28/2020 Have you seen this child? Jocelyn Noyola

NCMEC: 1386398

NCMEC: 1392119

NCMEC: 1392130

Missing From:

Houston, TX

Missing From:

Santa Ana, CA

Missing From:

Alamo, TX

Desiree Joohnsoon

Joocelyn Nooyoola

Emiliano Barrera Lima





Hair Brown


Eye Brown




130 lbs


Male Sex:



Hair Black


Eye Brown




20 lbs






Hair Brown


Eye Brown




173 lbs


Desiree was last seen on May 28, 2020. She is biracial. Desiree is Black and Hispanic.

Emiliano was last seen on March 26, 2020 He may be in the company of his mother.

Jocelyn was last seen on May 28, 2020.

Case handled by

Case handled by

Case handled by




https://www.missingkids.org/poster/NCMC/1392130/1/screen 1/2

https://www.missingkids.org/poster/NCMC/1386398/1/screen 1/2

https://www.missingkids.org/poster/NCMC/1392119/1/screen 1/2

6/28/2020 Have you seen this child? Skye Rex

NCMEC: 1385948


Skye Rex

Hanna Lee

Lashada Lee

Missing Maar 17, 2020


Missing Waaynesboro, PA


Maar 9, 2015


Age 5 Now:





Hair Brown


Eye Brown




45 lbs


Missing Maar 17, 2020


Missing Waaynesboro, PA


Nov 28, 2012


Age 7 Now:





Hair Brown


Eye Brown




45 lbs



DOB: Apr 28, 1976

Age Now: 44

Sex: Femaale

Race: Blaack

Hair Blaack


Eye Brown




160 lbs


Case handled by

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


https://www.missingkids.org/poster/NCMC/1385948/2/screen 1/2

80 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 81


NHEG Birthdays

June 3rd

June 4th

June 13th

June 18th

June 20th

June 24th

June 30th

June 30th

Willow Wood

Michelle Alwin

Rachel Fay

Geetha Lingasamy

Tammy Barham

Jin Young Yoo

Dean Kim

Rhone Ann Huang

July 2nd

July 2nd

July 6th

July 7th

July 9th

July 10th

July 14th

July 15th

Anagha Sridharan

Victoria Lowery

Cuyler Spangler

Elias Buchhop

Zachary Clark

Chinmay Arvind

Jody Bowden

Jessica Rodgers

July 18th

July 20th

July 20th

July 25th

July 26th

July 27th

August 11h

Geetika Bhat

JDiya Sharma

Jeff Ermoian

Buffie Williams

Elizabeth White

Fatima Saad

Sheila Wright

July 2020

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

28 29 30

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31 1

August 2020

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

26 27 28 29 30 31


2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31 1 2 3 4 5

July 1st Madhumitha Prabakaran July 15th Oliver Clark

August 20th

Bruno Moses Patrick

© Calendarpedia® www.calendarpedia.com 3: Independence Day (observed), 4: Independence Day Data provided 'as is' without warranty

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

82 NHEG Magazine | July - August 2020

July 15th

Samuel Iglesias

August 24th

Fatima Saad

July - August 2020 | NHEG Magazine 83


NHEG Anniversary!

Greg and Pamela Clark - 32 years

June 1st

Happy Anniversary to the New Heights Educational Group

June 18th

June 21st

July 2nd

July 13th

July 17th

July 22nd

Tyler Maxey-Billings

Enjoli Baker

Madhumitha Prabakaran

Lakshmi Padmanabhan

Jakki Taylor

Sheila Wright

July 2020

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

28 29 30

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31 1

© Calendarpedia® www.calendarpedia.com 3: Independence Day (observed), 4: Independence Day Data provided 'as is' without warranty

August 2020

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

26 27 28 29 30 31


2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31 1 2 3 4 5

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

August 28th

Marina Klimi

84 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 85


New Volunteers

Volunteers of the Month


Dannah Altiti 6/5/2020

Student Leadership Council

Research Coordinator

Michelle Alwin 5/28/2020

Student Leadership Council - International


Hamsatu Bolori 5/5/2020

Adult Advisory Group

Caroline Chen 5/18/2020

Student Leadership Council

HR Coordinator

Sarika Gauba 5/21/2020

Content Builder

Meghna Kilaparthi 5/21/2020

Science (Chemistry) and Math Tutor

Doyoon “Dean” Kim 5/11/2020

Student Leadership Council

Music Tutor

Lynette Lim 6/19/2020


Alexandre Oliveira 5/13/2020

Photo Editor

Charlotte Picardo 5/28/2020

Educational Writer

Student Advisory Group - International Student

Diya Sharma 6/3/2020

APP Developer

Student Leadership Council -

International Student

Alina Sheikh 5/20/2020

Student Leadership Council

Anagha Sridharan 5/27/2020

Student Leadership Council

Anna Stefani 6/11/2020

Photo Editor

Elizabeth White 6/19/2020


Dannah Altiti

Michelle Alwin

Michael Anderson

Chinmay Arvind

Enjoli Baker

Hamsatu Bolori

Katie Buchhop

Khrista- Cheryl Cendana

Caroline Chen

Ming Chong Wei

Frank Decapio

Rachel Fay Jean

Aayush Gauba

Sarika Gauba

Stuart Greenbaum

Erika Hanson

Rhone-Ann Huang

Padmapriya Kedharnath Priya

Meghna Kilaparthi

Doyoon Kim “Dean”

Janene Kling

Leo Lin

Tyler Maxey-Billings

Alain Mbog Philippe Binyet Bi

Nayana Mogre

Anusha Nemali

Alexandre Oliveira

Lakshmi Padmanabhan

Bruno Patrick Moses

Charlotte Picardo

Kaitlyn Rottingen

Fatima Saad

Leah Sedy

Diya Sharma

Alina Sheikh

Ruzzel Solayao

Anagha Sridharan

Jane Wen

Buffie Williams

Sheila Wright

Rhone-Ann Huang 5/25/2020

Student Leadership Council

Ashmeet Kaur 6/15/2020

Student Leadership Council

Kaitlyn Rottingen 5/18/2020

Graphic Design

Fatima Saad 5/22/2020

Student Leadership Council

Allene Yue 4/30/20

Student Leadership Council

Social Media and Marketing

Music Tutor

Kristen Congedo

Marina Klimi

Jessica Rodgers

Allene Yue

Volunteers of the YEAR

Marina Klimi - Production Manager of the Year

Marina Klimi Marketing Person of the Year

Khrista- Cheryl Cendana - Educational Writer of the Year

Khrista- Cheryl Cendana - Researcher of the Year

Sheila Wright - Grant Writer of the Year

Lyndsey Faye Clark - Proctor of the Year

Michael Anderson- Website Designer of the Year

Michael Anderson - Content Builder of the Year

Nayana Mogre - Database Manager of the Year

Aayush Gauba - Data Compilation Person of the Year

Tyler Maxey-Billings - Graphic Designer of the Year

Kristen Congedo Proofreader/Editor of the Year

Noemi Vallone Script Writer of the Year

Erika Hanson - Internet Radio Host of the Year

Rachel Jean Fay - Cartoonist of the Year

Jane Wen - Comic Colorer/Inker of the Year

Anusha Nemali - HR Coordinator of the Year

Padmapriya (Priya) Kedharnath- Accountant of the Year

Kaitlyn Rottingen- Certificate Builder of the Year

Fran Wyner - Photographer of the Year (third year in a row)

A sad goodbye to Noemi Vallone - NHEG wishes you all the best!

Thank you for sharing your talent with us.

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/

86 86 NHEG | GENiUS Magazine MAGAZINE | July - August July - August 2020 | NHEG Magazine 87

| www.geniusmag.com 2020

January 2018 | 87



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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.




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



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


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


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

JEFF E.1- VOLUNTEER 07/16/2019


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.



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

them to anyone.


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



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!



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!




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.



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!

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July - August 2020 | NHEG Magazine 91



First Day of Spring:

1. Spring Starts (Coloring Page)

2. Spring Connect The Dots


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July - August 2020 January | NHEG Magazine 2018 | 93 93



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July - August 2020 | NHEG Magazine 95


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.

96 NHEG Magazine | July - August 2020

July - August 2020 January | NHEG Magazine 2018 | 97 97



Touch-type Read

and Spell (TTRS)


9 Strategies for

students with


From stretching

out the hands

to trying different

pens and

papers and using

pre-writing brainstorming


try these

tips to help with


Read article

9 Tips for

helping students

with slow


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.


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.

98 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 99



100 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 101


National News Reports in Education

Update: Kenya Court Grants Dad a Chance to Change Law


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



District’s Mass Records Demand—an Unwarranted Investigation?


MIKE SMITH | January 28, 2020

District’s Mass Records Demand—an Unwarranted Investigation?


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



Did you know that when you shop


the holidays at


AmazonSmile donates to

New Heights Education

102 NHEG Magazine | July - August 2020

July - August 2020 January | NHEG Magazine 2018 | 103 103



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.

NHEG is launching a Genealogy and Education

Course and a DNA and Education Course.

Taught by Heather Ruggiero, our Financial

Literacy course is a self-taught class that helps

you build a better understanding of your finances.


The orphan trains operated between 1854

and 1929, relocating about 200,000 orphaned,

abandoned, or homeless children.

This class will instruct students on how to apply for a

job and what is expected of them during the hiring process.

This Class is free to the public and will be available

through Google Classroom.






104 NHEG Magazine | July - August 2020


July - August 2020 | NHEG Magazine 105




This course will also teach students basic writing. For

those students who don’t have a Chinese name, this

course will assist students in getting theirs!

This 10-week course will take place for an hour twice a

week and will be open for middle school to adult students

will learn to speak and write Japanese

The focus of the 10-week ELS course is to improve the English

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.

The focus of the 10-week ELS course is to improve the English

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.





106 NHEG Magazine | July - August 2020


July - August 2020 | NHEG Magazine 107




NHEG Music Program will offer many musical opportunities including: Music

Theory, History of Music, Famous Composers, Famous Musicians, individual

lessons, instrumental lessons, and much more. These lessons will range in price

from free to low cost classes.

Google Classroom Code: qaqcewm



Google Classroom Code: etgactm



Google Classroom Code: ebdjipk


108 NHEG Magazine | July - August 2020


July - August 2020 | NHEG Magazine 109




Generation Self Employed Courses

How To Teach Online

Cost: $25

Access Online Course

Why Have A Business?

Cost: Free

Access Online Course

Understanding Yourself As An Entrepreneur

Cost: $25

Access Online Course

Servant Salesmanship

Cost: $25

Access Online Course

Your Business By The Numbers

Cost: $25.00

Access Online Course

Creating Your Business Strategy

Cost: $25

Access Online Course

Personal & Professional Development Coaching Course Overview

Are you ready to unlock your SUPERPOWERS and attract more of the things you want

and less of the things you don’t want?

Create The Life You Love

Cost: $197

Purchase Course

Create The Life You Love

Cost: $788

Purchase Course

How To Turn Your Passion Into Profits

Cost: $1576

Purchase Course

How To Write A Book In 30 Days Or Less

Cost: $1800

Purchase Course

The Animation Course

The TAFI award winning Animation Course provides students the tools they need to enjoy the process

of creating stories & animating them.

Purchase Course

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.


110 NHEG Magazine | July - August 2020

The NHEG Learn to Read: Adult Literacy online course gives

teachers/tutors/reading guides strategies for helping older

students acquire literacy skills and provides methods for

consistent, repeated practice



The Drawing Course

The drawing course consists of 2 levels with the goal of teaching classical drawing skills & then take the

animation course to increase your drawing skills.

Purchase Course

July - August 2020 | NHEG Magazine 111



112 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 113



114 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 115



116 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 117



Source: Federal Reserve Bank of New York

118 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 119



Set your path,

change the world

Each of us plays a unique role in the creation of a

free, fair, and prosperous society.

FEE’s popular digital content and in-person programs

turn complex ideas into practical tools for

living your best life and making the world a better


What Elon Musk’s


Can Teach Us

About Mindset

How you think about your failure determines your

future success

By JBarry Brownstein

Wednesday, December 4, 2019

Last week CEO Elon Musk helped unveil Tesla’s new Cybertruck. The Cybertruck’s abstract design won’t work for those needing

a large flatbed for hauling, but Tesla’s innovative project is moving the needle for weekend warriors. Already 200,000 Tesla

fans have put down a deposit to reserve their truck for 2021 delivery.

If you’re hauling large payloads, durability is crucial. Musk boasted the “truck” was “bulletproof.” When Tesla’s chief designer

Franz Von Holzhausen threw “a metal ball at one of its armored windows, audible surprise could be heard as the glass


Musk exclaimed, “Oh my f------ God. Well, maybe that was a little too hard.”

Tesla has enjoyed success but has also left a trail of broken promises. Musk, like many entrepreneurs learns from mistakes.

Musk graciously tweeted: “Franz throws steel ball at Cybertruck window right before launch. Guess we have some improvements

to make before production haha.”

For an entrepreneur, setbacks and failure come with the job title. Successful entrepreneurs pick themselves up and go right

back to figuring out how to best serve the needs of consumers.

Accepting responsibility is the only way to lasting change.

Shattered Windshields

Like Musk, many of us have “shattered a windshield.” A major presentation flops. A person rejects us. A poor decision puts our

career plans in grave jeopardy. We’ve all been there.

When setbacks happen, perhaps you are consumed by thoughts such as “I’m a miserable failure” or “My life is ruined.” Do you

wallow in those thoughts, fall into depression, or substitute addictive behavior for needed action?

Source: The Foundation for Economic Education (FEE)

120 NHEG Magazine | July - August 2020


How you think about your failure determines your future success. Research by famed Stanford University psychology professor

Carol Dweck helps reveal how your fundamental mindset about your abilities and intelligence is a significant determiner of your


July - August 2020 | NHEG Magazine 121


Dweck asks us to become more aware of our thinking. When facing a challenge, is your thinking dominated by questions such

as, “Will I succeed or fail? Will I look smart or dumb? Will I be accepted or rejected? Will I feel like a winner or a loser?” If so, you

may have what Dweck calls a fixed mindset. In some form, those questions arise for most of us; but when they consume our

attention, they may inhibit needed action.

“Challenges often frighten a person with a fixed mindset,” writes Dweck in her book Mindset: The New Psychology of Success.

Why? If you have a fixed mindset, you believe that your abilities are set in stone. If you apply effort yet fail, the failure says

something permanent about your abilities. If you choke during a presentation, thoughts of how to improve are submerged in a

tsunami of negative thinking.

Dweck explains how “believing that your qualities are carved in stone…creates an urgency to prove yourself over and over.”

You don’t want to “look or feel deficient.” You cover up your errors and refuse to learn from them.

Secretly your suffering is immense. Going through life with a fixed mindset, Dweck writes, is like “always trying to convince

yourself and others that you have a royal flush when you’re secretly worried it’s a pair of tens.”graduates to be employed in

fields outside of their own, and it is more likely that they will be underemployed.

College Students Are Responding to Market Forces

This seems to align with the findings of a study by Jaison R. Abel and Richard Deitz, who predict that jobs in the STEM field,

especially engineering, have the lowest predicted underemployment rate. The table below is a short version of Table 6 from

the study and only shows the ten fields with the highest and lowest underemployment rates. As can be seen from this table,

underemployment rates vary quite a lot, ranging from 70 percent for criminal justice to 9.5 percent for nursing.

A growth mindset is the alternative. Dweck explains,

This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts, your

strategies, and help from others. Although people may differ in every which way—in their initial talents and aptitudes, interests,

or temperaments—everyone can change and grow through application and experience.

If you are wedded to the ideas that your level of intelligence is a fixed trait and that not much can be done to change the kind

of person you are, you have a fixed mindset. But, if you believe that you can “substantially change” both your level of intelligence

and the kind of person you are, you likely have a growth mindset.

Fixed and growth mindsets lie on a continuum. Interestingly, you can have a fixed mindset in one area of your life and a

growth mindset in another. In any part of your life, unquestioned fixed mindset beliefs bind you. Becoming aware of your own

beliefs automatically begins the process of change. Identification with a growth mindset beliefs emboldens you.

A growth mindset doesn’t protect you from failure. “Even in the growth mindset,” Dweck writes, “failure can be a painful

experience. But it doesn’t define you. It’s a problem to be faced, dealt with, and learned from.” Musk’s self-effacing shattered

windshield Tweet indicates he is ready to learn.

Mindset and Leadership

As an entrepreneur, Musk has a growth mindset. As a leader, his mindset is questionable.

Dweck examined the research in the seminal leadership book by Jim Collins, Good to Great and found:

[Successful leaders] were not the larger-than-life, charismatic types who oozed ego and self-proclaimed talent. They were

self-effacing people who constantly asked questions and had the ability to confront the most brutal answers—that is, to look

failures in the face, even their own, while maintaining faith that they would succeed in the end.

If “the more self-effacing growth-minded people” are the most successful leaders,” how Dweck wondered, “did CEO and gargantuan

ego become synonymous?” In a recent cameo on Rick and Morty, Musk was willing to satirize his ego. Dweck observes,

Fixed-mindset leaders, like fixed-mindset people in general, live in a world where some people are superior and some are

inferior. They must repeatedly affirm that they are superior, and the company is simply a platform for this.

To affirm they are superior, fixed-mindset leaders surround themselves with sycophants to clap for their often-disastrous


As these leaders cloaked themselves in the trappings of royalty, surrounded themselves with flatterers who extolled their

virtues, and hid from problems, it is no wonder they felt invincible. Their fixed mindset created a magical realm in which the

brilliance and perfection of the king were constantly validated. Within that mindset, they were completely fulfilled. Why would

they want to step outside that realm to face the ugly reality of warts and failures?

Musk is well known for his emotional immaturity and explosive temper. He instills fear by firing people on the spot. At the

Tesla factory, stories like this abound:


At about 10 o’clock on Saturday evening, an angry Musk was examining one of the production line’s mechanized modules,

trying to figure out what was wrong, when the young, excited engineer was brought over to assist him. “Hey, buddy, this

d o e s n ’ t w o r k ! ” M u s k s h o u t e d a t t h e e n g i n e e r, a c c o r d i n g t o s o m e o n e w h o h e a r d t h e c o n v e r s a t i o n . “ D i d y o u d o t h i s ? ”

The engineer was taken aback. He had never met Musk before. Musk didn’t even know the engineer’s name. The young man

wasn’t certain what, exactly, Musk was asking him, or why he sounded so angry.

“You mean, program the robot?” the engineer said. “Or design that tool?”

“Did you f------ do this?” Musk asked him.

“I’m not sure what you’re referring to?” the engineer replied apologetically.

“You’re a f------ idiot!” Musk shouted back. “Get the f------ out and don’t come back!”

The young engineer climbed over a low safety barrier and walked away. He was bewildered by what had just happened. The entire conversation had lasted

less than a minute. A few moments later, his manager came over to say that he had been fired on Musk’s orders.

This incident was not an aberration:

One manager had a name for these outbursts—Elon’s rage firings—and had forbidden subordinates from walking too close to Musk’s desk at the Gigafactory

out of concern that a chance encounter, an unexpected question answered incorrectly, might endanger a career.

Be like Musk, the entrepreneur. Don’t be like Musk, the leader.

A Growth Mindset Is the Secret Sauce of Success

People who have a fixed mindset believe their work should be effortless; as a result, they expend little effort in what they do.

When work is challenging, they quickly lose interest. When things go wrong, they tend to blame others. Whatever a person

with a fixed mindset aspires to, they believe they have a natural-born aptitude or not. Practicing is for people who are not

endowed with the talent they think they have.

A Growth Mindset Is the Secret Sauce of Success

People who have a fixed mindset believe their work should be effortless; as a result, they expend little effort in what they do.

When work is challenging, they quickly lose interest. When things go wrong, they tend to blame others. Whatever a person

with a fixed mindset aspires to, they believe they have a natural-born aptitude or not. Practicing is for people who are not

endowed with the talent they think they have.

Compared to those with a fixed mindset, individuals with a growth mindset have entirely different beliefs about abilities and

practice. They do not believe that anybody can accomplish anything. They understand natural ability is important. However,

they also believe in devoting continuous and ongoing effort to develop their abilities.

If you’re a sports fan, you often see the impact of mindset. Some players, while blessed with physical gifts, never seem to

improve. They are unwilling to devote the effort needed to improve their game. They have a fixed mindset. Those with a

growth mindset may have lesser physical abilities but their game keeps improving.

To become more growth-minded, shine a light on your fixed mindset beliefs. Dweck coaches us with these questions:

What happens when our fixed-mindset “persona” shows up—the character within who warns us to avoid challenges and beats

us up when we fail at something? How does that persona make us feel? What does it make us think and how does it make us act?

How do those thoughts, feelings, and actions affect us and those around us? And, most important, what can we do over time to

keep that persona from interfering with our growth…? How can we persuade that fixed-mindset persona to get on board with

the goals that spring from our growth mindset?

Beware of constant judgment; it’s a sign of having a fixed mindset. Dweck writes,

The fixed mindset creates an internal monologue that is focused on judging: “This means I’m a loser.” “This means I’m a better

person than they are.” “This means I’m a bad husband.” “This means my partner is selfish.”

Giving Up a Sense of Entitlement

Dweck has observed, “Many people with the fixed mindset think the world needs to change, not them. Thus, “they feel entitled to

something better—a better job, house, or spouse.” They think that “the world should recognize their special qualities and treat

them accordingly.”

Are you willing to change your mindset? If so, you will see the world differently.

You begin to consider the idea that some people stand out because of their commitment and effort. Little by little you try putting

more effort into things and seeing if you get more of the rewards you wanted.

Yet, life doesn’t come with a guarantee:

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July - August 2020 | NHEG Magazine 123



Although you can slowly accept the idea that effort might be necessary, you still can’t accept that it’s no guarantee. It’s enough

of an indignity to have to work at things, but to work and still not have them turn out the way you want—now, that’s really not

fair. That means you could work hard and somebody else could still get the promotion. Outrageous.

Over time, further changes occur:

You begin to enjoy putting in effort and…you begin to think in terms of learning. As you become a more growth-minded person,

you’re amazed at how people start to help you, support you. They no longer seem like adversaries out to deny you what you


Dweck’s theory can be applied in business, in relationships, in sports, with your children, and with your students.

Soon you will break another windshield. Learn from your failure and your life will seem full of new possibilities.

Source: The Foundation for Economic Education (FEE)


124 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 125


The ADHD Overdiagnosis


Problem, Not a Child One

Today, children are being diagnosed with, and

often medicated for, ADHD at an astonishing rate.

By Kerry McDonald

Thursday, April 25, 2019

Thildhood exuberance is now a liability. Behaviors that were once accepted as normal, even if mildly irritating to adults, are

increasingly viewed as unacceptable and cause for medical intervention. High energy, lack of impulse control, inability to sit

still and listen, lack of organizational skills, fidgeting, talking incessantly—these typical childhood qualities were widely tolerated

until relatively recently. Today, children with these characteristics are being diagnosed with, and often medicated for,

Attention-Deficit/Hyperactivity Disorder (ADHD) at an astonishing rate.

The ADHD Medical Dragnet

While ADHD may be a real and debilitating ailment for some, the startling upsurge in school-age children being labeled with

and medicated for this disorder suggests that something else could be to blame. More research points to schooling, particularly

early schooling, as a primary culprit in the ADHD diagnosis epidemic.

Over the last several decades, young people are spending more time in school and school-like activities than ever before. They

are playing less and expected to do more at very young ages. When many of us were kids, kindergarten was mellow, playful,

and short with few academic expectations.

Now, 80 percent of teachers expect children to learn to read in kindergarten. It’s not the teachers’ fault. They are responding

to national curriculum frameworks and standardized testing requirements that over the past two decades have made schooling

more oppressive—particularly for young children.

The youngest children are the ones most often caught in the ADHD medical dragnet. Last fall, Harvard researchers found that

early school enrollment was linked to significantly higher rates of ADHD diagnosis. In states with a September 1 school enrollment

age cutoff, children who entered school after just turning five in August were 30 percent more likely to be diagnosed

with ADHD than children born in September who were about to turn six. Immaturity, not pathology, was the real factor.

The ADHD Fallacy

Marilyn Wedge, author of A Disease Called Childhood: Why ADHD Became An American Epidemic, sounds the alarm on ADHD

overdiagnosis. In a Time Magazine article called “The ADHD Fallacy,” she writes:

By nature, young children have a lot of energy. They are impulsive, physically active, have trouble sitting still, and don’t pay

attention for very long. Their natural curiosity leads them to blurt out questions, oblivious in their excitement to interrupting

others. Yet we expect five- and six-year-old children to sit still and pay attention in classrooms and contain their curiosity. If they

don’t, we are quick to diagnose them with ADHD.

According to the US Centers for Disease Control and Prevention (CDC), the percent of very young children (ages two to five)

who were diagnosed with ADHD increased by over 50 percent between 2007/2008 and 2011/2012. As of 2016, data show that

9.4 percent of all American children, or over six million kids, had been diagnosed with ADHD, and almost two-thirds of current

ADHD-diagnosed children were taking medication for it. A March 2019 report on ADHD by Blue Cross and Blue Shield found

that among commercially insured children of all ages, ADHD diagnosis rates increased 30 percent in just eight years.


In the latter instance, he finds that once the underlying condition is discovered and treated, the ADHD symptoms usually disappear.

In the former instance, changing the environment is a key step toward improvement. This is true for both children and

adults with an ADHD diagnosis. Dr. Saul writes:

According to the US Centers for Disease Control and Prevention (CDC), the percent of very young children (ages two to five)

who were diagnosed with ADHD increased by over 50 percent between 2007/2008 and 2011/2012. As of 2016, data show that

9.4 percent of all American children, or over six million kids, had been diagnosed with ADHD, and almost two-thirds of current

ADHD-diagnosed children were taking medication for it. A March 2019 report on ADHD by Blue Cross and Blue Shield found

that among commercially insured children of all ages, ADHD diagnosis rates increased 30 percent in just eight years.

While the symptoms of ADHD may be troublesome, looking first at the environment, rather than the child, may be an important

step toward curbing the ADHD diagnosis epidemic. In his book, ADHD Does Not Exist, Dr. Richard Saul, a Chicago behavioral

neurologist, explains that individuals diagnosed with ADHD either have external factors that exacerbate normal symptoms

or have some other underlying condition that should be identified and treated. In the latter instance, he finds that once

the underlying condition is discovered and treated, the ADHD symptoms usually disappear. In the former instance, changing

the environment is a key step toward improvement. This is true for both children and adults with an ADHD diagnosis. Dr. Saul


Like many children who act out because they are not challenged enough in the classroom, adults whose jobs or class work are

not personally fulfilling or who don’t engage in a meaningful hobby will understandably become bored, depressed and distracted.

In addition, today’s rising standards are pressuring children and adults to perform better and longer at school and at


An Environmental Mismatch

Addressing an environmental mismatch for ADHD-diagnosed adults could mean switching one’s job or field of study or pursuing

a true passion. Maybe you’re an accountant who wants to be a carpenter or a nurse who wants to be an entrepreneur.

For ADHD children, changing the environment could mean removing children from restrictive schooling altogether. As Boston

College psychology professor Peter Gray writes:

What does it mean to have ADHD? Basically, it means failure to adapt to the conditions of standard schooling. Most diagnoses of

ADHD originate with teachers’ observations.

Jennifer Walenski saw firsthand how transformative removing her ADHD-diagnosed child from standard schooling could be.

She shares her family’s journey at The Bus Story and told me:

Our kids were actually in public school originally. Our son also was diagnosed with both ADHD and autism while he was in the

school system. And they wanted to medicate him. But we said no. Then we took him and his sister out of school and began

homeschooling them. Fast forward several years, he has absolutely no need at all for medication. He is just a normal boy who did

not belong in that kind of environment. And most of us don’t. Think about it.+

Walenski’s experience echoes that of other parents who removed their ADHD-diagnosed children from standard schooling. In

an informal survey analysis, Gray discovered that when ADHD-labeled children left school for homeschooling, most of them no

longer needed medication for ADHD symptoms. Their ADHD characteristics often remained but were no longer problematic

outside of the conventional classroom.

Self-Directed Learning

Gray’s analysis also revealed that the ADHD-labeled young people who fared best outside of standard schooling were those

who were able to learn in a more self-directed way. He found that the

few kids in this sample who were still on ADHD medications during homeschooling seemed to be primarily those whose homeschooling

was structured by the parent and modeled after the education one would receive in a conventional school.

Replicating school-at-home can also replicate the problematic behaviors found at school, whereas moving toward unschooling,

or self-directed education, can give young people the freedom to flourish.

Ending the ADHD overdiagnosis epidemic depends on a societal reality check where we no longer pathologize normal childhood

behaviors. Much ADHD-labeling originates from forced schooling environments with learning and behavioral expectations

that are developmentally inappropriate for many children. Freeing young people from restrictive schooling and allowing

them to learn and grow through their own self-directed curiosity can lead to happier and healthier families and children.

While the symptoms of ADHD may be troublesome, looking first at the environment, rather than the child, may be an important

step toward curbing the ADHD diagnosis epidemic. In his book, ADHD Does Not Exist, Dr. Richard Saul, a Chicago behavioral

neurologist, explains that individuals diagnosed with ADHD either have external factors that exacerbate normal symptoms

or have some other underlying condition that should be identified and treated.

126 NHEG Magazine | July - August 2020

Source: The Foundation for Economic Education (FEE)


July - August 2020 | NHEG Magazine 127


Compulsory Schooling



Eliminating compulsory schooling laws would

break the century-and-a-half stranglehold of

schooling on education.

By Kerry McDonald

Friday, October 5, 2018

We should always be leery of laws passed “for our own good,” as if the state knows better. The history of compulsory schooling

statutes is rife with paternalism, triggered by anti-immigrant sentiments in the mid-nineteenth century and fueled by a desire

to shape people into a standard mold.

History books detailing the “common school movement” and the push for universal, compulsory schooling perpetuate the

myths that Americans were illiterate prior to mass schooling, that there were limited education options available, and that

mandating school attendance under a legal threat of force was the surest way toward equality.


With less government red tape, current trends in education would gain more momentum. Virtual schooling, part-time school

options, hybrid homeschooling models, and an array of private schools with diverse education approaches would emerge. As

more education choices sprouted, competition would lower prices, making access to these new choices more widespread.

More Pathways to Adulthood

Without the state mandating school attendance for most of childhood, in some states up to age 18, there would be new pathways

to adulthood that wouldn’t rely so heavily on state-issued high school diplomas. Innovative apprenticeship models would

be created, community colleges would cater more toward independent teenage learners, and career preparation programs

would expand. As the social reformer Paul Goodman wrote in his book New Reformation: “Our aim should be to multiply the

paths of growing up, instead of narrowing the one existing school path.”

A Broader Definition of Education

In his biography of Horace Mann, historian Jonathan Messerli explains how compulsory schooling contracted a once expansive

definition of education into the singular definition of schooling. Indeed, today education is almost universally associated with

schooling. Messerli writes: “That in enlarging the European concept of schooling, [Mann] might narrow the real parameters of

education by enclosing it within the four walls of the public school classroom.”² Eliminating compulsory schooling laws would

break the century-and-a-half stranglehold of schooling on education. It would help to disentangle education from schooling

and reveal many other ways to be educated, such as through non-coercive, self-directed education, or “unschooling.”

Even the most adamant education reformers often stop short of advocating for abolishing compulsory schooling statutes,

arguing that it wouldn’t make much difference. But stripping the state of its power to define, control, and monitor something

as beautifully broad as education would have a large and lasting impact on re-empowering families, encouraging educational

entrepreneurs, and creating more choice and opportunity for all learners.

Source: The Foundation for Economic Education (FEE)


In truth, literacy rates were quite high, particularly in Massachusetts, where the first compulsory schooling statute was passed

in 1852. Historians Boles and Gintis report that approximately three-quarters of the total U.S. population, including slaves,

was literate¹. There was a panoply of education options prior to mass compulsory schooling, including an array of public

and private schooling options, charity schools for the poor, robust apprenticeship models, and homeschooling—this latter

approach being the preferred method of Massachusetts education reformer Horace Mann, who homeschooled his own three

children while mandating common school attendance for others.

The primary catalyst for compulsory schooling was a wave of massive immigration in the early to mid-1800s that made lawmakers

fearful. Many of these immigrants were Irish Catholics escaping the deadly potato famine, and they threatened the

predominantly Anglo-Saxon Protestant social order of the time. In 1851, the editor of The Massachusetts Teacher, William

Swan, wrote:

“In too many instances the parents are unfit guardians of their own children. If left to their direction the young will be brought

up in idle, dissolute, vagrant habits, which will make them worse members of society than their parents are; instead of filling our

public schools, they will find their way into our prisons, houses of correction and almshouses. Nothing can operate effectually

here but stringent legislation, thoroughly carried out by an efficient police; the children must be gathered up and forced into

school, and those who resist or impede this plan, whether parents or priests, must be held accountable and punished.”

This is the true history of compulsory schooling that rarely emerges behind the veil of social magnanimity.

So what would happen if these inherently flawed compulsory schooling laws were eliminated?

A Power Shift

First, power would tilt away from the state and toward the family. Without legal force compelling school attendance, parents

would have the freedom and flexibility to assume full responsibility for their child’s education. They would not need government

permission to homeschool, as is currently required in the majority of U.S. states. Private schools would not need to

submit their attendance records to the state to show compliance. Public schools could still be available to those who wanted

them, as they were prior to the 1852 law; but government schooling would no longer be the default education option.

More Choices

Because the state would no longer need to bless the creation of various private schools and ratify their curriculum and attendance

protocols, an assortment of education options would emerge. Entrepreneurial educators would seize the opportunity to

create new and varied products and services, and parents would be the ones responsible for determining quality and effectiveness—not

the state.

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July - August 2020 | NHEG Magazine 129


100 Reasons to


From fostering creativity and freedom to providing

impressive educational outcomes, homeschooling

is an increasingly appealing option.

By Kerry McDonald

Wednesday, June 5, 2019

This is my 100th article at FEE.org, so here are 100 reasons to homeschool your kids!

1. Homeschoolers perform well academically.

2. Your kids may be happier.

3. Issues like ADHD might disappear or become less problematic.

4. It doesn’t matter if they fidget.

5. YOU may be happier! All that time spent on your kids’ homework can now be used more productively for family learning and living.

6. You can still work and homeschool.

7. And even grow a successful business while homeschooling your kids.

8. Your kids can also build successful businesses, as many grown unschoolers become entrepreneurs.

9. You can be a single parent and homeschool your kids.

10. Your kids can be little for longer. Early school enrollment has been linked by Harvard researchers with troubling rates of ADHD

diagnosis. A year can make a big difference in early childhood development.

11. Some of us are just late bloomers. We don’t all need to be on “America’s early-blooming conveyor belt.”

12. Then again, homeschooling can help those kids who might be early bloomers and graduate from college at 16.

13. Whether early, late, or somewhere in the middle, homeschooling allows all children to move at their own pace.

14. You can choose from a panoply of curriculum options based on your children’s needs and your family’s educational philosophy.

15. Or you can focus on unschooling, a self-directed education approach tied to a child’s interests.

16. Homeschooling gives your kids plenty of time to play! In a culture where childhood free play is disappearing, preserving play is

crucial to a child’s health and well-being.

17. They can have more recess and less homework.

18. You can take advantage of weekly homeschool park days, field trips, classes, and other gatherings offered through a homeschooling

group near you.

19. Homeschooling co-ops are growing, so you can find support and resources.

20. Homeschooling learning centers are sprouting worldwide, prioritizing self-directed education and allowing more flexibility to

more families who want to homeschool.

21. Parks, beaches, libraries, and museums are often less crowded during school hours, and many offer programming specifically

for homeschoolers.

22. You’re not alone. Nearly two million US children are homeschooled, and the homeschooling population is increasingly reflective

of America’s diversity. In fact, the number of black homeschoolers doubled between 2007 and 2011.

23. One-quarter of today’s homeschoolers are Hispanic-Americans who want to preserve bilingualism and family culture.

24. Some families of color are choosing homeschooling to escape what they see as poor academic outcomes in schools, a curriculum

that ignores their cultural heritage, institutional racism, and disciplinary approaches that disproportionately target children of color.

25. More military families are choosing homeschooling to provide stability and consistency through frequent relocations and


26. While the majority of homeschoolers are Christians, many Muslim families are choosing to homeschool, as are atheists.

27. Homeschooling has wide bipartisan appeal.

28. More urban parents are choosing to homeschool, prioritizing family and individualized learning.

130 NHEG Magazine | July - August 2020


29. Religious freedom may be important to many homeschooling families, but it is not the primary reason they choose to homeschool.

“Concern about the school environment, such as safety, drugs, or negative peer pressure” is the top motivator according

to federal data.

30. Fear of school shootings and widespread bullying are other concerns that are prompting more families to consider the homeschooling


31. Some parents choose homeschooling because they are frustrated by Common Core curriculum frameworks and frequent

testing in public schools.

32. Adolescent anxiety, depression, and suicide decline during the summer, but Vanderbilt University researchers found that

suicidal tendencies spike at back-to-school time. (This is a pattern opposite to that of adults, who experience more suicidal

thoughts and acts in the summertime.) Homeschooling your kids may reduce these school-induced mental health issues.

33. It will also prevent schools from surreptitiously collecting and tracking data on your child’s mental health.

34. Your kids’ summertime can be fully self-directed, as can the rest of their year.

35. That’s because kids thrive under self-directed education.

36. Some kids are asking to be homeschooled.

37. And they may even thank you for it.

38. Today’s teens aren’t working in part-time or summer jobs like they used to. Homeschooling can offer time for valuable teen

work experience.

39. It can also provide the opportunity to cultivate teen entrepreneurial skills.

40. Your kids don’t have to wait for adulthood to pursue their passions.

41. By forming authentic connections with community members, homeschoolers can take advantage of teen apprenticeship


42. Some apprenticeship programs have a great track record on helping homeschoolers build important career skills and get great


43. Self-directed learning centers for teen homeschoolers can provide a launchpad for community college classes and jobs while

offering peer connection and adult mentoring.

44. With homeschooling, you can inspire your kids to love reading.

45. Maybe that’s because they will actually read books, something one-quarter of Americans reported not doing in 2014.

46. Your kids might even choose to voluntarily read financial statements or do worksheets.

47. You can preserve their natural childhood creativity.

48. Schools kill creativity, as Sir Ken Robinson proclaims in his TED Talk, the most-watched one ever.

49. Homeschooling might even help your kids use their creativity in remarkable ways, as other well-known homeschoolers have


50. With homeschooling, learning happens all the time, all year round. There are no arbitrary starts and stops.

51. You can take vacations at any time of the year without needing permission from the principal.

52. Or you can go world-schooling, spending extended periods of time traveling the world together as a family or letting your

teens travel the world without you.

53. Your kids can have healthier lunches than they would at school.

54. And you can actually enjoy lunch with them rather than being banned from the school cafeteria.

55. Your kids don’t have to walk through metal detectors, past armed police officers, and into locked classrooms in order to learn.

56. You can avoid bathroom wars and let your kids go to the bathroom wherever and whenever they want—without raising their

hand to ask for permission.

57. Research shows that teen homeschoolers get more sleep than their schooled peers.

58. Technological innovations make self-education through homeschooling not only possible but also preferable.

59. Free, online learning programs like Khan Academy, Duolingo, Scratch, Prodigy Math, and MIT OpenCourseWare complement

learning in an array of topics, while others, like Lynda.com and Mango, may be available for free through your local public


60. Schooling was for the Industrial Age, but unschooling is for the future.

61. With robots doing more of our work, we need to rely more on our distinctly human qualities, like curiosity and ingenuity, to

thrive in the Innovation Era.

62. Homeschooling could be the “smartest way to teach kids in the 21st century,” according to Business Insider.

63. Teen homeschoolers can enroll in an online high school program to earn a high school diploma if they choose.

July - August 2020 | NHEG Magazine 131


64. But young people don’t need a high school diploma in order to go to college.

65. Many teen homeschoolers take community college classes and transfer into four-year universities with significant credits and

cost-savings. Research suggests that community college transfers also do better than their non-transfer peers.

66. Homeschooling may be the new path to Harvard.

67. Many colleges openly recruit and welcome homeschoolers because they tend to be “innovative thinkers.”

68. But college doesn’t need to be the only pathway to a meaningful adult life and livelihood. Many lucrative jobs don’t require a

college degree, and companies like Google and Apple have dropped their degree requirements.

69. In fact, more homeschooling families from the tech community in Silicon Valley and elsewhere are choosing to homeschool

their kids.

70. Hybrid homeschooling models are popping up everywhere, allowing more families access to this educational option.

71. Some of these hybrid homeschool programs are public charter schools that are free to attend and actually give families access

to funds for homeschooling.

72. Other education choice mechanisms, like Education Savings Accounts (ESAs) and tax-credit scholarship programs, are expanding

to include homeschoolers, offering financial assistance to those families who need and want it.

73. Some states allow homeschoolers to fully participate in their local school sports teams and extracurricular activities.

74. Homeschooling may be particularly helpful for children with disabilities, like dyslexia, as the personalized learning model

allows for more flexibility and customization.

75. Homeschooling is growing in popularity worldwide, especially in India, Australia, the United Kingdom, Israel, and even in China,

where it’s illegal.

76. Homeschooling grants children remarkable freedom and autonomy, particularly self-directed approaches like unschooling, but

it’s definitely not the Lord of the Flies.

78. Homeschooling allows for much more authentic, purposeful learning tied to interests and everyday interactions in the community

rather than contrived assignments at school.

79. Throughout the American colonial and revolutionary eras, homeschooling was the norm, educating leaders like George

Washington and Abigail Adams.

80. In fact, many famous people were homeschooled.

And many famous people homeschool their own kids.

81. Your homeschooled kids will probably be able to name at least one right protected by the First Amendment of the US

Constitution, something 37 percent of adults who participated in a recent University of Pennsylvania survey couldn’t do.

82. Homeschooling can be preferable to school because it’s a totally different learning environment. As homeschooling pioneer

John Holt wrote in Teach Your Own: “What is most important and valuable about the home as a base for children’s growth in the

world is not that it is a better school than the schools but that it isn’t a school at all.”

83. Immersed in their larger community and engaged in genuine, multi-generational activities, homeschoolers tend to be better

socialized than their schooled peers. Newer studies suggest the same.

84. Homeschoolers interact daily with an assortment of people in their community in pursuit of common interests, not in an

age-segregated classroom with a handful of teachers.

85. Research suggests that homeschoolers are more politically tolerant than others.

86. They can dig deeper into emerging passions, becoming highly proficient.

87. They also have the freedom to quit.

88. They can spend abundant time outside and in nature.

89. Homeschooling can create strong sibling relationships and tight family bonds.

90. Homeschooling is legal in all 50 US states and has been since 1993, but regulations vary widely by state.

91. In spite of ongoing efforts to regulate homeschoolers, US homeschooling is becoming less regulated.

92. That’s because homeschooling parents are powerful defenders of education freedom.

93. Parents can focus family learning around their own values, not someone else’s.

94. Homeschooling is one way to get around regressive compulsory schooling laws and put parents back in charge of their child’s


95. It can free children from coercive, test-driven schooling.

96. It is one education option among many to consider as more parents opt-out of mass schooling.

97. Homeschooling is the ultimate school choice.

98. It is inspiring education entrepreneurship to disrupt the schooling status quo.

99. And it’s encouraging frustrated educators to leave the classroom and launch their own alternatives to school.

100. Homeschooling is all about having the liberty to learn.


Now Dischargeable

Through Bankruptcy? It’s


US Bankruptcy Judge Cecelia G. Morris shocked

the nation when she ruled US Navy veteran Kevin

Rosenberg’s student loan debt could be discharged

through bankruptcy.


By Brittany Hunter

Monday, January 20, 2020

History was made earlier this month when a New York judge ruled that US Navy veteran Kevin Rosenberg’s $221,385.49

student loan debt balance is dischargeable under Chapter 7 bankruptcy.

Prior to the ruling, attempting to dismiss student loan debt through bankruptcy was exceedingly difficult, if not altogether

impossible. Unlike other kinds of consumer debt, which can be erased after filing for bankruptcy, student loan debt is the only

type considered ineligible for dismissal unless certain legal requirements are satisfied.

As the US Department of Education’s Federal Student Aid office explains, “You may have your federal student loan discharged

in bankruptcy only if you file a separate action, known as an ‘adversary proceeding,’ requesting the bankruptcy court find that

repayment would impose undue hardship on you and your dependents.”

But proving undue hardship is not as easy as it may sound.

As one site so grimly puts it, for those struggling to pay back their loans “...the only real guaranteed situation for federal

student loan discharge is death.”

The ruling handed down in Rosenberg’s case may usher in a new era where the bar for the dismissal of student loan debt is

lower than ever before. But the question remains: should individuals be let off the hook for their student loan debt?

A Common Occurrence

Like so many others, Rosenberg borrowed money for his undergrad degree at the University of Arizona from 1993 to 1996, and

again for his law degree at Cardoza Law School at Yeshiva University from 2001 to 2004.

After completing law school and accumulating a total of $116,000 in student loan debt, Rosenberg got a job at a law firm. But

he decided that practicing law was not his cup of tea. He left the profession and instead became an entrepreneur. One of his

companies was once featured in The New York Times.

Thanks to accrued interest over the next 14 years, Rosenberg’s student loan debt skyrocketed to $221,000.

While he enjoyed some success in his entrepreneurial pursuits, the Great Recession of 2008, combined with other financial setbacks,

resulted in severe financial strain for Rosenberg, who was struggling to bear the burden of his enormous student loan


“All along, having this debt, it would ruin relationships for me. ... it just affects everything in your life,” he said.

After years of working 10-12 hour days, seven days a week just to stay financially afloat, Rosenberg was left with no other

option but to file for Chapter 7 bankruptcy in 2018, a decision he says wasn’t easy. He also filed an adversary proceeding with

the hopes of having his student loan debt dismissed as well, even though the odds of being granted relief were not in his favor.

Source: The Foundation for Economic Education (FEE)

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On January 7, 2020, US Bankruptcy Judge Cecelia G. Morris shocked the nation when she ruled in his favor, declaring that

Rosenberg’s debt was eligible for dismissal.

Commenting on this landmark ruling, Rosenberg wrote in a statement, “The news today leaves me with a feeling of relief, not

celebration.” He added, “it also kind of incensed me that student loans are treated differently than other debts, especially

given the bailout of corporations ... and the housing bubble.”

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Rosenberg isn’t wrong. When large corporations have found themselves in the midst of pending financial doom, our tax

dollars have been used to bail them out. In 2008, the very banks that perpetuated the financial crisis were given $700 billion

by the government when Congress passed the Troubled Asset Relief Program (TARP). In this instance, no judge was needed to

approve this massive handout—just Congressional approval.

The Brunner Test

But student loans are a different ballgame. In order to have loans considered eligible for dismissal under Chapter 7, judges

must apply the “Brunner test,” which was born out of the 1987 case of Brunner v. New York State Higher Education Services


The Brunner test requires a person to prove that:


It is undeniable that this predicament needs a solution. But until we change the bad incentives in the higher education system,

there is no end to this crisis in sight.

Personal responsibility is an important element of adulthood. It could most certainly be argued that 18-year-olds are not economically

wise enough to make such an important financial decision, especially when they have not yet entered the workforce.

But the fact remains that they did sign a contract promising to pay back their loans.

You can bet that the Rosenberg case will not be the last of its kind. With borrowers now filled with hope that they, too, can

have their student loan debt dismissed, this will not be the last time we hear the word “Brunner test” come up in bankruptcy

proceedings over the coming months. But we need to tread carefully lest we unintentionally exacerbate the problem.

1) [T]he debtor cannot maintain, based on current income and expenses, a “minimal” standard of living for the debtor and the

debtor’s dependents if forced to repay the student loans; 2) additional circumstances exist indicating that this state of affairs

is likely to persist for a significant portion of the repayment period of the student loans, and 3) the debtor has made good faith

efforts to repay the loans.

Judge Morris believed that Rosenberg satisfied all the requirements, especially considering that his financial situation combined

with his monthly student loan payments left him with negative earnings each month. But more importantly, Judge

Morris took the time to point out that the Brunner test had been used to set out “punitive standards” and “retributive dicta”

over the year—something Judge Morris set out to correct.

In her ruling, she said she applied the test as it was originally intended, adding that its past applications

have become a quasi-standard of mythic proportions, so much so that most people (bankruptcy professionals, as well as lay

individuals) believe it impossible to discharge student loans...This court will not participate in perpetuating these myths.

Rosenberg’s loan service providers will likely appeal the ruling, but the implications of Rosenberg’s case could have far-reaching


Peter Frank, a bankruptcy lawyer from Kingston, New York, told the Albany Times Union:

All of us have been discouraged from attempting to discharge student loans because it appeared that the law was a wall too high

to climb for most debtors other than those with severe disabilities. If the district court affirms Chief Morris’[s] order, there will be

a lot more filers for bankruptcy all over the country.

Source: The Foundation for Economic Education (FEE)


A Problem without a Clear Solution

At the end of the first quarter of 2019, consumer debt in the US had reached $14 trillion, with student loan debt accounting for

about $1.486 trillion. To understand just how grave these numbers are, at the height of the financial crisis in 2008, consumer

debt sat at around $13 trillion, with student loans accounting for $611 billion.

With the total amount of student loan debt now sitting at $1.6 trillion, it’s clear many Americans have a major problem on their

hands. But is dismissal the appropriate remedy?

The Moral Hazards of Dismissing Student Loan Debt

Student loan forgiveness has become a popular idea, with both Senators Bernie Sanders and Elizabeth Warren putting forth

plans of their own. But these plans are problematic.

In addition to being a slap in the face to those who borrowed and made the sacrifices necessary to pay their loans back in full,

these plans are economically and politically unfeasible.

Making it easier to dismiss student loan debt through bankruptcy may not be ideal, but it would give judges the opportunity to

make decisions on a case-by-case basis rather than forgiving borrowers en masse.

The new Rosenberg ruling has provided the legal precedent needed to make dismissal through bankruptcy easier, but this

won’t solve the larger issue of soaring student debt. In fact, it perpetuates the problem.

Discharging the debt will undoubtedly help individual borrowers, but dismissing individual debt doesn’t mean it goes away.

There is no magic to make it disappear; it simply shifts the burden. Someone has to pay, and this will inevitably fall on


Agreeing to let borrowers off the hook also perpetuates the broken system we have now. If you know your loans can be easily

wiped out, what’s going to stop you from borrowing even more money and then filing for bankruptcy once the loans go into


Assistant professor of finance and financial planner Brandon Renfro points out that dismissal of student loan debt creates a new

problem in which no one is held accountable for the growing crisis.

“A point here is that schools aren’t strictly accountable for the debts of their students,” he explained. “If students also aren’t

134 responsible NHEG Magazine for | their July - August debt, 2020 then neither party to the transaction is responsible for the cost.”

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“Miss Virginia” Shows the


Income Families Face on



Choosing safe and satisfying schools for their children is a key priority for many parents. Affluent families exercise this choice all the time, selecting

private schools that focus on their children’s well-being or moving to communities with safer, better schools. Lower-income parents, like Walden Ford,

want the same opportunity to choose safer, better schools. The DC voucher program and others like it across the country offer more parents greater

choice and peace of mind.

Miss Virginia is a must-watch film. Click here for more information and viewing options. Be forewarned that I needed some tissues while watching, but

it was well worth a few tears, and a few dollars, to learn more about this incredible woman, her remarkable story, and the promise of education choice for

Source: The Foundation for Economic Education (FEE)


“Miss Virginia” is a must-watch film

By Kerry McDonald

Thursday, January 23, 2020

Every once in awhile, a film comes along that you can’t stop thinking about long after the credits roll. Miss Virginia is such a

movie. With superb acting and heart-wrenching emotion, it features the true story of Virginia Walden Ford, a Washington, DC,

mom who simply wanted better education options for her child and who would not tolerate mediocrity and the status quo.

Any parent can relate to Walden Ford’s story, so get ready to feel her anger and sorrow followed by joy and triumph. It is a

powerful new film that everyone should watch.

The DC Voucher Program

Walden Ford was instrumental in helping to launch the Washington, DC, voucher program, giving low-income children access

to funding to exit unsafe and low-quality public schools in favor of private options. The film is rooted in her experience of

craving choice and encountering bureaucratic obstacles.

When she removes her teenage son from a failing public school and enrolls him in a nearby private school, Walden Ford feels

hope and optimism despite needing to clean toilets and scrub floors to try to pay the tuition. Her hard work isn’t enough to

pay the bill, though, and she is forced to leave the private school and re-enroll her son in the district school, where his potential

is squandered.

When Walden Ford learns that the DC schools spend twice the amount of money per pupil than the cost of her son’s private

school, she refuses to believe the prevailing rhetoric that public schools are chronically underfunded, and she seeks to establish

a local school voucher program that gives disadvantaged families the opportunity to opt-out of mandatory school assignments

in favor of private options.

Indeed, these are the options that more well-off families, including the legislator who opposes Walden Ford’s initiative, exercise

all the time. Education choice programs extend these options to all families regardless of zip code and socioeconomic


Cost-Effective Programs

The DC voucher program came under attack in recent years as previous assessments showed that achievement scores

for voucher students were lower on average than district school students. But the most recent evaluation of the program,

released last spring, showed no difference in achievement scores between voucher and public school students in DC while

costing taxpayers about one-third the money.

Moreover, Corey DeAngelis, Director of School Choice at the Reason Foundation, has discovered that participants in the DC

voucher program reported much safer learning environments. He writes:

Students that won the voucher lottery and attended a private school were over 35 percent more likely to report that their

schools were very safe. And parents of voucher-using students were about 36 percent more likely to report that their children

were in very safe schools.

Students in the DC voucher program also had higher overall satisfaction levels with their schools and significantly lower

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Yes, Parents Are Capable


Children Should Be


The idea that parents get in the way of children’s

education and can halt their flourishing is nothing

new. It’s also false.


Nature supplies a perennial force, unexhausted, inexhaustible, re-appearing whenever and wherever the parental relation

exists. We, then, who are engaged in the sacred cause of education, are entitled to look upon all parents as having given hostages

to our cause.

Mann goes on to say that “just as soon as we can make them see the true relation in which they and their children stand to this

cause, they will become advocates for its advancement,” supporting the complete shift in control of education from the family

to the state. It’s for the good of all, Mann said—except for parents like him who homeschooled his own children while mandating

forced schooling for others.

The solution is for parents to push back against creeping government control of education and child-rearing. Don’t be wooed

by the siren song of feigned empathy for your burdens of work and family. Don’t be convinced of the false belief that you are

incapable of caring for your children and determining how, where, and with whom they should be educated. Don’t let your

“inexhaustible” parental instincts be weakened by government guardians who think they know what is best for your child.

Demand freedom and choice.

Parents are powerful. They are not perfect, and they do fail, but they are more perfect and fail much less than state agents

and government bureaucracies intoxicated by authority and ego. They should take back control of their children’s education

by advocating for parental choice and resisting efforts to undermine their innate capacity to care for their children’s


Place trust in the “perennial force” of parenthood, even when—or perhaps especially when—others distrust it.

Source: The Foundation for Economic Education (FEE)


By Kerry McDonald

Friday, July 19, 2019

At the heart of debates around education freedom and school choice is the subtle but sinister sentiment that parents can’t

be trusted. They are too busy, too poor, or too ignorant to make the right decisions for their kids, and others know better how

to raise and educate children. Never mind that parents have successfully cared for and educated their children for millennia,

ensuring the ongoing survival and continued success of our species.

Distrust of Parents

As economist Richard Ebeling writes in the introduction to Sheldon Richman’s book Separating School & State:

The parent has been viewed—and still is viewed—as a backward and harmful influence in the formative years of the child’s

upbringing, an influence that must be corrected for and replaced by the “enlightened” professional teacher who has been

trained, appointed, and funded by the state.

We see this distrust of parents play out in a number of policy areas, including most recently with the implementation of universal

government preschool for four-year-olds (and increasingly three-year-olds) in cities like New York and Washington,

DC, and in academic reports arguing for “Cradle to Kindergarten” government interventions. These efforts are nearly always

framed as helping parents, taking the burden off of low- and middle-income families, and addressing inequality and achievement

gaps. But the message is clear: parents, and especially disadvantaged parents, can’t be expected to effectively raise their

children and see to their education without the government’s help.

Some researchers say this outright. In an article published in this week’s Washington Post about alleged summer learning loss

among schoolchildren, Kelly Chandler-Olcott suggests that to fix the problem, we need to stop expecting parents to nurture

their children during the summer months and instead rely on experts to do it for them. She writes:

Also troubling is the assumption that families, not educators, should promote learning in specialized areas such as mathematics,

reading and science. Although families from all walks of life promote varied kinds of learning in everyday life, most parents

lack preparation to address academic subjects, and their year-round obligations don’t end just because school is out for their


This is during the summertime, mind you, when parents have long been responsible for the care of their children. Apparently

now the academic crisis is so dire, particularly for low-income children, and parents’ “year-round obligations” are so huge, that

we should entrust others to do throughout the summer months what seemingly didn’t work well during the academic year. As

I wrote at NPR, we need to ask ourselves if kids can so quickly forget during summertime what they purportedly learned during

the school year, did they ever really learn it at all? And if “most parents lack preparation to address academic subjects,” then

what does that say about the education they received through public schooling?

“Perennial Force” of Parenthood

The idea that parents get in the way of children’s education and can halt their flourishing is nothing new. As he was designing

the architecture for compulsory mass schooling in the 19th century, Horace Mann argued that education was too important to

be left to parents’ discretion. He explained that strong parental bonds are obstacles to children’s and society’s development,

writing in his fourth lecture on education in 1840:

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Families Today Have More

Schooling Options Than

Ever, But Nowhere

Near Enough

The future of parental choice and educational

freedom is bright.

By Kerry McDonald

Tuesday, January 28, 2020

I am a glass-half-full kind of person, so while we could focus on the criticisms and some of the setbacks related to expanding

educational freedom to more families, there is much more to celebrate than to lament. As National School Choice Week

kicks off, it’s a great time to spotlight the growing variety and abundance of education options available to parents and young




In my Cato policy brief last fall, I found that some of the states with the most robust education choice mechanisms also had

a large and growing population of homeschoolers. It makes sense: In an environment where parental choice in education is

valued and expected and where a default school assignment is actively questioned, parents feel empowered to make more

choices regarding their child’s education, and many of them choose homeschooling.

Nationally, homeschooling numbers hover near two million learners who are increasingly diverse along all metrics, including

demographics, socioeconomic status, geography, ideology, and educational philosophy and approach. The majority of today’s

homeschooling families choose this option because they are concerned about other school environments.

Hybrid homeschooling options, which include both private and public part-time programs, enable more families to choose

homeschooling by providing some out-of-home, center-based learning and instruction that complements the central role of

the family in a child’s education.

Charter Schools and Virtual Schooling

Despite periodic disappointments for charter school expansion, their popularity continues to climb. Charter schools are public

schools that are often administered by private, usually non-profit organizations. They trade heightened accountability for

more autonomy. The US Department of Education reports that the number of charter school students swelled from less than a

half-million students in 2000 to three million students in 2016, or six percent of the overall K-12 school-age population.

According to a new poll ahead of the upcoming presidential primaries, voters are less likely to support Democratic presidential

candidates who want to end federal charter school funding.

Virtual schooling, which is online learning that is often public and tuition-free for K-12 students, is also growing, as is blended

learning, which combines online and in-person instruction.

While the education choice gap remains wide, and many families are unable to exercise school choice, education options continue

to expand and diversify. Parents are being re-empowered to determine how, where, and with whom their children are

educated. Policy and legislative efforts continue to extend access to education choice mechanisms, while entrepreneurs build

new models and new marketplaces to catalyze choice and innovation. The future of parental choice and educational freedom

is bright.

In its October 2019 national survey, EdChoice revealed a startling statistic: More than 80 percent of US school-age children

attend a public district school, but fewer than one-third of their parents prefer that they go there. This represents a massive

choice gap in American education, with many parents still unable to opt-out of a mandatory school assignment in favor of

more preferable options. Still, there are signs of hope.

Source: The Foundation for Economic Education (FEE)


Vouchers, Education Savings Accounts, and Tax-Credit Scholarships

Education choice mechanisms, including vouchers, education savings accounts (ESAs), and tax-credit scholarships, continue to

gain popularity in many states. Parents are being re-empowered to determine how, where, and with whom their children are


Vouchers enable parents to use a portion of their child’s tax dollars allocated for public schools toward tuition for private

schools. I recently wrote about the powerful story of Virginia Walden Ford, the Washington, DC, mom who would not accept

that her son had to be stuck in a failing district school and pioneered the Washington, DC, voucher program that gives low-income

families the ability to exit their assigned school for private options.

ESAs are similar to vouchers in that they enable families to access some of the funds allocated to public schools, but they have

the added advantage of separating education from schooling. Rather than only targeting tuition at a private school the way

vouchers do, ESAs expand the definition of education beyond schooling, allowing parents to access funds for a wide variety

of options, including tutoring, books and resources, classes, and tuition. Tax-credit scholarships, available now in 18 states,

enable taxpayers to receive tax credits when they donate to approved non-profit scholarship organizations that then distribute

scholarship funds to income-eligible families to use for tuition and other educational services.

The expansion of education choice mechanisms to more families may rely, in part, on how the US Supreme Court rules on

the case of Espinoza v. Montana Department of Revenue. Last week, the Court heard arguments in this case, which exposes

the 19th-century anti-Catholic Blaine Amendments that continue to exist in 37 states. This particular case focuses on a taxcredit

scholarship established in Montana that allowed taxpayers to receive a tax credit when donating to a scholarship fund

that would distribute those funds to children for private school tuition. Some parents, including the plaintiff, chose to use

the scholarship money to send their children to religious schools, which the Montana Supreme Court said violated the Blaine

amendment’s ban on funds to religious schools.

Writing recently about the case in The Atlantic, Nick Sibilla concludes:

In deciding Espinoza, the Court has the opportunity to do more than just settle the fate of one controversial tax credit; it could

also junk Montana’s Blaine Amendment, finding it in violation of the Constitution’s religious-freedom and equal-protection

clauses. In doing so, it would set a strong precedent against any law born of bigotry, even if other justifications seem neutral.

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93 Vermont Towns Have


Great Education.

How Do They Do It?

In “tuition towns,” the funds local governments

expect to spend per pupil are instead given directly

to the parents of school-age children.

By Laura Williams

Friday, January 31, 2020

In just a couple of weeks, 50 boys with learning disabilities will take to a stage in Vermont, one after the other, to recite the

Gettysburg Address from memory. It’s a daring experiment undertaken each February at the Greenwood School and its

population of boys who’ve struggled in public schools. Diagnosed with ADD, dyslexia, and executive function impairments,

Greenwood’s boys stand before an auditorium full of people (and once even a Ken Burns documentary crew) to recite powerful

words many adults would struggle to retain.

Many of these young men are residents of Vermont’s “tuition towns.” Too small and sparsely populated to support a traditional

public school, these towns distribute government education funds to parents, who choose the educational experience

that is best suited to their family’s needs. If the school doesn’t perform up to parents’ expectations, they can take their children,

and the tuition dollars they control, elsewhere.

The Greenwood School is one of more than 100 independent schools in the tiny state of Vermont (population: 626,000). The

whole state has just 90,000 students in K-12 schools (the city school districts of Denver and Albuquerque have more students,

and some county districts are twice as large). How can Vermont sustain such a rich network of educational options?

Tuition Towns and the Families They Serve

Ninety-three Vermont towns (36 percent of its 255 municipalities)

have no government-run school at all. If there

were enough kids, the pot of public money earmarked for

education would be used to buy a building and hire teachers.

In these towns, the funds local governments expect to

spend per pupil are instead given directly to the parents

of school-age children.

This method gives lower- and middle-income parents

the same superpower wealthy families have always had:

school choice. Kids aren’t assigned to public schools by zip

code⁠—instead, parents have the ability to put their kids

in school anywhere, to buy the educational experience

best suited to each child. If that decision doesn’t work out,

they can change it the following year and try a school that

might better fit their child’s needs.

rose, according to real estate assessments.


A variety of schools has arisen to compete for these

tuition dollars. A spectrum from centuries-old academies

to innovative, adaptive, and experimental programs competes

for students from tuition towns, just as for the children

of independently wealthy families.

Eligibility for tuition vouchers actually increased home

values in towns that closed their public schools. Outsiders

were eager to move to these areas, and the closure of

public schools actually made at least some people already

living nearby significantly wealthier as their home values

Because parents, not bureaucrats or federal formulas, determine how funds are allocated, schools are under high economic

pressure to impress parents⁠—that is, to serve students best in their parents’ eyes.

Educational Alternatives = Comparative Advantages

The Compass School, nestled on the New Hampshire border, enrolls 80-100 high school students from three states and a

mix of demographics. Forty percent of students qualify for subsidized lunch (the school system’s proxy for poverty), and 30

percent have special learning needs.

Nearly any public school in the country with Compass’ student population (considered mid-poverty) would be aspiring to a 75

percent graduation rate and a 60 percent college-readiness rate. Compass has a virtually 100 percent graduation rate, and 90

percent of graduates are accepted to college. And still, Compass achieves these results with $5,500 less funding-per-pupil than

the average Vermont government-run public high school.

Emergent programming for children with physical, intellectual, or behavioral challenges provides a 22-school menu of

accountable, adaptive alternatives to public school remediation. Increasingly, “mainstreaming” students with these challenges

has become a priority at larger high schools, which compete to serve special-needs students as fiercely as any other.

Room to Grow? Watch for More Tuition Towns

Having watched these models develop nearby, two more Vermont towns voted in 2013 to close their government-run schools

and become “tuition towns” instead. The local public elementary and high schools there closed and reopened as independent

competitors in an increasingly rich marketplace of education options. We eagerly wait to see what the innovative combination

of private control and public investment can bring to students in those areas.

Can Vermont’s quirky school program work elsewhere? Probably. An independent evaluation by the Ethan Allen Institute, a

free-market think tank in Vermont, reported:

...an expansion of Vermont’s publicly funded tuition model can be an effective way to lower costs, improve student outcomes,

achieve greater diversity in the classroom, and increase parental satisfaction with and participation in their children’s


Wealthy parents will always have school choice. They have the power to choose the best opportunity and the best fit for their

individual child. Tuition towns—where all parents direct their child’s share of public education spending—give that power to

every family.

Vermont’s empowered parents feed a rich landscape of educational choices, not just one or two. In such fertile soil, smaller,

tailored programs pop up and grow to meet children where they are instead of where a one-size-fits-most default curriculum

says they should be. If the family’s needs change, their choices can, too.

We pour plenty of public money into educational potential. Only parents’ power of choice can unleash it.

Better Outcomes, Similar Costs

So how much money are we talking about? As far as income distribution, Vermont looks a lot like the national average. The

per-student expenditure of $18,290 is high by national standards (only New Jersey, New York, Connecticut, and DC spent

more). But independent, tuition-driven schools spend $5,000 less, on average, than public schools in the area, which is near

the national average.

In many other parts of the country, even the most “progressive” ones, government-run schools consume ever-more resources

while doing little to address disparities of outcome. The promise of equal opportunity through public education continues to

fall short, and lower-income families are the most likely to feel trapped by the lack of choices.

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Source: The Foundation for Economic Education (FEE)


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Minorities disproportionately suffer, as explained by Juan Williams in the Wall Street Journal.

The Failure of Public

Schooling in One Chart

Public school spending has become

a costly failure.

While 40% of white Americans age 25-29 held bachelor’s degrees in 2013, that distinction belonged to only 15% of Hispanics,

and 20% of blacks. …The root of this problem: Millions of black and Hispanic students in U.S. schools simply aren’t taught to

read well enough to flourish academically. …according to a March report by Child Trends, based on 2015 data from the National

Assessment of Educational Progress (NAEP), only 21% of Hispanic fourth-grade students were deemed “proficient” in reading.

This is bad news. A fourth-grader’s reading level is a key indicator of whether he or she will graduate from high school. The

situation is worse for African-Americans: A mere 18% were considered “proficient” in reading by fourth grade.

But Juan points out that the problems aren’t confined to minority communities. The United States has a national education


The problem isn’t limited to minority students. Only 46% of white fourth-graders—and 35% of fourth-graders of all races—were

judged “proficient” in reading in 2015. In general, American students are outperformed by students abroad. According to the

most recent Program for International Student Assessment, a series of math, science and reading tests given to 15-year-olds

around the world, the U.S. placed 17th among the 34 Organization for Economic Cooperation and Development countries in


This is very grim news, especially when you consider that the United States spends more on education – on a per-pupil basis –

than any other country.

By Daniel J. Mitchell

Wednesday, December 21, 2016

While I have great fondness for some of the visuals I’ve created over the years (especially “two wagons” and “apple harvesting“),

I confess that none of my creations have ever been as clear and convincing as the iconic graph on education spending

and education outcomes created by the late Andrew Coulson.

I can’t imagine anyone looking at his chart and not immediately realizing that you don’t get better results by pouring more

money into the government’s education monopoly.

But the edu-crat lobby acts as if evidence doesn’t matter. At the national level, the state level, and the local level, the drumbeat

is the same: Give us more money if you care about kids.

So let’s build on Coulson’s chart to show why teachers’ unions and other special interests are wrong.

Gerard Robinson of the American Enterprise Institute and Professor Benjamin Scafidi from Kennesaw State University take a

close look at this issue. …education is important to the economic and social well-being of our nation, which is why it is

the No. 1 line item in 41 state budgets. …Schools need

extra money to help struggling students, or so goes the

long-standing thinking of traditional education reformers

who believe a lack of resources – teachers, counselors,

social workers, technology, books, school supplies – is the

problem. …a look back at the progress we’ve made under

reformers’ traditional response to fixing low-performing

schools – simply showering them with more money –

makes it clear that this approach has been a costly failure.

And when the authors say it’s been a “costly failure,”

they’re not exaggerating.

Since World War II, inflation-adjusted spending per

student in American public schools has increased by

663 percent. Where did all of that money go? One place

it went was to hire more personnel. Between 1950 and

2009, American public schools experienced a 96 percent

increase in student population. During that time, public schools increased their staff by 386 percent – four times the increase

in students. The number of teachers increased by 252 percent, over 2.5 times the increase in students. The number of administrators

and other staff increased by over seven times the increase in students. …This staffing surge still exists today. From

1992 to 2014 – the most recent year of available data – American public schools saw a 19 percent increase in their student

population and a staffing increase of 36 percent. This decades-long staffing surge in American public schools has been tremendously

expensive for taxpayers, yet it has not led to significant changes in student achievement. For example, public

school national math scores have been flat (and national reading scores declined slightly) for 17-year-olds since 1992.

Here’s a table confirming Juan’s argument. It lacks the simple clarity of Andrew Coulson’s graph, but if you look at these

numbers, it’s difficult to reach any conclusion other than we

spend a lot in America and get very mediocre results.

Juan concludes his column with a plea for diversity, innovation,

and competition.

For black and Hispanic students falling behind at an early age,

their best hope is for every state, no matter its minority-student

poverty rate, to take full responsibility for all students who

aren’t making the grade—and get those students help now. That

means adopting an attitude of urgency when it comes to saving

a child’s education. Specifically, it requires cities and states to

push past any union rules that protect underperforming schools

and bad teachers. Urgency also means increasing options for

parents, from magnet to charter schools. Embracing competition

among schools is essential to heading off complacency based

on a few positive signs. American K-12 education is in trouble,

especially for minority children, and its continuing neglect is a


He’s right, but he should focus his ire on his leftist friends and

colleagues. They’re the ones (including the NAACP!) standing in

the proverbial schoolhouse door and blocking the right kind of

education reform.

P.S. This is a depressing post, so let’s close with a bit of humor

showing the evolution of math lessons in government schools.

P.P.S. If you want some unintentional humor, the New York Times

thinks that education spending has been reduced.

P.P.P.S. Shifting to a different topic, another great visual (which

also happens to be the most popular item I’ve ever shared on

International Liberty) is the simple image properly defining the

enemies of liberty and progress.

By the way, the failure of government schools doesn’t affect everyone equally.

144 NHEG Magazine | July - August 2020

Source: The Foundation for Economic Education (FEE)


July - August 2020 | NHEG Magazine 145



The CDC’s Guidelines for


COVID Sound Traumatizing

Parents may prefer to continue homeschooling

and distance learning.

ByKerry McDonald

Friday, May 22, 2020

When schools reopen in the US amidst the ongoing COVID-19 pandemic, they will be even more restrictive than they already

were. Schools have long controlled students’ movements and imposed constraints on where they can go, when, and with

whom. With virus concerns, those controls will increase in quantity and intensity.

NPR recently proclaimed that “disruption from the pandemic constitutes an ‘adverse childhood experience’ for every American

child.” While many children are sad to be away from their friends and activities, being home with their family members for a

prolonged period of time is hardly an “adverse childhood experience” for most American children. Returning to schools with

extreme virus control and social distancing measures, however, could very well be traumatic for many kids.

The US Centers for Disease Control and Prevention (CDC) issued its recommendations for school reopening, including encouraging

daily temperature checks and/or symptom checking, face coverings for all staff and children over two, desks spaced six

feet apart, staggered schedules, no cafeteria or playground use, installed partitions and physical barriers, no field trips, no toy

sharing, and restrictions on outside visitors, including parents.

As images emerge from countries around the world that have reopened schools, US parents are getting a glimpse of what

extreme social distancing measures could look like here, including the latest from Chinese schools in which social distancing

“wings” are strapped onto children’s backs to ensure that they stay far apart from each other. It’s no wonder that a new

RealClear opinion poll found that 40 percent of parents intend to choose homeschooling or virtual schooling for their children

when the lockdowns end. And many European parents are refusing to send their children back to school.

These strict social distancing efforts at schools arise as more evidence suggests that children are largely spared from the

dangers of COVID-19 infection. Even as concerns have risen recently over a Kawasaki-like inflammatory disease related to

COVID-19 that has impacted some children, the risk appears miniscule. According to The Wall Street Journal:

A study in the journal Lancet last week reported 10 children with the inflammatory syndrome in Bergamo, Italy—the city with

the highest rate of fatalities and infections—about 30 times higher than the normal incidence. Most were older and suffered

more severe cardiac symptoms than those typically found with Kawasaki. But the authors also estimated that probably no more

than 0.1% of children who had been exposed to the virus were affected. All hospitalized patients had been discharged, and the

authors recommend treating patients with steroids to calm their immune system.

The Journal article goes on to state:

During these times parents and doctors need to be especially vigilant. But as a society we also need to keep in mind that

the risks to children from the coronavirus are small, especially relative to others. The Foundation for Research on Equal

Opportunity projects that children under 15 are 6.83 to 20.07 times more likely to die of the flu or pneumonia than coronavirus—assuming

150,000 COVID-19 fatalities in the U.S. this year—and 128 times more likely to die of an accident.

We should care deeply about children’s health and safety, but like much about this pandemic, it’s important to make sure

that the response isn’t more damaging than the virus itself. Many parents and educators are rightfully concerned about children’s

mental health during these lockdowns, but when lockdowns end and schools reopen, children’s mental health could be

worsened with extreme social distancing measures that remove any of the potentially enjoyable pieces of schooling, such as

playground time, extracurriculars, and gathering with friends.

146 NHEG Magazine | July - August 2020

Stripped of these accessories that can often compensate for the more oppressive parts of conventional schooling, it’s not surprising

that some parents and students would choose to continue with homeschooling or virtual learning until the pandemic


Source: The Foundation for Economic Education (FEE)

Four K-12 Education


Popularity D

uring COVID-19

Some families may be curious about K-12 education

models that favor personalization, small

group learning environments, high-quality virtual


ByKerry McDonald

Wednesday, May 20, 2020

In just a few weeks, US education has dramatically changed. Schools have been closed for the academic year in most states,

and some districts have already canceled their foray into virtual school-at-home this spring, ending the school year early. With

more than 50 million US students at home with their families, engaged in varying degrees of quarantine schooling, questions

emerge about how long this will last and what education may look like post-pandemic. Most families will be eager to resume

their previous routines, returning to school and work as soon as it’s allowed, likely with strong social distancing measures in

place. But some families may be curious about K-12 education models that favor personalization, small group learning environments,

high-quality virtual programming and other innovative alternatives.

While most of us have been forced to work and learn from home for the past two months, separated from our colleagues and

community, some employers and employees are finding that working from home has its benefits, including higher productivity

gains and lower costs. A recent Brookings Institution report reveals that we “may see a more permanent shift toward telecommuting”

continuing long after the pandemic ends. Similarly, some students are finding that they prefer this pandemic distance

learning experiment over traditional schooling. Additionally, a recent survey by EdChoice finds that more than half of

respondents have a more favorable view of homeschooling as a result of the pandemic, suggesting a rising openness to different

K-12 learning models. As parents experience a growing cultural embrace of teleworking that can create more workplace

freedom and flexibility, they may also look to grant this freedom and flexibility to their children, seeking educational options

beyond a conventional classroom.

Here are four K-12 education models that will likely get increased attention over the coming months:

Forest Schools

Forest preschools and outdoor early childhood programs were already gaining traction prior to the pandemic. The New York

Times reported last summer that “nature-based preschools have seen a tidal wave of interest in recent years,” pointing to

survey data from a national organization that represents nature preschools and forest kindergartens. These programs prioritize

ample outside time, natural play and exploration, typically with small class sizes and enthusiastic educators who enjoy

helping children to learn in and from nature in all kinds of weather.

As conventional schools implement social distancing measures that may include staggered attendance to keep class sizes

down and avoid over-crowded school buildings, some families may look to full-time programs that already focus on small

groups and outside learning. Christine Heer, M.Ed. and Lisa Henderson are the co-owners of Sprouts, the first licensed farm

and forest kindergarten in Massachusetts. They explain that their program is held almost entirely outdoors and already provides

adequate space necessary for safe interactions between children and teachers. Heer expects that programs like Sprouts

will become a model for other early childhood programs coping with reopening amidst the pandemic, as well as a magnet for

parents exploring other educational options.

July - August 2020 | NHEG Magazine 147


Heer explains: “COVID-19 is now forcing communities to look at new ways of offering safe, healthy options for education at all

levels and we are convinced that programs like ours will attract the attention of parents and educators as we reconsider how

to bring children back into childcare and preschool settings in a safe, stress-free way.” Henderson adds: “We will be making

some slight adjustments when we return to Sprouts, like creating a hands-free hand washing station and keeping lunch boxes

in individual backpacks instead of mixing them together in a crate. We believe that nature-immersive programs are the perfect

fit to address the stress-free, healthy environments we will need to provide for families.”


The push toward smaller, less institutionalized learning environments may also be a boost for the burgeoning microschool

movement. Microschools usually operate out of homes or local community organizations and typically have no more than a

dozen K-12 students, of varying ages. Often microschools operate as hybrid homeschool programs, where young people are

registered as homeschoolers but attend a microschool either full- or part-time, taking classes and engaging with teachers and

mentors. Sometimes microschools operate through state charter school programs, such as Arizona-based Prenda, a fast-growing

network of in-home microschools that is tuition-free for Arizona residents. New microschool models may gain momentum

as parents seek a consistent, in-person learning environment for their children that emphasizes personalization and small

class sizes.


COVID-19 has disrupted much of the way we live and learn, and will continue to do so for the foreseeable future. Forest

schools, microschools, online learning programs and homeschooling will likely become increasingly popular in the coming

months, as parents search for other education options beyond their local school. While some private schools are shutting

down as a result of the pandemic, unable to cope with the economic shock, this can be a great time for visionary entrepreneurs

to create more nimble K-12 learning models that give parents and learners the high-quality, flexible and safe academic

environment they want.

Source: The Foundation for Economic Education (FEE)


If history offers any lessons as to what might happen when schools reopen, it’s possible that many parents may continue to

keep their children at home, at least in the short-term. NPR recently highlighted historical research by health care economist,

Melissa Thomasson, who found that when New York City schools reopened during the 1916 polio epidemic, approximately

one-quarter of the city’s schoolchildren stayed home, prompting the city to temporarily loosen its compulsory attendance

laws. If this happens during our current pandemic, neighbors may decide to form their own in-home learning co-ops, taking

turns caring for and educating each other’s children while balancing their own work schedules. Well-regarded homeschool

programs, such as Oak Meadow and Clonlara, could see a bump in sales as parents look for curriculum guidance beyond, or in

addition to, virtual learning, and new curriculum offerings could emerge to meet growing demand.

Virtual Degree Programs

By necessity, the pandemic has introduced many parents and children to the possibility of virtual learning. While we may all

clamor for face-to-face interaction again, we are likely more comfortable with online connections and learning and working

remotely than we were prior to this stay-at-home experience. Some students are finding that they prefer online education,

and parents may be curious about virtual learning options going forward. Many states offer tuition-free virtual public school

options, such as those provided through K12. Some colleges and universities are beginning to offer rigorous online programs

for high school students that combine earning an accredited high school diploma with college credits, giving young people

more autonomy and flexibility in their learning, while helping to defray college tuition costs.

Affiliated with Arizona State University, ASU Prep Digital is a fully online, accredited high school that incorporates college

credits into its curriculum. The online school is tuition-free for Arizona residents, and the full-time accelerated program for

out-of-state students costs just under $7,000 a year. Supporting the expansion of education choice mechanisms, such as education

savings accounts, vouchers and tax-credit scholarship programs, can help more families to opt out of their assigned district

school and select other education options that may otherwise be financially out-of-reach.

New online learning programs will also likely sprout during and after this pandemic, as parents and students become more

at ease with, and supportive of, virtual education. One virtual school startup, Sora Schools, is already seeing more interest in

its nascent, project-based program that serves high schoolers across the country. “We’ve actually been growing a lot in the

last couple of months,” says cofounder Indra Sofian. “Recently we’ve had many conversations with parents who are not prepared

to fully homeschool their children and parents who were concerned about the impact of COVID-19 on their students’

schooling in the fall. We’re currently projecting to enroll at least 50 students based on our current growth rate by the fall.” As

many investors shift their portfolios toward edtech startups during the pandemic, it is likely that online education options and

virtual learning tools will continue to expand in the coming months.


Even though pandemic homeschooling is nothing like the real thing, the finding that parents have a more favorable impression

of homeschooling now than before is a strong signal that at least some of them will choose the homeschooling option

even when schools reopen. A recent informal survey conducted by Corey DeAngelis of the Reason Foundation found that 15

percent of parents say they will choose homeschooling when schools reopen. If these parents have warmed up to homeschooling

under these difficult social distancing circumstances, just wait until they can actually leave the house, go to the library and

museums, gather with friends, take community classes and so on.

Images have started to appear of what back-to-school looks like in some countries as children return to school. Some parents

might be turned off by the idea of their children wearing masks and face shields all day, as well as learning in spread out classrooms,

and may choose homeschooling, at least until the pandemic ends. With more parents likely to continue teleworking

post-pandemic, job flexibility may also allow for more learning flexibility, as parents discover that they don’t have to be the

ones teaching their homeschooled children but rather connecting them to both in-person and online tutors, mentors, classes

and other resources.

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“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."


154 NHEG Magazine | July - August 2020

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Teacher/Counselor Articles

Understanding Self-Esteem

By Leah Davies, M.Ed.

Self-esteem is based on a child’s personal belief system. It is a blend of the way children feel about themselves and the way they believe

others see them. Children’s sense of self influences their attitudes about what they can do, how to cope with problems, and how to

get along with peers. Academic success enhances self-assurance and helps a child feel capable. Failure in scholastic efforts often leads

to self-doubt. If children have a low esteem, they may shy away from new tasks and challenges, or spend considerable energy on personal

concerns instead of concentrating on learning.

The foundation of self-esteem is laid early in children’s lives when they develop attachments with caring adults who respond affectionately to them.

When children feel that the significant others in their lives love them, want them to be safe and would miss them if they were gone, they are more likely

to develop a feeling of self-worth. If children are treated with respect, encouraged to do their best, given realistic feedback, provided with structure, and

offered opportunities for controlling some part of their lives, their self-esteem usually thrives.

Conversely, if children feel unaccepted and unworthy of love, a poor self-concept may result. Additional factors that can contribute to feeling low selfworth

are unusual appearance, poor coordination, learning problems, attention disorders, adjustment difficulties, ethnicity, poverty or discrimination.

Children do not gain self-esteem from adults telling them how wonderful they are. Instead, they develop self-confidence from being respected and

by accomplishing challenging tasks. Praise is valuable when it is genuine and provides meaningful feedback. The use of flattery is not beneficial (See

article, Effective Praise).

Another consideration is that children do not acquire self-esteem all at once, nor is it consistent over time. All children experience emotional ups and

downs. For example, a child may feel self-assured at home but not at school or in groups. Offering a variety of social and educational experiences helps

strengthen a child’s self-confidence.

Since self-regard in children is profoundly influenced by the judgments of the adults in their lives, what can educators do to enhance the self-esteem of


• Call the students by their name and celebrate their mastery of material or noteworthy effort by responding verbally, in writing and/or by displaying

their work.

• Be clear about your classroom structure and rules; provide an impartial, cooperative environment where children are heard, and respected. (See

article, Educator’s Guide to Enhancing Children’s Life Skills).

• Offer opportunities for children to have choices, make decisions, experience success and contribute to their class, school and/or community.

• Foster perseverance by supporting a student’s belief in his or her ability to cope well with setbacks. Teach children positive self-talk to use when

discouraged. (See article, Encouraging Thoughts).

• Help students build supportive relationships with peers by providing group activities that reinforce cooperation, resourcefulness and problem

solving skills. Encourage character traits such as helpfulness, responsibility, and empathy. (See articles, Building Character in Students and

Aggressive Girls.)

• Recognize children’s unique abilities and allow them opportunities to initiate projects related to their interests. Include self-evaluation of their


Words Can Inspire

By Leah Davies, M.Ed.

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.

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


...would inspire a child to try to live up to her teacher’s expectation of her being able to behave appropriately.

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 constructive, encouraging way.

• Help parents understand that children need affection, undivided attention, limits, encouragement, expectations, and some control over their lives.

(See articles under “Parent Tips”).

• Model a pro-social, considerate attitude as you guide, direct and teach your students. Listen to them, thus demonstrating a genuine interest in their

learning, lives and points of view.

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Words Can Inspire

By Leah Davies, M.Ed.

Children Who Steal

By Leah Davies, M.Ed.

Stealing is taking things that belong to others without their permission. The act is common in young children because they tend to be self-centered and

feel that it is all right to take what they want from others. A child’s true understanding of the concept of stealing usually occurs between the ages of five

and seven. By this time, children can understand the idea of ownership and realize that taking things that belong to others is wrong.

Motives for stealing can differ from child to child, and any one child can steal for a variety of reasons. Children may steal because:

• They have poor impulse control and want instant gratification.

• They want an adult’s attention.

• They have not been taught that stealing is wrong.

• They have observed the adults in their life take and keep things that did not belong to them -- for example, dad bringing

home office supplies or mom keeping incorrect change when the store clerk made a mistake.

• They lack family closeness and feel neglected; a stolen object might serve as a substitute for love.

• They are suffering a form of abuse and need help.

• They are expressing displaced feelings of anxiety, anger, or alienation resulting from a major life change such as parental

divorce, moving to a new school, or being rejected by peers.

• They want revenge for the pain they feel others have inflicted on them so they steal to get even or to hurt someone.

• They crave what others have but they cannot buy -- for example: food treats, popular name-brand clothing or electronic


• They want to appear tough, bold, and important.

• They desire to fit in with a peer group that steals.

• They like the thrill that comes from stealing.

• They think they can get away with it.

• They are rebelling against authority.

• They need money to buy drugs.

• Children who frequently steal tend to exhibit the following characteristics: impulsivity, loneliness, detachment, insensitivity,

boredom, anger and low self-esteem. They often have difficulty trusting others and forming close relationships. When school

personnel demonstrate regard for all students and provide a mutually supportive school environment, theft is less likely to



One teacher reported that she talks discreetly with a child who has been caught stealing. She said that she points out that as a class everyone depends on

everyone else. She said that she tells the student that he or she is a fine person and if he takes things from others, they won`t know just how great he is.

Then she expresses confidence that the student will not steal again. The teacher also makes it a policy at an unrelated time to put the child in the role of

being responsible so that she can compliment him in front of his peers.

3. Students who steal need to experience a consequence such as apologizing, returning or replacing the item or making restitution in some other way, as

well as losing a privilege. You need to decide what will happen if the child steals again and let him or her know what the consequence will be.

4. If you are not sure who took an item, provide an opportunity for the “taker” to return it and save face. For example say, “Whoever found Adam’s hat

needs to return it.” Or say, “Everyone look in your backpack to see if Adam¹s hat was accidentally put in it.”

5. Do not label the child “bad” or a “thief.” Let the child experience a “clean slate.”

6. Take time to ask yourself why the behavior occurred:

What personal problems could the child be having?

Is the child stealing to call attention to him or herself?

Which of the reasons listed above fit this child?

Then decide on a way to get to know the child better. Examples are eating lunch with him or her and one or two other children, talking with the child on

the playground, or meeting with him or her before or after school.

7. Limit the opportunity for theft to occur by locking up valuable items and by closely observing the child.

What if the above methods are ineffective, and the student does not express remorse, continues to steal, or has other behavioral problems?

Follow the school guidelines.

Contact the school administrator.

Make sure the parent is aware of the concern.

Involve the school counselor or school psychologist who can help the child learn appropriate ways of behaving.. An evaluation by a child psychiatrist

may be necessary.

Habitual stealing in children and youth is a major social problem because it can lead to other unlawful behaviors. However, if the underlying problems

of frequent offenders can be addressed at an early age, further anti-social behaviors will be less likely to occur. Teachers have a responsibility to deal

constructively with the child who steals, to follow the school rules regarding theft, and to seek assistance from other professionals when considered


For a related article see, To Tell the Truth.

What can teachers do?

1. Explain that stealing means taking something that belongs to someone else and that it is wrong, unacceptable and dishonest. Clarify that when an

individual takes something without asking or paying for it, someone will be hurt. For example, if a child takes someone¹s pencil, he will be unable to do

his work. If girl’s bracelet is stolen, she might get in trouble at home.

2. Teach the concept of ownership and how it makes others feel to have something stolen from them. Use examples and ask children questions like,

“How would you feel if someone liked your new coat, took it, and said it was his?”

3. Compliment and reinforce honest behavior in students.

4. Ask the guidance counselor to teach lessons on honesty.

5. Invite a police officer as a guest speaker to explain the ramifications of theft.

When a child is caught stealing, an adult’s reaction should depend on whether it is the first time or if there is a pattern of stealing. When it is the first

time, the focus should be on the reason for the theft rather than on the deed itself.

How to Handle a Stealing Situation for First Offenders

1. Remain calm. Deal with the situation in a straightforward manner. Show your disapproval, but do not interrogate, lecture or humiliate the child.

2. If you are sure who took an item, talk to the child privately. Do not ask, “Did you take the money?” Instead say something like, “I know you took the

money. I am disappointed because I thought I could trust you.” Then you might ask, “Is there a reason you needed the money?” Then listen and try to

understand the problems the child may be having.

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New Heights Education Group (NHEG) has

arranged for YOU to get a pre-publication

copy FREE, while available, of the new


“How and Why… Home School Math can be

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164 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 165



This book is intended for any parent with postelementary


In just 65 pages, you’ll discover how you can teach

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Math? Help!

Teaching Math

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Chapter 1: SPIKE Pedagogy for a Wonderful Math Education

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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

166 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 167


Support NHEG with BoxTops for



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


Get the APP and scan your receipts - choose to allow instant access




Choose New Heights (it will list us as Holgate, Ohio 43527 - this is where the BoxTops coordinator and

168 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 169



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.


The Adult Advisory Group brings unique knowledge and skills to complement those of the board

members and help the organization grow and succeed.


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.


Opportunities to give back to community and improve local education

Positive public exposure

Atmosphere full of different ideas/perspectives


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.


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


Offer financial and/or expert support

Assist with daily functions and activities


170 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 171


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



• String


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


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!




Download as many as you like!

Join our e-newsletter to receive more FREE

classroom activity ideas!




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


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


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!

172 172 NHEG | GENiUS Magazine MAGAZINE | July - August July - August 2020 | NHEG Magazine 173

| www.geniusmag.com 2020

January 2018 | 173


FREE activities and worksheets!


Monthly Theme Calendars

Community Helpers

Curious George Activities

Farm Activities

Reading Activities

Social Emotional activities

Kindergarten Readiness

Misc. Activities

Nature Activities

Social Emotional Activities

seasonal activities

weather activites




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.












For more details, visit our website


Source: The Foundation for Economic Education (FEE)

174 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 175




Joe’s Crab Shack Crab Cakes Recipe


1. 2/3 cup mayonnaise

1. 5 egg yolks

1. 2 teaspoons lemon juice

1. 2 tablespoons Worcestershire sauce

1. 2 teaspoons Dijon mustard

1. 2 teaspoons black pepper

1. 1/4 teaspoon salt

1. 1/4 teaspoon blackening seasoning

1. 1/4 teaspoon crushed red pepper flakes

1. 1/2 cup crushed, chopped parsley

1. 2 1/2 cups breadcrumbs

1. 2 lbs crabmeat


1. Mix all ingredients together

1. Make into 4 oz. patties

1. Coat with flour and fry in 1 inch of oil until golden brown

176 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 177




Cuban-style Steaks in Garlic-Lime Marinade Recipe


1. For the marinade:

1. 6 cloves garlic

1. 1 1/4 tsp salt

1. 3/4 tsp ground cumin

1. 3/4 tsp freshly ground black pepper

1. 1/2 cup sour orange juice or lime juice (I mixed 1/3 cup of lime juice and 1/6 cup of orange juice to simulate the sour orange juice)

1. 2 Tbsp olive oil

1. For the steaks


Mom’s Mayonnaise Cake Recipe


1. 3 cups of flour

1. 1 1/2 cups sugar

1. 2 1/4 tsp baking powder

1. 2 1/4 tsp baking soda

1. 6 Tbsp cocoa powder

1. 1 1/2 cups of water

1. 1 cup of mayonnaise

1. 3 tsp vanilla

1. 4 (6-8 ounce) beef steaks, cut 1/2 inch thick (bottom round, top round, sirloin, etc.)

1. 2 large onions cut into 1/2 inch slices (optional)

1. 2 Tbsp olive oil


1. Preheat grill to high

1. Prepare the adobo (marinade) by combining the garlic, salt, cumin, and pepper in a mortar and grind slowly with a pestle gradually

working in the lime juice and olive oil until you have a smooth paste. Or, to save time, put all these ingredients in a blender and process to

a smooth paste. Brush some of the adobo on the steaks 10 minutes in advance of placing on the grill. This is not necessary, but will impart


1. Preheat oven 350

1. Grease and flour a 9x13 baking pan

1. Sift all dry ingredients into a large bowl.

1. Add water and mayo, beat well.

1. Then add vanilla and beat again.

1. Pour into prepared pan and and bake 25-30 minutes till toothpick goes out clean. Careful not to overbake.

1. cool and ice with your favorite frosting.

additional flavor to the steaks.

1. When grill is ready, oil grill grate. Brush onions with oil and place on the hot grate. Grill for 4 minutes on each side, seasoning with salt

and pepper.

1. Once the onions are on the grill, brush the steaks with the adobo and place on the grill alongside the onions. Grill for 3 minutes per side

for medium rare, basting with the adobo.

1. Transfer the steaks to a platter or individual plates and brush one final time with the remaining adobo using all of it. Let stand for 3

minutes, then serve with the grilled onions.

1. This dish goes well with rice, rice and black beans, tortillas, or garlic bread.

178 NHEG Magazine | July - August 2020

July - August 2020 | NHEG Magazine 179




My Dry Rub Recipe (Gluten free)


1. 1 C dark brown sugar - firmly packed

1. 1/2 C kosher salt

1. 1/2 C sweet paprika


Chef Teddy Flourless Chocolate Torte Recipe (Gluten free)


1. 2 stick butter

1. 1 pound semisweet Chocolate, coarsely chopped

1. 1/4 cup of bourbon

1. 3/4 cup of granulated


1. 1 tsp pure vanilla extract

1. 8 large eggs

1. 1/2 C granulated garlic

1. 1/4 C granulated orange zest

1. 1 Tbs cumin, ground

1. 1 Tbs chili powder

1. 1 Tbs mustard powder

1. 1 Tbs freshly ground black pepper

1. 1 Tbs Louisiana seasoning (Creole or Cajun - your call - Emeril’s Essence, Tony Cachere’s, Paul Prudhomme’s, even Caribbean Jerk

Seasoning - or your own blend)

1. 1 Tbs red pepper flakes


1. Mix all the ingredients together extremely well - break up all the sugar lumps with your fingers and whisk like crazy til you have a very

well-blended rub

1. After rinsing the meat and toweling it dry and removing the thin membrane you may find on the bone side, place the meat on a platter

and apply the rub generously to one side of the product. Don’t be shy - massage it in

1. Let it sit for 10 minutes

1. Apply the rub generously to the second side, the edges and between the ribs

1. Wrap the meat in cling wrap and allow the meat to rest in the cooler overnight for the best results then -

1. Grill baby, grill!


1. Preheat your oven to 325 F spray pan

1. Line the bottom of pan with parchment paper

1. If you don’t have a double boiler use a medium

1. saucepan of water bring it to a simmer.

1. Combined the chocolate butter and bourbon

1. in a silver metal bowl over the simmering water

1. stir every few minutes until smooth.

1. Combined the eggs sugar and vanilla, in a

1. electric mixer until thicken and pale yellow

1. for about 8 minutes.

1. Fold about 1/4 of chocolate mixture into the egg mixture

1. repeat this process a few more times until the chocolate has been

1. fold into the mixture.

1. Pour the mixture into the prepared pan, put foil paper around

1. the outside of the pan, use another pan as a water bath with

1. half way around the pan.

1. Bake until the cake is slightly risen for about 25 to 30 minutes.

1. Remove cake from the water bath, cover with plastic wrap let it cool

on a wire rack for 20 minutes and refrigerate overnight.

1. Remove from the refrigerate and pour the chocolate ganache over

1. the torte, start from the center of the cake and work outward.

1. 8 ounces of semisweet chocolate roughly chopped

1. 1 cup heavy cream, Place the chocolate into a medium bowl.

1. Heat the heavy cream in a small saucepan over medium heat.

1. bring to a boil, keeping a close eye on it avoid boiling over.

1. When the heavy cream has come to a boil, pour over the chopped

1. chocolate, and whisk until smooth. allow the ganache to cool

slightly before pouring over the torte. When ready to serve slice and

sprinkle confectioners sugar on top,



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July - August 2020 | NHEG Magazine 183



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




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