NHEG-Magazine-September-October

1ISSUE 7 - 8 

SEPTEMBER-OCTOMBER-2019 

"Autumn is a second spring when 

every leaf is a flower." 

-Albert Camusns 

Pamela S. Clark is NAMED as BRONZE WINNER in 2019 STEVIE® AWARDS 

A comic book, titled “EASYToons (Educational Anecdotes for Struggling Youth) 

Travel with NHEG 

Support NHEG with BoxTops for Education 

Attention potential guests! 

NHEG Book Corner 

Choosing The Right Sport By Khrista Cendana

CONTENTS 

4 THOUGHT FOR THE MONTH 

4 - 7 PAMELA S. CLARK IS NAMED AS BRONZE WINNER 

9 MAGAZINE EDITORIAL TEAM 

10 - 15 ACHIEVEMENTS 

16 - 17 2018 TOP-RATED NONPROFITS USING GREAT NON PROFITS 

18 - 21 NHEG SCHOOL BAG GIVEAWAY 2019 

22 - 29 THE INTERNET RADIO PROGRAM FROM NHEG 

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

32 U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD 

38- 39 PRESS RELEASES - UPCOMING NHEG EVENTS 

42- 43 NHEG RADIO SHOWS USED IN THE CLASSROOM? 

53 WE ARE LOOKING FOR NEW VOLUNTEER INTERNET RADIO HOSTS 

56 - 57 ATTENTION POTENTIAL GUESTS! 

58 - 61 OUR TEACHERS AND TUTORS 

60 - 61 MISSING CHILDREN 

62 - 65 NHEG BIRTHDAYS - ANNIVERSARIES 

66 - 67 NHEG NEW VOLUNTEERS - VOLUNTEERS OF THE MONTHS 

70 - 71 REVIEWS ON MAGAZINE EDITORS 

76 - 81 HEALTH IS YOUR WEALTH 

82 - 83 NATIONAL NEWS REPORTS IN EDUCATION 

84 - 85 THE NHEG LEARNING ANNEX - JAPANESE TUTOR 

86- 102 FEE ARTICLES 

108 - 111 KELLY BEAR PRESS 

116 - 117 FUN CORNER 

120 - 125 RECIPES 

126 - 127 NHEG SPONSORSHIP RADIO & MAGAZINE ADS 

130 - 133 NHEG PARTNERS & AFFILIATES

www.NewHeightsEducation.org 

Thought for the Month 

A new school year brings new opportunities and a fresh 

start. Believe in yourself, and you can accomplish anything. 


Pamela’s Talk – Nheg Updates & News here 

4 NHEG 4 | GENiUS Magazine MAGAZINE | September | www.geniusmag.com 

- October 2019 

September - October 2019 | NHEG Magazine 5


EDITORIAL TEAM 


Pamela Clark 

Editor in Chief NewHeightsEducation@yahoo.com 

Marina Klimi 

Production Manager MarinaKlimi@NewHeightsEducation.org 

Noemi Vallone 

Proofreader/Editor Noemi@NewHeightsEducation.org 

Larissa Murray LarissaM@NewHeightsEducation.org 

JANENE KING 

Photographers featured in this issue 











10 10 NHEG | GENiUS Magazine MAGAZINE | September | www.geniusmag.com 









2018 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. 

14 NHEG Magazine | September - October 2019 

Perla Ni 

CEO Greatnonprofits 


JANICE ADAMS 

I believe that a good teacher is also someone who is a life-long learner. In recent years, I’ve 

returned to university to learn another language myself. 

It has been my privilege to teach both children and adults during my career in Canada within 

schools, online and face to face. I’ve also had the opportunity to teach educators in both China 

and Peru as well as businessmen and women in Hungary and Poland. For part of my career, I was 

the head of a special education department aiding teachers to meet the needs of students with 

different language and learning needs. 

I have also supported adult refugees as they strive to learn English and Canadian customs. At one 

time I was an itinerant literacy teacher who traveled from one school to another helping very 

young children improve their literacy skills. For the past few years, I have been involved in writing 

curricula for Chinese companies wishing to teach English to youngsters. I have two grown sons, 

one of whom is living in the U.S. and who has two very little boys (one just four weeks old!) of his 

own. 

M.Ed; B.Ed, OCT; T.E.S.L. 

Specialist in ESL and Special Education 

I am able to provide literacy support for anyone wishing to improve one or all four of their 

English literacy skills: speaking, writing, reading and listening. The courses can follow a prescribed 

educational curriculum (e.g. the A1 to C2 international level ESL courses) or have a very broad 

focus, or they can be designed to meet very specific needs of individuals and small groups. 

Adult learners have families and jobs and therefore often very limited time; 

I believe that they need to be full participants in the development of their own learning and I try 

to teach to meet their personal needs and goals 

https://School.NewHeightsEducation.org/


THE INTERNET RADIO PROGRAM FROM 

NEW HEIGHTS EDUCATIONAL GROUP 






Internet Radio Show Spots now available 

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

our internet radio show. 

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

All advertisements must be family friendly. 

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

If interested, please visit our website for more details. 

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

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

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

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


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

that lists all the shows that have been released. 












Barnes and Nobles 

Kids in Grades 1-6 Earn a Free Book! 

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

You can read it at the following link 


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



U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD 

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

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

New Heights Educational Group (NHEG) announces that 

Lead HR Coordinator, Researcher, Document 

Builder/Data Entry volunteer Mrs. Sapna Shukla has won 

the President’s Service Bronze and Silver Award. 

Mrs. Shukla has been a member of the NHEG team from May 16, 2017. 

Pamela Clark, Executive Director, 

stated “Sapna Shukla is a vital team member who shows dedication, 

leadership, communication skills. 

She has given so much to our organization. 

We are thrilled to see her receive these awards, she deserves it. 

NHEG is fortunate to have Mrs. Shukla as a team member.” 

You can learn more about these awards by visiting our website 

https://www.NewHeightsEducation.org/volunteer-with-NHEG/u-s-presidents-volunteer-service-award/ 

Choosing The Right Sport 

By Khrista Cendana 


Sports, sports, sports! When deciding on a sport for a 

child to play, there are many things to 

consider. Do you want it to be easy or hard? Should the 

parent or guardian research the sport 

that the kid wants to play? Should the parents be the 

one to chose the sport or should the kid 

choose? This article will describe some of the benefits of 

practicing sports and help you figure 

out how to choose one. A sport can be fun for anyone; it 

could be a school activity or an after 

school activity. What kind of sport do you want to play? 

I never really liked playing school sports until high school. It was around senior year that I 

watched the anime Prince of Tennis . It was about a kid who is famous in the tennis world. By 

the time I’d decided to play, it was too late as I was already graduating. It wasn’t until my 

community college that I decided to play tennis; I was able to be in the beginner and advanced 

classes. 

BENEFITS OF SPORTS FOR STUDENTS 

What are the benefits of sports? 

1. Health 

2. Social Skills 

3. Teamwork 

4. Learning - This one isn’t on the list at the link provided, but I put it in because you’ll learn 

the different moves in the sport you’ll be playing. For example, in tennis, you’ll be able to 

learn the skill called “drop shot” and you can improve it over time. 



THE BEST SPORTS FOR KIDS 

What are the best sports for kids? How do you know if tennis is the right sport for a child’s age? 

The article above suggests sports for kids from under age five to teens. For instance, kids who 

are introverted or independent could play: 

1. Track and field 

2. Tennis 

3. Martial arts 

4. Golf 

5. Horseback riding 

6. Dance 

The article is true about introverted or independent personalities, as I am introverted and I did 

play tennis in college. Reading the article might help some parents or kids decide on what they 

may want to do for extracurricular activity. 



CHOOSING THE RIGHT SPORT 

Parents should be able to see if a sport is good or not for their child. I believe researching the 

sport would be a good idea. 

1. Ask, is your child an extrovert or introvert? 

2. Work out the costs and logistics. 

3. Be supportive and have fun. 

4. Identify what sport your child likes. 

5. Encourage your child to participate. 

These are just some ideas from the article that a parent or guardian should be able to do if a 

child wants to participate in a sporting activity. Don’t discourage the child and try to encourage 

him or her that the sport he or she has chosen is a good fit. 



EASIEST SPORTS 

If you’re a beginner, this article will suggest some of the easiest sports to play. Here are 

examples: 

1. Soccer 

2. Golf 

3. Bowling 

4. Basketball 

5. Volleyball 

I played soccer in physical education class and it is quite easy if you understand the game, but I 

never liked the sport and soccer wasn’t my thing. Go down the list and see what other people 

might think of the sport and if it’s the right one for you. 

It’s up to the child what he/she wants to play for an extracurricular activity. Taking up a sport is a 

great idea if the child has nothing to do at home and to be able to improve skills such as 

teamwork, socialization and learning. If they learn sports like tennis or basketball at a young 

age, children might even want to be an elite tennis player like Serena Williams or basketball 

player like Kevin Durant. Encourage the kids to play sports and don’t let them be discouraged if 

they fail. 

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. 

Websites Used In Article: 

Benefits of Sports for Students 

The Best Sports For Kids 

Choosing The Right Sport 

Easiest Sports 


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 Board Member lives) 






Touch-type 

Read and 

Spell (TTRS) 

readandspell. 

com 

9 Strategies for 

students with 

dysgraphia 

From stretching 

out the 

hands to trying 

different pens 

and papers 

and using 

pre-writing 

brainstorming 

activities, 

try these tips 

to help with 

writing. 

Read article 

9 Tips for helping students with slow processing 

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

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

in the classroom. 

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

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

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

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

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

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





Press Releases 

The New Heights Educational Group (NHEG) has received a $1,000 grant 

The New Heights Educational Group (NHEG) has received a $1,000 grant from the Defiance Area Foundation. This grant was part of their 40th anniversary 

celebration this year, for which the foundation is granting $40,000 to 40 eligible non-profit organizations ($1,000 each). http://defianceareafoundation. 

org/40th-anniversary/ 

NHEG’s Founder/Executive Director stated, “This grant will be used to expand our online courses and reach more students online. We are thankful and 

honored that the Defiance Area Foundation has chosen us as one of the recipients celebrating their incredible 40 years serving our community.” 

Special note: Stacy Lucas - Director of Nursing from DCGHD is also in the picture. She also received a $1000 grant from DAF. 

Audio 

One commercial spot played six times (three times 

during live broadcast and three times during 

rebroadcast): 

30 seconds 1 week: $650 13 weeks: $7,350 


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

professionally produced for a $250 

fee. 

Sponsorship Packages for NHEG 

Video Streaming 

On host page 


(video must be supplied by advertiser): 

30 – 60 seconds 

1 week: $750 

13 weeks: $3,550 

1 – 3 min. 

1 week: $1,050 

The New Heights Educational Group recently held its annual School Bag Giveaway event 

The organization partnered with many local businesses interested in making a difference in the community. 

This year marked the third event, and NHEG volunteer Enjoli Baker is still taking the lead in ordering supplies from those businesses and 

agencies. As we’ve done in previous years, we again reached out to community businesses for help in obtaining more supplies to add to the 

boxes that were sent to us. Heather Buttermore of The Gathering Place saw our post asking for a place to hold events and was generous 

enough to offer the building for the event. She also worked to gather donations from their church community. New supporters for this year 

included Tractor Supply of Defiance, which donated two buckets for the raffle. Costco donated a $50 gift card, which was used by Pamela 

and Greg Clark in purchasing the snacks for the event. 

Some area businesses have helped us every year since we started the event, and we are so thankful to them. They include First Federal Bank, 

which donated a $100 check - Pamela and Greg Clark personally went shopping for school supplies with this money; Captain D’s, which 

again offered beverages, balloons for decorations, four dinner coupons for raffle, bookmarks with coupons for free kids’ meals on them and 

a key hook for book bags; 4Imprint, which donated the bookbags as well as pens, pencils, key flashlights and other goodies - their donation 

is valued at $500; and 2nd and 7 Foundation, which provided free story books and requires that they be read to second graders by 

someone involved in sports. Ashlee Scott read these stories and handed them out. She enjoys playing softball and soccer, runs track and will 

be bowling in 2019. 

Office Max had supported the event in the past but this year they raised the bar by offering us free printables including a copy of NHEG’s new 

comic book for each attendee, all the leftover school supplies from last year and two book bags and additional school supplies. Imagination 

Station, Toledo Science Center donated a family 4-pack of admission tickets, handmade hats were donated by the Blankets of Love Group and 

the National School Choice Week organization donated scarves that were handed out last year and now this year. 

A special thank you to Tammy and Kyle Barham and her children Ethan, Ashlee and Leigha for volunteering pre-event and during the event. They 

helped deliver letters, make calls, fill bags and run errands. 

A sticker, wrist ban and pin station was run by Ethan Long. 

Pamela Clark, Founder/Executive Director, stated, “We are happy that others in our community have stepped up to make a difference in the lives 

of those in need. Thank you all! 



eCard 

728 x 90 leaderboard standard; 

1 week: $200 

13 weeks: $1,650 

Full: $10,000 

» 13 week sponsorship of show series 

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

(3 during live broadcast and 3 during rebroadcast) 

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

» Banner ad on weekly eCard 

» Opening & closing billboards on show 

» One live mention by host 

» Banner ad on host page 

» Banner ad on host personal/business website 

» Possible guest appearance by key person within 

company 

(subject to host approval) 

Quarter: $3,350 


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

times 






company 


Banner Advertising 

Linkable banner ad 

(single image, hyperlink, multiple static 

Host (728 x 90 leaderboard): 

1 week: $300, 13 weeks: $3,300 

Half: $5,000 



times 






company 


Optional Advertising for Half and Quarter 

Sponsors 


» Audio commercial production: $300 

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

» eCard banner ad: $200 (1 week), $1,350 (13 weeks) 




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. 

Becoming a Member of NHEG 

Pokemon TCG 

By Khrista Cendana Posted May 31, 2019 In Education News 

How can Pokemon TCG be educational for kids? Can adults play the game? What is the 

negative side of playing this game? This article will explain the basics of what the game is 

and how it can be an educational tool. 

What is Pokemon TCG? TCG is short for trading card game. The game became quite popular 

in the late 90s. I was still a kid in elementary school, but during that time, I remember the 

game being introduced when Pokemon began airing on television. Pokemon TCG is a twoplayer 

game but it can also be a battle between four players. It involves a 60-card deck; 

imagine a 52-card deck but with Pokemon cards. It’s a strategic and critical thinking game 

that involves getting the right cards in your deck to beat your opponents, and it may seem 

very complex if one doesn’t know how to play. 

The Pokemon TCG Teaches Education 

It’s harder for adults to find peers who play the card game of Pokemon. Here are some 

tips and advice for adults: 

Look for a store that sells Pokemon trading cards and see if they host a tournament for 

adults. 

Invite your friends who play Pokemon TCG, and if you don’t have any friends who play, 

introduce them to the game. 

You can go online and install the Pokemon TCG for the computer to play with someone 

online: Pokemon TCG Online 

Top Issues With Pokemon TCG 

There aren’t many kids or adults that plays the game. 

Stealing: This issue is not included in the above link, but when Pokemon became a 

popular hit, there was a lot of stealing in school when kids brought their cards in 

hoping to trade or battle. 

Older cards are worthless because the game has been updated over many years now. 

Limitation: Certain cards are forbidden in a tournament like the old sets. 

Is it easy for anyone to play the game? I think Pokemon TCG is easier to play than Magic 

the Gathering, Yu-gi-oh or many other card games. Pokemon TCG is still strategic and 

requires critical thinking, but Pokemon is more fun to play, I think. Learning to play it will 

take a few days. I started playing the game because I saw some of my classmates playing 

the game in school. I was watching them play and a few days later, I bought some cards 

and began collecting since I watch the anime. I wasn’t really good at the game, and I just 

collect the cards. Anyone can play the card game; it isn’t just for kids. It’s more of a learning 

tool for kids as they can try and read hard words, do basic math, and practice strategic & 

critical thinking. Not only that but they can do research on a certain card if they want to 

trade or even start selling at a young age. The game is helpful to kids who are interested in 

Pokemon, while for adults, it’s a way of either having fun or trying to gain profit from 

certain cards. 

1. Select the membership level 

2. Fill out the registration form 

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

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

Level 

Price 

Standard NHEG Member 

Free 

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

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

NHEG Membership Navigation 

• Account Profile 

• Account Confirmation 

• Membership Levels 

• Membership Checkout 

• Account Invoice 

• Cancel Account 

• Billing Info 

Websites Used In The Article: 

The Pokemon Trading Card Game Teaches Children Many Skills 

Pokemon TCG Online Game Installer 

Pokemon TCG for Adults: How To Find People To Play With 

Top 5 Issues With The Pokemon Trading Card Game 

Learn To Play The Pokemon Trading Card Game 



https://www.NewHeightsEducation.org/education-news/pokemon-tcg/ 




NHEG Radio Shows used in the classroom? 

Some of our audience already use our shows in their day-to-day learning. NHEG is now making it 

easier than ever to listen to relevant information and stay informed on happenings in the educational 

world. Now students can choose to listen to our shows by topic in a classroom setting using 

Google Classroom. 

All you need to do is email NewHeightsEducation@yahoo.com and request access by sharing names 

and emails of those that need access. 

Click on https://classroom.google.com and enter one of the class codes given below: 

American History with Kathy Woodring cnwmpb0 

Special Needs and Disabilities with Kaden Behan jhwkv4w 

Discussing Depression, Anxiety and other Disabilities with Erika Hanson jhwkv4w 

Soft Skills with Victoria Lowery vssfz1d 

High School and College tips and bullying topics with Briana Dincher and Kaden Behan and Sadia 

Eijaz 2sn474 

Marine Biology and Zoology with Anna Shi qlxr57 

Technology and Cyber Awareness with Freddie Bandola, Jr. bofkfu3 

Common Core Topics with Charlotte McGuire, Briana Dincher and Priscilena Shearon 5jaupa 

Reading Time for Elementary students with Shannon Williamson ycb64y 

New Heights Show on Education interviews, book reviews and other miscellaneous 5tvsrri 















Partnership Announced! 


The New Heights Educational Group (NHEG) proudly announces 

a newly formed partnership with Kelly Bear and Leah Davies, 

M.Ed.!! 

Benefits of this partnership include: 

*105 complimentary TEACHER/COUNSELOR articles 

*PARENTING handouts, activity/worksheet 

*Thoughts on Parenting videos 

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

Pamela Clark (director of The New Heights Educational Group) 

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

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

treasure these valuable resources!” 

Visit http://www.NewHeightsEducation.org 






Do you want an uplifting and inspiration story? 

Check out Unpredictable: The walk in and out of darkness 

https://unpredictablethewalk.weebly.com/the-story.html 






ADVERTISE WITH NHEG 

Urgent 

We are looking 

for New Volunteer 

Internet Radio Hosts 

Contact us for more details 






NHEG OFFICE CURRICULUM LIBRARY 

Hello Box Tops Coordinators, 

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

value everything you do. 

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

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

Tops is going digital in the next year! 

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

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

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

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

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

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

share more with you in June. 

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

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

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

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

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

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

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

FE_05_02_2019&vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80knjrQYlQTPn8NYX7f- 

CZBQD_3dfqTwXfFpDbi78E6g_aVQ== 

New Video 

https://youtu.be/KHkfw6VPgYc 

Sincerely, 

Erin Anderson 

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

tutoring and other educational activities in this location and plan to 

continue offering classes, tutoring, and some afterschool events in 

Defiance. 

Short term goals: Our vision includes reacquiring a building in 

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

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

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

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

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

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

question. 

Longer term goals: 

We foresee a daycare for young mothers and fathers in 

high school (main target) and college and 

will provide affordable daycare in hopes of keeping them 

in school. 

HELP SPREAD THE WORD! 






Guidelines: 

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


4/19 


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

on the “New Heights Show on EducaƟon.” 

Option 1. 

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

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

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

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

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

you can be a guest on our show. 

Option 2. 

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

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

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

Option 3. 

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

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

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

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

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

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

advertising costs or one of the options above. 

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

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

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

those submiting through tour companies). 

• All guest posts must be original content. 

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

them up and use them as a series of posts. 

• We welcome submissions from both experienced and beginner writers. 

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

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

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

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

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

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

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

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posting date. 

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

https://www.paypal.me/NHEG 
















THE NHEG BANNER 

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

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

Clark, Mike Anderson, Sherri Ermoian. 

STUDENT ADVISORY GROUP CREST 

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

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

from Mike Anderson, Sherri Ermoian. 

THE STUDENT LEADERSHIP COUNCIL CREST 

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

with feedback from Mike Anderson, Sherri Ermoian. 






MISSING CHILDRENHELP BRING ME HOME 

National Center for Missing & Exploited Children 

NCMEC: 1364166 

NCMEC: 1363171 

NCMEC: 1363465 

Missing Jul 23, 2019 

Since: Missing Springfield, MA 

From: Dec 28, 2003 

DOB: Age 15 Now: Female 

Sex: Hispanic 

Race: Hair Brown 

Color: Eye Brown 

Color: 5'9" 

Height: 169 lbs 

Weight: 

Missing Jun 25, 2019 

Since: Missing Orange, TX 

From: Sep 1, 2002 

DOB: Age 16 Now: Female 

Sex: White 

Race: Hair Blonde 

Color: Eye Blue 

Color: 5'4" 


Weight: 

Missing Jul 12, 2019 

Since: Missing Houston, TX 

From: Sep 5, 2003 

DOB: Age 15 Now: Male Sex: Black 

Race: Hair Black 


Color: 5'11" 


Weight: 

Extrra Photo 

Extra 

Kermit BeOOett 

JennnniiferrParrrriish 

Elizaabetth Caattaano 

169 lbs 

140 lbs 

150 lbs 

Elizabeth was last seen on July 23, 2019. 

Both photos shown are of Jennifer. She was last seen on June 25, 2019. 

Kermit was last seen July 12, 2019. 

Case handled by 



ANYONE HAVING INFORMATION SHOULD CONTACT 



Miquueell Suuttttllees 

Missing Jun 9, 2019 

Since: Missing Detroit, MI 

From: Aug 19, 2005 

DOB: Age 14 Now: Male Sex: Black 

Race: Hair Black 


Color: 5'7" 


Weight: 

152 lbs 

NCMEC: 1360214 


Miquel was last seen on June 9, 2019. He may be in need of medical attention. 

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



DON’T HESITATE! 




NHEG Birthdays 

September 2nd 

Janene Kling 

October 7th 

Jane Wen 

September 3rd 

Eniola Aderibigbe 


Noemi Vallone 

September 2019 

October 2019 

September 13th 

Marina Klimi 


Michael Anderson 

Sunday Monday Tuesday Wednesday Thursday Friday Saturday 

1 2 3 4 5 6 7 


29 30 

1 2 3 4 5 

September 23rd 

William Atkinson 


Suh Collins 

8 9 10 11 12 13 14 

6 7 8 9 10 11 12 

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13 14 15 16 17 18 19 

22 23 24 25 26 27 28 

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© Calendarpedia® www.calendarpedia.com 2: Labor Day Data provided 'as is' without warranty 

© Calendarpedia® www.calendarpedia.com 14: Columbus Day Data provided 'as is' without warranty 




NHEG Anniversary! 

5 years 

Briana Dincher 

7 years 

Daniela Silva 

September 2019 

October 2019 

4 years 

Michael Anderson 


1 2 3 4 5 6 7 


29 30 

1 2 3 4 5 

September 19 Partnership Date - David Lantz 

October 28 (6 years) Savneet Singh 

October 31 (1 year) Dr Kristy Taylor 

8 9 10 11 12 13 14 

15 16 17 18 19 20 21 

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13 14 15 16 17 18 19 

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29 30 1 2 3 4 5 

© Calendarpedia® www.calendarpedia.com 2: Labor Day Data provided 'as is' without warranty 

27 28 29 30 31 1 2 

© Calendarpedia® www.calendarpedia.com 14: Columbus Day Data provided 'as is' without warranty 




New Volunteers 

Janice I. Adams - June 9, 2019 

M. Ed.; O.C.T; TESL, 

B. Ed.; Hon. B.A. 

Volunteer ESL, Spanish, Writing, English Reading Teacher 

Aliyah Reddy James 8/7/19 

Video Uploader and editor 

Katherine Fan - 7/10/19 

Comic Colorist and Cartoonist 

Kouakou Jean Désiré Kouassi 8/7/19 

Social Media and Online Marketing Manager 

Jason Newcomb 8/28/19 

Graphic Designer 

Ademola Olufunsho Sanyaolu (Demola Sanyaolu) 8/20/19 

Internet Radio Host - in training 

Volunteers of the Month 

Janice I. Adams 

Jon Aitken 

Mike Anderson 

Khrista-Cheryl Cendana 

Kristen Congedo 

Jeff Ermoian 

Manuella Henein 

Julia Ikkert 

Padmapriya (Priya) Kedharnath 

Marina Klimi 

Janene Kling 

Tyler Maxey-Billing 


Daniela Silva 

Maggie Spangler 

Jakki Taylor 

Noemi Vallone 

Jane Wen 

Sheila Wright 

Katherine Fan 

Nayana Mogre 

Fran Wyner 

Rachel Fay 

Bruno Moses Patrick 

Special Congrats to Katie Gerken Buchhop and family on the birth of daughter 

Hailey Lucille Buchhop born August 4th. 

Erika Hanson 

Leah Sedy 



Attention Ohio Home School Families 

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

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

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

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








NEW REVIEW 

FHBANDOLAJR - VOLUNTEER - 05/28/2019 

RATING:5 

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

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

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

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

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

to join. 

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

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

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

to be a member of the family. 

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

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

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

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

. 

SAPANA S. - VOLUNTEER 06/06/2019 

RATING: 5 

I have been with NHEG for 2years. 

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

and very cooperative too. 

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

JEFF E.1- VOLUNTEER 07/16/2019 

RATING: 5 

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

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

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

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

RATING: 5 

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

I would recommend them to anyone. 

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

RATING: 5 

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

Inc.(NHEG). NHEG is an excellent source 

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

you support by giving a donation and/or 

looking into the wide array of educational support services they provide. - Georgia Woodbine, Change 

Agent, Author, Speaker, Lifestyle 

Transformation Coach 

I enjoyed every project that I have made for NHEG. 

Working with Pamela is always a knowledge challenge. 

Thank you, Pamela, 

Thank you NHEG 




MAGAZINE REVIEW 

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

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

you with stunning imagery that you have used well. 

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

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

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

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

With admiration, Jeff 

CELTICMAGGIE - BOARD MEMBER 06/21/2018 

RATING: 5 

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

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

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

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

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

CUYLER S. - CLIENT SERVED 06/22/2018 

RATING: 5 

Hello everyone, 

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

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

Heights and keep up the awesome work! 

Regards 

SAPNA SHUKLA- VOLUNTEER 03/10/2018 

RATING: 5 

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

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

Volunteer. It is great place to work. 

WRITER - VOLUNTEER 05/24/2018 

RATING: 5 

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

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

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

WRITER - VOLUNTEER 05/24/2018 

RATING: 5 

NHEG is a truly wonderful organization that does so much for people of all ages who need some educational 

assistance. The people who work here are passionate and considerate towards others, and it’s 

been a blessing to be a part of this team. 

Pamela Clark is one of the most dedicated and hard working people I’ve ever met. She’s very passionate 

about her work as the director of NHEG and it shows through the many awards her organization has received. 

Her kind and supportive nature made it a pleasure to work for her. 








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 

Got a kid interested in theater? Make sure they know about this new free program 

cincinnati.com 

David Lyman | Jul 25, 2019 

For Caitlin Walsh, it was an offer too good to pass up; a 12-week, hands-on theater workshop. And it was free! Best 

of all, it promised to give her a chance to create her own play from scratch. “All In Your Head,” the show that Walsh 

and her fellow students came up with, premieres Friday. 

Oh, by the way, she’s only 17 years old. Walsh, who is entering her senior year at Anderson High School, had been 

shopping around for summer programs that offered practical experience in all facets of theater... Then, she came 

across American Legacy Theatre, a year-old theater company founded by Matthew David Gellin. She had heard 

about ALT’s Junior Board program from a friend who was part of last summer’s session. And though it was brand 

new, she found it was even more extensive than she imagined. 

https://eu.cincinnati.com/story/entertainment/theater/2019/07/25/american-legacy-theatrestudent-theater-program-all-your-head/1805999001/ 

Ohio Arts Council supports local programs with $117,000 in grants 

mansfieldnewsjournal.com 

Staff report | Jul 24, 2019 

The Ohio Arts Council Board recently approved more than $14.7 million in grants to Ohio artists and organizations 

statewide. Approximately 

$116,937 in program grants benefited local art education. Local awards were designated in grant programs, including 

Sustainability, 

TeachArtsOhio and Arts Partnership. The Sustainability Program supports ongoing arts and cultural activities in all 

genres. The TeachArtsOhio 

program brings schools and community organizations together with teaching artists to share arts learning experiences. 

The Art Partnership program supports arts education projects that address the needs of individual learners 

and their communities... A TeachArtsOhio program grant was awarded to Crestview Local Schools to sponsor a 

40-day residency in the visual arts with Fred Del Guidice. The award amount was $12,000 

https://eu.mansfieldnewsjournal.com/story/news/local/2019/07/24/ohio-arts-council-supportslocal-arts- 

117-000-grants/1814530001/ 


Bonds built via tech-supported mentoring help carry at-risk students to graduation, 

college 

Education Dive 

Linda Jacobson | July 25, 2019 

Entering high school can be a challenging experience for many students, but Manny A., a rising junior at Edward M. 

Kennedy Academy (EMK) for 

Health Careers in Boston, has never had to navigate the transition alone. Since he entered the school two years 

ago, he’s been a part of Big Brothers Big Sisters of Massachusetts Bay’s (BBBSMB) Mentor 2.0 class, which focuses 

on college and career readiness. And not long after starting 9th grade, he was matched with mentor Bhanu Jain, 

who provides support — both virtually and in person. Using the online iMentor model, Jain provides feedback 

through the Canvas platform when Manny completes classroom lessons, chats with him using a conversation app 

and meets with him once a month at school where they often play games and discuss Manny’s goals. 

https://www.educationdive.com/news/bonds-built-via-tech-supported-mentoring-help-carry-at-risk-students-to-gra/558819/ 

Pearson Hack Exposed Details on Thousands of U.S. Students 

The Wall Street Journal 

Parmy Olson | July 31, 2019 

More than 13,000 school and student accounts were breached in a cyberattack on Pearson, a London-based publisher 

of educational software. 

The breach, which occurred last year on AIMSweb, the company’s student monitoring and assessment platform, 

exposed names, birthdates and email addresses. 

https://www.wsj.com/articles/pearson-hack-exposed-details-on-thousands-of-u-s-students-11564619001 

Thousands of Students Could Lose Free School Meals if SNAP Changes 

http://blogs.edweek.org 

Evie Blad | July 23, 2019 

Proposed SNAP changes could affect school meals 

Hundreds of thousands of students could lose their eligibility for free school meals under a proposal to adjust requirements 

for eligibility in the 

Supplemental Nutrition Assistance Program. US Agriculture Secretary Sony Perdue says the proposal, announced 

Tuesday, is intended to help 

ensure that only those who need food assistance receive it. 

Education Week (tiered subscription model) (7/23) 

http://blogs.edweek.org/edweek/campaign-k-12/2019/07/snap-school-lunch.html 






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

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

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

course taught by one of our volunteer teachers or tutors. 

The Natural Speller online course is 

a way to help students from public, 

charter and home schools to help 

become effective spellers while in 

school. 

ENROLL HERE 

84 NHEG Magazine | September - October 

Taught by Heather Ruggiero, our 

Financial Literacy course is a selftaught 

class that helps you build 

a better understanding of your finances. 

ENROLL HERE 

HOLIDAYS AROUND THE WORLD 

CLICK HERE 

The orphan trains operated between 

1854 and 1929, relocating about 

200,000 orphaned, abandoned, or 

homeless children. 

ENROLL HERE 

http://School.NewHeightsEducation.org/ 

This 10-week course will take place 

for an hour twice a week and will be 

open for middle school to adult student... 

ENROLL HERE 



How Teachers Unions 

Are Like 

Overbearing Mothers 

Personal choices and commitment can 

create personal wealth 

where unions cannot. 


Speaking generally, the average yearly household income in the United States was over $73,000 in 2014. For those without 

degrees, the American economy is in a place of such prosperity that simple decisions like finishing high school and staying 

married open the way for affluence. Personal choices and commitment can create personal wealth where unions cannot. As 

such, they are not needed in the 21st century. 

Continuing on with the allegory, as Mrs. Fidget filled fictitious needs, she became a burden to her children. It would have been 

far better for the Fidget family had their clothing gone to a laundromat or lunch come from a restaurant. Regardless, their 

mother made it, so the children were obliged to eat it. With pensions, money would be better spent on immediate needs or 

invested in personal retirement accounts. Regardless, unions bargain for pensions, and so workers are obliged to give their 

money to a lackluster retirement fund. 

Nebulous Atrophy 

Mrs. Fidget’s laundry and meals were subpar. They are pensions, grid-based pay scales, rigid work rules, and onerous regulations. 

As one example, Chad Alderman explains the mediocrity of teacher pensions. He says, 

States are paying an average of 12 percent of each teacher’s salary just for debt costs. If states didn’t face these large debts, they 

could afford to give that money back to teachers in the form of higher salaries—an average of $6,801 for every public school 

teacher in America. 

As such, the guilt trip in defense of unions asks for thanks for a mediocre product. 

By Daniel Buck 

Friday, April 12, 2019 

Every year, the union reps make their rounds and talk to every teacher in the district. This year, my building’s representative 

sat in a student desk across from mine and asked if I had any feedback or thoughts I’d like to share. I summarized my discontent, 

to which she gave a thoughtful rebuttal. The conversation proceeded as expected—respectful but unfruitful. 

As she walked out, she apparently could not resist a quip: Since other teachers paid union dues, but I didn’t, she said, perhaps I 

should consider that I profit at my colleagues’ expense. 

That jibe is a common refrain in defense of unions. They provide a common good, the argument goes, defending worker rights 

and bargaining for compensation. Thus, I have an obligation to provide money from my paycheck. Another snide remark 

directed at me phrased it as “all the benefits I reap from the unions I so disdain.” It’s a deft little guilt-trip that crumbles with 

the slightest application of pressure. 

Like the guilt-ridden relationships in the Fidget household, perhaps the most onerous effect of unions is the nebulous atrophy 

they cause in any industry. It’s an all-pervasive conflict between employees and their employers. It’s blocked reforms like 

school choice, merit-based pay, or other market-based initiatives that promise to improve industries. It’s the artificially raised 

wages that shrink demand and thus the number of potential jobs. It’s the sense of entitlement for jobs they create, through all 

of their messaging, that lowers expectations. 

In sum, the defense my rep gave would stand if a union’s representation were both necessary and beneficial. Then, it would be 

incumbent upon me to provide monetary support in return for a valuable service. As it stands, they fall short of those requirements. 

They may have been helpful once as dear Mrs. Fidget, but their passing would leave workers and their industries to 

breathe more freely. 

Source: The Foundation for Economic Education (FEE) 

https://fee.org/ 

Needing to Be Needed 

In his book The Four Loves, while discussing familial love, C.S. Lewis provides a fictional anecdote that works to frame a rebuttal 

to this argument. 

I am thinking of Mrs. Fidget, who died a few months ago. It really is astonishing how her family have brightened up… Mrs. Fidget 

very often said that she lived for her family. And it was not untrue. Everyone in the neighborhood knew it… she did all the 

washing; true, she did it badly, and they could have afforded to send it out to a laundry, and they frequently begged her not to 

do it. But she did. There was always a hot lunch for anyone who was at home… She always sat up to “welcome” you home if you 

were out late at night… you would always find the frail, pale, weary face awaiting you like a silent accusation. 

Mrs. Fidget created fictitious needs for her family, wasting her own energy and binding her children with a guilt-ridden adherence. 

Lewis writes that she “needs to be needed,” and so all of her selfish do-gooderies could not create a healthy family 

dynamic. Unions are Mrs. Fidget—creating non-existent needs to the chagrin of their constituents. 

Is a Union Necessary? 

Regarding the non-existent needs, unions may have once been necessary institutions. During the Industrial Revolution, an era 

when workers had no individual clout, unions protected them from corruption between capitalists and government officials. 

Lewis’ allegory continues to provide insight here, though. He writes that “we feed children in order that they may soon be able 

to feed themselves… [we] must work towards [our] own abdication.” And so, while workers once needed unions, the American 

economy has grown to a place where collective power is no longer required. 

Speaking for my field, teachers don’t need a union to defend them. They have advanced degrees, and many come to the field 

with former work experience; thus, they have secondary or even tertiary employment options. Like educators, many other professions 

require skills and intellectual capital that give them bargaining power, which line workers lacked at the turn of the 

century. 






Policing the Public 

Schools: 

How Schools Are 

Becoming Even More 

Like Prisons 

How similar to prison do schools need 

to become before it’s polite to call them 

what they really are? 

By Kerry McDonald 

Tuesday, April 16, 2019 

In his book, Free To Learn, Boston College psychology professor Peter Gray makes the connection between school and prison. 

He writes: “Everyone who has ever been to school knows that school is prison, but almost nobody beyond school age says it is. 

It’s not polite.” It’s a prison in that young people are compelled to attend school by law, are unable to voluntarily leave, are told 

what to do and when, and are required to consume a standardized curriculum. 

As if schooling was not already jail-like enough, adding armed police officers to the mix confirms the metaphor. In public 

schools across the country, police officers are increasingly present, costing taxpayers millions of dollars for a vague notion 

of safety. In fact, some estimates suggest that over two-thirds of high school students currently attend a school with a police 

officer on site. 

Increased School Security 

While some school districts, particularly urban ones, have had school safety officers present for a while now, concern about 

school shootings is driving an increase in numbers. Tennessee, for instance, is dedicating $50 million to put a police officer in 

every school, reaching beyond populated districts into rural communities. The Tennessee bill received bipartisan support and 

was signed into law by the governor this month, joining the ranks of other states that are implementing similar policies. 

After the horrific Parkland school shooting in Florida last year that left 17 people dead, the state legislature mandated an 

armed guard in every public school. Nevermind that Parkland actually had an armed guard at its school who didn’t enter the 

school to engage the gunman during the shooting. He subsequently resigned. 

Armed guards and police officers at schools are no guarantee of school safety and, in fact, may cause more harm than good. 

Northeastern University criminology professor James Alan Fox explains in his recent USA Today commentary: “Transforming 

schools into armed camps does more to elevate fear than alleviate it.” He adds that while school shootings are devastating, 

they are incredibly rare. “Although the sense of safety of schools has been shaken,” says Fox, “it is important not to view such 

occurrences as the ‘new normal,’ as some have suggested.” 

Over-Criminalizing Students 

Rather than deterring mass shootings, armed guards at schools often end up over-criminalizing students. Some studies have 

suggested that police presence at schools leads to more arrests for non-violent crimes and does not improve student behavior. 

These arrests and other extreme disciplinary measures can thrust children into the criminal justice system at a very early age, 

helping to fuel what is known as the “school-to-prison pipeline.” Often, it is poor and minority children who are fed into this 

pipeline by school personnel at startling rates and at young ages, making it difficult to ultimately escape the path to prison. 

In 2016, for example, 50,000 preschoolers were suspended or expelled from school, with black preschoolers expelled or suspended 

at twice the rate of their peers. 



Prison-like schools may be just the latest factor prompting more parents to opt-out of public schools altogether. An article 

in this week’s Seattle Times explains that more black families in the Seattle area are choosing to homeschool their children, 

at least partly due to the over-criminalization of black children in Seattle schools, where they are six times more likely to be 

expelled than white children. Other areas are seeing similar upsurges in homeschooling. 




In Tennessee, the most recent state to pass the universal school police officer law, public school enrollment rose by less than 

1 percent between 2012 and 2017. According to data I obtained from the Tennessee Department of Education, the number of 

homeschoolers nearly doubled during that same time frame, from 4,614 homeschoolers in 2012 to 8,843 in 2017. 

Parents may be increasingly choosing education freedom over force for their children. That is, when they can choose. In their 

just-released study, Corey DeAngelis and Martin Lueken find that school choice improves school safety. They write: “We find 

that private and public charter school leaders tend to be more likely to report ‘never’ having safety problems at their schools 

than traditional public school leaders.” Providing more choice mechanisms that enable parents to opt-out of assigned district 

schools could ensure school safety better than armed guards and locked classrooms. 

How similar to prison do schools need to become before it’s polite to call them what they really are? 



George Washington 

University Students 

Divided on 

“Offensive” Mascot 

Julia O’Connell says, “People think [Colonials] 

invokes an image of colonizing, which 

it doesn’t. It’s just a reference to George 

Washington.” 

By Courtney Joyner 

Monday, April 22, 2019 

The Student Association at George Washington University has called the school’s nickname and mascot, the Colonials, 

“extremely offensive” and has urged that it be changed, but it’s not at all clear how widespread support for the move is among 

the broader student body. 

A recent referendum question asking GW students whether the university should change the nickname was put to a vote after 

545 students—less than two percent of the student body—signed a petition that circulated last spring. 

The petition cited the “historically, negatively charged figure of Colonials [that] has too deep a connection to colonization and 

glorifies the act of systemic oppression” as grounds for changing the mascot’s name. 

On March 27 and 28, students were asked to vote in the referendum, which asked students: “Should the moniker Colonials, 

and any variations of the term, be removed on the grounds that the term does not represent the student body as a whole, and 

be replaced by a term that further aligns with our University’s institutional values?” 

Mascot Voted Down 

The referendum passed with 54 percent approval from the 19 percent of the student body that participated. 

“Opposition to the mascot is based on false pretenses, and we oppose the disunity sowed by those who seek to change an 

essential component of the university’s identity,” GW’s chapter of the Young America’s Foundation said in a statement. “A colonial 

is defined as ‘a member or inhabitant of a colony,’ which stands in stark contrast to the notion pushed by those in favor 

of a mascot change.” 

Alex Leavi, a sophomore from Savannah, Ga., who studies finance, agreed in an email to The Daily Signal that students are 

reading too much into the name. 

For the people that want to change the name, it seems they are just looking too deeply into it. The name likely started 

as a unique name, similar to the “Warriors,” with a revolutionary twist, since we are George Washington University. 

People seem to be implying too much about the name, as if we want to colonize minority groups in the future. The same thing 

could go for a team such as Duke Blue Devils. Cool name. Do I like and support the devil? No, I do not. But, hey, it’s just a mascot, 

something for fun. 

Freshmen Aditi Gupte, a marketing major from San Francisco, and Julia Xavier, a public health major from Westchester, N.Y., 

support changing the name. 



History Is Key 

“I feel like we need to take into account the history of the name,” Gupte said. ”Just the whole history of colonization and everything 

you don’t talk about … and it’s the same with the Washington Redskins. That name is also offensive, and people don’t 

even talk about it.” 



“I get [that] George Washington’s [a] Founding Father … [but] having a school and mascot named after Colonials, it’s just really 

kind of glorifying,” Xavier said. 

“I don’t really see the correlation to how it comes off as, or has racist undertones, and how it implies that colonists were slave 

owners,” said Adrian Elzarki, a molecular biology student from Orlando, Fla. “Our mascot’s been the Colonials for 200 years. So, 

I think it’s a part of our school’s history. It’s a part of Northeast history. It’s part of American history in general.” 

Ahmad Lozi, a freshman from Jordan studying international affairs, also was ambivalent. 

George Washington is such a diverse school, and there are people from all different backgrounds. There’s going to be 

some people who could be offended by how George Washington takes pride [in] the Colonial culture through this mascot. 

I think this could be offensive to some people … . I wasn’t offended, but I could see why people would be offended. I guess it 

makes sense. 

Context Is Key 

Julia O’Connell, a sophomore from Westchester, N.Y., studying political science, also thinks the objections take the Colonials 

nickname out of context. 

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. 


“People think [Colonials] invokes an image of colonialism or, like, colonizing, which it doesn’t. It’s just a reference to what our 

university is named after, which is George Washington. So he was part of the Colonial times,” she said. 

Although the referendum passed with 54 percent of the vote, O’Connell said, 

it’s kind of like the silent majority … usually the people who are up in arms about it are the people who vote. So I don’t think 

that’s an accurate representation of our student body at all. 




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. 

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: 

The US Is Already 

Spending More on 

Higher Education Than 

Many Countries with 

“Free” College 

Governments in the United States pay 

more (as a percentage of GDP) toward 

higher education than many other socalled 

“peer” countries. 

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

ADHD originate with teachers’ observations. 

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

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

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

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

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

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

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

an informal survey analysis, Gray discovered that when ADHD-labeled children left school for homeschooling, most of them 

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

outside of the conventional classroom. 

Self-Directed Learning 

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

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

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

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

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

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

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

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

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

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



By Ryan McMaken 

Monday, April 29, 2019 

Presidential candidates Bernie Sanders and Elizabeth Warren have both come out in favor of “free” public colleges and universities. 

The scheme could be funded, as CNN describes it, by a “drastic increase in federal spending on higher education.” 

Does the US Invest in Education? 

Much of the rhetoric swirling around this issue relies on the idea that government spending on higher education in the United 

States is significantly lower than most other wealthy countries. 

The narrative goes like this: “Everyone knows that Americans are incredibly stingy when it comes to spending on Governments 

in the United States pay more (as a percentage of GDP) toward higher education than many other so-called “peer” countries. 

government services. ‘Public spending’ on higher education is much lower here than in Europe and Japan, and because of this, 

people must spend much more on higher education.” 

But here’s the rub: that statement isn’t true. 

According to the OECD’s 2018 “Education at a Glance” report, public spending on higher education in the United States is 1.3 

percent of GDP. That’s equal to public spending in Switzerland and the United Kingdom. And it’s higher than spending rates 

found in Germany (1.2), France (1.2), Canada (1.2), Spain (1.0), Italy (0.8), and Japan (0.7). 

But how can this be, since we’re told constantly how expensive it is to attend a higher education institution in the United 

States? 

Extra Amenities and Student Benefits 

One factor is that American colleges and universities spend much more on educating each student—assuming “education” 

is the proper term here. In the US, adding together both government and private sources together, we find far more funds 

pouring into US colleges than is the case elsewhere. 

According to the OECD, “total expenditure on educational institutions per full-time equivalent student” clocks in at $30,003 in 

the US. That’s second only to Luxembourg which is off the charts at $48,907. The UK—where residents often complain about 

the cost of higher education—comes in right behind the US at $26,000. But few other countries even crack the $20,000 mark. 

Total spending on higher education in France is $16,145. It’s $17,036 in Germany. Higher education institutions in Spain require 

only $12,605 per student. 

But how can this be, since we’re told constantly how expensive it is to attend a higher education institution in the United 

States? 

Extra Amenities and Student Benefits 

One factor is that American colleges and universities spend much more on educating each student—assuming “education” 

is the proper term here. In the US, adding together both government and private sources together, we find far more funds 





According to the OECD, “total expenditure on educational institutions per full-time equivalent student” clocks in at $30,003 in 

the US. That’s second only to Luxembourg which is off the charts at $48,907. The UK—where residents often complain about 

the cost of higher education—comes in right behind the US at $26,000. But few other countries even crack the $20,000 mark. 

Total spending on higher education in France is $16,145. It’s $17,036 in Germany. Higher education institutions in Spain require 

only $12,605 per student. 


The college administrators, of course, would complain that without all the extras, they’ll be unable to attract as many students—who 

bring with them their precious student loans. This would nonetheless be a boon to the more clever students who 

are more interested in an education than a four-to-six-year summer camp. 



Moreover, what’s driving much of the spending—in terms of both government spending and private-sector spending—is the 

fact that colleges and universities in America spend far more on administration and ancillary services than higher education 

institutions elsewhere. Writing for The Atlantic last year, Amanda Ripley noted: 

The U.S. ranks No. 1 in the world for spending on student-welfare services such as housing, meals, health care, and 

transportation, a category of spending that the OECD lumps together under “ancillary services.” All in all, American taxpayers 

and families spend about $3,370 on these services per student—more than three times the average for the developed world.... 

One reason for this difference is that American college students are far more likely to live away from home. And living away from 

home is expensive, with or without a lazy river. Experts say that campuses in Canada and Europe tend to have fewer dormitories 

and dining halls than campuses in the U.S. 

This helps keep costs down. As Marketplace reported back in 2015, 

Students in Germany ... tend to stay local, so there aren’t any dorms. There are no active student clubs, or big football stadium. 

And every lecture hall looks huge ... All of this translates to savings... 

For more on how “free” European colleges economize, see “’Free College’ Comes at a Price.” 

Enormous College Staffs 

But it’s not just physical amenities like dorms. Ripley adds: 

U.S. colleges spend, relative to other countries, a startling amount of money on their nonteaching staff, according 

to the OECD data. Some of these people are librarians or career or mental-health counselors who directly benefit 

students, but many others do tangential jobs that may have more to do with attracting students than with learning. 

Many U.S. colleges employ armies of fund-raisers, athletic staff, lawyers, admissions and financial-aid officers, diversity-andinclusion 

managers, building-operations and maintenance staff, security personnel, transportation workers, and food-service 

workers. 

Oddly, Ripley tries to argue colleges spend too much on amenities because they are too market-oriented and compete for students 

with other colleges. 

But, if this were true, why do colleges only compete in terms of adding ever-more opulent services and facilities? Couldn’t they 

also attract more students by lowering prices? 

The fact is colleges don’t compete on prices because, thanks to subsidized student loans, potential students aren’t nearly as 

price sensitive as they would otherwise be. In a functioning marketplace, highly-priced luxury colleges would lose students to 

more meat-and-potatoes schools. The result would be declining enrollment at the more expensive schools. But, with so many 

student-loan dollars available, students can more easily justify—in their minds—taking on debt so they can go to a school with 

all those amenities Ripley lists. 

Money Isn’t the Issue 

Regardless of the details of what exactly is being bought at an American college, the fact remains that students aren’t going 

into debt or finding college “unaffordable” because governments in the US spend so little on higher education. 

On the contrary, they spend very large amounts of money on higher education through programs that include direct subsidies 

to schools, and grants to both students and schools. 

Cutting extra costs would be a boon to the more clever students who are more interested in an education than a four-to-sixyear 

summer camp. 

As with health care in the US—a sector in which US government spending per capita outpaces most other countries, the facts 

simply don’t support the idea that “too little government spending” is the cause of high prices. 

Indeed, if government agencies in the US really wanted to make education more affordable, they’d be slashing the “diversity” 

staff, getting rid of their on-campus housing and dining halls, and privatizing all athletic programs. 





A Parent’s Primer 

On Why College Is So 

Pricey—and What 

You Can Do About It 

All of this talk about free college and student 

loan forgiveness should lead us to 

wonder why college costs and debt are 

rising in the first place. 


Monday, May 6, 2019 

All of this talk about free college and student loan forgiveness should lead us to wonder why college costs and debt are rising 

in the first place. Not that long ago, many of us paid for much or all of our college tuition—even at private institutions—by 

working campus and summer jobs. Now, that seems laughable, particularly when some colleges and universities charge more 

than $70,000 a year. 

What is causing these soaring college costs and debt burdens, and what can parents do about it? Here are three reasons higher 

education is expensive and three suggestions for how parents can cope: 

1. Administrative Bloat 

Parents may not fully appreciate how big and bureaucratic higher education has become. I certainly didn’t until I learned about 

“administrative bloat,” or the expansion of higher education administrators and student support services that have nothing 

to do with teaching and learning and a lot to do with jacking up college costs. Mark Perry, a University of Michigan economist, 

determined that in his university system alone there are nearly 100 “diversity, equity, and inclusion bureaucrats,” or what he 

calls “diversicrats,” and a quarter of them make over $100,000 a year. 

Throw in generous employee benefits packages, and these administrators cost the University of Michigan $11 million every 

year. It’s no surprise that tuition and fees for in-state students at this public university top $30,000. The work these staff 

members and others do may be worthwhile, but most parents think they are paying hefty tuition bills to expand their child’s 

knowledge and inquiry—not to subsidize administrative bloat. 

It’s a common narrative to blame declining public support for increasing costs at public universities, but that ignores the 

alarming trend of rising administrative costs. As HuffPost reported: 

The number of non-academic administrative and professional employees at U.S. colleges and universities has more than 

doubled in the last 25 years, vastly outpacing the growth in the number of students or faculty, according to an analysis of 

federal figures. 

This bureaucratic bloat would be unsustainable in most other industries, with customers refusing to pay for such inefficiencies. 

Yet, college costs keep rising, and parents and taxpayers largely foot the bill. 

What Can Parents Do? 

It’s easy to be wooed by gleaming new buildings on campus and pamphlets showcasing the many non-academic student services 

and programs available, but parents and students may want to connect the dots and realize that they are paying for these 

extravagances. Maybe they don’t mind, but if it troubles them, then looking toward leaner colleges and universities that prioritize 

teaching over administrative staff may be the way to go. 




2. Government Subsidies 

While parents should be more discerning about where their child’s tuition costs are going, parents as taxpayers should also 

be leery of investing more in higher education. According to Todd Zywicki and Neal McCluskey, editors of the new book, 

Unprofitable Schooling: Examining Causes of, and Fixes for, America’s Broken Ivory Tower, government subsidies to colleges 

and universities have mushroomed. In an op-ed this week in The Hill, they write: 

The problem is the entire Ivory Tower sits atop an ever-rising swell of subsidies. Between 1980 and 2018, inflation-adjusted 

state and local educational appropriations to colleges rose from $50 billion to $86 billion. Inflation-adjusted federal subsidies 

to students ballooned from $34 billion to $154 billion. 

They argue that this increased government spending has led to increased government regulation, which then “restricts what 

new models, such as low-cost online education, can viably enter the market.” 

Newer, private for-profit and non-profit colleges and universities often get blamed for higher student loan burdens or lower 

completion rates, but these criticisms fail to acknowledge that these emerging higher education programs often serve students 

who are currently not being served by conventional college systems. Older working students, veterans, single parents, 

and others may choose newer for-profit or non-profit higher education programs because of their comparatively lower costs, 

more flexible scheduling options, online offerings, workforce relevance, and agile programming. 

These alternative higher education programs meet student demand in ways that traditional colleges do not, and they are 

increasingly threatened by government regulators for doing so. Writing recently at RealClearEducation, Cherylyn Harley LeBon 

explains: 

Some politicians in Washington are waging a concerted and deceitful effort to make it difficult for private, for-profit and nonprofit 

colleges to exist. 

She argues that one reason for the attack is to protect public higher education programs, especially community colleges that 

have seen declining enrollment in some areas. 


Do your research on the college or university programs that your child is considering, and recognize that there is risk in any 

investment; but don’t rule out newer, private for-profit or non-profit higher education programs. Sometimes these innovative 

programs cost less, are more responsive to student needs, and can add value where traditional programs cannot. 

3. Low-ROI Majors 

While not directly related to college tuition increases, parents should be aware of how their child’s chosen major can influence 

the full cost of a college degree. Certain majors are more likely to lead to burdensome student loans that can be difficult to 

pay off. The Brookings Institution’s Hamilton Project found that those with a college degree on average make more throughout 

their lifetime than those with only a high school diploma, but earnings vary dramatically by college major. 

With student loan debt a concern for the majority of students, it makes sense to evaluate the return on investment of a college 

major. 

College graduates with majors in engineering, computer science, operations and logistics, physics, economics, and finance had 

the highest lifetime earnings, while graduates with degrees in early childhood education, family sciences (home economics), 

theology, fine arts, social work, and elementary education had the lowest lifetime earnings. With student loan debt a concern 

for the majority of students, it makes sense to evaluate the return on investment of a college major and its potential career 

path. 

If a certain major will result in jobs that make it more difficult to pay off loans or pay them off more slowly with accruing interest 

payments, then parents and students should recognize the higher financial costs of their college investment decision. 


As a parent who may be helping to pay for your child’s college degree or who would like to help your child avoid hefty student 

loans, you can encourage your child to major in a subject that yields a better return on investment. If your child’s passion is 

fine arts or social work, then perhaps suggest that she double major in economics, as well. 

It’s also important to note that education is a human activity, but college is a purchasable good. As with any purchase, the consumer 

needs to be aware of the full cost of a college degree; but there are other ways to be educated, and have a good life and 

livelihood, without college. Recent research shows that vocational education increases lifetime earnings and can be a secure 

career pathway. 




Parents can help to control these costs by being more discerning about various college expenses. 

Apprenticeship programs offer an alternative to college by providing a signaling mechanism for potential employers that goes 

beyond a degree or credential. And more big companies like Apple, Google, and Netflix no longer list a college degree as a 

requirement to get hired for certain high-paying jobs. 

College costs are rising for a variety of reasons, including more bureaucratic indulgences and more government regulations, 

and student loan debt is ballooning. Parents can help to control these costs by being more discerning about various college 

offerings and expenses, guiding their child to consider leaner or more innovative higher education programs, and suggesting 

college majors that will most likely enable that college investment to pay off with the least debt. 

Moreover, parents as taxpayers can hold off on supporting more public funding for higher education—at least until they see if 

their tax dollars are actually going toward a more educated citizenry and not some college bureaucrat’s six-figure salary. 

The History and 

Results of America’s 

Disastrous Public 

School System, Part I 



The earliest ancestor to our system of 

government-mandated schooling comes 

from 16th-century Germany. 

By Mike Margeson - Justin Spears 

Monday, May 13, 2019 

While it’s almost universally understood that the American school system is underperforming, “reform,” too, is almost universally 

prescribed as the solution. Yet in other walks of life, bad ideas are not reformed—they are eliminated and replaced with 

better ones. Our school system is rarely identified as a bad idea. 

The system is reflexively left alone while the methods are the bad ideas that get cycled in and out: open concept schools, 

multiple intelligences, project-based learning, universal design for learning, merit-based pay, vouchers, charters, and most 

recently, educational neuroscience. Every decade or so we are told by the pedagogic experts that they have found an answer 

to our school’s problems. The trouble is, they’re looking right past the problem. 

Schooling Monopoly 

The problem is the monopoly that schooling has gained over education. According to the National Center for Education 

Statistics, approximately 97 percent of kids go through traditional schooling (as opposed to homeschooling or unschooling), 

and just over 90 percent of those attend government schools. That is to say, there is basically one accepted way to educate 

kids today: school them. 

Given the relatively poor performance of American students on international achievement tests, you would think schooling 

might receive a second look. Quite the opposite, actually. It is instead made mandatory, and taxpayers are forced to subsidize 

it. This begs the question: Why would the government continue to propagate a system that produces such questionable 

results? The answer lies in their motives, and their motives are best understood by reviewing a brief history of compulsory 

schooling. 

Roots in Germany 

The earliest ancestor to our system of government-mandated schooling comes from 16th-century Germany. Martin Luther 

was a fierce advocate for state-mandated public schooling, not because he wanted kids to become educated, but because he 

wanted them to become educated in the ways of Lutheranism. Luther was resourceful and understood the power of the state 

in his quest to reform Jews, Catholics, and other non-believers. No less significant was fellow reformist John Calvin, who also 

advocated heavily for forced schooling. Calvin was particularly influential among the later Puritans of New England (Rothbard, 

1979). 

Considering compulsory schooling has such deep roots in Germany, it should be no surprise that the precursor to our 

American government school system came directly from the German state of Prussia. In 1807, fresh off a humiliating defeat 

by the French during the War of the Fourth Coalition, the Germans instituted a series of vast, sweeping societal reforms. Key 

within this movement was education reform, and one of the most influential educational reformers in Germany at the time 

was a man named Johann Gottlieb Fichte. Like Luther before him, Fichte saw compulsory schooling as a tool to indoctrinate 

kids, not educate them. Fichte describes his aim for Germany’s “new education” this way: 



Then, in order to define more clearly the new education which I propose, I should reply that that very recognition of, and reliance 

upon, free will in the pupil is the first mistake of the old system and the clear confession of its impotence and futility. 



But actual education is an organic process and requires free will; this was not an attempt at education. Schools were to be factories 

that would churn out the type of obedient, compliant workers the state preferred. Here’s Fichte again explaining the 

desired interaction between teachers and students: 

[Y]ou must do more than merely talk to him; you must fashion him, and fashion him in such a way that he simply cannot will 

otherwise than you wish him to will. 


The National Society of High School Scholars -- NSHSS 

Fichte understood full well that a statist vision could most easily be realized if governments were given kids’ minds early on: 

Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest 

of their lives of thinking or acting otherwise than as their schoolmasters would have wished ... When the technique has been 

perfected, every government that has been in charge of education for more than one generation will be able to control its 

subjects securely without the need of armies or policemen. 

If such a totalitarian vision were quietly isolated in Germany, or even Europe, it might be of very little consequence. But it 

would be this Prussian model of control-by-schooling that 19th-century American politicians would bring to our nation—and 

the one that is still with us today. 

Horace Mann’s Evaluation 

Referred to as the first great American advocate of public education, Horace Mann embarked on a journey to Europe in 1843 to 

evaluate national school systems. He toured several western European states, but Prussia left the most impressionable impact 

on him (see his 7th Annual Report of the Board of Education, 1843). Once back in the United States, Mann began to lobby 

heavily for a taxpayer-funded government school system that largely mirrored that of Prussia’s. 

Mann was no ordinary, grassroots American activist; he was an extremely influential public figure. He had been a part of the 

Massachusetts State Legislature, he was the first secretary of the Massachusetts Board of Education, and he later became a 

United States congressman. He had enormous reach. In short, Mann’s influence worked. His “common school movement,” as 

it would be known, began to spread across the Northeast, with government schooling taking root in Massachusetts, New York, 

Rhode Island, and Connecticut. 

View Online National Society of High School Scholars 

Dear Pamela, On behalf of Mr. Nobel and the NSHSS team, we wish you 

and your family our warmest season's greetings. 

May your holidays and New Year be filled with joy. 

The end of the year is a time to look back with pride 

on all the wonderful things you have accomplished, 

and a time to look forward to goals for the New Year. 

May 2019 be your best year yet. 

Sincerely, James Lewis & the NSHSS Team 

By the end of the decade, all states had public schools. Unsatisfied with forcing taxpayers to fund a government school 

system, Massachusetts also wanted to force everyone to go. What good would an organized system of indoctrination be if 

people could simply ignore it? They instituted the first compulsory attendance laws in the 1850s, and neighboring states began 

to follow suit; by the end of the 19th century, 34 states had compulsory school laws. 

By 1918, they all did. Over the decades, the number of years kids were forced to go to school slowly increased, as did the 

number of required school days per year. Fines and penalties would be imposed nationwide for school truancy. Within 

decades, the federal government passed the ESEA, which thrust the national government into education and shortly thereafter 

established a federal Department of Education. Mann’s vision for a truly national school system would be realized just a 

little over a century after his initial visits to Prussia. 

Pure Intentions? 

It is impossible to discuss, or even understand, the failures of our school system without understanding its origins. The motivations 

were not pure; they were never to educate. That need not be speculation—it is directly from the mouths of the reformers 

themselves. The objective was to nationalize the youth in a particular mold. 

From Luther to Fichte, the idea to use the coercive power of the state to force kids into schools and indoctrinate them was 

clear. Horace Mann became instrumental in importing this system and helping it spread throughout the United States. 

Attempts to reform this system amount to an incredible waste of time and resources; discussions of reform are a waste of 

breath. The system is rotten at its foundation and must be abolished completely. 








The New Heights Educational Group (NHEG) Recognition Day is an annual event where students, 

teachers/tutors and volunteers from around the world are recognized and celebrated. This year's 

Recognition Day was on June 15, 2019. NHEG announced that some volunteers earned special 

achievements because they've gone above and beyond what anyone would expect of them. Pamela 

Clark, Executive Director, stated that NHEG and the community are fortunate to have such caring people 

volunteering from all over the world. These individuals work very hard to expand on our mission of 

providing a fair and equal education to all those who are willing to work for it. We wish there was space 

to share everyone's name; a complete list can be seen on the following page: 

https://www.NewHeightsEducation.org/who-we-are/NHEG-team/ 

THIS YEAR WE ARE RECOGNIZING THE FOLLOWING VOLUNTEERS: 

Sapna Shukla 

HR Coordinator of the Year 


Researcher of the Year 


Article Writer of the Year 

Daniela Silva 

Exceptional Writer of the Year 

Leah Sedy 

Foreign Language Instructor of the Year 

Sheila Wright 

Tutor of the Year 

Marina Klimi 

Publications Production Manager of the Year 

Marina Klimi 

Social Media Banner Creator 

Marina Klimi 

Advertisement Creator 

Tyler Maxey - Billings 

Graphics Arts Assistant of the Year 

Janene Kling 

Advertisement Creator of the Year 

Rachel Fay 

Cartoonist of the Year 


Photographer of the Year 

Frani Wyner 

Exceptional Photographer Award for 

Scenic, Variety and Special Project Photos 

Michelle Shockey 

Excellency Award for Landscaping and 

Composition Photos 

Larissa Murray 

Excellency Award for Composition and 

Variety Photos 

Janene Kling 

Excellency Award for People and Special 

Projects Photos 

Nayana Mogre 

Data Entry/Compiler of the Year 

Noemi Vallone 

Proofreader of the Year 

Kristen Congedo 

Exceptional Proofreader Award 

Katie Gerken 

Excellency Award for Proofreading 



You could join our volunteer team at any time. 

Please visit our site here https://www.NewHeightsEducation.org/to view our projects. 

Looking forward to meeting you!!! 




Happy holidays from TTRS! 

Hi Pamela, 

As you know 2018 has been a great year for TTRS. 

Over the last 12 months, thanks to your feedback, we've added 

“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/ 

many new features - including school subjects, teacher accounts, 

digital certificates and trophies. 

You can view a list of recent updates here: 

What’s New On TTRS 

We can't wait to share our 2019 plans with you. 

From gamification to advanced email reporting, and more school 

subjects, it's sure to be the best year yet! 

Happy New Year from everyone at TTRS and thank you for all 

your support. 

Best regards, 

The TTRS Team 



www.readandspell.com 




5. Continue normal family routines and schedules by taking one day at a time. Simplify your life by removing unnecessary 

stresses. For example, put some projects aside, decline extra responsibilities like being an officer in an organization, and take 

care of yourself by getting enough sleep, exercise, and by eating well. Provide yourself and your child opportunities to do enjoyable 

things like participating in recreational activities, playing games, taking walks, reading together, etc. Speak in hopeful terms, 

and as much as possible model calmness and stability. 

Helping Children Cope with War 

By Leah Davies, M.Ed 



Teacher/Counselor Articles 

School personnel need to provide a safe, supportive environment where children feel free to discuss their 

thoughts and feelings about war. By listening carefully and answering questions on a level students can comprehend, 

children will learn that they are not alone in their concerns. Involving students in activities can help them deal with 

their emotions. For example, have the children read stories about how other children have dealt with war or difficult situations. 

Together make a list of coping skills they can use to deal with their feelings. It may include exercise, singing, reading, talking to 

someone, dancing, hugging a pet, looking at pictures, taking a nap, playing a game, riding a bike, etc. Other ideas are to have 

them create a picture, poem, story, banner or play explaining their thoughts. 

Children are particularly vulnerable if they live in an area where terrorists have been active or if a loved one is in the military. 

Provide support groups for these children by having them meet in small groups, once a week. In addition, if students share a 

culture with the adversary or hold differing points of view from the majority of students, they may need additional consideration. 

Educators need to promote sensitivity to other races, cultures and religions to help prevent stereotyping of any group. 

See the article, Learning the Value of Diversity. 

The following information may be shared with parents or caregivers, especially those who have a relative in the military. 

1. Encourage parents to discuss the war with their child, yet avoid burdening their child with adult concerns. Stress that 

they should provide information on a level their child can understand. When adults refuse to talk about the war, a child may 

become more anxious and insecure. Since children have vivid imaginations, the scariest thing for a child is not to have any 

facts about what is happening. For young children, show them a map or globe and point out where war is being fought. Say 

things like, “The war is far away.” Or, if a relative is involved you could say, “Your mom (dad or uncle) is only one of thousands 

of troops who are well-trained and well-prepared.” If you don’t know an answer to your child’s question, be honest and say, 

“I don’t know, but I will try to find out.” Discourage your child from forming biases against people of certain nations, races or 

religions. 

2. A child’s need to be heard and understood should be a parent’s primary consideration. When adults talk too much, instead 

of listening, they cannot be responsive to the child’s thoughts and feelings. If a child seems hesitant to talk, you could say, 

“What have you heard about the war?” “What do you find yourself thinking about when you hear the news?” Or, “What do you 

think other children might be worrying about?” Listen with respect to a child’s concerns and ideas and be supportive in your 

response. Avoid put-downs like, “You shouldn’t feel that way,” or “You’re just being silly.” Instead, say, “That is a worry.” If the 

child seems confused about something, you could say, “That’s important, tell me more.” Validate feelings by repeating what 

you hear without judgment. You might say something like, “War IS scary” or “I’m glad you were able to talk to me about this. 

It’s normal to feel anxious.” 

3. If your child appears to be unusually sad, yet will not talk about what’s wrong, use puppets, do role plays, or read books on 

emotions such as Kelly Bear Feelings that encourage children to express emotions in an open-ended way as well as to identify 

coping skills. Remember that distressed children may need more physical closeness, so make sure you are available to 

provide hugs and reassurance. You could also ask your child to draw a picture or write a story about what he or she is thinking. 

Older children may want to keep a diary or journal which they may or may not want to share. If a loved one is involved directly 

in the war, have the children make pictures, write letters, or bake cookies to send him or her. 

4. If a child’s views differ markedly from the parent, avoid comments like, “You don’t know what you’re talking about!” or 

“When you’re older, you’ll understand.” Instead, listen and restate what he or she said and try to understand their point of 

view. Ask for clarification in a respectful way. After you have listened, you may want to say, “We see things differently. My 

view is...” Rather than saying, “You’re wrong!” When you model respect for your child’s ideas, you are more likely to receive 

respect in return. 

6. Watch the news only once a day and do not insist that the children watch. If your child becomes upset by a news report, take 

time to process his or her thoughts and feelings. You may want to listen to or watch news reports when the child is not present. 

In addition, realize that cartoons and other shows that glorify violence can have a negative impact upon your child’s sense of 

security. Also, if your child is within hearing distance, be careful what you say to others in person or on the phone. 

7. Do not make promises that you cannot keep. Avoid saying things like, “Everything will be fine,” or “Your mom (dad, relative) 

will not get hurt.” Instead say, “I don’t know what will happen, but I will do everything I can to keep you safe.” or “We can deal 

with anything because we care for one another.” 

8. Separation and war worries can cause emotional reactions that contribute to sadness and anger. Moodiness and irritability 

are natural reactions to a loved one being absent and in danger. If your child’s reaction is extreme, for example, he or she is 

obsessed with weapons, highly anxious, withdrawn, hostile, or exhibits sleep and eating disturbances, you may need to seek professional 

assistance. Additional articles that may be helpful include, Helping Children Cope with Loss and Educator’s Guide to 

Post-Traumatic Stress Disorder in Children. 

Helping the Sexually Abused Child 

By Leah Davies, M.Ed. 

School personnel have a responsibility to acknowledge that sexual abuse happens. Since they are mandated by 

law to report suspected cases of abuse, school staff need to be prepared to assist a child who has allegedly been 

molested. 

Child sexual abuse is sexual behavior by an adult or older child including kissing, fondling, sexual intercourse, oral sex, forced 

nudity, prostitution, photographing, or other behaviors with sexual connotations. Since children are trusting and look to older 

persons for direction, every child is vulnerable to sexual abuse. The frightening truth is that most of the abusers are either a relative, 

neighbor, family friend, babysitter or someone else the child knows and trusts. Therefore, a teacher or other school personnel 

may be the only adults who can ensure a child’s safety. 

The following are some indicators commonly found in situations of sexual abuse. They may raise suspicion, but alone are not 

enough to report suspected cases. 

Family Indicators 

• Excessive parental dominance 

• Parental over protectiveness 

• Extreme reaction to sex education or personal safety lessons 

• Family isolation from community support systems 

• Denial of friendships with other children 

• Parental jealousy 

• History of sexual abuse of either parent 

Child Indicators 

• Abrupt change in behavior or personality 

• Extreme compliance 

• Detached, inattentive 

• Irritable, aggressive 

• Passive or hyperactive 

• Self-destructive 

• Poor peer relationships 

• Withdrawal when touched 

• Frequent absence and/or late arrival at school 

• Reluctance to return home after school 

• Excessive washing or poor hygiene 

• Avoidance of restroom or other specific places 

• Excessive layers of clothing 

• Wearing provocative clothing 

• Sexual interest and knowledge beyond what is usual for 

child’s age 

• Seductive behavior towards children and/or adults 

• Persistent sexual play with peers, pets, toys or themselves 

• Sleep disturbances 

• Change in appetite or eating disorders 

• Trauma to the mouth, genital or anal area 

• Sexually transmitted diseases or pregnancy 

• Suicide threats or attempts 

• Truancy or running away 



What To Do If You Suspect Sexual Abuse 

1. Provide an opportunity for the child to speak privately with you. 

2. Say in a calm, matter-of-fact manner something like: 

• “Is there something you want to tell me?” 

• “Are you having a problem and need help?” 

• “When something feels bad inside, it’s okay to talk about it.” 

3. If the child says, “I have something to tell you but you have to promise not to tell anyone,” your response could be: 

• “___________, since I care about you, I can only promise to help you. I may have to ask someone else to help us.” 

4. Listen carefully; do not pressure or prompt the child by asking questions. Allow him/her to speak at his/her own pace. 

Crayons and paper may be used to facilitate communication. If the child discloses abuse, make written notes unless you feel 

note taking will stop the child from talking. In that case write down what was said immediately after the conversation. 

5. If the child chooses not to communicate after you have waited a sufficient amount of time, you could say something like, 

• “_____________, I want you to be okay. If you ever want to talk about anything, just let me know. Or, you may write me a note 

if you like.” 

6. Do not express anger, shock or disgust if a child tells you about being molested because he/she may mistakenly interpret 

your emotion as directed toward him/her. 

7. Since a child rarely lies about sexual abuse, take the situation seriously. 

8. Show acceptance, support and caring, but do not touch the sexual abuse victim unless you first ask permission. 

9. Commend the child for telling you about the abuse and offer reassurance that he/she did the right thing. For example you 

could say: 

13. Truthfully respond to any question, yet do not make promises you cannot keep. For example you could say: 

• “I am not sure what will happen, but I will be here for you at school.” 


14. Follow the school procedure based on the state standard for reporting abuse. Tell the child the next step you will take. Say 

something like: 

• “I will call a person whose job it is to keep children safe. The person will come to listen to you tell what happened. Then you 

will be asked some questions. You must answer them truthfully. Can you do that?” 

• If the child says “Yes,” reinforce the decision by saying, 

• “Good. That is exactly what you need to do to keep yourself safe.” 

• If you sense that a child is unsure, you could say, 

• “___________, you have been hurt and if you don’t tell about what happened, this person may hurt other children. Do you 

think you can tell the truth when you answer the questions?” 

15 As soon as possible report the conversation to the appropriate authority. 

16. Keep the meeting with the child confidential; do not mention it to anyone who is not professionally involved. 

17. Treat the child normally at school showing the same respect and caring you show every student. Help the child meet his/ 

her basic psychological needs to feel accepted, safe, secure, and a sense of belonging. Validate him/her by noticing and commenting 

on his/her positive attributes. 

18. Make sure there is follow through and that the child receives support and assistance. 

Using the video DVD, “Kelly Bear Teaches About Secret Touching,” may be helpful. Click here to see all the Kelly Bear Life Skills 

Education DVDs at www.kellybear.com. 

• “This was hard to talk about, but you did the right thing to tell me. It’s not fair to ask you to keep that kind of secret.” 

10. Help the child know that it was not his/her fault. For example say: 

• “I’m sorry this happened, but remember, it was not your fault. You are not to blame. It was the bigger person’s fault.” 

11. Reassure the child that he/she has every right to feel safe, and that other children have had similar experiences. You may 

say something like: 

• “This doesn’t make you a bad person. You are a good person and so are the other children who have had this happen to 

them.” 

12. Reflect the feelings and information you hear, making sure your facial expressions match what the child is saying. The following 

are some examples of what you might say: 

• “It was scary to have a bigger person threaten to hurt you or your family.” 

• “It was confusing to have someone you care about tell you to do something that did not feel right.” 

• “When you were blamed for what happened, you may have been afraid to tell anyone else.” 

• “You tried to tell your mom, but she got mad and didn’t believe you, so you didn’t think anyone else would believe you 

either.” 






The New Heights Show on Education was established by the New Heights Educational Group. Our 

internet radio show has produced 504 episodes since it started broadcasting on January 19, 2013, and has 

acquired more than 200,000 listeners. Our goal is to reach students, families, educators and the general 

public to bring education to the forefront of lives while discussing issues, core subjects and diverse topics 

of educational interests. 

Your sponsorship will be used to fund our move to this worldwide Network. As a sponsor, you will receive 

benefits designed to increase your company's visibility and provide a return on your company's 

investment, including: 

Exposure to a global audience of listeners reaching over 40 million. (We expect over 200,000 listeners to make the switch to Voice America 

with us and expand the audience exponentially. Those listening to the New Heights Show on Education will represent the full spectrum of 

those interested in education, including those with a passion in specific core subjects, topics of education, teachers, schools and change 

makers. Topics already covered include zoology and marine biology, technology and cyber awareness, soft skills, special needs and 

disabilities, American History, common core, reading time, topics relevant to students and many others.) 

Name recognition in press releases and media coverage. 

Inclusion in weekly or monthly banner ads on our radio page. 

Inclusion of your name and logo in promotional materials. 

Audio or video commercial options. 

Monthly appearance in advertisements and on a shared page in Live guest appearance on the show. 

our bi-monthly magazine. 

We invite you to contact us for additional information about sponsorship, advertisement, and/or 

endorsement benefits and the levels of sponsorship packages available.Pamela Clark, Executive Director 

of the New Heights Show on Education, would also welcome the opportunity for conference with Voice 

America Senior Executive Producer Camille Nash. 

Sponsorships are limited and awarded on a first-committed basis. 

If you are interested in sponsoring the New Heights Show on Education, please contact Pamela directly at 

NewHeightsEducation@yahoo.com or 419-786-0247. 

We look forward to taking our exclusive partnership to another level while making a difference with 

education around the world. 

Sponsorship 

Packages for NHEG 

AUDIO 

eCard 

VIDEO STREAMING 

One commercial spot played six times (three times 

during live broadcast and three times during 

rebroadcast): 



Please note: costs include airtime buy only. Spots 

can be professionally produced for a $250 fee. 

728 x 90 leaderboard standard; 

1 week: $200 

13 weeks: $1,650 

Banner Advertising 

Linkable banner ad(single image, hyperlink, 

multiple static 

Host (728 x 90 leaderboard):1 week: $300, 13 

weeks: $3,300 

On host page(video must be supplied by 

advertiser): 

30 – 60 seconds 

1 week: $750 

13 weeks: $3,550 

1 – 3 min. 

1 week: $1,050 

13 weeks: $12,350 

Full: $10,000 Half: $5,000 

Quarter: $3,350 


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


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

» Banner ad on weekly eCard 

» Opening & closing billboards on show 





company (subject to host approval) 



times (2 during live broadcast and 2 during rebroadcast) 







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







Optional Advertising for Half and Quarter Sponsors 

» 13 week sponsorship of show series» Audio commercial production: $300 

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

» eCard banner ad: $200 (1 week), $1,350 (13 weeks) 



Meet us and be aware of our projects here: 

https://www.NewHeightsEducation.org/ 




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 


September - October 2019 | NHEG Magazine 115 

https://www.NewHeightsEducation.org/who-we-are/NHEG-groups/Adult-Advisory-Group/

www.NewHeightsEduca- 

What You Need: 

• Bird Seed 

• Flat Baking Tray 

• Large Pine Cone (or papertowel roll) 

• Smooth Peanut Butter 

• Table Knife 

• Something to cover the table (this activity 

gets 

messy!) 

• String 

Instructions: 

1. Cover the table with newspaper or plastic. 

2. Pour some bird seed into your baking tray 

3. Help your child spread the peanut butter on the pine cone or 

papertowel roll 

4. Roll the pinecone (papertowel roll) in the bird seed 

5. Tie a piece of string (at least a foot long) to the top of the pine cone (papertowel 

roll) 

Birds usually take a few days to locate new food. 

Keep a bird book handy. Can you and your child identify what kids of 

birds are visiting the bird feeder? 

When the pine cone is pecked clean, make another! 

www.booksbythebushel. 


- Octowww.NewHeightsEducation.org 

FREE LITERACY ACTIVITIES 

Download as many as you like! 

Join our e-newsletter to receive more FREE 

classroom activity ideas! 

http://www.booksbythebushel.com/free-literacy-activities/ 

F U N C O R N E R 

MAKE YOUR OWN SNOWGLOBE 

This homemade snow globe craft is fun for kids who are excited about winter! 

What you need: 

• A clean jar with a water-tight lid (test it by 

filling it with water and turning it upside-down 

• Waterproof figurine that fits inside the jar 

(legos work!) 

• Waterproof glue (super glue, hot glue) 

• Glitter 

• Glycerin-makes the glitter float (optional and 

found at drug stores) 

• Water 

Instructions: 

1. Remove the lid from the jar and set the jar aside 

2. Place the lid upside down on a hard surface and help your child glue the figurine(s) 

to the bottom of the lid 

3. Let the glue dry completely 

4. Have your child add a few dashes of glitter to the jar, along with a few drops of 

glycerin 

5. Help your child fill the jar almost to the top with water 

6. Screw the lid on tight and turn the jar upright 

7. Have your child shake gently and watch the glitter float around! 

www.booksbythebushel.com 

FREE activities and worksheets! 

www.booksbythebushel.com/free-literacy-activities 

Monthly Theme Calendars Kindergarten Readiness 

Community Helpers 

Misc. Activities 

Curious George Activities Nature Activities 

Farm Activities Social Emotional Activities 

Reading Activities 

seasonal activities 

Social Emotional activities weather activites 



FUNDRAISING FOR NHEG 


Fundraising for NHEG earns money through various fundraising programs, 

so the more you participate, the more we earn for our student programs and services. 

We provide step-by-step instructions for participating in each program, 

especially if you have accounts with these partner websites already. 

BOX TOPS FOR EDUCATION 

BOOKS BY THE BUSHEL 

PIZZA HUT DOUGH FOR 

DOLLARS PROGRAM 

LITTLE CAESAR’S PIZZA KIT 

FUNDRAISING PROGRAM 

AMAZONSMILE 

DONATE A CAR 

JANE GOODALL'S 

ROOTS & SHOOTS PROGRAM 

WELZOO 

For more details, visit our website 

https://www.NewHeightsEducation.org/support-NHEG/fundraising-for-NHEG/ 

Source: The Foundation for Economic (FEE) 





OUR RECIPES 

Italian Meatballs Recipe 

Ingredients: 

• 1 pound lean ground beef 

• 1 pound pork sausage (I prefer reduced-fat) 

• 2/3 cup prepared Italian style bread crumbs 

• 1/4 cup grated Parmesan cheese (I used Grana Padano) 

• 2 eggs 

• 1/3 cup finely minced onion 

• 3 cloves garlic, minced 

Our 

Recipes 

• 1/3 cup minced fresh parsley 

• 1 teaspoon dry Italian seasoning 

• 1/2 teaspoon Kosher salt 

• 1/4 teaspoon pepper 

• Small amount cooking oil 

Directions: 

1. In large mixing bowl, measure the meats, bread crumbs, cheese, eggs, onion, garlic, parsley, Italian seasoning, 

salt and pepper. 

2. Mix thoroughly until well combined. Form into 2-inch size balls. 

3. Heat 1 tablespoon oil in a non-stick large skillet over medium heat (I use 2 separate skillets to get meatballs 

done at same time.) 

4. Cook meatballs until well browned, turning occasionally (approximately 15-20 minutes; I add a lid toward the 

end to steam through to centers.) 

5. Serve with spaghetti sauce or alfredo sauce. 

120 NHEG Magazine | September - Octo- 

September - October 2019 | NHEG Maga-



OUR RECIPES 

Chicken Cordon Bleu - Schnitzel Style! Recipe 

Ingredients: 

• 1/2 cup olive oil 

• 1 1/4 pounds thin sliced boneless skinless chicken breast (think 

cutlets - chicken tenders are too skinny for this) 

• 5 ounces sliced ham 

• 4 ounces sliced Swiss cheese 

• 2 large eggs, beaten 

• 1 to 2 cups Japanese style bread crumbs (like Panko) 

• Lemon wedges (optional)a couple of lime/lemon wedgesr 

OUR RECIPES 

Easy Dump Cake: Angel Food Pineapple Cake Recipe 

Ingredients: 

• 1 16-ounce box angel food cake mix 

• 1 20-ounce can crushed pineapple in its own juice, undrained 

• Optional topping: Powdered sugar or whipped topping 

Directions: 

1. Heat oven to 350 degrees F. 

2. Dump cake mix and undrained pineapple into an ungreased 9” x 

12” baking pan. 

Directions: 

1. Heat 1/4 cup of the oil in large flat skillet over 

medium heat. Place beaten eggs and bread crumbs in 

separate wide flat bowls and set aside. 

2. Select and pair up the chicken breast cutlets equal 

in size; you’ll need 2 to make each schnitzel “sandwich” 

and depending on size, each sandwich will serve 2 

people generously - four for the whole recipe. 

3. Place between wax paper (I recycle my cereal and 

cracker liner bags for this because they are so durable 

and will stand up to the pounding - see photos); using 

mallet pound to thin each to a thickness of 1/4”. 

4. Place a slice of ham on one of the thinned chicken 

cutlets and on top of that a slice of Swiss cheese; trim 

the ham and cheese to fit the chicken cutlet shape. Top 

with the matching thinned chicken cutlet to form the 

sandwich. At this point you may need to cut the sandwich 

in half to serving size, so it is easier to handle, coat 

and cook. 

5. Holding each sandwich firmly, dip it into beaten eggs 

coating one side completely; then carefully turn it over 

and dip the second side in eggs, allowing excess egg to 

drip away. 

6. In like manner coat both sides with bread crumbs. 

7. Place into heated oil in pan and fry til golden brown 

on both sides, adding the additional 1/4 cup oil as 

needed. 

8. Serve with lemon wedges (optional). 

3. Stir together until well blended (see photos). 

4. Bake 25 minutes. The top should be nicely browned (see photo) 

and cake should be pulling away from edges. Do not underbake or 





OUR RECIPES 

Roasted Red Pepper & Feta Dip Recipe (Gluten free) 

Ingredients: 

• 3 medium red bell peppers, roasted, skinned and seeded (OR you 

can buy a large jar of roasted red peppers at the store) 

• 1 clove of garlic, minced and crushed to paste with 

• 1/4 tsp sea salt 

• 1/2 C crumbled feta (3-4 oz.) (Look in the cheese dept) 

• 2 T plain dry breadcrumbs (or gluten free unsalted crackers, 

crushed) 

• 2 T fresh lemon juice 

• 2 T olive oil 

• 3 T chopped fresh dill (or 1-1/2 tsp dry dill, if fresh is unavailable) 

• a bit of fresh dill or chives, if preferred, for garnish 

OUR RECIPES 

Cherry Winks ~ Classic Cookies Recipe (Gluten free) 

Ingredients: 

• 2-1/2 cups flour (GF: King Arthur works great, CIA #2 is excellent) 

• 1/2 tsp sea salt 

• 1/2 tsp baking soda 

• 1 tsp baking powder 

• 3/4 C shortening (I use lard) 

• 1 C granulated suger 

• 2 eggs 

• 1 Tbs milk 

• 1 tsp pure vanilla extract 

• 1 C chopped dates 

Directions: 

1. Crank up the broiler and place the washed red 

peppers on a rimmed baking sheet. Set the timer for 5 

minutes and turn the peppers. Continue roasting and 

turning every 5 minutes for a total of 25 minutes,or until 

the skins are largely blackened. Then place the roasted 

peppers in a deep bowl, cover with cling wrap and let 

the peppers cool and release their skin. When they have 

cooled, all you need to do is slough the blackened skin 

off and rinse the peppers under cold water to remove 

any remaining black specks, if you are bothered by black 

specks. The stem and core will pull right out. You can 

slice the peppers and rinse or wipe the remaining seeds 

away. Plop the peppers into a shallow sauce pan (or 


your food processor). 

2. Add the minced garlic and salt paste to the peppers. 

3. Add the feta, breadcrumbs, lemon juice and olive oil 

to the mix. If using dried dill, add it now; if using fresh 

dill, wait. 

4. Ellie always uses a food processor, I am an immersion 

blender guy, so puree the whole shebang with either 

tool, it is a dip, after all. 

5. When pureed to your taste, taste for salt, adjust, if 

necessary, and then fold in the chopped fresh dill. 

6. Transfer the pureed dip to your serving bowl and 

granish will a bit of fresh dill or chives, if you have 

ithem, and/or a drizzle of olive oil. 

7. Serve with your favorite chips. 

Directions: 

1. Sift 

2. the flour, salt, soda and baking powder together & 

set aside 

3. Blend 

4. the shortening, sugar 

5. Add 

6. the eggs and blend with the shortening and sugar 

mixture 

7. Then add 

8. the milk and vanilla 

9. Incorporate 

10. the flour into the liquid mixture 

11. Add 

12. the pecans, dates and chopped cherries 

13. Mix thoroughly 

14. Crush the cornflakes 

15. Drop the teaspoonfuls of dough intot the cornflakes 

and roll to coat 

16. Place on a greased cookie sheet gently press a 1/4 

slice of cherry in the middle of each cookie (the Wink) 

17. Bake at 350^ for 15 minutes 

ALL RECIPES ARE FROM THE COOKEATSHARE 

https://cookeatshare.com 




NHEG SPONSORSHIP RADIO & MAGAZINE ADS 

Internet Radio Show Spots now available 

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 the NHEG home office. All advertisements must be family friendly. 

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

If interested, please visit our website for more details: https://www.newheightseducation.org/NHEG-radio-show/ 

The below is the choice of available packages available now. 

ONLINE RADIO SECONDS SLOTS PER MONTH (SPM) TOTAL COST 1 YEAR COST 1 YEAR COST WITH 10% DISCOUNT 

15s Slot 15 25 $20.00 $240.00 $216.00 

30s Slot 30 25 $37.50 $450.00 $405.00 

Magazine Sponsor Advertisement now available 

New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement in our magazine. 

Those interested in purchasing packages can choose from the below packages and costs. 

If interested please visit our website for more details: https://www.newheightseducation.org/who-we-are/NHEG-magazine/ 

Bellow is a list of available packages. 

MAGAZINE NUMBER OF ISSUES PER YEAR COST PER ISSUE TOTAL COST 

2 $15.00 $30.00 

½ Page 4 $9.00 $36.00 

Full Page 4 $13.50 $54.00 

½ Page 6 $8.00 $48.00 

Full Page 6 $12.00 $72.00 


ANY QUESTIONS OR CONCERNS SHOULD BE SHARED WITH NHEG DIRECTLY 







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. 

Health is Your Wealth


NHEG AFFILIATES & PARTNERS 

www.NewHeightsEducation.org

New Heights Educational Group, Inc. 

14735 Power Dam Road, Defiance, Ohio 43512 

+1.419.786.0247 

NewHeightsEducation@yahoo.com 

http://www.NewHeightsEducation.org

NHEG-Magazine-September-October

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