NHEG EDGuide Magazine-November-December 2020

IISSUE 11 -12 

NOVEMBER - DECEMBER-2020 

Charles Dickens 

The Stevie® Awards 2020 

Homeschooling Is Changing My Child—In a Good Way 

2020 American Business Awards® 

NHEG Book Corner 

The New Heights Show on Education 

NHEG Student Corner 

The NHEG Learning Annex Our Courses 

Education on Star Trek

CONTENTS 

4 THOUGHT FOR THE MONTH 

7 MAGAZINE EDITORIAL TEAM 

8-13 ACHIEVEMENTS 

16-17 2020 TOP-RATED NONPROFITS USING GREAT NON PROFITS 

18-19 THE STEVIE® AWARDS 2020 

24-31 THE INTERNET RADIO PROGRAM FROM NHEG 

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

34-35 U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD 

38-51 NHEG STUDENT-CORNER ARTICLES 

54-57 PRESS RELEASES - UPCOMING NHEG EVENTS 

64-65 THE WALK IN AND OUT OF DARKNESS 

70 SPONSORSHIP PACKAGES FOR NHEG 

77-79 NHEG DATA 

82-83 ATTENTION POTENTIAL GUESTS! 

84-87 NHEG SUPPORT GROUPS 

88-89 MISSING CHILDREN 

90-91 NHEG BIRTHDAYS - ANNIVERSARIES 

92-93 NHEG NEW VOLUNTEERS - VOLUNTEERS OF THE MONTHS 

96 REVIEWS ON MAGAZINE EDITORS 

104 NATIONAL NEWS REPORTS IN EDUCATION 

106-113 THE NHEG LEARNING ANNEX OUR COURSES 

122-139 FEE ARTICLES 

144-147 KELLY BEAR PRESS 

148-149 INTERNATIONAL ACADEMIC COMPETITIONS 

150 NATIONAL HISTORY BEE 

151 NATIONAL SCIENCE BEE 

152-155 GET YOUR FREE EBOOK 

160-161 FUN CORNER 

164-169 RECIPES 

172-173 NHEG PARTNERS & AFFILIATES

www.NewHeightsEducation.org 

Thought for the Month 


As the Holidays begin, we wish everyone a safe 

and happy celebration surrounded 

by loved ones. 

Our store is now live 

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

4 NHEG Magazine | November - December 

November - December 2020 January | NHEG Magazine 2018 | 5 5


EDITORIAL TEAM 


Editor in Chief 

Pamela Clark 

NewHeightsEducation@yahoo.com 

Production Manager 

Marina Klimi MarinaKlimi@NewHeightsEducation.org 

Proofreaders/Editors 

Kristen Congedo KristenC@NewHeightsEducation 

Photographers featured in this issue 

Elizabeth White 

Greg Clark 

Pamela Clark 



November - December 2020 | NHEG Magazine 7











12 NHEG Magazine | November - December 2020 




A COOL and VERSATILE 

homeschooling addition!! 

Your kids will LOVE 

these beautiful bird 

photos!! 

6” x 9” bird photo cards with 

descriptions on the back are 

perfect for... 

Research projects 

Art activities 

Field trip fun 

Display when done! 

For more information on Chirps of Joy please visit: 


www.startimaginingbirds.com/homeschool 

facebook.com/chirpsofjoy 







The Stevie® Awards 2020 





2020 Top-Rated 

Nonprofits using GreatNonprofits 

New Heights 

Educational Group 

Congratulations 

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

Nonprofits using GreatNonprofits. You are among a distinguished few to 

receive this community endorsement. 


Perla Ni 

CEO Greatnonprofits 



THE INTERNET RADIO PROGRAM FROM 

NEW HEIGHTS EDUCATIONAL GROUP 






Internet Radio Show Spots now available 

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

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

All advertisements must be family friendly. 

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

If interested, please visit our website for more details. 

https://Radio.NewHeightsEducation.org/ 

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

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

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


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

that lists all the shows that have been released. 













You can read it at the following link 

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



U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD 

ThePresident’sVolunteerServiceAwardrecognizesandcelebratesAmericanswhomake 

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

VOLUNTEER HOURS 


About PVSA 

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

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

New Heights Educational Group (NHEG) is an official certifying organization for The President’s Volunteer Service Award. We encourage all 

volunteers to create an account and begin tracking their service hours. 

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

on the President’s Volunteer Service Award website using the Record of Service Key: 

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

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

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

Criteria 

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

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

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

Awards are issued for volunteer service only; additional levels of participation with the organization (i.e., charitable support) are not a factor 

considered for the award. 

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

Awards are issued by approved Certifying Organizations. 

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

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

Eligibility 

Pamela Clark – Bronze – Silver – Gold – Life Time 

Briana Dincher – Gold 

Khrista- Cheryl Cendana – Bronze – Silver 

William Naugle – Bronze – Silver – Gold – Life Time 

Michael Anderson – Bronze – Silver – Gold 

Robert Hall – Bronze – Silver – Gold 

Sapna Shukla – Bronze – Silver 

PVSA RECIPIENTS 

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

and are designed to recognize each milestone of your service achievement. Levels include bronze, silver, gold and the highest honor, the President’s 

Lifetime Achievement Award for those who contribute more than 4,000 hours of service in their lifetime. 




The New Heights Educational Group (NHEG) 

announced recognition 


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

Assistant Virtual Development Director of Website Design and WordPress Expert. 

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

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

For every new subscription to PEACE Readers INTL 

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 

$25 

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

will be donated to: 

New Heights Educational 

Group 

Subscribe/Donate NOW: 

https://www.patreon.com/join/read4peace? 

FAQ’s: https://read4peace.org/faq/ 

Contact: d.white@read4peace.org 

Good Info, Better People, a Greater Cause 





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 

further. 

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

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

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

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

depending on how many students are enrolled. 

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

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

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

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

Websites Used In Article: 

Public vs Private vs Charter 

Charter Vs Public 

Comparison 

Here are some of the differences: 

Charter Schools 

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

popular and hard to get into for the 

student. 

2. Smaller class sizes. 

3. Transportation is arranged by the students. 

4. Private board. 

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 

The Delta Academy 

Ohio Connections Academy 

Buckeye Online School For Success 

Teachers Certified Or Not 

What Are Charter Schools 

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

What is the same in charter vs public schools? 

1. They are both free 

2. Cannot discriminate students. 

3. Both school systems are considered public. 

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

Online Charter School 

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

education. (California) 

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

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

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

online. (Ohio) 

Are they clearly different or are they the same? 




From the world of imagination: 

a day in the park with preschool students 

By Daniela Silva dos Santos 

Photo credit: Sunder_59OK http://photopin.com 

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

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: 

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

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

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

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

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

and said: 

“All set. Countdown to takeoff!” 

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

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

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

take a trip!” 

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

the countdown to launch: 

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

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

“Bye, bye, see you later!” 

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

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

Education on Star Trek 

By Khrista Cendana 


Have you ever wondered if watching Star Trek is good for kids? I started watching Star Trek back in the middle of 

the ’90s as a kid, and as of right now, I am still hooked on the fandom. Besides the awesome characters, episodes 

and music, did you know that there’s also an educational element within the Star Trek series? Star Trek is good 

for kids to watch, and adults can watch it with them if you think the episode may be too graphic. Here are some 

things kids can learn from watching Star Trek: 

1.Culture 

Star Trek is technically about living in space and meeting new civilizations “to seek out new life and civilizations” 

(James T. Kirk). The characters encounter different cultures, and even before landing on their planet, they have to 

learn what the customs are. For instance: 

Greetings - hand salute (Vulcuns, humans) 

Language - Kardasi, English, Klingon 

Race - Cardassian, Humans, Bajorans, Klingons 

Just like in the show, in real life we have different cultures that we have to abide by. In school, we will learn the 

basic language, like Spanish, Chinese, or Japanese. We even learn the basic greetings: buenos dias (Spanish), Nihao 

(Chinese), konnichiwa (Japanese). Lastly, we learn about the foods, history, etc. of the people who speak Spanish, 

Chinese, and Japanese. 

The episodes that teach about culture will sometimes let the viewers see how to meet and greet someone they 

don’t know for the first time. 

2.Education 

Besides culture, there are even some real-life topics on the TV series that kids could learn about if they watch 

enough Star Trek episodes: 




• Military time 

• Military ranks 

• History/Astronomy 

On Star Trek, the time is stated in military time. Someone might say 0900 hours, which means 9:00am. It took me a 

while to understand the military time as I was also a kid while watching the show, and even to this day I sometimes 

make mistakes. However, if you’re interested in military topics, this is something worth learning as it coincides with 

real life. 

The military ranks in Star Trek are different from real life, of course, but kids could understand the concepts—for example, 

what’s the highest rank in Star Trek—and they might even ask, what the highest rank is in the army in real life. 

Lastly, history and astronomy! Not a lot of kids like learning history or astronomy. However, if they see an episode of 

Star Trek that involves history, astronomy and the past, classes may become interesting to them. 

Who doesn’t like to learn about Amelia Earheart? Or who doesn’t like knowing about the history of space? We learn a 


SUCCESS IS MORE ABOUT EFFORT 

THAN INTELLIGENCE 

By Senadee Atapattu Posted September 9, 2020 In Student Corner 

Excelling in every challenge, task, or assignment that comes your way is not something that relies entirely on your 

IQ. In fact, when it comes to getting 100% on your next school project or nailing a job interview, efficiency and work 

ethic are extremely important. With the right techniques, you can achieve above and beyond in anything you do, 

regardless of how intelligent you are. Success in every project you undertake is guaranteed when you understand 

your expectations, use your resources, plan ahead, and efficiently go the extra mile. 

When assigned a task, the first thing you should do is analyze what is expected of you. For students, this means 

understanding what subject area an assignment covers, what requirements exist, and how the assignment will assess 

you as a student (if you are independent, collaborative, initiative, etc). This information can be found by looking 

through rubrics, assignment pages, and other instructional materials for your state and grade, as well as clarifying 

with your teacher. For employees, this means understanding what the purpose or benefit of a specific task is and 

how you can display your personal value through the responsibility. Reading through handbooks and clarifying with 

experienced coworkers and supervisors are great practices if your goal is to progress professionally. Understanding 

what is expected of you and the specifics of every project will not only ensure that you complete it properly, but also 

shows that you can work well under instruction. 

On the other hand, accessing the resources available to you is equally important in striving for excellence. Resources 

are extra sources of information, such as books or online media, that can optimize your results in any given 

task. For example, when you need to complete a written report, effectively accessing your resources can take form 

in using writing guides or getting your work proofread. These tools are easily accessible, and help perfect your efforts 

to ensure success, as well as improve your own learning. Even more, when these resources are handed to you, 

like employee handbooks or reading lists, effectively utilizing them will earn you a few brownie points. 

While some people may work well under pressure, it is always a good idea to use effective time management 

and planning skills when tackling a daunting or important task. It’s essential to schedule regular time to work on 

your project and break down the big assignment into manageable daily tasks. Prioritizing your time is necessary as 

well: if the task is very important, you need to make the effort to spend more time on it and start working on it earlier. 

Brainstorming or planning your ideas, expectations, and goals relative to the assignment can also help you get 

started in the right direction. Sometimes doing a “brain dump” of everything you’re thinking of in regards to the project 

will help you identify your background knowledge or perspective and clear your mind to help you focus. 




The most important strategy to succeed in educational or work activities is efficiently going the extra mile. Supervisors 

and teachers have seen the bare minimum before; they want to be surprised and impressed with your completed 

work. Yet going above and beyond is not just about doing something that was not asked of you: it’s about 

showing your supervisor or teacher that you took the opportunity to extend your learning, experience, or effect. This 

is why, when thinking of ways to go the extra mile, it’s important that you review your expectations and resources 

again. You want to find an additional task that connects to the purpose of your assignment but displays extra information. 

For example, if a student was asked to write a book report, they could exceed expectation by also writing an 

alternate ending to the text to show a complete understanding of the novel. If an employee was asked to lead a staff 

meeting, they could put in extra effort by incorporating an interactive presentation. 


TRANSITIONING TO A PRODUCTIVE SCHEDULE 

AFTER SUMMER 

By Senadee Atapattu Posted August 10, 2020 In Student Corner 

Stuck in a lazy summer schedule? Here are the answers to your 3 biggest problems. 

As the new school year begins, it can be difficult to get out of your summer vacation mindset. Staying up late, sleeping 

in, and doing no work have been regular activities for two months, so it’s hard to suddenly change your routine. 

But getting into a school/learning schedule quickly is not impossible, and there are many ways to fix your biggest 

problems: going to sleep after midnight, waking up late, and being unproductive. 

So if you ever think that you can’t get straight A’s in school, or excel in your dream job, think again. The four strategies 

listed above— clarifying expectations, accessing resources, planning ahead, and doing more than expected— 

are the key to learning more, impressing your teachers or supervisors, and generally succeeding in academic or work 

When you have no set routine, it’s easy to sleep late just because you can. Yet when we have to wake up at dawn for 

school or work, staying up just isn’t acceptable. Although trying to suddenly go to sleep earlier is easier said than 

done, there are a few good habits you can practice not only to fall asleep quickly, but also to have a better sleep in 

general. The biggest rule to abide by is avoiding screens. There’s a high chance that you’ve heard this piece of advice 

before, but there’s a good reason why it’s so important. A gland in our eyes naturally creates melatonin to induce 

sleep under the instruction of our brain. Yet when we shine the harsh blue light emitted by mobile devices through 

our eyes before going to sleep, the light tricks our brain into thinking it is morning, reducing melatonin levels, and 

preventing quick or deep sleep. Staying off your phone for at least one hour before going to bed will significantly 

improve sleep. If this is too hard for some, buying blue-light glasses or turning on the night-shift modes available 

on some devices will convert the harsh blue light to subtle yellow light, although this is not as effective as staying 

off phones entirely. Another key tip to remember is to keep your bedroom dark and cool to fully signal to your brain 

that it is night, and your melatonin levels should rise. For busy thinkers, reading or journaling your thoughts are 

great ways to clear your head and relax before going to bed. 

A big problem that comes with the typical summer sleep deprivation and disrupted routines is waking up too late. 

With commitments that have rigid time schedules such as school or work, sleeping an hour or two more in fall results 

in large consequences. Yet even when it’s already 2 AM and you need to wake up at 6 AM, there are a few ways 

you can ensure that you get out of bed at the right time. First and foremost, set more than one alarm. If one alarm 

stops working in the middle of the night, you can make sure that another one will still ring, and if not, you will have 

a louder noise waking you up. Place the alarms away from your bed; this way you will have to get out of bed to turn 

the sound off, and you are less likely to hit snooze. There are even some apps that make you take a picture of a certain 

item in order to mute the alarm. It’s also a good idea to have a family member check up on you if it’s possible. 

Sometimes, no matter what we do, our alarms just don’t wake us up, so it’s better if you have someone who can 

shake you awake as well. As for breakfast, eating energizing foods with lots of fat or protein will rev you up more 

than calming foods like bananas or oats. 




The most important skill to have in the school/work season is productivity. But after two months of doing nothing, 

getting the motivation to work may be a difficult thing to do. When you begin to work, it’s efficient to take short 

breaks in intervals—for example, every 25 minutes, you take a 5-minute break—because you are less likely to 

burn out when you have another break coming soon. Setting your own deadlines and rewards before the ones established 

by your institution makes it easier for you to keep track of your work and see the value of finishing tasks. 

With positive thinking, good planning, and removal of distractions, it’s easy to be productive! 

Though it may be tedious, these tips will make your transition from summer vacation routines much easier. Even 

more, once you adapt to your new working groove, the next summer break will come in no time! 


FEELING OVERWORKED OR OVERWHELMED? 

HERE’S HOW YOU CAN HANDLE YOUR STRESS. 

By Michael Anderson Posted September 29, 2020 In Student Corner 

One time or another, we’ve all gotten to the point where we want to do everything at once. Whether it is because 

the thought of being unproductive is torturing, or an overachieving tendency has led to burnout, we often feel overwhelmed 

when the school/work season begins. Though this anxiety is sometimes difficult to handle, there are luckily 

a few tips and tricks that you can use to give yourself a break. 

The main problem of overwhelming anxiety is feeling that crowded state in your brain. Too many thoughts and 

responsibilities weigh down on your thoughts and you feel like you just can’t do it all. As stressing as this can be, there 

is an effective habit you can use to combat your crowded mind. This habit is called the drain dump. Instead worrying 

over thoughts in your head when faced with overwhelming pressure, write down everything you are thinking about. 

The first step of relaxation is letting go: you need to let go of the stresses hanging over you. Even more, having tasks 

written down in front of you makes organizing your priorities much easier, and eliminates that feeling of forgetfulness. 

The second step of avoiding overwhelms is to get out of a multitasking mindset. Many times when people get anxious, 

it is because they have this need to do everything at once. They do not like future tasks hanging over their head, 

and they want to get ahead of the curve. Yet it is important to realize that doing everything at once is impossible, and 

trying to do so harms the quality of the outputs. Though it feels nice to be ahead of what is being assigned to you, it’s 

completely ok to just be on track, as long as you do not fall behind. Most people strive to be ahead so that they can 

have free time to relax later, yet once they do get ahead, they work harder to stay ahead,, creating an endless cycle 

void of relaxation. The best way to stay relaxed is to actually give yourself quality breaks where you are not thinking 

of your responsibilities. A good technique is to give yourself at least one day a week where you forget about school or 

work. 

Sometimes, getting out of the multitasking mindset is difficult, but a good strategy to play by is to think about what 

is important at the moment. To do this, look at your to-do list or schedule. Now, decide what assignments absolutely 

need to be done by the end of the day. Take the time to complete all of these tasks carefully, while taking a few breaks 

to give yourself a rest. If you still have more time at the end of the day, then go ahead and complete some extra work. 

Nevertheless, you need to be mindful of your mental state: are you capable of doing some more work, or do you require 

some relaxation for the rest of the day? If you are still having trouble with these steps, journaling about how 

you’re feeling is a great way to recognize your own feelings, and it also ties into the first step of brain-dumping. 


Finally, you need to start prioritizing your mental health. I’m sure you’ve heard this phrase before, but if you are starting 

to get feelings of being overwhelmed it’s a clear sign that you’ve put mental health on the back burner. Tying into 

the last strategy, focusing on the present, try to recognize when you need a break. If you are not falling behind and 

have extra time to work, it is completely ok to just take a break. Recognize that you are not wasting time and it is okay 

to not be productive at all times. Taking some time off will actually help performance when completing a task later. As 

long as you are not spending all of your day, on Netflix or social media, giving yourself some extra free time is a vital 

habit especially to avoid burnout. 



Overall, it’s great to have that drive of being productive and getting things done, but you don’t want to be so extreme 

that you get to the point of constant anxiety. If you do get to that point, that is okay, all you need to do is 

recognize and accept how you are feeling. After dumping your brain, getting out of the wrong mindset, focusing 

on the present, and prioritizing mental health you can find that perfect flow state of reasonable productivity and 

relaxation. 

TAKE POWER OVER YOUR HABITS: HOW TO 

CHANGE YOUR LIFE BY CHANGING 

YOUR ROUTINE 

By Senadee Atapattu Posted September 29, 2020 In Student Corner 

Habits, whether they are good or bad, consume our everyday lives. Whether it’s the cup of coffee you have every 

morning or the path you take to work, a majority of our actions come from the routines we like to stick to. In that 

sense, we can actually use these habits to change ourselves. By taking the time to fully integrate good routines into 

your life, you can automatically take actions that are productive, relaxing, and healthy. Ultimately, using your daily 

habits to your advantage is an effortless way to transform your life into what you want. 

Habits are so important because of how much they impact our lives. Each habit we have is a pattern that has 

been repeated numerous times in similar situations and has delighted us in some way. Our habits become autonomous, 

and our brain loves using these programmed sequences to avoid the unknown. If you develop bad patterns, 

you will find yourself continuously falling victim to them because your brain does not know any other way. Good 

habits, on the other hand, build consistency, control, and confidence into life. Developing good habits as a part of 

your routines will help you find other time to relax or pursue other hobbies without being unproductive. They are 

also an easy way to build compound results, as the regular practise of the sequence will perfect your outcomes. If 

you meditate, read, or exercise a little each day you could be a completely different person this time next year. 


If you want to stick to a desired practise, try to simplify it. In the example of exercising, start by working out for 5 

minutes a day and gradually increase this time to build up a lasting pattern. Or, you could make your bad habits difficult 

to carry out: hide your video game controller if you want to stop wasting time. Lastly, the fourth law of habit 

change is to make it satisfying, which correlates with the reward portion of the habit loop. You want to make your 

desired routines satisfying to complete in order to stick to them, and do the opposite for bad tendencies. Give yourself 

rewards and celebrate success with other people when proud of completing your habit, or tell someone to keep 

on top of you to help you avoid your bad practise. 

The most important thing is that habits have the power to change your identity. For example, writing in your journal 

everyday can serve as proof to classify yourself as a writer, and this classification can push you to continue writing. 

This is the amazing paradox of sticking to good habits, they help you turn into whoever you want to be, which helps 

you stick to the processes that got you there. Consistency is the best principle in this case. Being consistent provides 

a better chance for you to become your desired identity and helps you achieve long term results. 

With the proper techniques, creating and sticking to desired habits is not hard to do. Big or small, any useful habit 

will help you gradually improve over time, especially when it becomes frequent and autonomous like all habits do. 

Yes, it may be difficult to change the actions you have been doing for years, but wIth a little extra effort in the beginning, 

you can make small changes to your routine to reap large benefits in the long run, and that’s a deal anyone 

would take. 

The key to both building good routines, and breaking bad tendencies lies in the 4 fundamentals of habit change: 

making it obvious, making it attractive, making it easy, and making it satisfying. By either following, or inverting 

these rules, you can control any habit in your life. These fundamentals are based on the psychological breakdown of 

how habits work in our brain. First, there is a cue, a small detail that kicks off a craving, which is a desire to perform 

the habit. This leads to the response (the actual habit). Finally, the sequence ends with a reward and satisfaction. 

How do you make it obvious? You want to highlight the cue that leads to your desired habit. For example, if you want 

to read everyday, place a book on your nightstand. On the other hand, for breaking a bad routine, make the cue invisible. 

Place your phone in another room when working to avoid social media. The second rule, make it attractive, 

addresses the craving part of the habit loop. To build up a good custom, increase your craving to actually perform 

the habit. For example, you can listen to music while exercising to have fun and ultimately crave the activity more. 

Inversely, you can make bad habits unattractive by reminding yourself why you want to avoid it each time you think 

about indulging. Making your routine easy is the third fundamental of habit change. 




NINTENDO SWITCH GAMES FOR LEARNING 

By Khrista Cendana Posted September 3, 2020 In Educational Articles 0 

Homeschooling is starting for many places during the 

Covid-19 pandemic. The kids probably have a Nintendo 

Switch; are you worried that they’ll be playing and not 

learning? Well, there are some video games that can 

help kids learn by having fun throughout the pandemic 

and homeschooling. Here are a few: 

MathLand – This is a game for kids and adults in which 

you’ll learn easy math, all the way up to solving complex 

problems. There are a lot of levels to choose from, 

and MathLand is inexpensive for someone who is saving 

money. 

Dr. Kawashima’s Brain Training – There’s math, puzzle, word scramble, reading, etc. Anyone could play this game as 

Dr. Kawashima’s Brain Training tests your skills and challenges your brain. The game is a bit pricey, but it has a lot 

more to do than MathLand. 

Hiragana Pixel Party – This is an enjoyable game if your kids like to learn Japanese hiragana. It only involves learning 

Japanese (nothing else) and doesn’t teach the user words or phrases, just the characters and saying them out loud. 

Snipperclips – It has shapes and encourages solving puzzles through imagination. It’s one of the best puzzle games, 

and it has different levels for kids to solve. 

Layton’s Mystery Journey – This is more for the older kids who play the Nintendo Switch. Hence the title – you have 

to solve a mystery and use critical thinking to figure out what to do. It’s a long game but quite fun if you like solving 

mysteries. It’s the same price as Dr. Kawashima’s Brain Training, but worth it as it also has DLC, which is another 

add-on. 

Calculation Castle – The game isn’t pricey, and kids will learn easy to hard math addition on the Switch. It looks like a 

fun game for kids and has different levels for entertainment and learning. 

Nowadays families are homeschooling their kids because of the pandemic, and a lot of schools are heading into virtual. 

The Nintendo Switch is a fun console with plenty of games, and there are games to teach kids whether they are 

young or older. If you’re homeschooling your kids, the Nintendo Switch is a way to take a break for at least an hour 

and then go back into homeschooling. There are parental controls so a parent can adjust the Nintendo Switch to his/ 

her liking. 


There’s the original Nintendo Switch or the Nintendo Switch Lite version. Check out which console you want and see 

what’s the appropriate one for the kids to be learning and to have fun later on. Enjoy the Nintendo Switch while homeschooling, 

practically almost everyone has it nowadays. 

Websites Used: 

Code With Mike https://www.codewithmike.com/educational-nintendo-switch-games-for-kids/ 

Nintendo Switch https://www.nintendo.com/games/switch/ 

The games aren’t too pricey and affordable if you’re looking for a particular game. Not all the games have more than 

1-player playable, it’s mostly for just 1-player with the learning games. The games could last quite long and could 

be used as a learning tool during homeschool at this time. The Nintendo Switch is a distraction, but with the right 

games, you can have fun with it and not care about what’s going on. 








Press Releases 


9/29/2020 

New Heights Educational Group (NHEG) announces a new partnership with Empower Youth in Business. 

Allene Yue, a volunteer with NHEG and President of the NHEG Student Leadership Council, is Co-founder and Co-CEO of this 

organization. 

Empowering Youth in Business, otherwise known as EYB, is a student-run organization that strives to offer underprivileged 

youth in the United States with free business, entrepreneurship and economics resources and opportunities. High-schoolers 

are welcome to become a part of the EYB team by applying as student volunteers to help provide free virtual workshops, tutoring, 

curricula, lesson plans and competitions. EYB’s mission is to inspire both underprivileged youth and student volunteers to 

share their passion for business and inspire one another to think like true business men and women. 

Although EYB is Bay Areabased, the organization encourages volunteer applications from all over the world. 

Pamela Clark, Executive Director, stated, “Ms. Yue is a bright and upcoming star. We are so proud of her and are proud to be 

part of her new organization.” 


New Heights Educational Group (NHEG) announces a new partnership with Self Care Supports. 

Allene Yue, a volunteer with NHEG and President of the NHEG Student Leadership Council, is Founder and Executive Director of this 

organization. 

Self Care Supports is a student-run organization whose mission includes connecting, motivating and aiding teens while bringing 

awareness to mental health through free, educational and helpful resources. 

Self Care Supports is a website designed to motivate and encourage individuals to help improve their mental health. By connecting 

teens with each other to create friendships, and by also providing free resources and recommendations, our goal is to bring more 

awareness to mental health issues and mental illnesses. 

Pamela Clark, Executive Director, stated, “Ms. Yue is a bright and upcoming star. We are so proud of her and are proud to be part 

of her new organizations. This is our second partnership with Ms. Yue; we recently partnered with her other organization titled 

Empowering Youth in Business, otherwise known as EYB, which is a student-run organization that strives to offer underprivileged 

youth in the United States with free business, entrepreneurship and economics resources and opportunities.” 

You can learn more by visiting her websites. 

https://www.selfcaresupports.org/ 

https://www.empoweringyouthinbusiness.org/ 


Press Release 

New Heights Educational Group and the following volunteers win Silver in the 12th Annual 

2020 Golden Bridge Business and Innovation Awards® 

Customer Service & Support Staffer of the Year (non-executive) 

New Heights Educational Group | Defiance, OH USA | Michael has been volunteering as Lead 

Content Builder (AVDD) of our website for the last 4 years. | Michael Anderson 

New Heights Educational Group | Defiance, OH USA | Marina is Production Manager of our 

magazine which is published bi-monthly and has been volunteering with us for 7 years. She is 

the Lead Social Media and Marketing (AVDD) and a graphic designer. | Marina Klimi 

Product Developer of the Year (non-executive) 

New Heights Educational Group | Defiance, OH USA | Lead Graphic Design (AVDD) AND 

Production Manager of our new comic book | Tyler Maxey-Billings 

The Golden Bridge Awards Winners To Be Celebrated in Virtual Ceremony on December 7 

Defiance, Ohio, October 20, 2020 – New Heights Educational Group announced today that 

Golden Bridge Awards has named Tyler Maxey-Billings, Marina Klimi and Michael Anderson as 

Silver winners in the 12th Annual 2020 Golden Bridge Business and Innovation Awards®. 

The coveted annual Golden Bridge Awards program recognizes and honors the world’s best in 

organizational performance, products and services, innovations, executives and management 

teams, women in business and the professions, case studies and successful deployments, public 

relations and marketing campaigns, product management, websites, blogs, white-papers, 

videos, advertisements, creativity, partner programs, and customer satisfaction programs from 

every major industry in the world. 

Judges from a broad spectrum of industry voices from around the world participated and their 

average scores determined the 2020 award winners. Winners will be celebrated and presented 

their awards during a virtual awards ceremony in December. 

New Heights Educational Groups volunteers were recognized in the following categories: 

Customer Service & Support Staffer of the Year (non-executive) and 

Product Developer of the Year (non-executive) 

“It’s an honor to be named a winner by Golden Bridge Awards for this esteemed industry and 

peer recognition. These volunteers make such an impact in our organization. They are 

deserving of this recognition.”- Pamela Clark, Executive Director. 

For a complete list of the 2020 Golden Bridge Award winners visit: 

https://goldenbridgeawards.com/winners/2020-business-awards-winners/&nbsp 

About the Golden Bridge Awards 





The coveted annual Golden Bridge Awards program recognizes and honors the world’s best in 

organizational performance, products and services, innovations, executives and management 

teams, women in business and the professions, case studies and successful deployments, public 

relations and marketing campaigns, product management, websites, blogs, white-papers, 

videos, advertisements, creativity, partner programs, and customer satisfaction programs from 

every major industry in the world. Learn more about the Golden Bridge Awards at 

https://goldenbridgeawards.com 

About the SVUS Awards 

SVUS Awards are conferred in eleven programs: the CEO World Awards®, the Consumer World 

Awards®, The Customer Sales & Service World Awards®, The Globee® Awards, the Golden 

Bridge Awards®, the InfoSecurity Products Guide’s Global Excellence Awards® and Security 

World Awards, the Network Products Guide’s IT World Awards®, One Planet® American + World 

Business Awards, the Pillar World Awards®, the PR World Awards® for Public Relations and 

Communications, and the Women World Awards®. Honoring organizations of all types and sizes 

and the people behind them, the SVUS Awards recognize outstanding achievements and 

performances in businesses worldwide. Learn more about the SVUS Awards at 

https://svusawards.com 

About Your Company 

New Heights Educational Group is an award winning organization with a global reach. 

Their one-stop-shop in education is a leader in Education Reform. 

Mission: The New Heights Educational Group, Inc. promotes literacy for children and adults by 

offering a range of educational support services. Such services include: assisting families in the 

selection of schools; organization of educational activities; and acquisition of materials. 

We promote a healthy learning environment and enrichment programs for families of 

preschool and school-age children, including children with special needs. 





Essay Contest 

Sponsored by the Institute 

for Excellence in Writing 

Thank you to our friends at IEW for partnering with us to promote growth in young writers 

and make this opportunity possible for homeschooled students! 

Visit iew.com to learn more. 

Benefitting HSLDA Compassion 

Making homeschooling possible for families in hard times. 

Visit hslda.org/compassion to learn more. 













Do you want an uplifting and inspirational story? 

Check out Unpredictable: 

The Walk in and Out of Darkness: 

https://unpredictablethewalk.weebly.com/ 













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. 

Audio 

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 

Level 

Standard NHEG Member 

Student Membership expires after 6 Months. 

Teacher Membership expires after 6 Months. 

Price 

Free 

$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 


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

(2 during live broadcast and 2 during rebroadcast) 




» Possible guest appearance with NHEG staff. (subject to 

approval) 

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 


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

(1 during live broadcast, 1 during rebroadcast) 




» Possible guest appearance with NHEG staff. (subject to 

approval) 

Optional Advertising for Half and Quarter 

Sponsors 


» Audio commercial production: $250 

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

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

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

of still graphics, creation of still or animated graphics, video content, video editing, on 

location productions, or anything that complicates production and slows development. 












NHEG Data 










NHEG OFFICE CURRICULUM LIBRARY 

Hello Box Tops Coordinators, 

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

value everything you do. 

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

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

Tops is going digital in the next year! 

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

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

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

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

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

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

share more with you in June. 

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

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

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

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

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

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

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

and other educational activities in this location and plan to continue 

offering classes, tutoring, and some afterschool events in Defiance. 

Short term goals: Our vision includes reacquiring a building in Defiance, 

Ohio. This can be achieved either by obtaining funding or a donated building. 

This building will house our curricula library, public educational events 

and providing fill-in-the-gaps, high-quality tutoring, place for families to 

come in and use technology including computers, obtain a GED, or educate 

their own children on site. 

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

question. 

Longer term goals: 

We foresee a daycare for young mothers and fathers in high school 

(main target) and college and 

will provide affordable daycare in hopes of keeping them in school. 

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

FE_05_02_2019&vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80knjrQYlQTPn8NYX7f- 

CZBQD_3dfqTwXfFpDbi78E6g_aVQ== 

New Video 

https://youtu.be/KHkfw6VPgYc 

Sincerely, 

Erin Anderson 

HELP SPREAD THE WORD! 




Attention potential guests! 

Guidelines: 

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


4/20 

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 

author. 

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: 

https://www.paypal.me/NHEG 









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

they can build a much stronger educational background 

NHEG SUPPORT GROUPS 

STUDENT STUDENT VETERANS & FIRST ADULT ADVISORY 

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

Learn More About AAG 

HOME SCHOOL FAMILY 


CHARTER SCHOOL 


PUBLIC SCHOOL 




DOB: Jul 8, 2006 

Sex: Male 

Sex: Male 



MISSING CHILDRENHELP BRING ME HOME 

National Center for Missing & Exploited Children 

NCMEC: 1404072 

NCMEC: 1404880 

NCMEC: 1403870 

Missing Since: Oct 14, 2020 

Missing From: Newark, OH 

DOB: Jul 3, 2003 


Missing From: Marion, OH 

DOB: Oct 11, 2004 

Missing Since: Octt 11, 2020 

Missing From: Columbus, OH 

DOB: Feb 9, 2004 

Age Now: 17 

Age Now: 16 

Age Now: 16 

Hannah Bobbbb 

Mark Loeeffleer 

Jaaameaaar Douglaaas 

Sex: Female 

Sex: Male 

Race: White 

Race: Black 

Race: Whitte 

Hair Color: Brown 

Eye Color: Blue 

Height: 4'11" 

Weight: 115 lbs 

Hair Color: Black 

Eye Color: Brown 

Height: 6'2" 


Hair Color: Ltt. Brown 


Height: 5'7" 


Hannah was last seen on October 14, 2020. 

Jamear may still be in the local area. 

Mark was lastt seen Octtober 11, 2020. 

ANYONE HAVING INFORMATION SHOULD CONTACT 

Case handled 

by 


Case handled 

by 


Case handled 

by 

NCMEC: 1404338 



Missing From: Columbus, OH 

Maauricee Copeelaand 

Age Now: 14 

Race: Black 

Hair Color: Black 


Height: 5'9" 


Maurice was last seen October 17, 2020. 


Case handled 

by 

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

DON’T HESITATE! 




NHEG Birthdays 

NHEG Anniversary! 

November 3rd 

Jon Aitken 

December 20th 

Erika Hanson 

November 21st 

Maggie Spangler 

September 2020 

October 2020 

November 26th 

Fran Wyner 

Sunday Monday Tuesday Wednesday Thursday Friday Saturday 

30 31 

1 2 3 4 5 

Sunday Monday Tuesday Wednesday Thursday Friday Saturday 

27 28 29 30 

1 2 3 

December 3td 

Padmapriya Kedharnath 

6 7 8 9 10 11 12 

4 5 6 7 8 9 10 


Lyndsey Clark 

13 14 15 16 17 18 19 

11 12 13 14 15 16 17 


Jessica Rodgers 

20 21 22 23 24 25 26 

18 19 20 21 22 23 24 


Roberta Perkins 

27 28 29 30 1 2 3 

25 26 27 28 29 30 31 

© Calendarpedia® www.calendarpedia.com 7: Labor Day Data provided 'as is' without warranty 

© Calendarpedia® www.calendarpedia.com 12: Columbus Day Data provided 'as is' without warranty 




New Volunteers 

Volunteers of the Month 


Erica Castillo 8/12/2020 

Photo Editor 

Arianie McGee 8/31/2020 

Proofreading/Editor 

Grant Writer 

Kristina Kafle 9/4/2020 

Comic book colorist 

Linghua Ding 9/21/2020 

Chinese Tutor 

Stefania Cesari 10/16/2020 

Italian Tutor 

Jonathan Vásquez Date of Hire: 10/21/20 

Compiling Educational Resources 

Jyoti Aggarwal 

Dannah Altiti 

Michelle Alwin 

Sahaja Ampolu 

Khrista-Cheryl Cendana 

Jaanya Chadha 

Sampan Chaudhuri 

Caroline Chen 

Rhone-Ann Huang 

Padmapriya (Priya) Kedharnath 

Meghna Kilaparthi 

Doyoon “Dean” Kim 

Dylan Schnur 

Leah Sedy 

Diya Sharma 

Alina Sheikh 

Michael Anderson 

Ming Wei Chong 

Marina Klimi 

Anagha Sridharan 

Chinmay Arvind 

Kristen Congedo 

Julia Landy 

Shriya Venkataraman 

Senadee Atapattu 

Linghua Ding 

Tyler Maxey-Billings 

Jane Wen 

Enjoli Baker 

Rachel Jean Fay 

Arianie McGee 

Sheila Wright 

Setiani Bhuiyan 

Sarika Gauba 

Nayana Mogre 

Fran Wyner 

Hamsatu Bolori 

Aayush Gauba 

Bruno Moses Patrick 

Allene Yue 

Katie Buchhop 

Israa Hammond 

Charlotte Picardo 

Erica Castillo 

Erika Hanson 

Mariam Qudoos 

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 

A special thank you to ex-NHEG tutor Peter and his wife Natalya Gordon 

– for donating $2000 in September 

Goodbye and Best Wishes to Host Buffie Williams 

we wish you all the best. 

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/ 

92 92 NHEG | GENiUS Magazine MAGAZINE | November - November - December 2020 | NHEG Magazine 93 

| December www.geniusmag.com January 2018 | 93






NEW REVIEW 

ANUSHANEMALI 

RATING: 5 STAR 

I have volunteered with NHEG as a Lead HR Coordinator 

for almost an year. 

I appreciate the opportunities I have been given during my time, as well as the professional guidance and support from 

Pamela and other team members. 

I have enjoyed my tenure with NHEG. 

I wish Pamela and the company all the best. 


PRIDERAISECP - VOLUNTEER 08/01/2020 

RATING: 5 STAR 

I am Charlotte Picardo. I have worked with this organisation since May 2020, and it has been such an amazing and exciting 

experience working with NHEG. Being an international student, everyone was so welcoming. I am still working with them as an 

Educational writer and will continue to work in the future years to come. 

I’d like to thank Miss Pamela Clark, for being a lovely and generous person, who always helped me, supported my decisions, 

and stood by me all the time. She is extremely hardworking, and dedicated to her work in all means. 

I’d like to thank Miss Allene and Mr Aayush for being such great presidents to have, they have been always pro-active and 

courteous. 

The rest of the members are indeed helpful to have as well. I’d like to also thanks Miss Katie, for being such a wonderful Profreader. 

She always supported me and encouraged me to do great things in life. 

And lastly I’d like to thank Mr Michael Anderson, for publishing my 1st article on NHEG website, 

he is a very generous person as well. 

My journey has been so exciting, and that I feel like everyone at NHEG are a part of my family. 

Not only being a volunteer, Miss Pamela is very supportive that she even offered me to complete courses in Economics, 

a subject that I love. 

Looking forward to the years to come, and giving my best to this amazing supportive organisation. 

TAMMY MARIE B. 

5 STAR CLIENT SERVED 

I have known about New Heights for about a year and a half now. And have been volunteering for about as long. In addition to 

being a volunteer I have used NHEG for one of my children. The compassion that I have been shown has been the most heartwarming 

experience of my life. I fully support all that New Heights educational group does and I hope to donate to this non 

profit organization in the near future so they may continue to help out families in our community. Thank you new Heights for 

treating us like family. 





First Day of Spring: 

1. Spring Starts (Coloring Page) 

2. Spring Connect The Dots 

https://www.booksbythebushel.com/march-activities/ 




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. 








National News Reports in Education 

Pandemic Drives Global Interest in Homeschooling 

HSLDA 

As governments around the globe struggle to cope with the coronavirus pandemic, we may 

just be witnessing a historic shift away from state schools and toward homeschooling. 

https://hslda.org/post/pandemic-drives-global-interest-in-homeschooling 

A Homeschool Day in the Life: You Can Do This! 

HSLDA 

https://hslda.org/post/a-homeschool-day-in-the-life-you-can-do-this 

Is Fourth Amendment Protection a New Concept? 

HSLDA 

https://hslda.org/post/is-fourth-amendment-protection-a-new-concept 

The Most Important Homeschooler in this Historic, Pandemic Moment Is— 

You! 

HSLDA 

https://hslda.org/post/the-most-important-homeschooler-in-this-historic-pandemic-moment-is-you 


Did you know that when you shop 

for 

the holidays at 

smile.amazon.com/ch/56-2431955 

AmazonSmile donates to 

New Heights Education 

Here’s Why Good People Oppose “Reasonable” Homeschool Regulation 

HSLDA 

https://hslda.org/post/here-is-why-good-people-oppose-reasonable-homeschool-regulation 

West Virginia: Wild and Wonderful, Unless You’re Homeschooling 

HSLDA 

https://hslda.org/post/west-virginia-wild-and-wonderful-unless-you-are-homeschooling 

Escape Charter School Bottleneck—Homeschooling Has No Waiting List! 

HSLDA 

https://hslda.org/post/escape-charter-school-bottleneck-homeschooling-has-no-waiting-list 





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Source: Federal Reserve Bank of New York 




Supreme Supreme 

Court Court 

Rules 

Rules 

Montana Montana 

Can’t Can’t 

Exclude 

Exclude 

Religious Religious 

Schools Schools 

From 

From 

Scholarship Scholarship 

Program 

Program 

in in 

Landmark Landmark 

Win Win 

for 

for 

Education Choice 

Three mothers launched a court case that may 

now expand education options for families across 

Three mothers launched a court case that may 

the country. 

now expand education options for families across 

the country. 

“Pandemic Supreme Court Pods” Rules Make 

Homeschooling Montana Can’t Easier Exclude For 

Parents Religious and Schools Profitable 

From 

Scholarship for Teachers 

Program 

in Education Landmark Choice 

Win for 

Instead Three mothers of waiting launched for instructions a court case from that author- 

may 

now ities, expand enterprising education parents options and for entrepreneurial 

families across 

teachers are joining the forces country. and taking initiative. 


By Kerry McDonald 

Tuesday, June 30, 2020 

In an effort to secure the best education possible for their children, three mothers launched a court case five years ago that 

may now dramatically expand education options for many more families across the country. Today, the US Supreme Court 

struck down as unconstitutional a Montana statute that prohibited tax-credit scholarship funds from being used by families at 

private religious schools. Writing for the majority, Chief Justice John Roberts explains that the Montana statute “discriminated 

against religious schools and the families whose children attend or hope to attend them in violation of the Free Exercise Clause 

of the Federal Constitution.” 

Back in 2015, Montana lawmakers passed a statewide tax-credit scholarship program, allowing individual taxpayers to receive 

up to $150 in tax credits if they donated to scholarship programs aimed at providing tuition assistance to children attending 

private schools. Shortly after the tax-credit scholarship program was enacted, the Montana Department of Revenue prohibited 

families whose children attended religious schools from accessing the scholarship funds. For three moms with children at the 

Stillwater Christian School, the scholarship funds were crucial in enabling them to afford the school’s tuition. They sued the 

state, arguing that Montana’s statute was discriminatory toward religious families in violation of the First Amendment. A trial 

court sided with the moms, but the Montana Supreme Court reversed the lower court ruling highlighting Montana’s Blaine 

Amendment that prevents public funding for religious schools. 

Blaine Amendments were passed in the late-1800s as a way to stifle the growth and influence of parochial schools. As compulsory 

schooling laws were enacted throughout the country, beginning in Massachusetts in 1852, many Catholic families 

rebelled against the purportedly secular but overtly Protestant “common schools” where attendance was now mandated. They 

created their own network of Catholic schools, and states began passing legislation known as Blaine Amendments, named 

after Representative James G. Blaine of Maine, to ensure that these religious schools didn’t receive any public funding, even 

indirectly such as through individual tax-credit scholarships. Today’s US Supreme Court ruling is a step forward in weakening 

these bigoted nineteenth-century rules, that currently exist in 37 state constitutions. 

Some libertarians and others might argue that there is no role for the government in funding private education (or public education, 

for that matter); but as Justice Samuel Alito has said, to the extent that states decide to allow funding of private education, 

directly or indirectly, they cannot discriminate against religious private schools in favor of secular private schools only. 

Alito explained that states are under no obligation to “fund private education at all, but if they choose to provide scholarships 

that are available to students who attend private schools, they can’t discriminate against parents who want to send their children 

to schools that are affiliated in some way with a church.” 

Today’s high court ruling reflects the sentiments of the majority of Americans, across the political spectrum. In a spring poll 

conducted ahead of today’s decision with results published in The New York Times, nearly two-thirds of all US adults surveyed 

responded that “states should not be allowed to ban the use of subsidized scholarships for religious schools.” According to the 

poll, 75 percent of Republicans, 64 percent of Independents, and 54 percent of Democrats agree with this statement. 

Parents want more education options for their children. According to EdChoice, more than 80 percent of US K-12 students 

attend a district school but fewer than one-third of their parents prefer to have them there. This represents an enormous 

choice gap in American education. Prompted by three moms who found this choice gap unacceptable, today’s court ruling will 

help more parents find and fund the best educational fit for their children. 

Source: The Foundation for Economic Education (FEE) 


https://fee.org/ 


Thursday, July 23, 2020 

This tumultuous back-to-school season has parents and teachers alike scrambling to make sense of the madness: from everchanging 

district directives to COVID-19 response protocols. Some school systems have announced that the academic year will 

start with remote-learning-only. Others are pursuing partial reopening options with both online and in-person instruction. Still 

others are planning to fully reopen for in-person learning. 

Amid this chaos, parents and teachers are increasingly opting out of the conventional classroom entirely to find or create 

schooling alternatives this fall. 

Parents have been vocal about their back-to-school concerns, with growing numbers of them choosing to homeschool this fall 

rather than contending with remote learning options or confronting viral exposure and dystopian social distancing measures in 

schools. 

But it’s not just parents who have back-to-school worries. Many teachers, too, don’t want to go back and are upset at reopening 

plans. 

Teachers’ unions are now battling districts over these plans. In Florida, where schools are scheduled to fully reopen for in-person 

learning next month, the state’s largest teachers’ union sued the governor and education commissioner this week. The 

Florida union is asking for smaller class sizes and more protective gear for teachers. 

More parents and teachers are choosing to avoid this bureaucratic mess altogether and are pursuing their own educational 

solutions. 

Entrepreneurial Educators Build A Better Way 

Some parents are hiring tutors to augment their homeschooling experience this fall, and entrepreneurial teachers are serving 

that need and cashing in on the opportunity. One high school English teacher in Illinois, who asked to remain anonymous, told 

me that she made $49,000 a year teaching 9th grade and AP English, but several families have approached her for private tutoring 

and she realizes she can make more money as a private tutor, with fewer hours and more flexibility. 

In addition to homeschooling, some parents are forming pandemic “pods,” or home-based microschools that allow a handful 

of families to take turns teaching their children or pool resources to hire a teacher or college student. The Wall Street Journal 

reports that these pods are sprouting throughout the country, fueled by parental unrest at school reopening plans and facilitated 

by informal Facebook groups connecting local families. 

Recognizing this mounting demand for schooling alternatives this fall, entrepreneurial educators are helping to create more 

options for families. In Maryland, longtime educators Steven Eno and Ned Courtemanche created Impact Connections, a microschool 

enabler connecting educators and parents and providing learning support. 

“COVID-19 exposed so many of the shortcomings we already knew about in education but also presented new opportunities 

to step up and help parents and their kids,” Eno told me in a recent interview. “Microschools offer a powerful, and largely 

untapped, opportunity to educate our kids in the COVID era and beyond. The best microschools offer highly-personalized 

instruction that is free of curricular red tape for a fraction of the price...,” he says. 

The legality of these pandemic pods and microschools is sometimes unclear. As a new model that blends features of homeschool 

co-ops with small, private schools, regulations in many places haven’t caught up. Additionally, the sheer numbers of 

parents choosing not to send their kids back to school this fall, and the pandemic’s overall disruption, may make enforcement 

of any existing regulations more difficult. 




This presents an ideal moment for what Adam Thierer calls “evasive entrepreneurship,” where entrepreneurs push boundaries 

and challenge existing systems. Thierer writes in his book, Evasive Entrepreneurs: 

Increasingly today, evasive entrepreneurs–innovators who don’t always conform to social or legal norms–are using new 

technological capabilities to circumvent traditional regulatory systems, or at least to put pressure on public policymakers 

to reform or selectively enforce laws and regulations that are outmoded, inefficient, or illogical. Evasive entrepreneurs rely 

on a strategy of permissionless innovation in both the business world and the political arena. They push back against ‘the 

Permission Society,’ or the convoluted labyrinth of permits and red tape that often encumber entrepreneurial activities. In 

essence, evasive entrepreneurs live out the adage that ‘it is easier to ask for forgiveness than it is to get permission’ by creating 

exciting new products and services without necessarily receiving the blessing of public officials before doing so. 

Not Just For The Wealthy 

Criticism over these private education options has surged over the past few weeks, as commentators claim that homeschooling 

and pandemic pods will widen gaps between higher- and lower-income families. An op-ed in The New York Times this week 

decried these private pods, saying “they will exacerbate inequities, racial segregation and the opportunity gap within schools.” 

These criticisms ignore the fact that some parents create no-cost pods in which they take turns educating their children in a 

co-op format, and as an article in today’s New York Times points out, “the population of home-schoolers — before the pandemic 

— was less affluent than average.” Homeschooling, and its current “podding” variation, are not just for the wealthy. 

Moreover, if education funding supported students rather than school bureaucracies, more families would get access to an 

array of education options–including these new models and ones that have yet to be invented. Taxpayers spend about $700 

billion each year on US K-12 education. If that money was redistributed to families in the form of education savings accounts 

(ESAs), vouchers, tax-credit scholarship programs, and other education choice mechanisms, parents would have many more 

options beyond an assigned district school. 

Corey DeAngelis, Director of School Choice at the Reason Foundation, has written and spoken much about this, stating: “More 

families would have access to these alternatives if education funding followed children to wherever they receive their educations. 

Teachers could also benefit from such a system, which would likely offer them smaller class sizes, more autonomy, and 

higher salaries.” 

Parents and Teachers 

Starting “Learning Pods” 

Are Done Waiting 

for Permission 

“Permissionless innovation” should be the norm 

for parents, teachers, and entrepreneurs. 


Tuesday, August 4, 2020 

The widespread “pandemic pods” that are emerging as back-to-school alternatives this fall are models of parental ingenuity, 

educator adaptability, and entrepreneurial agility. 

These learning pods, or in-home microschools, involve small groups of families coming together to take turns facilitating a curriculum 

for their children in their homes, or pooling resources to hire a teacher or college student to lead instruction. They are 

a creative, spontaneous response to uncertain or undesirable school reopening plans that make at-home learning easier, more 

practical, and more enjoyable for more families. 

These pods are also a prime example of what Adam Thierer calls “permissionless innovation,” where new solutions and discoveries 

are born without explicit regulatory blessings. In his book, Thierer explains: “The best solutions to complex social problems 

are almost always organic and ‘bottom-up’ in nature.” 

The organic and bottom-up nature of the pandemic pod trend has the potential to dramatically reshape American education, 

now and into the future. Parents are reassuming control of their children’s education, opting out of centralized school systems, 

and challenging regulatory regimes. 

New Hampshire Commissioner of Education, Frank Edelblut, sees these pods and microschools as promising signs of education 

transformation. “They are decentralizing education, moving away from a central bureaucracy,” he told me in a recent 

interview. “Parents and teachers are creating microschools that are reflective of the goals and aspirations of the families who 

engage in them,” he says. 

At a time of such educational turmoil and societal disruption, parents, educators, and policymakers should embrace the idea of 

“permissionless innovation” regarding pods, encouraging enterprising individuals to experiment and create. 

Entrepreneurs are already rising to the occasion, with startups such as SchoolHouse and Weekdays acting as managed marketplaces 

to connect educators and parents who are now forming pods and microschools. As Thierer writes: “For innovation and 

growth to blossom, entrepreneurs need a clear green light from policymakers that signals a general acceptance of risk-taking—especially 

risk-taking that challenges existing business models and traditional ways of doing things. That’s permissionless 

innovation in a nutshell…” 

The COVID-19 pandemic is disrupting many of the systems and structures that have prevented choice and innovation in the 

past. Frustrated parents, along with entrepreneurial educators, have the opportunity to experiment with new models of 

teaching and learning, and education choice policies will make these new models accessible to any family that wants them. 



In some places, these pandemic pods are accepted and encouraged. 

In New Hampshire, for instance, existing homeschooling law allows for these pods to emerge, even if their terminology and 

context are new. Parents submit a simple home education intent form and then customize a home learning plan in whatever 

way they choose, including forming pods and microschools. “This is totally legitimate in New Hampshire,” says Edelblut, who 

homeschooled his own children in the state. “Homeschooling law here says that parents are responsible for their child’s education, 

but they can work with other teachers and parents in homes or elsewhere in the community,” he says. Perhaps not surprisingly, 

New Hampshire is seeing surging interest in homeschooling this summer. 

Pandemic pods show the remarkable ability of free individuals to self-organize to solve societal problems, without government 

interference. Lindsey Burke at the Heritage Foundation explains that these pods are civil society’s response to the pandemic 

and its impact on education. Burke recently hosted an online panel discussion to help parents and educators create more of 

these pods. She told me: “These pods show that parents are ready to and capable of directing their children’s education, and 

that while too many districts are still determining whether or not to reopen schools, parents aren’t waiting around any longer.” 





Jason Bedrick of EdChoice, which co-hosted the pod-building webinar, agrees that these pods are a source of parental 

empowerment. He believes that pods are here to stay. According to Bedrick: “There’s a reason that microschooling was already 

taking off before the pandemic: they’re adaptable, affordable, and can provide a great deal of high-quality, personalized 

instruction. Most of the new ‘podders’ wouldn’t have considered this form of education but for the pandemic, but I anticipate 

that a significant portion of them will continue microschooling once the pandemic is over.” 

Pandemic pods are positioned to dramatically redesign education. As parents realize that they are capable of guiding their 

children’s education, and can collaborate with others toward this end, they will be more skeptical of inefficient, coercive, 

one-size-fits-all government schooling. They will also demand that education dollars get redistributed more equitably, ensuring 

that all parents, regardless of income, have the opportunity to take advantage of pods, microschools, and similar educational 

options. As Burke says: “States need to work quickly to make sure children from low-income families in particular have 

the same chances to form pods or enroll in microschools, and should work to provide education savings accounts (ESAs) to all 



With Remote Learning, 

Schools Are Watching 

and Reporting Parents at 

Alarming Rates 

CPS agents have been interrogating parents over 

“virtual truancy.” 


Monday, August 17, 2020 

As remote learning creates more distance between school districts and students, school and state officials are clinging to 

control however they can. From sending Child Protective Services (CPS) agents to investigate charges of neglect in homes 

where children missed Zoom classes last spring, to proposing “child wellbeing checks” in homes this fall, government schools 

and related agencies are panicking over parents having increased influence over their children’s care and education during the 

pandemic. 

A front page article in yesterday’s Boston Sunday Globe describes the experiences of several parents who were interrogated 

by CPS agents last spring when their children missed remote classes or failed to submit homework assignments amidst pandemic-related 

school shutdowns. Some parents didn’t have Internet access and were blindsided by the CPS investigations of 

“virtual truancy.” One Latina mother featured in the Globe story is Em Quiles, who, like many parents last spring, scrambled to 

care for her children and continue to work during tremendous upheaval and uncertainty. According to the Globe: 

“Then in June, Quiles was stunned to receive a call from the state’s Department of Children and Families. The school had accused 

Quiles of neglect, she was told, because the 7-year-old missed class and homework assignments. 

“I couldn’t believe it,” she said. 

Quiles lived one of the worst nightmares for a parent: A neglect charge, if substantiated, can lead to removing a child from their 

home.” 

While most of the parents featured in the Globe story were ultimately exonerated, previous interaction with CPS, even if 

unfounded, can act as a Scarlet Letter for parents, haunting them for years to come. More troubling, parents singled out for 

CPS enforcement are disproportionately low-income and minority, often lacking the resources to defend themselves against 

government overreach. According to the Globe: “Most of the families caught up in remote learning allegations are Latino or 

Black, groups that are likely to be overrepresented in state foster care at all times.” 

School districts across the country have a history of activating CPS against parents who stray from a district’s command and 

control. An in-depth 2018 investigative report by The Hechinger Report and HuffPost revealed that schools increasingly use child 

protective services as a “weapon against parents”—especially parents who lack the means to fight back. 


Kamala Harris: “We Are Putting Parents On Notice” 

Truancy has long been a trigger for CPS investigations, and now virtual truancy seems poised to accelerate these practices during 

the pandemic. This is particularly concerning because, just as in typical truancy cases, virtual truancy is often prompted by 

factors other than parental neglect. Special needs students and students with disabilities or health conditions may have more 

school absences, and they may find virtual learning to be uniquely challenging. A 2019 HuffPost article entitled The Human Costs 

of Kamala Harris’ War on Truancy, found that strict truancy laws and enforcement terrorized families, with parents being pulled 

out of their homes in handcuffs and sent to jail. 



Cheree Peoples, one of the parents spotlighted in the HuffPot piece, whose daughter missed school frequently due to sickle 

cell anemia, was awakened in the early hours by police officers who arrested her for truancy. She told the HuffPost: “You 

would swear I had killed somebody.” 


The HuffPost article, revealed that then Democratic presidential candidate and now the presumptive Democratic vice presidential 

nominee, Kamala Harris, was responsible for much of the heightened aggression toward parents regarding truancy. As 

California’s attorney general, Harris was a crusader against truancy and was instrumental in toughening criminal prosecution 

of parents whose children missed too much school. According to HuffPost, Harris “persuaded the state legislature to adopt 

harsher penalties for truancy. Under the new law, the parent or guardian of a young, truant child could face a fine of $2,500 

or more — or one year in jail. Harris pushed hard for the law as she was running for attorney general, and it passed just as she 

won the election. ‘We are putting parents on notice,’ Harris said at her 2011 inauguration.” 

Proposed Child Wellbeing Checks During COVID-19 

Criminal investigations of child neglect tied to virtual truancy are set to skyrocket this fall, as school districts across the 

country adopt remote learning plans. Worried that parents can’t be trusted to care for their own children, some education 

officials have proposed large scale “child wellbeing checks,” by government agents. Last week, the Tennessee Department of 

Education announced that it would be performing these wellbeing checks on children across the state. This plan created such 

an uproar among Tennessee parents and conservative lawmakers that the proposed initiative was withdrawn and its guidelines 

removed from the education department’s website. 

Despite this immediate victory, all parents should remain on alert. School and state officials, aided by high-profile academics, 

will likely seek to increase CPS involvement in family affairs during remote learning and beyond. Elizabeth Bartholet, the 

Harvard Law School professor who made headlines last spring when she called for a presumptive ban on homeschooling, 

spoke out last week in favor of increased CPS action this fall. In an interview with Harvard Law Today, Bartholet said: “My 

overall general recommendation is that educators and CPS agencies need to recognize the level of problems that kids at home 

are now facing in terms of risk of both education and maltreatment, and come up with some creative new solutions.” 

Sign up for Kerry’s weekly LiberatED email newsletter! 

In the interview, Bartholet acknowledged the heightened interest in independent homeschooling, as more parents choose 

to forgo district learning this fall and consider separating from their school district going forward. According to Bartholet: 

“Roughly three percent of the population is now homeschooled. Let’s say that increases to six percent post-COVID. Legislators 

and other policymakers may look at that and say, ‘Wow, now this is a big phenomenon, it may continue to grow. Of course, it 

shouldn’t be just this lawless world out there with no rules and regulations and oversight. Of course, this should be part of our 

overall regulated educational system.’” 

As I’ve written previously, homeschooling should not be part of the overall regulated education system. It is a form of private 

education that is separate and distinct from state schooling, and many parents are now finding that they prefer homeschooling 

over other education options. Parents are pulling their children out of school this fall in record numbers, dissatisfied with 

school reopening plans and aiming for greater educational freedom and flexibility. So many parents submitted online intent to 

homeschool forms in North Carolina last month that it crashed the state’s nonpublic education website. Perhaps not surprisingly, 

a recent report by a law professor at North Carolina’s Duke University called for greater regulation and oversight of the 

state’s growing ranks of homeschoolers. 

As parents pull away from state-controlled education and assume greater responsibility for their children’s learning, the state 

will hasten efforts to maintain and expand its authority through its monopoly on the use of force. From virtual truancy claims 

and increased CPS investigations that disproportionately target poor parents and families of color, to calls for child wellbeing 

checks and more homeschooling regulations, the state will not willingly yield control of children’s education to parents. 

Parents should strongly reject these heavy-handed efforts to interfere with family life during and after the pandemic, and be 

especially vigilant about helping low-income and minority parents to resist as well. Minimizing state power while maximizing 

individual liberty is the hallmark of a free society. Now more than ever, parents are exercising and securing their freedom to 

raise and educate their children as they choose. Parents may have been put on notice, but they are pushing back and opting 

out. 



The ADHD Overdiagnosis 

Epidemic Is a Schooling 

Problem, Not a Child One 

Today, children are being diagnosed with, and 

often medicated for, ADHD at an astonishing rate. 

By Shawnna Morris 

Thursday, April 25, 2019 

Childhood 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. The youngest children are the ones most often caught in the ADHD medical 

dragnet. 

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. 




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 

writes: 

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 

work. 

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. 

Back-To-School 2020: The 

Good, the Bad, 

and the Ugly 

Parents face a mixed bag of innovation, regulation, 

and tyrannical invasions. 


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. 




Thursday, September 17, 2020 

September feels a lot different this year, as the usual back-to-school buzz is tainted with uncertainty. 

Many schools have reopened for in-person learning with social distancing stipulations, although most larger, urban school districts 

remain remote-only for the foreseeable future. Some schools opened then quickly closed. 

Pandemic pods continue to sprout, as families try to figure out ways to balance learning and working while offering their children 

much-needed social interaction. More families are choosing independent homeschooling, but that too looks unfamiliar 

this fall with many libraries and museums closed and in-person homeschool classes and activities less abundant. 

It’s the start of a very strange academic year for everyone. 

The COVID-19 pandemic has dramatically disrupted every layer of the education sector, from early childhood through higher 

education. Some of this disruption is good and will hopefully lead to lasting change in expanding families’ education options. 

Some of it is bad, such as creeping government control. Some of it is just plain ugly. Here are a few highlights of the good, bad, 

and ugly in back-to-school 2020: 

The Good: Less Regulation 

The pandemic prompted government officials to loosen regulations in some sectors, notably healthcare, to allow individuals 

and organizations to more quickly adapt to virus-related circumstances. For instance, some states lifted licensing requirements 

that prevented healthcare workers licensed in one state from working in another. 

Now in education, we are seeing similar deregulatory patterns that will hopefully remain post-pandemic. In Pennsylvania, 

part-time program providers, such as summer camps and sports camps, can expand their offerings. Previously, these providers 

were limited in the type and duration of programming they could offer. Similarly in Massachusetts, afterschool programs 

can now offer daytime programming, and licensed daycare providers can immediately begin providing care to older children. 

States that loosen such regulatory restrictions will help more families to access care and learning options this fall, but these 

recent actions expose a much more important question: Why did these regulations and restrictions exist in the first place? It 

seems like common sense that an afterschool program should be able to offer daytime programming and that summer camps 

should be able to offer camps and classes during the other three seasons as well. Parents should applaud these deregulatory 

actions while being reminded that their states should never have imposed these regulatory hurdles in the first place. 

The Bad: More Regulation 

Even as states attempt to reduce regulations in some areas of education, they are adding more regulations in other areas. For 

example, Pennsylvania and Massachusetts may have rolled back some of the constraints on education providers, but they 

also added new layers of regulation, specifically for parents participating in “learning pods.” In Pennsylvania, pod families 

must now comply with various regulations, including developing a COVID-19 safety plan, an evacuation plan, and a fire safety 

plan while also completing related state forms. In Massachusetts, pod families are expected to limit the number of pod participants, 

ensure certain student-adult ratios, and register their pod with their local officials. They can hire a tutor, but pod 

parents can’t get paid. 

The absurdity of these pod rules goes without saying, particularly when you consider that in many cases these pod families 

are already friendly and may gather together socially. Now, the government seems to feel the need to monitor the health and 

safety of these playdates. 




It is important to point out that these new pod regulations apply to students who are currently enrolled in a school and, therefore, 

are forced to comply with the policies and procedures of that school or district. In these instances, pod families are often 

connecting in small groups to allow their children to participate together in a school’s remote learning program. For the thousands 

of families who have opted-out of schooling for independent homeschooling this year, the opportunity to gather with 

others for playdates, pods, co-ops, activities, and classes is much less restrictive. 

The Ugly: Hide Your Nerf Guns 

The added regulation on pod families reveals the desire of school and state officials to maintain control of children’s education—even 

when it occurs online at home. This might explain why a 12-year-old boy in Colorado was suspended from school 

last week for playing with his toy “Zombie Hunter” Nerf gun on his couch during his remote schooling. 

According to The Washington Post, the boy’s teacher notified the school’s vice principal, who notified police officers. The 

police then showed up at the boy’s home and told the boy’s father that if the child “brought a toy gun to school, they could file 

criminal charges.” 

The boy, of course, didn’t bring a toy gun to school—he was in his own home playing with what was obviously a plastic Nerf 

gun—but that didn’t change the school’s policies toward toy guns. The Post reports that the school issued the following statement 

about the incident and the child’s suspension: “Safety will always be number one for our students and staff. We follow 

board policies and safety protocols consistently, whether we are in-person or distance learning.” 

This is a crucial reminder for parents. Just because your children may be learning at home, if they are still enrolled in a school 

they are fully in the clutches of school authorities and their often-arbitrary regulations. Nerf gun owners beware. 

The Failure of American 

Public Education 

Government is wholly unsuited to teach 

America’s students. 


It is just the beginning of what is sure to be a wild season filled with good news, bad ideas, and ugly revelations about 

American education. Hopefully, the positive changes and trends continue, as parents demand more autonomy and freedom 

from pointless policies. 



By John Hood 

Monday, February 1, 1993 

Many American critics believe that the major problem with public education today is a lack of focus on results. Students aren’t 

expected to meet high standards, the argument goes, and the process of education takes precedence over analyzing education 

results in policy-making circles. 

This is a valid argument (as far as it goes). Indeed, it can be taken one important step further. We not only fail to hold individual 

students accountable for poor performance, we have also failed to hold the entire government-controlled school system 

accountable for its performance since at least World War II. Public education is itself a failure. Why shouldn’t individual students 

follow its example? 

The history of reform efforts in American public education is replete with half-hearted measures, with almost comical misdiagnoses 

of education problems, with blame-shifting, and with humbug. Everyone is an expert (most have, of course, suffered 

through the very system they want to reform). At any one time during the course of school reform, an illusion of debate 

often obscures a surprising consensus on the heralded “magic bullet” of the decade—be it school centralization or progressive 

education or preschool education or computerizing the classroom—that will solve America’s education problems. These magic 

bullets always misfire. But instead of changing their weapon, policy-makers simply put another round in the chamber, foolishly 

believing that the newest fad will succeed despite the failures of its predecessors. 

Some critics believe that public education reforms fail because they are compromised or sabotaged by the education lobbies— 

teacher associations, administrators, and the legislators in their pockets. There is certainly some truth to that explanation, as 

we shall see. But in many cases, attributing the failure of reform to subversion merely exonerates that reform. Most reform 

ideas are either irrelevant or destructive of education. They would fail whether organized political interests opposed them or 

not. 

Many conservatives believe that American public education is in poor shape today because of cultural and social trends, most 

beginning in the 1960s, which destroyed classroom discipline, the moral basis for education, and a national consensus on what 

students should learn. Again, there is some truth in this proposition, but ultimately it fails to explain why American students 

do not possess the communication and computational skills they need today to succeed in college or in the working world. 

Furthermore, many free-market thinkers believe that applying market competition to the public schools will solve many of 

America’s educational problems. I’m sympathetic to this argument, but it ignores the role of government policies other than 

student assignment to schools, which inhibit school success. When government policy continues to impose rigid personnel 

rules, bureaucracy, regulations, and a mandate to use education to engineer social or political outcomes, a school cannot successfully 

impart the needed skills, knowledge, and perspective to its students—whether these students choose to be there or 

not.viewpoints.” 

Lastly, the rhetoric of school reform often ignores the crucial role of individual decisions (by students, by parents, by business 

owners, by educators) in determining educational outcomes. You can lead a horse to water, the old adage goes, but you can’t 

make him drink. It’s a folksy way of imparting an important individualist truth. Providing students opportunities at school 

does not guarantee success if students watch television rather than do their homework—and parents let them. By assuming 

that any set of reform ideas can magically create a well-educated citizenry, we oversell the role of policy-making. Education 

requires initiative, a trait notoriously difficult to create or impose. 




A Century of Reform 

Public education and public-education reform share a common history. There is no past paradise when all students excelled. 

There is no perfect prototype for public education hidden in history, to be uncovered today and bestowed on a thankful 

nation. Rather, American public education is best thought of, historically, as mediocre. It was a serviceable system for preparing 

students for an agrarian or assembly-line world in which only an elite pursued higher education. 

Public education in America really began in earnest after the Civil War, when government-funded and -controlled schools supplanted 

the earlier system of private education. According to the U.S. Department of Education, some 57 percent of the 12 

million school-aged Americans in 1870 were enrolled in public elementary or secondary schools, though only about 60 percent 

of those enrolled attended school on any given day and the average school year was 132 days. By the turn of the century, 

the percentage of school-aged children attending public schools had risen to 72 percent, with almost 70 percent of enrollees 

attending on any one of the 150 days in the school year. Most public education still occurred in the early grades—only two 

percent of the student population were in ninth grade or higher. 

By 1989 almost 90 percent of school-aged children attended public schools. Almost all attended class daily (with some important 

local or regional exceptions) and the average school year had grown to 180 days—still too short, say many modern critics, 

but a 40 percent increase since Reconstruction. Most students stay in school at least throughout the high-school grades, while 

a record number are pursuing higher education. 

American policy-makers and educators began to create in earnest our centralized, monopolistic public education system at 

the turn of the century. For example, over a relatively brief period from 1890 to 1910, public schools increased their share 

of the high-school population from two-thirds to about 90 percent—a proportion of public to private schools which has persisted 

until the present day. There were a number of factors motivating this change. During the last few decades of the nineteenth 

century, public education had grown steadily as a primarily locally controlled phenomenon, often emulating or taking 

over ownership from private schools. Education was still basically focused on learning skills, such as reading or arithmetic, and 

schools often reflected their communities in very obvious ways. 

But by the start of the twentieth century, a number of different groups began to believe that a comprehensive, centrally 

controlled (at least on the city or state level), and bureaucratic public education system was crucial to America’s future. The 

Progressive movement, for example, sought to replace haphazard government decision-making (such as that provided by 

political machines or community schools) with a more standardized, “predictable” approach. At the time, they viewed such 

change as necessary to eliminate corruption and graft. Similarly, the child welfare movement began to press for changes in 

family life—for replacing child labor and family neglect with public education. 

Simultaneously, American business leaders began to see a decentralized, “patchwork” education system as a liability in international 

competition. U.S. manufacturers, especially, saw the rise of Germany as a significant economic threat and sought to 

imitate that country’s new system of state-run trade schools. In 1905, the National Association of Manufacturers editorialized 

that “the nation that wins success in competition with other nations must train its youths in the arts of production and distribution.” 

German education, it concluded, was “at once the admiration and fear of all countries.” American business, together 

with the growing labor movement, pressed Congress to dramatically expand federal spending on education, especially for 

vocational instruction. Also, business and education leaders began to apply new principles of industrial organization to education, 

such as top-down organization and a “factory-floor” model in which administrators, teachers, and students all had a 

place in producing a standardized “final product.” These leaders created professional bureau cracies to devise and implement 

policy. 

Finally, perhaps the most important boosters of America’s new public education system were what we might today call “cultural 

conservatives.” The turn of the century, after all, was a time of tremendous immigration. As more and more immigrants 

arrived in America, bringing with them a plethora of languages, cultural traditions, and religious beliefs, American political 

leaders foresaw the potential dangers of Balkanization. The public education system, once designed primarily to impart skills 

and knowledge, took on a far more political and social role. It was to provide a common culture and a means of inculcating 

new Americans with democratic values. Public schools, in other words, were to be a high-pressure “melting pot” to help 

America avoid the dismal fate of other multi-national politics. American political leaders were all too familiar with the Balkan 

Wars of the early 1900s, and were intent on avoiding a similar fate. 

The Expanding Role of Public Education 

By now, you should be experiencing a heavy dose of déjà vu. These themes and concerns have continued to dominate 

American public education until the present day. “Do-gooders” throughout the twentieth century have sought to expand 

the role of public education in all aspects of what was once family life, such as instilling moral values, providing health and 

nutrition, fighting delinquency and crime, and protecting children from physical and psychological abuse. Today, they are the 

primary advocates of Head Start and other supplements to school that intervene in virtually every aspect of a student’s life. 

Business groups, especially national organizations and corporate magnates, have frequently played a high-profile role in educational 

affairs during this century, constantly warning of the economic threats posed by international competitors (as in the 

Sputnik scare of the 1950s or the “competitiveness” debate today) and supporting a professional, centralized approach to 

public education (in stark contrast to what the same business leaders believed was appropriate in economic policy). 



Finally, a host of groups across the political spectrum have looked to public schools as a key means of accomplishing what they 

consider to be important political or social objectives, such as racial integration, social tolerance, democratic participation, or 

environmental awareness. 

The history of public education reform is a story in which these groups—sometimes in concert and sometimes in opposition 

to professional educators with their own designs—jockey for position to make their indelible mark on the school policies of 

the day. Reform efforts have reappeared regularly; in the 1940s, the watchword was “life adjustment education.” Educators, 

worried about a growing dropout rate and the seemingly frantic pace of post-War technological innovations, sought to help 

students adjust to a changing world. One example of a class introduced in public schools during this period was entitled “Basic 

Urges, Wants, and Needs and Making Friends and Keeping Them.” That’s the 1940s, not the 1960s. 

This “promising” development fell victim to the education scare that began when the Soviet Union put its Sputnik satellite 

into space in 1957. The focus shifted back toward learning basic subjects, though in new and sometimes misguided ways. A 

flurry of activity followed the Sputnik scare, exemplified by such innovations as new math, open classrooms, programmed 

instruction, and ungraded schools (which are now making a comeback). During the 1960s, these ideas began to filter throughout 

the American public education system (all the more susceptible to fads and trends because of its increasingly centralized 

nature). Some of these notions worked in particular schools, while failing dismally in others—another common result of 

school reforms generally. In the 1970s, some new ideas were added to this increasingly unwieldy mix, such as the behavioralism 

craze, whole-language reading instruction, mastery learning, and the spread of standardized testing of both students 

and teachers. 

Finally, during the 1980s the school reform bandwagon got a new set of tires and a fresh coat of paint. Following the publication 

of A Nation at Risk in 1983, governors instituted all sorts of teacher training and testing programs, curriculum changes, 

and higher performance standards for students. At the same time, states dramatically increased spending on all facets of 

public education. And President Ronald Reagan, promising to eliminate the U.S. Education Department during his campaign, 

actually helped administer a significant outflow of new federal money for public education, mostly directed toward specific 

programs for needy or minority students. 

What Was Gained? 

Despite the widespread public impression, felt every five years or so since World War II, that something “new” was happening 

in public school reform, education statistics tell a different story. They demonstrate very little change in student performance 

(and most measurable changes were downward). Here’s a brief report card on four decades of public education reform: 

Many so-called education experts believe that class size—the ratio of students to teacher—must be reduced to improve learning. 

We’ve already tried it. From 1955 to 1991, the average pupil-teacher ratio in U.S. public schools dropped by 40 percent. 

These experts also proclaim that lack of funding hamstrings reform, and that the 1980s were a particularly bad time for school 

finances. Wrong again. Annual expenditures per pupil in U.S. public schools exploded by about 350 percent in real dollars from 

1950 ($1,189) to 1991 ($5,237). In only two years during this 40-year period did spending fall: 1980 and 1981. Spending grew by 

about a third in real terms from 1981 to 1991. 

The average salary of public school teachers rose 45 percent in real terms from 1960 (the first year data are available) to 1991. 

This increase masks a more variable trend. Real salaries rose until 1974, when they began to level off and even decline. The 

average salary reached a trough of $27,436 in 1982, after which it rose to an all-time high of $33,015 in 1991. Instructional staff 

in public schools generally saw their earnings increase faster than the average full-time employee—from 1950 to 1989 the ratio 

of instructional-staff salary to the average full-time salary in the U.S. increased by 22 percent (although it sank from 1972 to 

1980). Student performance has hardly kept pace with the dramatic increases in resources devoted to public education. While 

the percentage of students aged 17 at the beginning of the school year who graduated from high school rose 30 percent from 

1950 to 1964, it has leveled off since then. In fact, the 1991 percentage is lower than the 1969 peak of 77.1 percent. 

Evidence from the National Assessment of Educational Progress and other performance measures shows how poorly 

served America’s public school students really are. Just five percent of 17-year-old high school students in 1988 could read 

well enough to understand and use information found in technical materials, literary essays, historical documents, and college-level 

texts. This percentage has been falling since 1971. 

Average Scholastic Aptitude Test scores fell 41 points between 1972 and 1991. Apologists for public education argue that such 

factors as the percentage of minority students taking the SAT can explain this drop. Not true. Scores for whites have dropped. 

And the number of kids scoring over 600 on the verbal part of the SAT has fallen by 37 percent since 1972, so the overall 

decline can’t be blamed merely on mediocre students “watering down” the results. 

Only six percent of 11th graders in 1986 could solve multi-step math problems and use basic algebra. Sixty percent did 

not know why The Federalist was written, 75 percent didn’t know when Lincoln was president, and one in five knew what 

Reconstruction was. 

Another measure of the failure of public education is that almost all institutions of higher education now provide remedial 

instruction to some of their students. The Southern Regional Education Board surveyed its members in 1986 and found 

that 60 percent said at least a third of their students needed remedial help. Surveying this evidence of failure among college-bound 

students, former Reagan administration official Chester E. Finn, Jr., wrote that “surely college ought to transport 

one’s intellect well beyond factual knowledge and cultural literacy. But it’s hard to add a second story to a house that lacks a 

solid foundation.” 



Why American Public Education Fails 

There are several characteristics of government institutions which, common to virtually all American public schools, inhibit the 

successful operation of schools. These include: 

Rigid personnel rules and regulations. Those schools with little to no interference from outside supervisors or regulators on 

hiring and firing decisions tend to be the most effective schools as measured by student performance. John Chubb of the 

Brookings Institution and Terry Moe of Stanford University provided a good explanation for this in their 1990 book Politics, 

Markets and America’s Schools: 

Among the reasons why direct external control may interfere with the development of an effective school, perhaps the most 

important is the potentially debilitating influence of external control over personnel. If principals have little or no control over 

who teaches in their schools, they are likely to be saddled with a number of teachers, perhaps even many teachers, whom they 

regard as bad fits. In an organization that works best through shared decision-making and delegated authority, a staff that is in 

conflict with the leader and with itself is a serious problem . . . such conflict may be a school’s greatest organizational problem. 

Personnel policies that promote such conflict may be a school’s greatest burden. 

Tenure is not the only barrier to successful school organization. School organizations that call for greater differentiation 

among teachers and pay some teachers more than others on the basis of performance or drawing power rather than 

seniority clash with government-mandated salary schedules. Positions and salary levels are decided by the state without any 

relationship to a particular school’s situation. To foster successful reorganization of schools and more effective and efficient 

use of teachers, school systems or even individual schools must be able to employ their teaching staff as they see fit and pay 

them accordingly. If a school has a hard time finding a good science teacher (not a hypothetical situation in many districts) it 

should be able to set the salary for that position at a level which will attract qualified persons. 

Uniform salary schedules were originally enacted to address racial and social inequities among teachers, not as a “better way” 

of organizing the teaching force. These inequities have largely been addressed and can be prevented by other means. But 

like so many governmental policies, uniform salary schedules have outlived their usefulness. Reorganization might involve 

paying teachers of one subject more than teachers of another subject, or paying a good teacher with ten years’ experience 

more than a mediocre teacher with 15 years’ experience. As education researcher Denis Doyle of the Hudson Institute wrote: 

“There is no mystery as to how to find and retain qualified teachers of mathematics or the sciences. Pay them what the market 

demands, provide them with benefits that are competitive, and create a work environment in which they can derive genuine 

professional satisfaction. Pay differentials are the answer.” 

And yet mediocre teachers, who dominate teacher unions and the education lobbyists in Washington and the state capitals, 

continue to resist this basic change. 

A civil service system. A related set of problems for American public education stems from the early twentieth-century view 

that public services can and should be delivered by a regimented, compartmentalized civil service. All indications are that 

the teaching profession will best be organized in the future as firms providing specific services to schools, rather than as a 

unionized set of government employees with tenure and little performance-based accountability. They should, in other words, 

come to resemble law firms. In teaching firms, more senior partners would enjoy tremendous name recognition and respect, 

attracting clients for the firms while imparting their proven teaching strategies to junior partners and associates. Can you 

imagine such a system evolving within today’s public education system? 


The Triumph of Politics 

What has clearly been on the rise in recent decades is the use of America’s public schools for the purpose of engineering 

some social outcome deemed desirable by political leaders. This is an unavoidable, and perhaps insurmountable, failing of 

government-run education. 

Both liberal do-gooders and conservative culture warriors look to public education to achieve public goods. In the 1950s and 

1960s, a national focus on the problem of racial segregation helped steer education policy away from questions of excellence 

to questions of equity and access. In the 1970s, activists bent on such diverse causes as environmentalism, humanism, 

spiritualism, and even socialism began to target the school curriculum. They produced all sorts of programs, handbooks, 

textbooks, and other materials, and used political influence to have these adopted as part of the school day in many 

jurisdictions. Meanwhile, America’s developmental psychologists and early childhood experts, deep in their environmentalist 

(in the sense of non-genetic) phase, got the attention of educators and political leaders. They argued that formal education 

should be supplemented with special counseling and self-esteem programs, that formal education should be extended 

into the preschool years, and that the federal government should be involved in funding these early-intervention and 

compensatory education programs. Policy-makers believed them. So we now have Chapter 1, Head Start, in-school counselors, 

and other “innovations,” the usefulness of which is now in great doubt. 

When every call for fundamental change in American education is rebutted not by arguments about student achievement but 

by arguments focusing on race, class, social mixing, and other social concerns, it is difficult to imagine real progress. When 

teachers spend much of their day filling out forms, teaching quasi-academic subjects mandated from above, and boosting 

student self-esteem (as contrasted with serf-respect, which is earned rather than worked up), learning is difficult if not 

impossible. 

While government is wholly unsuited to teach America’s students because of all the characteristics listed above, private 

schools offer an example of what American education could be. After trending downward for decades, private school 

enrollment increased during the 1980s. This year, private schools accounted for about 12 percent of America’s students. The 

fastest-growing segment of the private school market is the non-religious school, but Catholic and other parochial schools 

continue to supply excellent education opportunities to poor children and minorities both in inner-cities and in rural areas. 

Studies show that private schools produce better students than public schools do, even when you take into account the 

selectivity of some private schools. 

It’s true, as some public-education boosters charge, that even private school students have shown some declines in 

achievement over the past half-century—but that proves only that other influences in society besides schooling can have 

a significant impact on student performance. Private schools provide a better education than public schools even though 

American families generally do not sufficiently value education and students often lack initiative and concentration. 

By any reasonable measure, America’s monopolistic, bureaucratic, over-regulated system of public schools is woefully 

unprepared to meet the challenges of the twenty-first century. Political, business, and education leaders continue to talk 

about “reforming” the current public education system. They should, instead, be discussing how to replace it. 



Monopoly. It’s not an attack on teachers to suggest that they, like all other workers, respond to incentives. When a school 

enjoys monopoly control over its students, the incentive to produce successful students is lacking. When student performance 

doesn’t correlate with reward on the school level, individual teachers see no need to go the extra mile to help students 

when the teacher next door receives the same rewards for merely babysitting. And without the pressures of competition in 

education, parents are bothersome nuisances rather than clients who might potentially go elsewhere if not satisfied. 

Centralized decision-making. When decisions on such issues as the makeup of the history curriculum or the daily school 

schedule are mandated from above, school leaders lose initiative and school policies become disconnected with the students 

and teachers they supposedly exist to serve. At a time when American industry is abandoning the factory model and top-down 

management as hopelessly irrelevant to modern enterprises, so too must schools seek better lines of communication and a 

more effective way to make decisions about everyday problems. 

Tinkering around the edges of the public school system might reduce the impact of one or two of these government 

characteristics, but they’ll never be eliminated without substantially limiting government interference in education. 

There is much disagreement about whether these characteristics have become more pronounced over the last few decades. 

But the trend lines aren’t the point. In a world in which the returns on education dropped off fairly rapidly in the upper grades 

and college—in other words, when a junior-high school education was enough to obtain gainful employment and function in 

society—America could basically afford to have an inefficient, bureaucratized, and ineffective system of public education. 

When students fell through the cracks, they had a fairly soft landing. Today, however, technological innovation and a host of 

other factors have dramatically increased the returns on education. All students must be able to compute, communicate, and 

think to make their way in an increasingly complex and confusing world. 




Are Schools Necessary? 

In stead of starting students on the road to education, 

school tends to rob parents and young people 

of their sense of responsibility for devel oping the 

individual’s powers of self-development. 


Too often, the young victims of mass schooling get the habit of depending on their teachers to pre digest the assigned readings, 

cor rect their bad guesses on tests, and pass them on to the next grade at the end of the school year with little or no 

regard to the students’ progress in knowledge, skills, or habits of work. This is not an edu cational process. 

By moderately attentive listen ing in class, with perhaps a hasty skimming of a prepared digest of the readings, the average 

student in many of our “educational insti tutions” can get a high school cer tificate or even a college diploma with little or no 

serious mental effort. 

When a college does what it should—as some do—it serves as a correctional institution rather than a diploma mill. It seeks to 

de velop healthy attitudes toward work and responsibility rather than to cram the students’ minds with facts. 

The easy road to a diploma or degree does not develop the ability or habits of study, and, as Douglas Woodruff says, “a college 

degree is a poor substitute for an edu cation.” 

Education requires effort on the part of the student, and the quality of his education is directly propor tional to the effort he 

puts forth. Ability and willingness to study, to work hard at acquiring new knowledge and new skills, are es sential for the lifelong, 

self propelling educational process that makes human life meaningful and worthwhile. 

It is easy to understand that some learning ability may be nec essary to hold a job in this age of rapid technological change; and 

it may help to improve one’s place and status in industry or social life. 

By V. Orval Watts 

Thursday, July 1, 1971 

Abe Lincoln never went to high school or college. In fact, he spent very little time in any kind of “educational institution.” 

But was he uneducated? On the contrary, he ranks high among the well-educated men of all centuries, including our own. 

When Benjamin Franklin first went to Paris as envoy from the newly formed Confederacy of American States, crowds lined 

the street to see him ride to and from his lodgings. This was not because he represented an upstart little na tion fighting for 

its independence. Instead, it was because he was al ready world famous as a scholar, scientist, and philosopher. Of formal 

schooling he had almost none; but even by today’s stand ards, he was a highly educated man. 

Does this mean that the great complex of “educational institu tions” in this country represents only wasted effort and wealth? 

Not altogether, of course. No doubt a Ben Franklin could profit greatly from an opportunity to use the equipment of a modern 

labora tory, and a teacher might save him from electrocuting himself and shorten his learning time by dem onstrating the use 

of the equip ment. 

But one excuse often heard for the vast expenditures on compul sory, institutionalized schooling I should like to question. It is 

said that few young people have the thirst for learning or the genius of a Franklin or Lincoln, and that because of this we need 

schools and school teachers to make learn ing easier and even to compel the “average” individual to travel part way on the 

road to an education. 

Too often, however, I believe that institutionalized schooling has precisely the opposite effect. In stead of starting students on 

the road to education, it tends to rob parents and young people of their sense of responsibility for devel oping the individual’s 

powers of self-development. 

How Schools Cripple Students 

A conversation with a young graduate from a high-prestige eastern college illustrates this point. He was enrolled in the training 

program of a large grocery chain and was currently working as an assistant manager of one of the branch stores. I asked 

him how he liked his work. 

Education, a Life-long Process 

But why, one may ask, is con tinued learning necessary to give value and meaning to life apart from its occupational or social 

usefulness? 

The answer, I think, is a simple one. The habit and skills of learn ing give the individual hope that his future may be better than 

the present, and “it is hope alone that makes us willing to live.” 

For man, the pursuit of happi ness means the pursuit of life-promoting goals that keep advanc ing even as we near them. 

The theory that education should always be “fun,” “interest ing,” “enjoyable” may be useful in devising ways to keep young 

peo ple in school longer, but it bars the way to an education for anyone who holds it. 

The notion that sweat and strain have no necessary place in a good life, that responsibilities cause only ulcers and high blood 

pres sure, is producing youthful drop outs from school and adult drop outs from the continuing, organ ized effort necessary 

to maintain a humane existence. It condemns its victims to the hell of boredom, self-doubt, and pursuit of life-de stroying 

dissipations. 

Enduring interests develop as we exert effort to learn, to under stand, and to acquire new skills so that we may solve new 

problems and accomplish more difficult tasks. 

Appreciation of the worth of hard work is one necessary ele ment in true education. Developing the habits of strenuous effort 

is the other side of the coin of good living. Both come to our young people only as they find human ex amples of such living and 

as they come to understand its meaning and worth. 

A school or college worthy of the name, therefore, must choose its teachers for character and wis dom, as well as for their fund 

of knowledge as attested by degrees or length of service. 

Someone has well said, “Educa tion is what you retain after you have forgotten everything you learned.” In other words, education 

is not a fund of facts so much as habits, attitudes, and principles that we call character, personality, and wisdom that 

should develop as the years advance. 

“I don’t,” he said. 

“Then why don’t you quit and try something else?” I asked. 

“Well,” he admitted, “I really would like to get into advertising.” 

“What’s keeping you from it?” 

His reply points to a fatal flaw in our modern craze for institu tionalizing the educational process. Sadly he said, “I never had a 

course in advertising.” 

Sixteen years of “the best schools” in the country had given this young man a sense of depend ency that would cripple him 

for life if he did not somehow discover the secret of Ben Franklin’s schol arship or of Abe Lincoln’s high level of literacy and 

breadth of learning: an individual becomes truly educated only as he learns to educate himself. 

Schools and colleges cannot cram education into the heads of passive pupils as we pour water into an empty pitcher. 











“Congratulations! Pamela Clark, a recognized 

NSHSS Educator at 

New Heights Educational Group Resource 

and Literacy Center, 

is honored to share this 

opportunity with students that earn placement in 

the National Society of High School Scholars." 

https://www.nshss.org/ 





Learning the Value of Diversity 

By Leah Davies, M.Ed. 


Teacher/Counselor Articles 

Effective Praise 


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

hard, surmounting frustrations, and overcoming obstacles. Honest praise provides children with the opportunity to gain a realistic 

understanding of their strengths and weaknesses. In order to feel strong, confident and independent, children must receive truthful 

valuation. Children, who have grown accustomed to continuous applause, may develop anxiety about their abilities, a fear of failure, a 

reluctance to try new things, and be ill-prepared to cope with future setbacks. 

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

and well-deserved, it encourages continuous learning and decreases competition among students. 

How can educators use praise effectively? 

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

about the progress a child is making. For example, “You have been trying so hard to learn those new words and now you are able to read the whole 

story!” 

2. Demonstrate interest and acceptance in children because they have innate value that is not contingent on their work. For example, say, “(Child’s 

name), I’m glad you are in my class.” 

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

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

close attention. For example: 

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

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

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

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

“That’s terrific!” or “You’re super!” 

5. Communicate constructive observations. For example, say, 

“You listened without interrupting.” 

“John is sharing with Thomas.” 

“Lily is waiting patiently in line.” 

“Margaret and Suzanne are working quietly.” 

“You put the books away without being asked.” 

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

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

2. Foster children’s discussion and evaluation of their work by asking questions, “I can see that you worked hard on this project. Can you tell me about 

it?” or “How do you feel about your report? Is there anything else that needs to be done?” When adults listen to children, they are demonstrating interest 

and caring. 

3. Encourage positive character traits in students by naming them. For example, “Boys and girls, I appreciate each of you being quiet while I talked to 

Mrs. Jones. You were being respectful.” 

4. Relate praise to effort and to how it benefited the child as well as others. Say things like, “Since you remembered to return your homework this 

week, you have done better in math and I have had more time to spend helping the other students.” 

5. Promote initiative and attempting new skills. For example, “You listened well and followed directions without any help,” and “Last week you could 

not kick the ball, but you practiced, and now you can!” 

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

help, you looked up the word in the dictionary!” 

7. Acknowledge independent thought and creativity, “That’s an interesting idea. Tell me more.” 

8. Reinforce problem-solving skills by saying things like, “As a group you decided who would be responsible for each part of the project.” 

9. Sometimes privately compliment in order to provide an opportunity for an open, honest exchange. This will also decrease student competition that 

can occur when children feel that you favor some more than others. 

10. Reserve exuberant praise for outstanding effort. 

Children’s identity and self-respect are related to how others treat them, and ultimately to their future success. Therefore, school personnel 

need to promote a safe, humane environment where inclusiveness, justice and an appreciation of individual differences are evident. When staff 

are respectful toward students no matter what their gender, social class, race, nationality, religion, disability or cultural background, children will follow 

their example. 

How can administrators and staff help children value diversity? 

Hold anti-bias, diversity training workshops or support groups for all personnel. Include sensitivity awareness of racial and cultural differences present 

in your school. Invite community members representing various groups to speak about their customs and/or concerns. Require staff to speak and act in 

an unbiased manner. 

Develop a clear “School Standard” that staff can support and enforce. For example: 

• Every child is unique and has value. 

• Every child will be treated with respect and caring. 

• Every child can learn. 

• Everyone in our school has the responsibility to stand against prejudice and injustice. 

• Our school is a peaceful place where bigotry is not tolerated. 

Decide which age-appropriate consequences will result from various student infractions. Depending on the student’s age, some suggestions are: 

• Write a paper on another culture. 

• Meet after school with a staff member and a diverse group of students to discuss differences and commonalities, and/or to work on a project 

together such as beautification of the school. 

• Use punishment such as detention or suspension. 

• Make contact with a parent, school counselor, principal, or law enforcement officer. 

Inform the student body that harassment of any kind against other students or staff will be dealt with swiftly and firmly. Follow through with action. 

Encourage peaceful student interaction and cooperation. Institute a peer mediation program that trains children to mediate conflict among their peers. 

Provide a safe, consistent classroom atmosphere where children’s strengths are accentuated and their differences are respected. Establish a climate 

where children feel free to share their thoughts and feelings. Teach each child to stand up for him/herself, and to uphold the rights of every other child. 

Use multiethnic, culturally-sensitive materials, curricula and textbooks whenever possible. If biased materials such as old history books must be used, 

ask the children in what ways they present a prejudiced view. Include equitable concepts as an integral part of daily classroom life. 

Have the children participate in activities that uncover discrimination, examine diverse viewpoints, increase sensitivity toward others, and improve 

their thinking skills. The following are a few examples. 

1. Ask all the children with January to June birthdays to sit on one side of the room, and the ones with July to December birthdays to sit on the other 

side. (Or, divide by gender, eye color, height, etc.) For a day, give special treatment to one group of children. Process the experience at the end of the 

day by having the children from each group share their thoughts and feelings. List their reactions on the board. 

2. Ask questions such as: “What do you know about African Americans, Native Americans, Asian Americans, European Americans, Mexican American 

or other peoples?” List the ideas and discuss. Then ask the students to name things all children have in common. Some ideas are: 

Everyone feels sad, angry, jealous, lonely, embarrassed, scared at times. 

Everyone wants to have a good life. 

Everyone needs healthy food to eat and clean water to drink. 

Everyone wants love and respect. 

Put the list on a poster to display in the room. 

3. Have the students close their eyes and picture a “bum.” Then have them open their eyes and write down a description of the person. Ask the children 

to do the same thing for a nurse, doctor, rock star, scientist, etc. Discuss their stereotypes. 

4. Lead a discussion on how media, especially television and movies, reinforce stereotyping of various groups. Together have the children watch a 

prerecorded video of an age-appropriate cartoon or popular television show. Have them name the stereotypes they observed. Then have them 

watch it again and rate each one on a 1 to 3 point scale, 1 = little and 3 = extreme. 

5. Develop an awareness of which holiday celebrations are appropriate for inclusion in your classroom. For example, at a Thanksgiving celebration, 

the settlers celebrated a plentiful harvest, but to Native Americans Thanksgiving may be a reminder of broken promises. Try to emphasize what 

various religious groups have in common. For example, the idea that people should treat others the way they would like to be treated. 

6. After studying immigration to the United States, create a bulletin board of faces cut out of magazines that represent the diversity of our citizens. 

7. Discuss the problem-solving skills necessary for children to get along. Some examples are: 

Never make fun of a child’s comments or the way he/she looks or speaks. 

Show respect by listening carefully to each other. 

Let everyone have a turn to talk. 

Work out a solution to a problem together. 

8. Have a poster contest depicting the skills needed. Entitle it, “Live Together in Harmony.” Display posters at school or at a business location. Find a 

sponsor who will donate a grand prize for the best poster, or a multicultural field trip for the entire class. 

9. Have your students visit a Holocaust Exhibit, serve a meal at the homeless shelter, or partner with a class in a school whose majority of students are 

of a different race or culture. Have the students write and exchange letters, e-mail and/or participate in an exchange project. 



1. Read aloud an example of hate literature found on the internet. Discuss the truthfulness of the reading. Ask the students why certain individuals 

or groups hate other groups. Have older students report on hate groups that dehumanize certain minorities and glorify violence against them. The 

reports may include an examination of speeches, music, symbols and/or slogans of extremists. 

2. Read biographies about leaders from various ethnic groups or books concerning racial or biased topics. To raise awareness of diversity issues and 

to further communication, sponsor a program where the members of a class, school or community read and discuss the same controversial book. 

3. Celebrate diversity by inviting parents and others representing different cultural groups to share their customs and/or traditional foods in the 

classroom or during a school multicultural event. 

4. Encourage your students to form friendship clubs that seek diversity. Foster active involvement in groups that stand against racism, discrimination, 

and prejudice. For older students, encourage them to sponsor nonviolent, racial awareness activities in their school or community. 

For more ideas, visit tolerance.org at http://www.tolerance.org. 

Encouraging Thoughts 


Encouragement means to stimulate initiative and positive actions. Teachers, counselors, and parents are asked to encourage children 

to do their best by acknowledging their efforts and strengths. However, when children do not feel good about themselves or their situation, they need to 

be reminded of ways they can encourage themselves and each other. 

Ask your students for examples of thoughts that help them feel better when they are unhappy. Explain that helpful thoughts are called positive “selftalk” 

and that adults often use this as a way to cope with their problems. List the children’s ideas on the board. 

Some examples are: 

• I am a good person no matter what anyone does or says. 

• It is okay to make mistakes because everyone does. 

• I do not give up; I keep trying. 

• I think about what is good in my life. 

• Everyone feels good and bad, now and then. 

• I can do it! 

• Money cannot buy happiness. 

• How I act is more important than how I look. 

• I am lovable. 

• When I smile, I feel better. 

• I can do many things well. 

• I cannot control what grown-ups do. 

• I am unique, one of a kind. 

• When I feel sad, I think of things I like about myself. 

• Each new day brings a chance to do better. 

• I think about my choices and then choose what is best for me. 

• I will change what I can and accept what I cannot change. 

• I treat others the way I want to be treated. 

• I cannot change my family; I can only change myself. 

• What I learn today will help me in the future. 

After making an extensive list, have the children choose a sentence that is meaningful to them. Ask the students to make a picture or poster featuring 

their saying complete with illustrations. Have them prominently sign their creation. Then divide into small groups or pairs and have the children discuss 

their work. Caution the students to be respectful of each other’s ideas. Display the results in the classroom or in the hall to challenge ALL children 

to use positive “self-talk” that will encourage them to do their best. 

The Shy Child 



Shyness is often misunderstood because it is not one emotion, but a mixture of fear, tension, apprehension and/or embarrassment. Shy children seem 

to lack confidence and are self-conscious especially in new surroundings or when they are the center of attention. Changes in the environment and 

school pressures are also factors that affect a child’s demeanor. Symptoms of shyness may include gaze aversion, a soft tone of voice, and/or hesitant or 

trembling speech. It is noteworthy that shyness is not necessarily a negative attribute. Many shy children exhibit an ability to please and think for themselves. 

Being reserved can also be a worthy personality trait. It is when shyness is severe that educators need to be concerned. 

Heredity, culture, and environment can each play a role in a child’s shyness. If a child’s family tends to be aloof and sequestered, there is a likelihood 

that the child will be somewhat inhibited. In addition, if the adults in a child’s life constantly call attention to what others think of the child or allow 

him or her little autonomy, shyness may result. 

The problem with a child being extremely shy is that he or she may be perceived by peers as unfriendly and disinterested. Children may avoid playing 

with a shy child, thus hampering his or her social development and increasing the chances of a child having low self-esteem. With few friendship or 

communication skills, shy children may become lonely and depressed, which can interfere with reaching their full potential. Educators can assist children, 

whose shyness interferes with their social development and learning, by helping them relate comfortably with others. If no assistance is provided, 

shyness may worsen. 

It should be noted that the process of socialization takes time. In order to feel safe, shy children often stand back and watch an activity. They begin the 

socialization process by observing and listening to the interactions of others. When they feel comfortable they move closer. Later, they may speak to a 

teacher or peer, and after time begin to relate to other children. 

What can educators do to facilitate the development of a shy child’s social skills? 

1. Create a caring relationship with the child by attempting to understand his or her thoughts, fears and other emotions. Reassure the child that all 

children feel inhibited at times. 

2. Since a shy student may become more self-conscious when confronted with a loud voice, speak softly and clearly. Be prepared to wait patiently for a 

reply to a question because the child may need time to respond. 

3. Be accepting of a shy child’s reticence to participate. Allow the child time to adjust to a situation. This will increase his or her sense of security and 

self-confidence. 

4. Refrain from forcing a child to participate in group activities. Instead, provide nonthreatening ways for the child to interact with peers. Sometimes 

pairing a quiet child with an extroverted child can produce a positive learning experience for both students. 

5. Notice and comment on a child’s strengths including qualities such as kindness and athletic or academic ability. If you feel the attention will embarrass 

the child make the compliment in private. 

6. Help the child see that everyone makes mistakes and that no one is perfect. Encourage him or her to keep trying by emphasizing that making an 

effort is what you consider important. 

7. If you label a child as “shy,” your description may become a permanent characteristic of the child. Instead, say something like, “Everyone is different. 

Melissa is a thinker. She watches and learns about what’s happening before participating.” 

8. Teach specific social skills through various means including role playing, and/or using dolls or puppets. Have the children practice: 

Holding their heads up, smiling and making eye contact when they are speaking. Say, “If you look at me while you are talking, I will be able to hear 

what you have to say.” 

Greeting a peer with enthusiasm. For example, have the children say things like, “Hi, my name is Tommy! What’s your name?” 

Beginning a conversation by saying, “What school did you go to last year?” or “What do you like to play?” 

Listening, smiling, and enjoying social interactions. Have them smile and say things such as, “It’s fun to play this game with you!” 

Making simple conversation about school work, sports, or television shows. Comments the children may make are: “I like reading too.” “What sport do 

you like?” or “What’s your favorite TV show?” 

Being good listeners and not interrupting. 

9. Meet with the parent or guardian. Ask the parent to reinforce the social skills listed above. Encourage the parent to help the child do things for him 

or herself. Brainstorm ways to increase positive peer interactions for the child so that he or she can become more outgoing and independent. Stress that 

the parent should not label their child “shy” or call the shyness a “problem.” Instead, have the parent call the child a “thinker.” Help the parent recognize 

that every child is different and that it’s okay for a child to take time before responding or participating. 

If the above measures are unsuccessful and extreme shyness and/or anxiety persist, refer the child for additional professional help. 












New Heights Education Group (NHEG) has 

arranged for YOU to get a pre-publication 

copy FREE, while available, of the new 

eBook: 

“How and Why… Home School Math can be 

vastly Superior to Public School Math” 

Claim Your Copy at: 

VastlySuperiorMath.com/NHEG 

How and Why… 

Home School Math 

can be vastly 

Superior to 

Public School Math 


“Every parent should read this book, no matter where you 

school your kids! You’ll not learn only why… but how you can 

do it in a vastly superior way!” 

-Pamela Clark, NHEG Director 

“I love that Dr. Hane brings home what I’ve known all along. 

This book will empower any homeschool parent!” 

-Erika Hanson, NHEG Radio Host 

“Finally an explanation of how and why homeschooling math 

is a better choice. This is a must read for all parents!” 

-Laura Coons, Parent 

Questions? 

Phone: +1.419.786.0247 

Email: NewHeightsEducation@yahoo.com 

Website: http://www.NewHeightsEducation.org 

Learning Annex https://School.NewHeightsEducation.org/ 

GET YOUR FREE EBOOK!!! 

By Craig Hane, Ph.D. in Mathematics, aka Dr. Del 





This book is intended for any parent with postelementary 

children. 

In just 65 pages, you’ll discover how you can teach 

post-elementary math in a vastly superior way when 

compared to public schools. 

You’ll learn how to apply the proper pedagogy and 

content for student success, as well as the math that is 

needed for your student based on their life goals. 

The mission of the book is to educate parents on the 

problems as well as the solutions to today’s math 

education crisis. 

This book will empower any parent to provide a 

superior math education to their children. 

About the Author 

Dr. Craig Hane, aka Dr. Del, holds a Ph.D. in Algebraic 

Number Theory from Indiana University. Dr. Hane has 

taught students of all ages for over 50 years. 

Throughout his teaching and business adventures, Dr. 

Hane has gained a full understanding of how and why 

our current math curriculum is failing all of our 

students. He explores these issues with the reader in 

his latest book. 

Other eBooks by Dr. Hane: 

How to Give Your Child a Great Math Education in 

Algebra, Geometry and Trigonometry 

Math? Help! 

Teaching Math 

“How and Why… Home School Math can be vastly 

Superior to Public School Math” 

by Craig Hane, Ph.D. in Mathematics 

TABLE OF CONTENTS 

Chapter 1: SPIKE Pedagogy for a Wonderful Math Education 

Chapter 2: Math? Help! 

Chapter 3: How to Give Your Child a Great Education in Algebra, 

Geometry, Trigonometry and Beyond 

Chapter 4: Non College-Bound Students 

Chapter 5: College Bound Non-STEM Students 

Chapter 6: STEM Math 

Chapter 7: Teacher & Coach 

Chapter 8: How to Be A Great Coach 

Chapter 9: Standard Math Curriculum 

Chapter 10: Why Public High School Math is Failing our Students 

Chapter 11: Financial Facts of Life 

Chapter 12: Future of our Economy 

Chapter 13: Future of our Society 

Chapter 14: Future Mathematicians 

Chapter 15: Conclusions 




Support NHEG with BoxTops for 

Education 


Eventually the Box Tops program will become digital-only. Participating brands are starting to change their 

packaging from a traditional Box Tops clip to the new Box Top label. 

If you see this label, use the new Box Tops app to scan your receipt. Box Tops are still worth 10¢ each for your 

school. The app will find participating products purchased at any store and instantly add cash to your school’s 

earnings online. 

Support NHEG with BoxTops for Education 

https://youtu.be/Hh94b2BvFK4 

Get the APP and scan your receipts - choose to allow instant access 

https://www.boxtops4education.com/?utm_source=Email_newsletter&utm_medium=email&utm_campaign=BTFE_08_15_2019& 

vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80kkS4ZSCqdl_ejI2quOGeZ8njeGpS1BwPtRnlrof3 

Z0KZA== 

Choose New Heights (it will list us as Holgate, Ohio 43527 - this is where the BoxTops coordinator and 





NHEG has created an Adult Advisory Group that offers support and advice to the founder and board members 

during in-person/online meetings. 

If your interest is piqued, please keep reading. 

WHAT IS THE ADULT ADVISORY GROUP? 

The Adult Advisory Group brings unique knowledge and skills to complement those of the board 

members and help the organization grow and succeed. 

ADDITIONAL INFORMATION 

Members will not be compensated for their time 

One-year minimum commitment 

Members must sign a confidentiality agreement 

Group cannot issue directives 

Members may be replaced at the director’s discretion. 

BENEFITS 

Opportunities to give back to community and improve local education 

Positive public exposure 

Atmosphere full of different ideas/perspectives 

Networking 

Our Adult Advisory Crest was updated by Courteney Crawley- Dyson, 

with helpful advice provided by Jeff Ermoian and Mike Anderson. 

Original design from Kevin Adusei and Student Group members. 

MEMBER RESPONSIBILITIES 

Assist with public relations and fundraising 

Meet every three (3) months 

Offer the director and board members honest, constructive and positive feedback for correcting 

identified problems 

OPTIONAL SUPPORT 

Offer financial and/or expert support 

Assist with daily functions and activities 

https://www.NewHeightsEducation.org/who-we-are/NHEG-groups/Adult-Advisory-Group/ 




What You Need: 

• Bird Seed 

• Flat Baking Tray 

• Large Pine Cone (or papertowel roll) 

• Smooth Peanut Butter 

• Table Knife 

• Something to cover the table (this activity 

gets 

messy!) 

• String 

Instructions: 

1. Cover the table with newspaper or plastic. 

2. Pour some bird seed into your baking tray 

3. Help your child spread the peanut butter on the pine cone or 

papertowel roll 

4. Roll the pinecone (papertowel roll) in the bird seed 

5. Tie a piece of string (at least a foot long) to the top of the pine cone (papertowel 

roll) 

Birds usually take a few days to locate new food. 

Keep a bird book handy. Can you and your child identify what kids of 

birds are visiting the bird feeder? 

When the pine cone is pecked clean, make another! 

www.booksbythebushel. 

160 160 NHEG | GENiUS Magazine MAGAZINE | November - November - December 2020 | NHEG Magazine 161 

| De- 

www.geniusmag.com January 2018 | 161 


FREE LITERACY ACTIVITIES 

Download as many as you like! 

Join our e-newsletter to receive more FREE 

classroom activity ideas! 

http://www.booksbythebushel.com/free-literacy-activities/ 

FUN CORNER 

MAKE YOUR OWN SNOWGLOBE 

This homemade snow globe craft is fun for kids who are excited about winter! 

What you need: 

• A clean jar with a water-tight lid (test it by 

filling it with water and turning it upside-down 

• Waterproof figurine that fits inside the jar 

(legos work!) 

• Waterproof glue (super glue, hot glue) 

• Glitter 

• Glycerin-makes the glitter float (optional and 

found at drug stores) 

• Water 

Instructions: 

1. Remove the lid from the jar and set the jar aside 

2. Place the lid upside down on a hard surface and help your child glue the figurine(s) 

to the bottom of the lid 

3. Let the glue dry completely 

4. Have your child add a few dashes of glitter to the jar, along with a few drops of 

glycerin 

5. Help your child fill the jar almost to the top with water 

6. Screw the lid on tight and turn the jar upright 

7. Have your child shake gently and watch the glitter float around! 

www.booksbythebushel.com 

FREE activities and worksheets! 

www.booksbythebushel.com/free-literacy-activities 

Monthly Theme Calendars 

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 


Fundraising for NHEG earns money through various fundraising programs, 

so the more you participate, the more we earn for our student programs and services. 

We provide step-by-step instructions for participating in each program, 

especially if you have accounts with these partner websites already. 

BOX TOPS FOR EDUCATION 

BOOKS BY THE BUSHEL 

PIZZA HUT DOUGH FOR 

DOLLARS PROGRAM 

LITTLE CAESAR’S PIZZA KIT 

FUNDRAISING PROGRAM 

AMAZONSMILE 

DONATE A CAR 

JANE GOODALL'S 

ROOTS & SHOOTS PROGRAM 

WELZOO 

For more details, visit our website 

https://www.NewHeightsEducation.org/support-NHEG/fundraising-for-NHEG/ 





164 NHEG Magazine | November - Dewww.NewHeightsEducation.org 

OUR RECIPES 

Grilled Blue Marlin with Lemon-Butter Sauce Recipe 

Ingredients: 

• 150 grams blue marlin 

• rock salt 

• 1 tbsp calamansi juice 

• 1 tsp garlic salt 

• 1 tbsp seasoning 

• dash paprika 

• 1 tbsp melted butter 

• 1 tsp chopped garlic, fried 

• Lemon Butter sauce:e N 

• lemon 

• butter 

• salt 

• parsley 

Directions: 

1. Wash and clean fish with rock salt. Rinse and set aside. 

2. Mix together calamansi juice, garlic salt, seasoning, paprika and butter. 

3. Marinate blue marlin in mixture for few minutes, turning both sides from time to time. 

4. Over hot charcoal, grill the fish 15 minutes or until done on both sides. 

5. Baste blue marlin with marinade all over while cooking. 

6. remove from heat and serve with lemon and butter sauce. Sprinkle with fried garlic for the finale then serve. 

November - December 2020 | NHEG Ma-



OUR RECIPES 

Chile Rellenos Recipe 

Ingredients: 

• 6 â Fresh Poblano chiles, charred and peeled 

• Â½ lb. â Shredded melting cheese (Queso fresco, queso quesadilla, 

Monterrey Jack) 

• 1 cup â Plain Panko bread crumbs 

• All-purpose flour, for dredging 

• 2-3 â Large eggs, beaten 

• Corn or vegetable oil, for frying 

• Salsa verde or New Mexican Red Chile Sauce 

OUR RECIPES 

Mom’s Mayonnaise Cake Recipe 

Ingredients: 

• 3 cups of flour 

• 1 1/2 cups sugar 

• 2 1/4 tsp baking powder 

• 2 1/4 tsp baking soda 

• 6 Tbsp cocoa powder 

• 1 1/2 cups of water 

• 1 cup of mayonnaise 

• 3 tsp vanilla 

Directions: 

1. Char the Chiles 

with minimal profanity required.) 

2. Place poblano chiles on medium-low heat grill, or on a baking 

sheet in a 450ÂºF oven. Listen for popping sounds, after 

about 5 minutes (on the grill), or about 10 minutes (oven). 

Turn the peppers so that all sides are charred. Once black 

and blistered on all sides, place chiles in a large bowl and 

cover with plastic wrap. This allows them to steam and 

makes for easy peeling. 

3. Prepare sauce 

4. You don’t want an overpowering sauce with these. I prefer 

a simple mild red chile sauce, or a good salsa verde. Some 

people prefer a simple tomato/onion/green chile sauce 

made in the blender and warmed. It’s really your call. 

5. Prepare the chiles 

6. Run the chiles under cool water, and peel the charred skin. 

Make a lengthwise slice in each chile so that you can reach 

in remove seeds. This will also be how you stuff your 

pepper. 

7. Stuff each chile with shredded cheese. Feel free to overdo 

it, because the cheese will melt. Place peppers on a baking 

sheet and freeze, for about 30 minutes, or so. (The freezing 

is an optional step, but makes preparation so much easier, 

8. Dredge each chile in flour, shaking off excess. Place back on 

baking sheet and into freezer. 

9. Prepare to cook 

10. Beat the eggs. Heat the oil to medium-medium high 

(depending on your range), so that a pinch of flour begins 

to fry and create bubbles as soon as you drop it in. Place 

Panko crumbs in a large bowl or gallon-size plastic bag. 

Warm your sauce. 

11. Almost ready to ring the dinner bell 

12. By now, your flour-dredged, stuffed poblanos are ready to 

fry. Dip each one in beaten eggs, then roll in Panko crumbs, 

pressing lightly. Fry until golden on each side. Treat these 

gently with the tongs. The breading doesn’t have a lot of 

‘glue’. 

13. Plate and serve 

14. It’s your dish, but I would strongly recommend plating 

the chile rellenos atop whatever sauce you choose. Why? 

For starters, you shouldn’t conceal your accomplishment. 

Secondly, liquid turns crispy to soggy. 

15. This recipe is sufficient to serve 4-6 people, with a side of 

Mexican rice and sliced avocados. 

Directions: 

1. Preheat oven 350 

2. Grease and flour a 9x13 baking pan 

3. Sift all dry ingredients into a large bowl. 

4. Add water and mayo, beat well. 

5. Then add vanilla and beat again. 

6. Pour into prepared pan and and bake 25-30 minutes till toothpick goes out clean. Careful not to overbake. 

7. cool and ice with your favorite frosting. 




OUR RECIPES 

Cheesy Bacon Sausage Egg Hash Brown Skillet Recipe (Gluten free) 

Ingredients: 

OUR RECIPES 

Silky Tofu Chocolate Pudding aka Chocolate “Moose” (Gluten free) 

Ingredients: 

• 6 slices bacon, cut into 1 inch pieces 

• 1 smoked sausage (I used smoked pineapple & bacon chicken 

precooked sausage) 

• 1 tablespoon canola oil 

• 1 teaspoon butter 

• ½ medium onion, chopped 

• 2½ cups frozen hash browns, thawed 

• ½ teaspoon garlic powder 

• ½ teaspoon onion powder 

Directions: 

1. Preheat oven to 350°F. 

• ¼ teaspoon salt 

• ¼ teaspoon pepper 

• 1 cup cheddar cheese, shredded 

• 6 eggs 

• 1 tablespoon milk 

• ¼ teaspoon garlic powder 

• Dash of salt and pepper 

• Garnish with 2 green onions, thinly sliced, if desireda) 

1. 2 cups chocolate chips 300 mg 

1. 2-12 oz packages silken tofu, at room temp 700 mg 

1. 1/4 to 1/2 cup liquid 60 to 120 ml 

1. 1/4 cup sweetener (50 gm dark brown sugar) 

Directions: 

1. In a microwave safe bowl, heat chips at 30 second intervals, stirring until smooth. 

2. Put tofu into blender and process until smooth. 

3. It is important for the tofu to be room temperature here, not chilled. Otherwise the melted chocolate may seize up into tiny, crunchy 

bits. And you will not achieve silky, satiny enlightenment. 

2. In a 10-inch skillet over medium heat, cook bacon until crisp. Using a slotted 

spoon, remove to a paper towel lined small bowl. Carefully remove half of 

the bacon fat using a spoon. 

3. Cut sausage into slices and brown in the same skillet on both sides. Remove 

to the same bowl. 

4. Add melted chocolate, your choice of liquid, and sweetener. Process until smooth. 

5. Serve or save. 

6. Keep refrigerated and be sure to enjoy with in a week.Garnish with a couple of berries, a sprig of mint, 3 espresso coffee beans, some 

chocolate shavings - whatever you like that will play on the liqueur you reduced. 

4. Add oil and butter to the same skillet, and then add onions and hash browns. 

Sprinkle the garlic powder, onion powder, salt and pepper over the top 

and stir together for 1 minute. Spread out the hash browns and let cook 

for 5 minutes without stirring. Turn the hash browns over and sprinkle the 

cheddar cheese evenly over the top. 

5. In a medium sized bowl, stir together the eggs, milk, garlic powder, salt and pepper. Pour egg mixture over the top of the cheese. 

Sprinkle the bacon and sausage pieces over the top. Place in the oven and bake for 10-15 minutes or until knife inserted in the 

center comes out clean, top is puffed and the cheese is melted. Remove from oven and top with green onions, if desired. 

ALL RECIPES ARE FROM THE 

COOKEATSHARE 






NHEG AFFILIATES & PARTNERS 

NHEG couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country. 

We would like to take this opportunity to acknowledge and thank everyone for their support. 

NHEG is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts. 

Below you can see all the businesses and organizations that have supported NHEG and our mission to provide educational support to adults and children in Ohio. 

www.NewHeightsEducation.org

New Heights Educational Group, Inc. 

14735 Power Dam Road, Defiance, Ohio 43512 

+1.419.786.0247 


http://www.NewHeightsEducation.org

NHEG EDGuide Magazine-November-December 2020

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