May-June 2021

ISSUE 5 - 6

You are as welcome as the flowers in May.

- Charles Macklin

MAY - JUNE 2021

New NHEG Heights Magazine Educational | May - June Group 2021

www.NewHeightsEducation.org

EDITORIAL TEAM

NHEG MAGAZINE

TABLE OF CONTENTS

PAGE 24-29

NHEG INTERNET RADIO

PROGRAM

PAGE 114-119

KELLY BEAR PRESS

PAGE 36-37

PAGE 124-125

EDITOR IN CHIEF

Pamela Clark

NewHeightsEducation@yahoo.com

MISSING CHILDREN

PAGE 40-47

ATTENTION POTENTIAL

GUESTS!

PAGE 128-129

PRODUCTION MANAGER

PROOFREADERS/EDITORS

PHOTOGRAPHERS IN THIS ISSUE

Marina Klimi

MarinaKlimi@NewHeightsEducation.org

Laura Casanova

LauraC@newheightseducation.org

Frani Wyner

Elizabeth White

Pamela Clark

Janene Kling

Khrista Cendana

PAGE 02

EDITORIAL TEAM

VOLUNTEERS ARTICLES

PAGE 50-57

THE NHEG LEARNING

ANNEX

PAGE 60-61

NHEG DATA

PAGE 62-63

NHEG BIRTHDAYS

ANNIVERSARIES

NHEG SUPPORT GROUPS

PAGE 132

VOLUNTEERS RATINGS

PAGE 134-139

RECIPES

PAGE 142-145

GET YOUR FREE EBOOK

PAGE 146-147

PAGE 04

THOUGH OF THE MONTH

PAGE 68-69

THE WALK IN AND OUT

OF DARKNESS

NATIONAL HISTORY BEE

NATIONAL SCIENCE BEE

PAGE 150-151

PAGE 16-19

THE STEVIE® AWARDS 2021

PAGE 20

THANK YOU PAMELA

PAGE 22-23

VOLUNTEERS PAGES

PAGE 72-73

VIRTUAL READING

PROGRAM

PAGE 90-105

FEE ARTICLES

PAGE 106-107

SUPPORT NHEG WITH

YOUR DONATIONS

FUN CORNER

PAGE 156-157

NHEG PARTNERS

& AFFILIATES

2 2 3

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Thought for the Month

As NHEG approaches it’s 15th

year, we celebrate future and our

past. We thank every family,

volunteer, supporter, donor,

partner and affiliate that has ever

honored us with trust.

We wouldn’t be successful

without you.

Pamela Clark

Founder/ Executive Director of

The New Heights Educational Group,

Inc.

Resource and Literacy Center

NewHeightsEducation@yahoo.com

http://www.NewHeightsEducation.org

Learning Annex

https://School.NewHeightsEducation.org/

A Public Charity 501(c)(3)

Nonprofit Organization

New Heights Educational Group Inc.

14735 Power Dam Road, Defiance, Ohio 43512

+1.419.786.0247

Welcome to the official

New Heights Educational

Group store.

Where you can purchase

NHEG branded products.

https://New-Heights-Educational-Group.Myshopify.com

4 4 5

5

2020 Top-Rated

Nonprofits using GreatNonprofits

You can read it at the following link

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

NHEG AWARDS

2021 American Business Awards® Stevie Award Winner

Press Release

New Heights Educational Group Honored as Gold and Three Bronze Stevie® Award Winner in

2021 American Business Awards®

Stevie winners will be celebrated during virtual awards ceremony on June 30 Defiance, Ohio – April 29, 2021 – Pamela Clark, Executive Director of New Heights Educational Group, was

named the winner of a Gold Stevie® Award in the Education Hero of the Year category in the 19th Annual American Business Awards® today.

Julia Landy was named the winner of a Bronze Stevie® Award in the Support Staffer of the Year category.

Marina Klimi was named the winner of a Bronze Stevie® Award in the Marketer of the Year category and the Product Developer of the Year category.

The American Business Awards are the U.S.’s premier business awards program.

All organizations operating in the U.S. are eligible to submit nominations (public and private, for-profit and nonprofit, large and small).

Nicknamed the Stevies for the Greek word meaning “crowned,” the awards will be virtually presented to winners during a live event on Wednesday, June 30.

Tickets for the virtual event are now on sale.

More than 3,800 nominations — a record number — from organizations of all sizes and in virtually every industry were submitted this year

for consideration in a wide range of categories,

including

Startup of the Year, Executive of the Year, Best New Product or Service of the Year,

Marketing Campaign of the Year, Virtual Event of the Year, and App of the Year, among others.

New Heights Educational Group was nominated in ten categories and placed in the above four.

A public charity 501 (c) (3) non-profit organization

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The Stevie® Awards 2021

Congratulations! Because of the high average scores they received from the judges, the following nomination(s) will be recognized

with these awards in The 19th Annual American Business Awards®:

The following nominations are honored as

Gold Stevie Award winners:


Bronze Stevie Awards:


Bronze Stevie Awards:

Nomination: Pamela Clark - Education Hero of the Year

Category: Education Hero of the Year

Status: Gold Stevie Winner

Nomination: Julia Landy - Support Staffer

Category: Support Staffer of the Year

Status: Bronze Stevie Winner

Nomination: Marina Klimi - Marketer of the Year

Category: Marketer of the Year


Nomination: Marina Klimi - Product Developer of the Year

Category: Product Developer of the Year


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Thank you Pamela

Hello all, my name is Marina, and I’m the one

who edits this magazine.

I would like to tell you my story and give a big

thank you to my dear friend Pamela.

I am from Greece, and I met Pamela as a volunteer

some years ago.

Thanks to Pamela, I was able to grow and

flourish my career horizons.

Finally, I would like to make a special note of

Pamela Clark’s leadership and inspiring ability

to lead and motivate others.

She gave me the chance to win the Stevie

Awards for two years in a row.

Pamela, thank you so much.

I wish you every success in your personal and

professional life.

I consider myself lucky to have met you.

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VOLUNTEER PAGES

New Volunteers

Volunteers of the Month

Name: Juanita Weaver

Date of Hire: 3/3/21

Position: Photographer/Graphic

Designer

Name Satya Vedula

Date of Hire 3/8/2021

Position Violin Tutor

Jody Bowden


Proofreader

Diamond Kuykendall


Student Leadership Council

Jyoti Aggarwal

Michelle Alwin

Michael Anderson

Chinmay Arvind

Cheska Bagalso

Celeste Behret

Setiani Bhuiyan

Jody Bowden

Stephanie Gross

Erika Hanson

Rhone-Ann Huang

Kristina Kafle

Padmapriya Kedharnath Priya

Meghna Kilaparthi

Dean Kim

Marina Klimi

Alexandre Oliveira

Bruno Patrick Moses

Arianna Penzo

Charlotte Picardo

Dylan Schnur

Alina Sheikh

Sapna Shukla

Olaniyan Taibat

Chandra Kudumula

Date of Hire 15th March 2021

Position APP Developer / AWS Expert

Katie Buchhop M.

Laura Casanova

Khrista-Cheryl Cendana

Sampan Chaudhuri

Janene Kling

Chandra Kudumula

Meghan Lafferty

Julia Landy

Juanita Weaver

Elizabeth White

Sheila Wright

Frani Wyner

Caroline Chen

Joyce Lin

Allene Yue

Kristen Congedo

Yichen Liu

Javier Cortés

Tyler Maxey-Billings

Vy Dinh

Arianie McGee

Sarika Gauba

Nayana Mogre

THE INTERNET RADIO PROGRAM FROM

NEW HEIGHTS EDUCATIONAL GROUP

Internet Radio Show Spots now available

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

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

All advertisements must be family friendly.

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

If interested, please visit our website for more details.

https://Radio.NewHeightsEducation.org/

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

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

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

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

that lists all the shows that have been released.

U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD

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

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

VOLUNTEER HOURS

About PVSA

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

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

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

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

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

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

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

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

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

Criteria

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

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

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

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

factor considered for the award.

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

Awards are issued by approved Certifying Organizations.

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

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

Eligibility

Pamela Clark – Bronze – Silver – Gold – Life Time

Briana Dincher – Gold

Khrista- Cheryl Cendana – Bronze – Silver

William Naugle – Bronze – Silver – Gold – Life Time

Michael Anderson – Bronze – Silver – Gold

Robert Hall – Bronze – Silver – Gold

Sapna Shukla – Bronze – Silver

PVSA RECIPIENTS

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

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

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

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For every new subscription to PEACE Readers INTL

$25

will be donated to:

New Heights Educational Group

Subscribe/Donate NOW: https://www.patreon.com/join/read4peace?

FAQ’s: https://read4peace.org/faq/

Contact: d.white@read4peace.org

Good Info, Better People, a Greater Cause

34 35

ANYONE HAVING INFORMATION SHOULD CONTACT

DON’T HESITATE!

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

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Is Volunteering Worth The Time?

By Khrista Cendana


It really depends on what volunteering work you’ll be doing and if it will help you with your work in the future or even with your

resume. However, if neither of those things apply to you, it could be that you’re volunteering just for fun and to have whatever

experience you may want. Besides volunteering on-site, you can also volunteer virtually. You can go to VolunteerMatch and find

what organizations may need help.

There are a lot of benefits to volunteering if you’re planning to do it, but there are also some downsides. I’ve volunteered at a few

organizations prior to NHEG and NHEG has helped me the most. I’m not working on-site, but I am helping virtually in whatever

way I can.

Websites Used:

NHEG

VolunteerMatch

6 Benefits of Community Service

Working and Volunteering: Pros and Cons

Advantages and Disadvantages of Volunteering

Are you bored and you don’t have anything to do? Do you want to do something to improve your resume? Volunteering

might be something that you can do in your spare time, and it could improve your skills! Volunteering could help you in

your education and schooling. Here are some pros and cons of volunteering. This list could be helpful to you if you have

any interest in volunteering.

Pros

1.Resume - If there’s a certain skill or asset that you want

to brush up on, you can look for a volunteer opportunity

that has the skill or asset to help you. Your resume will

look good if you have that extra experience and skills.

1.Boredom - The work may not involve enough tasks, and

it could lead to boredom and nothing to do.

2.Skills - The skills that you’re learning in your volunteer

work may not help later on.

2.Make a Difference - What better way but to help an

organization that needs help?

3.Time Consuming - Your volunteer work could be time

consuming and may not be interesting to you.

3.Networking - If you spend enough time with the organization,

you can network with other people within the

organization and see if you can get either a paid position

or new volunteer work you might like.

4.Teamwork - If you’re working with a team in your volunteer

work, you may find that not everyone is interested in

the work.

4.Social Media - If you have like LinkedIn, the organization

or people you work with may leave you a good review, and

other people will see how hard a worker you are.

Cons

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Why Charter School?

By Khrista Cendana

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

been telling me that if I were still in

school, she would have enrolled me in a charter school

rather than a public school. Are charter

schools better? What are the differences and options

when enrolling? I always thought that

charter schools help students more than public schools, is

that true? Are they clearly different or

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

these questions, we need to dig a little bit

further.

Here are some of the differences:

Charter Schools

Public Schools

1. May use a lottery system if the charter school is 1. They must accept every child in its district.

popular and hard to get into for the

2. Larger class sizes.

student.

3. Education standards set by the state education

2. Smaller class sizes.

board.

3. Transportation is arranged by the students. 4. Transportation provided by school within

4. Private board.

designated area.


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

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

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

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

with the amount depending on how many students are enrolled.

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

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

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

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

Websites Used In Article:

Public vs Private vs Charter

Charter Vs Public

Comparison

San Diego

The Delta Academy

Ohio Connections Academy

Buckeye Online School For Success

Teachers Certified Or Not

What Are Charter Schools

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

What is the same in charter vs public schools?

1. They are both free

2. Cannot discriminate students.

3. Both school systems are considered public.

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

Online Charter School

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

education. (California)

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

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

online multimedia, accessible everywhere. (Ohio) Buckeye Online School For Success - tuition free, grades

K-12, 100% online. (Ohio)

Are they clearly different or are they the same?

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From the world of imagination:

a day in the park with preschool students

By Daniela Silva dos Santos

On a sunny morning

a group of preschoolers

went to the park

with their teachers.

Two students, Arthur

and Peter, after playing

a lot in the park

with their toys, found

a large cardboard

box that was in the

school’s recyclables.

Arthur looked at Peter

Education on Star Trek

By Khrista Cendana


Photo credit: Sunder_59OK http://photopin.com

of joy exclaimed:

and with bright eyes

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

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

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

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

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

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

things kids can learn from watching Star Trek:

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

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

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

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

and said:

“All set. Countdown to takeoff!”

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

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

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

take a trip!”

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

the countdown to launch:

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

1.Culture

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

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

learn what the customs are. For instance:

Greetings - hand salute (Vulcuns, humans)

Language - Kardasi, English, Klingon

Race - Cardassian, Humans, Bajorans, Klingons

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

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

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

Chinese, and Japanese.

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

“Bye, bye, see you later!”

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

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

don’t know for the first time.

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

2.Education

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

enough Star Trek episodes:

44 45


• Military time

• Military ranks

• History/Astronomy


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

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

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

with real life.

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

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

real life.

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

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

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

learn a lot about the planets above us; Star Trek might be able to get the kids into this topic as well.

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New Heights Educational Group (NHEG) announces a new affiliate,

StackSocial, and their affiliate links, including StackSkills,

Skillwise, Joyus and Citizens Goods. In total, StackSocial offers

over 1,000 free and discounted courses. NHEG’s previous partners,

affiliates and NHEG courses totaled 160 free and 20 low-cost and

high-quality courses on NHEG’s website.

Additional partners/affiliates offer over 100 high-quality courses.

Pamela Clark, Executive Director of NHEG, stated, “We are always

looking for ways to grow opportunities for families. This is one

of the biggest yet. We are proud to be at the forefront of creating

affordable opportunities to all students and their families.”

https://stacksocial.com?aid=a-8y4kxztf

(any course affiliated with this partnership should include a-8y4kxztf)

“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/

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

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

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

course taught by one of our volunteer teachers or tutors.

NHEG is launching a Genealogy and Education

Course and a DNA and Education Course.

Taught by Heather Ruggiero, our Financial

Literacy course is a self-taught class that helps

you build a better understanding of your finances.

HOLIDAYS AROUND THE WORLD

The orphan trains operated between 1854

and 1929, relocating about 200,000 orphaned,

abandoned, or homeless children.

This class will instruct students on how to apply for a

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

This Class is free to the public and will be available

through Google Classroom.

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE

http://School.NewHeightsEducation.org/

FOREIGN LANGUAGES

This course will also teach students basic writing. For

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

course will assist students in getting theirs!

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

week and will be open for middle school to adult students

will learn to speak and write Japanese

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

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.

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

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.

ENROLL HERE

ENROLL HERE

COMING SOON

COMING SOON


MUSIC COURSES

NHEG Music Program will offer many musical opportunities including: Music

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

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

from free to low cost classes.

Google Classroom Code: qaqcewm

ENROLL HERE

INTRODUCTION TO PIANO: ALLENE

Google Classroom Code: etgactm

ENROLL HERE

FAMOUS COMPOSERS OF THE PAST: ALLENE

Google Classroom Code: ebdjipk

ENROLL HERE


PARTNER COURSES

How To Teach Online

Cost: $25

Access Online Course

Why Have A Business?

Cost: Free


Understanding Yourself As An Entrepreneur

Cost: $25


Servant Salesmanship

Cost: $25


Your Business By The Numbers

Cost: $25.00


Creating Your Business Strategy

Cost: $25


Personal & Professional Development Coaching Course Overview

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

and less of the things you don’t want?

Create The Life You Love

Cost: $197

Purchase Course

Create The Life You Love

Cost: $788

Purchase Course

How To Turn Your Passion Into Profits

Cost: $1576

Purchase Course

How To Write A Book In 30 Days Or Less

Cost: $1800

Purchase Course

The 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

The NHEG Learn to Read: Adult Literacy

online course gives teachers/

tutors/reading guides strategies

for helping older students acquire

literacy skills and provides methods

for consistent, repeated practice

ENROLL HERE

In this course, we will help provide

you a better understanding of

Chemistry and how it used.

ENROLL HERE

The Animation Course

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

of creating stories & animating them.

Purchase Course

The Drawing Course


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

animation course to increase your drawing skills.

Purchase Course

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NHEG BIRTHDAY

NHEG ANNIVERSARIES


ΜΑΥ

JUNE

ΜΑΥ 03

Kathyrne Ballewig

JUNE 04 Michelle Alwin

MAY 01

Allene Yue

JUNE 01

NHEG Birthday.. woohoo

ΜΑΥ 11

Dean Kim

JUNE 13

Rachel F

MAY 04

MAY 05

Leah Sedy

Hamsatu Bolori

JUNE 03 Diya Sharma

JUNE 15 Ashmeet Kaur

ΜΑΥ 13

Peter Gordon

JUNE 15

Junanita W

MAY 13

Alexandre Oliveira

JUNE 18 Tyler Maxey-Billings

ΜΑΥ 15

ΜΑΥ 18

ΜΑΥ 21

ΜΑΥ 24

Alina Sheikh

Samrithaa Bal-

Anna Stephanie

Jyoti Dave

JUNE 18

JUNE 19

JUNE 20

Geetha L

Elizabeth White

Tammy Barham

JUNE 30 Doyoon Kim and

Rhone Ann Huang

MAY 14

MAY 16

MAY 20

MAY 21

MAY 25

Julia Landy

Sapna Shukla

Alina Sheikh

Meghna Kilaparthi

Sarika Gauba

Rhone Ann Huang

JUNE 21 Kristen Congedo and

Jyoti Aggarwal

JUNE 24 Samuel Iglesias

JUNE 27 Dylan S

ΜΑΥ 26

Hamsatu Bolori

MAY 27

Anagha Sridharan

ΜΑΥ 28

Lakshmi Padmanabhan

MAY 28

Katie Buchhop

Charlotte Picardo

Michelle Alwin

ΜΑΥ 30

Georgia Woodbine

MAY 29

Jane Wen

62

63

63

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Do you want an uplifting and inspirational story?

Check out Unpredictable:

The Walk in and Out of Darkness:

https://unpredictablethewalk.weebly.com/

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VIRTUAL READING PROGRAM OVERVIEW

In partnership with 2nd & 7 Foundation and our Reading Ambassador Rhone-Ann Huang, we have

implemented a virtual reading program for children. As part of 2nd & 7’s “Tackling Illiteracy”

program, and with the help of Zoom video conferencing, student-athletes will read with second-grade

students and discuss why reading and staying on top of schoolwork is essential.

This school year, the volunteer readers are student-athletes from Dartmouth University. The

books to be read are the “Hog Mollies” books, written by 2nd & 7. Each book is 30 pages and contains

a different important lesson and moral. There are 13 “Hog Mollies” books, and there will be

13 readings.

The virtual readings will be held two to three times a month on Mondays, with the exception of

holidays, starting on January 11, 2021, 4:30 pm EST.

All second-graders are welcome to join.

https://www.NewHeightsEducation.org/NHEG-Educational-Programs/Virtual-Reading-Program/

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Press Releases

3/13/2021

New Heights Educational Group (NHEG) announces

a new partnership with

New Heights Educational Group (NHEG) announces a new partnership with Tutorfly, which provides easy

access to peer tutoring via a safe and secure platform that allows students, tutors and administrators

to hold tutoring and mentoring sessions. Tutorfly currently supports nonprofit tutoring and mentoring

groups that service over 100 schools in California (see this case study) and wants to support additional

nonprofit organizations next semester.

This partnership will be featured on the NHEG website, which will be implementing the Tutorfly system.

Our new tutoring ecosystem will include an all-new look and feel for our award-winning tutoring program.

Students still need to enroll in our tutoring program and will be screened for the best placement.

We still aim to provide tutoring to fill in the learning gaps of students in need.

As a result of this partnership and implementation, we will continue to use Zoom as our meeting platform

but will also offer an all-new virtual whiteboard, secure messaging communication, organized

resources and student and tutor private linking. A more efficient system and set of tools will streamline

the ability to view and export engagement data to track student success as well as help with tallying

student hours and monitoring tutoring sessions to save NHEG staff time.

You can learn more about the new system and/or sign up for tutoring by

visiting this webpage:

https://www.NewHeightsEducation.org/NHEG-educational-programs/NHEG-tutoring-program/

Students, teachers, and admins will log in via this webpage:

https://NHEG.Tutorfly.org/.

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3/12/2021

Annual Recognition Day event

The New Heights Educational Group (NHEG) announces that its annual Recognition Day event will be

held online via Zoom this year. Students, teachers/tutors, partners, affiliates, donors and volunteers

from around the world are recognized and celebrated during this event. This year’s Recognition Day

will be held on June 20, 2021, from 3:00 p.m. - 5:00 p.m. EST.

Anyone interested in participating in the virtual event should contact NHEG by email at NewHeightsEducation@yahoo.com

or by calling 419-786-0247.

Pamela Clark, Executive Director of NHEG, stated “This event is special because we will be celebrating

15 years since NHEG was created on June 1, 2006. There were only three people at that first meeting:

Pat Carr, of Wauseon, who came up with the organization’s name at the second meeting held in Defiance;

Margaret Spangler, who became a great driving force in our struggles and achievements; and of

course myself.

4/9/2021

New Heights Educational Group (NHEG) was recognized by

Governor Mike DeWine and Lt. Governor Jon Husted


On March 5, 2021, New Heights Educational Group (NHEG) was recognized by Governor Mike DeWine and

Lt. Governor Jon Husted for our nomination for a 2021 ServeOhio Award. The Governor and Lt. Governor

thanked us for our volunteer service and the positive difference we’ve made in the lives of others, writing,

“We are grateful for your efforts in creating stronger, healthier communities for all

Ohioans.”

Pamela Clark, NHEG Executive Director, stated, “Thank you, Governor Mike DeWine and Lt. Governor Jon

Husted. Your recognition means so much to our organization and the important work we do. We appreciate

the beautiful certificate and kind

words.”

This was always my dream, and Pat and Margaret were actually families that I served in the consortium

I ran before NHEG. I’m the last of the original three who is still involved in the program, but Pat

and Margaret both left a mark of change and inspiration. NHEG is now run by me, with the help of the

current 94 volunteers from all over the world. So many wonderful memories have been made and

achievements realized, and I’m thankful to everyone who has been part of the program now and in the

past.

None of us could foresee or dream the amazing accomplishments of our organization.”

Learn more or sign up for event:

NHEG Making a Difference

Video

https://www.youtube.com/watch?v=C3ZTXHQBpDw

https://www.NewHeightsEducation.org/events/recognition-day/

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How can students stay motivated during

their education?


I do understand that the Covid-19 pandemic has added more pressure on staying motivated, but It’s essential to

understand that the world is not perfect; hence, ups and downs are always going to be there. I recently attended

a mental health event where we were discussing the symptoms of mental health issues, advice for mental health

and the importance it has on our day-to-day lives. Here are some of the tips I’d like to share. I understand that

tackling mental health issues is subjective, but trying the tips listed below may help relieve some stress and help

you stay motivated:

• Create a timetable/to-do list to regulate your days (email me for a personalized template)

• Spend less time on your phone before bedtime.

• Speak to someone you trust (statistically found to help overcome some issues faced)

• Meditate (breathing exercises, yoga, transcendental meditation, etc.)

Junior and senior years can be daunting with completing college applications in the US, personal statements

in the UK, recommendation letters, etc. But it is important to survive these years smoothly and happily

without burning out. In September 2020, many younger students reached out to me with the question,

“How do I survive senior year?” I wrote to them that I was already aware that year 12 is a big step ahead

from year 11. So I highly suggest you think about it as a way to higher success that requires lots of hard

work and effort. In order to get the most out of grade 12, it’s very very important to be organized and have

time management skills. I’m not saying you need to be multitasking; rather, you should find a way to balance

out those 24 hours a day with both academics and extracurriculars.

Extracurriculars are so important. They become a huge element of resumes for jobs, work experience and

internships and of personal statements to get into college. Grab onto opportunities that you feel you are

capable of doing and have time to commit to. Don’t take on all extracurriculars at one time as doing so will

shift the balance away from your school exams. Extracurriculars are very important because they show

that you are well-rounded and focused on more than just studies. They bring out other capabilities, such

as teamwork, leadership and creativity, and show that you are balanced in everything you accomplish. I

would highly suggest having at least one to three extracurriculars to show you are focused on things you

love but you don’t overexert yourself.

To give you a short summary of the things you can do to stay motivated:

• Do activities that excite you, whether sports, arts, writing, playing musical instruments, etc.

• Have a motivational goal in mind constantly that pushes you to do things that you didn’t wish to = see the big

picture in front of you.

• Spend time with loved ones, whether family members, neighbors, relatives or friends.

• Reach out for help, support and guidance without hesitation = communicate effectively.

• Take small steps, as success doesn’t come within seconds = work in progress.

• Assist in a humanitarian cause, such as by volunteering or fundraising: being involved in an environment and

working on projects that benefit the welfare of society will make you feel better.

• Travel to explore the world.

• Listen to inspirational podcasts or music.

Some helpful links:

• Notion: Notion is an application that provides components such as databases, kanban boards, wikis, calendars and reminders. Users can

connect these components to create their own systems for knowledge management, note taking, data management and project management.

It is suitable for web, macOS, Windows, iOS and Android: https://www.notion.so/

• Trello: Trello is a web-based kanban-style list-making application that is a subsidiary of Atlassian, a collaboration tool that organizes your

projects into boards. At one glance, Trello tells you what’s being worked on, who’s working on what and where something is in a process:

https://trello.com/en

• I highly recommend you read the Forbes article “How to stay motivated and accomplish anything”: https://www.forbes.com/sites/nextavenue/2013/07/19/how-to-stay-motivated-and-accomplish-anything/

• NHEG (New Heights Educational Group) offers a variety of educational programs, including Travel with NHEG, tutoring, tracking student

growth and fundraising: https://www.newheightseducation.org/nheg-educational-programs/

• NHEG has its own radio show, an Internet radio program and podcast in which the hosts cover various topics of education for home, charter

and public school families in Ohio and beyond. The shows cover many aspects of education: the power of education, restructuring

schools, the IEP process, tips for teens, zoology, technology, common core, history, science, reading, business, entrepreneurship, special

needs, round-table discussions and reading of NHEG’s bi-monthly teen comic book series, which tackles youth issues. The show educates

Be organized: I love using Trello to track meetings and ideas or a simple book and pen for my to-do lists for

and inspires its audience by sharing and welcoming discussions. You can listen to it here for free: https://radio.newheightseducation.org/

the day. Allow time for personal leisures: If you ever feel tired, take a break, close your eyes and relax.

• NHEG also has several opportunities in volunteering. Find out more at: https://www.newheightseducation.org/volunteer-with-nheg/; the

Study beforehand: Create a useful study timetable and make sure to follow it. When I say “useful,”I

volunteer form is at: https://www.newheightseducation.org/volunteer-with-nheg/volunteer-form/

mean it should be one you are able to follow for at least six months. Lastly, enjoy and value the process of

maturing and gaining lots of knowledge before you go on to college or an apprenticeship. Our teacher

Written by Charlotte Picardo (year 12 student in the UK) and Proofread/Edited by Kristen Congedo

told us, This is a challenging year but a rewarding experience. I’m looking forward to how year 12 changes

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my life.

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Pluckrose and Lindsay trace the evolution of critical theory over the past half-century, from its emergence in academia to its growing influence

in culture and public policy. They argue against its “illiberal” foundations that prioritize the group over the individual and that often silence free

expression and dissent.

“In the face of this,” the authors write, “it grows increasingly difficult and even dangerous to argue that people should be treated as individuals

or to urge recognition of our shared humanity in the face of divisive and constraining identity politics.”

Woke Classrooms Show Why US Parents Should Be Free

to Choose on Schools

By Kerry McDonald

Families that value liberalism over

critical theory should be free to

choose different educational options.

Saturday, February 27, 2021

llinois legislators last week voted in favor of enacting new “Culturally Responsive Teaching and Leading Standards” in the state’s teacher

education programs.

Beginning in October, all Illinois teacher training programs must start to reflect the new standards that focus on “systems of oppression,” with

teacher trainees required to “understand that there are systems in our society that create and reinforce inequities, thereby creating oppressive

conditions.”

Under the new standards, all teachers-in-training are also expected to “explore their own intersecting identities,” “recognize how their identity...

affects their perspectives and beliefs,” “emphasize and connect with students about their identities,” and become “aware of the effects of

power and privilege and the need for social advocacy and social action to better empower diverse students and communities.”

Even the Chicago Tribune editorial board warned against the passage of these standards in the days preceding the legislative session, noting

that “while the rule-writers removed the politically charged word ‘progressive’ from their proposal, there’s no doubt these are politically progressive

concepts as we know them in our current national dialogue. If the rules were tilting more toward traditional concepts of teaching, if

the word ‘conservative’ were peppered throughout the rules, you can imagine the uproar.”

The Tribune editors also acknowledged the “real concerns” critics have expressed toward these standards.

“Teachers could be evaluated on how sensitively they meet students’ needs, how engaged they become in political causes, rather than how

much their students understand basic reading, writing and critical thinking — must-have skills to prepare any student for life,” wrote the editorial

board on February 15.

Two days later, a legislative committee approved the new standards.

Critical Theory in Classrooms

The Illinois action is one example of an accelerating trend toward introducing and elevating critical theory ideology throughout US institutions,

including government schools.

As Helen Pluckrose and James Lindsay write in their book Cynical Theories: How Activist Scholarship Made Everything About Race, Gender,

The emphasis on identity politics rooted in critical theory is increasingly driving education policy, such as the new Illinois teacher standards as

well as the continued push for a new high school “ethnic studies” graduation mandate in California. But it’s not just government schools that

are affected by these policies.

In December, the Dalton School, a pricey New York City private prep school, made headlines when an 8-page manifesto was released demanding

more attention to an “anti-racist” agenda, including hiring at least 12 “diversity and inclusion” staff members, compensating Black

students who engage in antiracism activities or have their photos used in school materials, redistributing half of the private donations to

Dalton toward New York’s public schools, and requiring “courses focusing on ‘Black liberation and challenges to white supremacy’ and ‘yearly

anti-racist training’ for not only employees but trustees and Parent Association volunteers.”

Some parents of Dalton students removed their children from the school, including one father who told the New York Post: “It’s completely absurd

and a total step backwards. This supposed anti-racist agenda is asking everyone to look at black kids and treat them differently because

of the color of their skin.”

Expanding Education Choice

The same choice of exit should be open to more families who are disillusioned by what they see happening in their children’s schools. The

school shutdowns and related remote learning plans implemented over the past year have given parents an unprecedented look at what their

children are, or are not, learning in their schools. Many parents feel a renewed sense of empowerment and have left their district schools for

private education options, including independent homeschooling which has more than doubled during the pandemic response. Other parents

may want to leave their district school but lack the resources to do so.

Support for education choice policies that expand learning options for families has grown during the school shutdowns. A fall RealClear Opinion

Research survey revealed that 77 percent of respondents are in favor of funding students over systems, up from 67 percent last spring.

Twenty-six states now have active legislative proposals to expand education choice and allow funding to follow students. Illinois is one of

these states, with a proposal to create an education savings account program for income-eligible families that enables a portion of per pupil

funding to go directly to families for approved educational expenses.

The Nobel Prize-winning economist, Milton Friedman, was an early and enthusiastic advocate of education choice policies. “If present public

expenditures on schooling were made available to parents regardless of where they send their children, a wide variety of schools would spring

up to meet the demand,” Friedman wrote in his book, Capitalism and Freedom. “Parents could express their views about schools directly by

withdrawing their children from one school and sending them to another, to a much greater extent than is now possible.”

Parents may decide to remove their child from an assigned district school for a variety of reasons, ranging from academics to student well-being

to ideology. As states like Illinois continue to push their educational institutions toward a more progressive ideology, rooted in critical

theory, parents who disapprove of this ideology should have the choice and opportunity to exit in favor of other options.

“Liberalism values the individual and universal human values,” write Pluckrose and Lindsay in Cynical Theories. “Theory rejects both in favor

of group identity and identity politics.”

Families that value liberalism over critical theory should be free to choose different educational options, and taxpayers who value the same

should choose their legislators wisely.

and Identity—And Why This Harms Everybody: “A critical theory is chiefly concerned with revealing hidden biases and underexamined assumptions,

usually by pointing out what have been termed ‘problematics,’ which are ways in which society and the systems that it operates upon

are going wrong.”

Source: The Foundation for Economic Education (FEE)

https://fee.org/

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

Parents with economic resources (such as high-profile politicians) can either send their kids to private schools or move to communities where

government schools still maintain some standards.

But for lower-income households, their options are very limited.

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

While 40% of white Americans age 25-29 held bachelor’s degrees in 2013, that distinction belonged to only 15% of Hispanics, and 20% of

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

academically. …according to a March report by Child Trends, based on 2015 data from the National Assessment of Educational Progress

(NAEP), only 21% of Hispanic fourth-grade students were deemed “proficient” in reading. This is bad news. A fourth-grader’s reading level is a

key indicator of whether he or she will graduate from high school. The situation is worse for African-Americans: A mere 18% were considered

“proficient” in reading by fourth grade.

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

The Failure of Public Schooling in One Chart

By Daniel J. Mitchell

Public school spending has become a

costly failure.

Wednesday, December 21, 2016

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

none of my creations have ever been as clear and convincing as the iconic graph on education spending and education outcomes created by

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

in reading in 2015. In general, American students are outperformed by students abroad. According to the most recent Program for

International Student Assessment, a series of math, science and reading tests given to 15-year-olds around the world, the U.S. placed 17th

among the 34 Organization for Economic Cooperation and Development countries in reading.

the late Andrew Coulson.

I can’t imagine anyone looking at his chart and not immediately realizing that you don’t get

better results by pouring more money into the government’s education monopoly.

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

and the local level, the drumbeat is the same: Give us more money if you care about kids.

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

are wrong.

Gerard Robinson of the American Enterprise Institute and Professor Benjamin Scafidi from

Kennesaw State University take a close look at this issue.

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

country.

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

to reach any conclusion other than we spend a lot in America and get very mediocre results.

…education is important to the economic and social well-being of our nation, which is why it is the No.

1 line item in 41 state budgets. …Schools need extra money to help struggling students, or so goes the long-standing thinking of traditional education reformers

who believe a lack of resources – teachers, counselors, social workers, technology, books, school supplies – is the problem. …a look back at the progress we’ve

made under reformers’ traditional response to fixing low-performing schools – simply showering them with more money – makes it clear that this approach has

been a costly failure.

And when the authors say it’s been a “costly failure,” they’re not exaggerating.

Since World War II, inflation-adjusted spending per student in American public schools has increased by 663 percent. Where did all of that money go? One

place it went was to hire more personnel. Between 1950 and 2009, American public schools experienced a 96 percent increase in student population. During

that time, public schools increased their staff by 386 percent – four times the increase in students. The number of teachers increased by 252 percent, over 2.5

times the increase in students. The number of administrators and other staff increased by over seven times the increase in students. …This staffing surge still

exists today. From 1992 to 2014 – the most recent year of available data – American public schools saw a 19 percent increase in their student population and

a staffing increase of 36 percent. This decades-long staffing surge in American public schools has been tremendously expensive for taxpayers, yet it has not led

to significant changes in student achievement. For example, public school national math scores have been flat (and national reading scores declined slightly) for

17-year-olds since 1992.

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Juan concludes his column with a plea for diversity, innovation, and competition.

For black and Hispanic students falling behind at an early age, their best hope is for every state, no matter its minority-student poverty rate,

to take full responsibility for all students who aren’t making the grade—and get those students help now. That means adopting an attitude

of urgency when it comes to saving a child’s education. Specifically, it requires cities and states to push past any union rules that protect

underperforming schools and bad teachers. Urgency also means increasing options for parents, from magnet to charter schools. Embracing

competition among schools is essential to heading off complacency based on a few positive signs. American K-12 education is in trouble,

especially for minority children, and its continuing neglect is a scandal.

He’s right, but he should focus his ire on his leftist friends and colleagues. They’re the ones (including the NAACP!) standing in the proverbial

schoolhouse door and blocking the right kind of education reform.

P.S. This is a depressing post, so let’s close with a bit of humor showing the evolution of math lessons in government schools.

P.P.S. If you want some unintentional humor, the New York Times thinks that education spending has been reduced.

P.P.P.S. Shifting to a different topic, another great visual (which also happens to be the most popular item I’ve ever shared on International

Liberty) is the simple image properly defining the enemies of liberty and progress.

Teacher: Why Schools Waste—and How to Stop It

By Gabriel McKinney

Sunday, February 28, 2021

No one—not me, not you, not Jeff

Bezos or Warren Buffett—really knows

how to spend money.

Imagine that you’re a teacher. You’re sitting in your classroom and looking at the textbooks from which you are supposed to teach your students.

“If only I could get some better books,” you think. “Something that would engage them!”

As a teacher, you know that the thing stopping you from getting books isn’t that your school doesn’t have enough money. More likely it’s that

your school wastes the money it has.

Your school forces you to go to professional development sessions in which you listen to someone tell you things you already know.

Your students have to complete rounds of standardized tests, each of which is unreliable and takes too much time.

There are too many bureaucrats in your district’s central office, and none of them seem to do anything but add to your workload. The list goes

on.

Thus, the reason you can’t get better books is not that your school needs more money—schools have money. In fact, we spend about 60 percent

more per student than the average OECD (Organisation for Economic Co-operation and Development) country despite the fact that we’re

below average in math, reading, and science.

The problem—the reason you can’t get those dang books—is that schools spend money poorly, specifically on oversized administrative staffs

and largely useless professional developments, neither of which seem to have had any positive effect on student learning outcomes.

But why do schools spend money so poorly? With all our research and knowledge, why don’t they know how to spend to improve outcomes?

No One Knows What Anything Is Worth

In his seminal work Socialism, Ludwig Von Mises articulates a simple but hard to appreciate point—no one actually knows how much anything

is worth or how to spend money.

Consider that business owners all have the same goal: to make as much money as possible. Still, most businesses fail at that goal. Why?

Because it’s hard to know what to spend money on.

Where should Amazon open its next headquarters? What should Popeyes spend its research and development money on? How many flowers

should you buy your girlfriend or wife to avoid her wrath on Valentine’s day?

But things change. Politicians become hostile to conglomerates. Restaurant chains pull a chicken out of their hat and see 255 percent growth

in a single quarter. Snowstorms go where they shouldn’t, governments are overthrown, tax codes rewritten—all this helps or hurt businesses,

whether or not they were doing everything right.

No one—not me, not you, not Jeff Bezos or Warren Buffett—really knows how to spend money.

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The Market and the Force

But even though we don’t know how to spend money, the market is like the Force from Star Wars. It seeks balance. It pushes money where it

should go and pulls it away from where it shouldn’t.

Thus, even though individuals don’t know how to spend money, in a market, only the right expenditures are rewarded. For example, while you

may not be certain if you’re opening your restaurant in the right place, consumers will show you by going to it or staying away from it. Over

time, businesses learn from what customers respond well to and they either replicate these things or fail.

This prevents societies from wasting resources.

The Government and the Sith

But when the government spends money foolishly, it’s like the Sith (I’m hopeful that our culture has been sufficiently nerdified)—it resists and

manipulates the force rather than submitting to it.

The problem is that there is no corrective to bad government spending. People don’t lose their jobs, government offices don’t close, politicians

and bureaucrats don’t suffer wage cuts.

Despite the fact that Medicare and Medicaid cost $1.412 trillion dollars in 2019, the average cost of healthcare has risen so much that

someone on Medicare or Medicaid will save $0 compared with what they would have paid (in inflation adjusted dollars) for the same service

in 1965. At the same time, anyone not on Medicare/Medicaid is paying 80 percent more than they would have paid in 1965 (again in inflation-adjusted

dollars).

Despite our spending more on education than ever, standardized test scores are no better now than they were forty years ago. And let’s not

forget the SSA and USPS.

Compulsory Schooling Laws: What if We Didn’t Have

Them?

By Kerry McDonald

Eliminating compulsory schooling

laws would break the century-anda-half

stranglehold of schooling on

education.

The takeaway from these examples is clear. Whereas foolish business ventures go bankrupt, foolish government spending seems to continue

indefinitely.

In education this means that if a school district begins an ill-conceived and costly policy (say, not firing ineffective teachers) the only way to

change this policy is through producing documentaries and letter writing campaigns, electing new officials, and withstanding burdensome

teacher union strikes. It’s so difficult to change such policies that it almost never happens.

Contrast that with an inefficient business model; once a business model becomes obsolete, it shrinks and then vanishes. No matter who is

praising or lauding it (does WeWork ring a bell?), if a model doesn’t work, the market will get rid of it.

The Solution

Many educators are aware of this problem. They see it in “PD days,” standardized testing, lousy textbooks, and incomprehensible curriculum.

But as much as they are aware of the problem, most educators do not seem to be aware of the right solution.

Many educators seem to think that we can create a different kind of feedback system, one as good as or better than the market. This is actually

the purpose of standardized testing. Standardized testing is the way the central government generates feedback about the efficacy of its

programs.

The problem with this (besides the obvious fact that standardized tests are an unreliable waste of time) is that even if testing could signify

which pedagogies work and which don’t, it couldn’t show how much to spend on any specific pedagogy.

For example, which one should a school spend money on – a $10,000 professional development that shows teachers how to teach math

50 percent faster, or a $10,000 PD that shows teachers how to teach reading 50 percent faster? Which does society need more—a kid who

knows everything there is to know about computer science or a kid who is well balanced across disciplines?

For moral as well as practical reasons, those questions can only be answered by consumers via the market. A consumer’s decision to spend

money on one of those programs is what signifies which one is worth more to them.

What we need to do, then, is to make the education system responsive to successes and failures, both in the appropriate amount. Practically,

this means opening schools up to market competition, such as through robust voucher systems.

Successful schools will grow, unsuccessful schools will fail, and consumers, that is, students, will ultimately reap the benefits.

Friday, October 5, 2018

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

rife with paternalism, triggered by anti-immigrant sentiments in the mid-nineteenth century and fueled by a desire to shape people into a

standard mold.

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

were illiterate prior to mass schooling, that there were limited education options available, and that mandating school attendance

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

In truth, literacy rates were quite high, particularly in Massachusetts, where the first compulsory schooling statute was passed in 1852.

Historians Boles and Gintis report that approximately three-quarters of the total U.S. population, including slaves, was literate¹. There was a

panoply of education options prior to mass compulsory schooling, including an array of public and private schooling options, charity schools

for the poor, robust apprenticeship models, and homeschooling—this latter approach being the preferred method of Massachusetts education

reformer Horace Mann, who homeschooled his own three children while mandating common school attendance for others.

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

Many of these immigrants were Irish Catholics escaping the deadly potato famine, and they threatened the predominantly Anglo-Saxon Protestant

social order of the time. In 1851, the editor of The Massachusetts Teacher, William Swan, wrote:

“In too many instances the parents are unfit guardians of their own children. If left to their direction the young will be brought up in idle, dissolute, vagrant habits,

which will make them worse members of society than their parents are; instead of filling our public schools, they will find their way into our prisons, houses

of correction and almshouses. Nothing can operate effectually here but stringent legislation, thoroughly carried out by an efficient police; the children must be

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

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

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

Source: Reason Foundation

https://reason.com/

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A Power Shift

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

freedom and flexibility to assume full responsibility for their child’s education. They would not need government permission to homeschool,

as is currently required in the majority of U.S. states. Private schools would not need to submit their attendance records to the state to show

compliance. Public schools could still be available to those who wanted them, as they were prior to the 1852 law; but government schooling

would no longer be the default education option.

More Choices

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

an assortment of education options would emerge. Entrepreneurial educators would seize the opportunity to create new and varied products

and services, and parents would be the ones responsible for determining quality and effectiveness—not the state. With less government red

tape, current trends in education would gain more momentum. Virtual schooling, part-time school options, hybrid homeschooling models, and

an array of private schools with diverse education approaches would emerge. As more education choices sprouted, competition would lower

prices, making access to these new choices more widespread.

More Pathways to Adulthood

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

that wouldn’t rely so heavily on state-issued high school diplomas. Innovative apprenticeship models would be created, community

colleges would cater more toward independent teenage learners, and career preparation programs would expand. As the social reformer Paul

Goodman wrote in his book New Reformation: “Our aim should be to multiply the paths of growing up, instead of narrowing the one existing

school path.”

A Broader Definition of Education

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

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

“That in enlarging the European concept of schooling, [Mann] might narrow the real parameters of education by enclosing it within the four

walls of the public school classroom.”² Eliminating compulsory schooling laws would break the century-and-a-half stranglehold of schooling on

education. It would help to disentangle education from schooling and reveal many other ways to be educated, such as through non-coercive,

self-directed education, or “unschooling.”

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

wouldn’t make much difference. But stripping the state of its power to define, control, and monitor something as beautifully broad as education

would have a large and lasting impact on re-empowering families, encouraging educational entrepreneurs, and creating more choice and

opportunity for all learners.

The Myth that Americans Were Poorly Educated before

Mass Government Schooling

By Lawrence W. Reed

Wednesday, April 29, 2020

Πarents the world over are dealing with massive adjustments in their children’s education that they could not have anticipated just three

months ago. To one degree or another, pandemic-induced school closures are creating the “mass homeschooling” that FEE’s senior education

fellow Kerry McDonald predicted two months ago. Who knows, with millions of youngsters absent from government school classrooms, maybe

education will become as good as it was before the government ever got involved.

“What?” you exclaim! “Wasn’t education lousy or non-existent before government mandated it, provided it, and subsidized it? That’s what my

government schoolteachers assured me so it must be true,” you say!

The fact is, at least in early America, education was better and more widespread than most people today realize or were ever told. Sometimes

it wasn’t “book learning” but it was functional and built for the world most young people confronted at the time. Even without laptops and

swimming pools, and on a fraction of what government schools spend today, Americans were a surprisingly learned people in our first hundred

years.

I was reminded a few days ago of the amazing achievements of early American education while reading the enthralling book by bestselling

author Stephen Mansfield, Lincoln’s Battle With God: A President’s Struggle With Faith and What It Meant for America. It traces the spiritual

journey of America’s 16th president—from fiery atheist to one whose last words to his wife on that tragic evening at Ford’s Theater were a

promise to “visit the Holy Land and see those places hallowed by the footsteps of the Savior.”

In a moment, I’ll cite a revealing, extended passage from Mansfield’s book but first, I’d like to offer some excellent, related works that come

mostly from FEE’s own archives.

Early America had widespread literacy

and a vibrant culture of learning.

¹ Samuel Bowles and Herbert Gintis, “The origins of mass public education,” History of Education: Major Themes, Volume II: Education in its Social Context, ed.

Roy Lowe (London: Routledge Falmer, 2000), 78.

² Jonathan Messerli, Horace Mann: A Biography (New York: Alfred A. Knopf, 1972), 429.

In 1983, Robert A. Peterson’s “Education in Colonial America” revealed some stunning facts and figures. “The Federalist Papers, which are

seldom read or understood today even in our universities,” explains Peterson, “were written for and read by the common man. Literacy rates

were as high or higher than they are today.” Incredibly, “A study conducted in 1800 by DuPont de Nemours revealed that only four in a thousand

Americans were unable to read and write legibly” [emphasis mine].

Well into the 19th Century, writes Susan Alder in “Education in America,” “parents did not even consider that the civil government in any way

had the responsibility or should assume the responsibility of providing for the education of children.” Only one state (Massachusetts) even had

compulsory schooling laws before the Civil War, yet literacy rates were among the highest in our history.

Source: Reason Foundation

https://reason.com/

Great Britain experienced similar trends. In 1996, Edwin West wrote in “The Spread of Education Before Compulsion in Britain and America in

the Nineteenth Century” that “when national compulsion was enacted ([in 1880], over 95 percent of fifteen-year-olds were literate.” More than

a century later, “40 percent of 21-year-olds in the United Kingdom admit[ted] to difficulties with writing and spelling.”

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Laws against the education of black slaves date back to as early as 1740, but the desire to read proved too strong to prevent its steady growth

even under bondage. For purposes of religious instruction, it was not uncommon for slaves to be taught reading but not writing. Many taught

themselves to write, or learned to do so with the help of others willing to flout the law. Government efforts to outlaw the education of blacks in

the Old South may not have been much more effective than today’s drug laws. If you wanted it, you could find it.

Estimates of the literacy rate among slaves on the eve of the Civil War range from 10 to 20 percent. By 1880, nearly 40 percent of southern

blacks were literate. In 1910, half a century before the federal government involved itself in K-12 funding, black literacy exceeded 70 percent

and was comparable to that of whites.

Daniel Lattier explained in a 2016 article titled “Did Public Schools Really Improve American Literacy?” that a government school system is no

guarantee that young people will actually learn to read and write well. He cites the shocking findings of a study conducted by the US Department

of Education: “32 million of American adults are illiterate, 21 percent read below a 5th grade level, and 19 percent of high school graduates

are functionally illiterate, which means they can’t read well enough to manage daily living and perform tasks required by many jobs.”

Compulsory government schools were not established in America because of some widely-perceived failure of private education, which makes

it both erroneous and self-serving for the government school establishment to propagate the myth that Americans would be illiterate without

them.


Not bad for a society that hardly even knew what a government school was for generations, wouldn’t you say? Why should we blindly assume

today that we couldn’t possibly get along without government schools? Instead, we should be studying how remarkable it was that we did so

well without them.

When I think of the many ways that government deceives us into its embrace, one in particular really stands out: It seeks to convince us how

helpless we would be without it. It tells us we can’t do this, we can’t do that, that government possesses magical powers beyond those of mere

mortals and that yes, we’d be dumb as dirt and as destitute as drifters if we didn’t put it in charge of one thing or another.

When it comes to education, Americans really should know better. Maybe one positive outcome of the virus pandemic is that they will rediscover

that they don’t need government schools as much as the government told them they do. In fact, we never did.


https://fee.org/

As Kerry McDonald wrote in “Public Schools Were Designed to Indoctrinate Immigrants,” the prime motivation for government schooling

was something much less benign than a fear of illiteracy. Her remarkable 2019 book, Unschooled: Raising Curious, As data Well-Educated on the unintended Children consequences

of pandemic policy becomes

Outside the Conventional Classroom, explains the viable, self-directed alternatives that far outclass the standardized, gloomier, test-driven, policy makers massively are

expensive and politicized government schooling of today.

beginning to acknowledge tradeoffs.

If you’re looking for a good history of how America traveled the path of literacy to a national education crisis, you can find it in a recent,

well-documented book by Justin Spears and associates, titled Failure: The History and Results of America’s School System. The way in which

government short-changes parents, teachers, and students is heart-breaking.

I promised to share a passage from Stephen Mansfield’s book, so now I am pleased to deliver it. Read it carefully, and let it soak in:

We should remember that the early English settlers in the New World left England accompanied by fears that they would pursue their “errand into the wilderness”

and become barbarians in the process. Loved ones at home wondered how a people could cross an ocean and live in the wild without losing the literacy,

the learning, and the faith that defined them. The early colonists came determined to defy these fears. They brought books, printing presses, and teachers with

them and made the founding of schools a priority. Puritans founded Boston in 1630 and established Harvard College within six years. After ten years they had

already printed the first book in the colonies, the Bay Psalm Book. Many more would follow. The American colonists were so devoted to education—inspired as

they were by their Protestant insistence upon biblical literacy and by their hope of converting and educating the natives—that they created a near-miraculous

culture of learning. This was achieved through an educational free market. Colonial society offered “Dame schools,” Latin grammar schools, tutors for hire,

what would today be called “home schools,” church schools, schools for the poor, and colleges for the gifted and well-to-do. Enveloping these institutions of

learning was a wider culture that prized knowledge as an aid to godliness. Books were cherished and well-read. A respected minister might have thousands

of them. Sermons were long and learned. Newspapers were devoured, and elevated discussion of ideas filled taverns and parlors. Citizens formed gatherings

for the “improvement of the mind”—debate societies and reading clubs and even sewing circles at which the latest books from England were read. The

intellectual achievements of colonial America were astonishing. Lawrence Cremin, dean of American education historians, estimated the literacy rate of the

period at between 80 and 90 percent. Benjamin Franklin taught himself five languages and was not thought exceptional. Jefferson taught himself half a dozen,

including Arabic. George Washington was unceasingly embarrassed by his lack of formal education, and yet readers of his journals today marvel at his intellect

and wonder why he ever felt insecure. It was nothing for a man—or in some cases a woman—to learn algebra, geometry, navigation, science, logic, grammar,

and history entirely through self-education. A seminarian was usually required to know Greek, Hebrew, Latin, French and German just to begin his studies,

instruction which might take place in a log classroom and on a dirt floor.

This culture of learning spilled over onto the American frontier. Though pioneers routinely moved beyond the reach of even basic education, as soon as the

first buildings of a town were erected, so too, were voluntary societies to foster intellectual life. Aside from schools for the young, there were debate societies,

discussion groups, lyceums, lecture associations, political clubs, and always, Bible societies. The level of learning these groups encouraged was astounding. The

language of Shakespeare and classical literature—at the least Virgil, Plutarch, Cicero, and Homer—so permeated the letters and journals of frontier Americans

that modern readers have difficulty understanding that generation’s literary metaphors. This meant that even a rustic Western settlement could serve as a kind

of informal frontier university for the aspiring. It is precisely this legacy and passion for learning that shaped young Abraham Lincoln during his six years in New

Salem.

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I didn’t encounter economics until college, when I fell in love with it and chose it as my major. It’s wonderful to see people learn economics

earlier in life—especially in non-coercive ways. As YEI co-founder Henry Weng says: “For many teens, economics has the reputation of being

the boring class you take at the end of high school because the state forces it into the curriculum. But economics is more than just a series of

graphs to memorize: it’s a framework that allows us to make rational decisions and understand the world around us.”

Indeed, Weng is truly onto something. Unfortunately, some schools of economic thought, in a misguided effort to be more “scientific,” have

dwelled on over-aggregation and models that have little relevance to the real world. Thankfully, that was not the case for the great economists

who developed what is known as the Austrian School of Economics in the late 19th and 20th centuries. They recognized that understanding

the economy must begin with—and never lose sight of—the individual: individual preferences, choices, and actions.

FEE adopts this approach to economics. Not only is it more sound, it is much more engaging to young minds, because it is more relevant to

their own day-to-day experiences and to the issues they face as young citizens. That is why Phan and so many other students find FEE’s economic

education offerings so fascinating—even life changing.

I am always inspired by young people who build and create things centered around their passions, and the Youth Economics Initiative is a

When Teens Fall In Love With Economics

By Kerry McDonald

Wednesday, March 10, 2021

Economics is so much more than boring

numbers and charts.

Τeenagers are often unfairly stereotyped as idle and frivolous. But, the teenage years can be an incredible time of ingenuity, entrepreneurship,

and resourcefulness—especially when teens have the freedom and encouragement to collaborate and innovate.

Three teenage economics enthusiasts from Silicon Valley did just that. The trio started casually connecting with other high schoolers across

the country who had similar interests, along with a shared desire to provide more opportunities for other teens to discover economics. They

launched the student-run non-profit, Youth Economics Initiative (YEI), as a way to build, support, and work together with high school economics

clubs, as well as to promote economics competitions and mentorship.

perfect example of this. Children and teenagers are extraordinarily creative and capable, and as adults we can empower them to apply their

imagination and ingenuity to invent new goods and services that others value.

That’s one reason I am very excited about FEE’s “Entrepreneurship In Your Living Room” webinar series for teens this spring, as well as ongoing

economics programs for young people. Learning about economics, entrepreneurship, and the principles of a free society earlier in life

inspires emerging leaders and gives them the necessary tools to achieve their goals, now and for years to come.


https://fee.org/

“Living in Silicon Valley, computer science and electrical engineering have always been the aspirational careers of students throughout my

educational career,” says Ian Chen, a 16-year-old junior at Lynbrook High School in California and one of YEI’s co-founders. “Students interested

in science and mathematics had the opportunity to compete in Science Olympiads, join Math Clubs, and program away at Hackathons.

Yet when it came to students interested in Economics, one of the top 15 most studied majors in college ranking above things like Chemistry

and Math, there was very little. Recognizing that problem, I teamed up with Henry Weng and George Bian to create a unique organization that

would allow young economists to grow and connect with each other.”

Then, COVID hit. Mass school shutdowns caused widespread upheaval, but the group’s founders remained undeterred. YEI continued to push

ahead to connect with like-minded teens through social media, and by the end of 2020 they had over 2,000 teens and over 40 clubs in their

network. Despite the pandemic, they sponsored talks by nearly 20 well-respected economists and business leaders and hosted an EconBowl

competition last fall. I was recently invited to serve on the advisory board of YEI and am blown away by the talent and ambition of these young

people.

Darion Phan, a senior at Dublin High School in California and one of YEI’s leaders, was introduced to economics when he attended a FEE

seminar the summer before his sophomore year. “The FEE program was a great experience because it applied economics to the real world,”

says Phan. “We played a game in which we all had a bag of items and we measured our happiness before and after we were allowed to trade

them.” The group then discovered the mutual gains from trade. “I was happy with candy, but I was happier with a rubber duck,” recalls Phan.

SIGN UP: Click here to subscribe to Kerry’s weekly email newsletter.

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Despite these grim findings, many Americans remain readers. Most of my relatives usually have a book going, and visiting sites like goodreads.com

shows that millions of people are still interested in books, some of whom track their reading and finish dozens of books every

year. In my local library I see lots of children, many of them homeschoolers, leave the building with bags and backpacks stuffed with novels,

histories, and biographies.

Whether we read e-books or prefer hard copies, tackling a novel, biography, or other books bestows enormous benefits in our age of jittery

distraction. Reading certain books forces us to concentrate for longer periods of time than we do while sprinting from site to site online. Books

like Dostoevsky’s Devils or Lance Morrow’s God and Mammon, both of which I’m in the midst of reading currently, demand the employment of

certain analytical skills and close reading that I don’t practice when skimming through online articles.

In the article mentioned at the beginning of this piece, Professor Brennan mentions his frequent visits to the university library, where the students

poke at their electronic devices and ignore the books around them.

Our library serves as a giant study hall, with stacks of musty books squeezing out valuable study space. I joke with my students in class, ‘I

could remove all the books from the shelves and burn them on the library steps. No one would notice. Then we could replace the stacks with

Books and Those Who Read Them Are the Real

Endangered Species

By JJeff Minick

March 10, 2021

In the February 2021 issue of Chronicles: A Magazine of American Culture, Professor Mark Brennan declares, “My students look at me in

amazement when I tell them I read 8 to 10 hours per day. I look at them in amazement when they tell me they play video games 16 hours

straight.” Brennan then went on to wonder if his book reading habits qualify him for “endangered species” status.

Two weeks after I read these words, my sister, her husband, and my friend John came to celebrate my birthday with me. All of us are over 60

years old.

more study spaces!’ They laugh. Then they ask me why the school doesn’t do that. I cry.

Ray Bradbury, author of Fahrenheit 451, once wrote, “You don’t have to burn books to destroy a culture. Just get people to stop reading them.”

When we make readers of our children, when we ourselves read books, we help keep our culture and our civilization alive.

And here’s more good news: We might even have some fun along the way.


https://fee.org/

During the several days that they were here, I offered them a DVD player and some movies I own for their amusement, but they rebuffed me

each time, saying they preferred to read the books they’d brought with them or something from my personal library. For three to five hours every

day of their visit, they sat with a book in hand, absorbed and whisked away by the story. When I passed through the room while they were

reading, I realized once again that few sights move me more deeply than a human being engrossed in a book.

But are readers like these becoming “an endangered species?”

Maybe not endangered, but the American Academy of Arts and Sciences has reported our reading habits are waning.

Fighting Schools to Save Education

By Jeff Minick

https://www.intellectualtakeout.org/fighting-schools-to-save-education/?utm_source=feedotorg&utm_medium=email&utm_

As of 2017, Americans spent an average of almost 17 minutes per day reading for personal interest (as compared to almost three hours

watching television and 28 minutes playing games and using computers for leisure). The average is down about five minutes since 2003.

Younger Americans (ages 15 to 44) spent, on average, less than 10 minutes per day reading for personal interest.

The article points out that college graduates read more than those with a high school diploma, but even then, only 55 percent of those with

advanced degrees had read a novel or a short story in the past year, while about half had read some historical work.

Meanwhile, a majority of American students in the fourth and eighth grades failed to demonstrate reading proficiency at their grade level. In

studying tests conducted between 2017 and 2019, the National Endowment for the Arts found that reading scores had once again fallen. With

so many of our schools shut down by the pandemic in the last year, we can expect those scores to dip even further.

The Academy report also points out that this decline in books and reading, along with competition from online outfits like Amazon and from

electronic books, has brought about a closure of brick-and-mortar bookstores. Between 1992 and 2016, the number of these stores had fallen

by about half. With the pandemic having shuttered small businesses across the nation for so long, we can speculate that even fewer bookstores

exist today.

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SUPPORT NHEG WITH YOUR DONATIONS

When you donate to our nonprofit organization, you not only support NHEG and its dream of providing a one-stop-shop in


education, but the dreams of families in Ohio and beyond. These families come from all backgrounds and all school choice

options. NHEG is a strong proponent of education reform and advocating for all families left behind in traditional schools.

Anyone that asks for help receives it. Anyone from anywhere can take our online courses and participate in our leadership

groups. We have accomplished so much since our creation in June of 2006, but there is more to be done.

Here are some of the goals, that you can help bring to fruition:

NHEG envisions a Computer Lab and Learning Center.

These labs are to provide a space for academic research, academic studies, school assignments, educational planning,

testing and tutoring services, and other educational options. The labs can be used by families with students enrolled in any

type of school or after-school program, for homeschool resources and as a teaching space for themed co-op/enrichment

classes. The facilities will enable NHEG to teach, assist and provide technology resources to families for self-learning.

Of course, your donations will help expand our programs to help reach more students and their families as well as secure

locations for our offices and our very own library.

Our short- and long-term goals include: obtaining a building for our programs and activities, securing paid staff, implementing

a sensory room for those with disabilities, and creating a daycare for young mothers and fathers.

To reach this goal we need $438,707.

This is the average cost over a lifetime to support someone without a high school diploma. After we reach the above goals

we will start planning for a Montessori School.

How would you like to help?

ANNUAL BASIC COSTS

https://donate.credibal.com/58/Annual-Basic-Costs/#/app/donationPage/

ANNUAL BASIC COSTS WITH SALARIES

https://donate.credibal.com/58/Annual-Basic-Costs-with-Salaries/#/app/

NHEG BUDGET - ALL PROGRAMS AND FEES 2021

https://donate.credibal.com/58/NHEG-Budget---All-Programs-and-

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National News Reports in Education

Why This Homeschool Mom’s Ordeal Can Help Everyone

HSLDA

Darren Jones, Esq.. | January 26, 2021

https://hslda.org/post/why-this-homeschool-mom-s-ordeal-can-help-everyone

Navy Drifts Away from Common Sense on Homeschool Records

HSLDA

Thomas J. Schmidt, Esq. | January 26, 2021

https://hslda.org/post/navy-drifts-away-from-common-sense-on-homeschool-records

France and UK Spotlight Struggle for Homeschool Freedom

HSLDA

Michael Donnelly, JD, LLM | March 02, 2021

https://hslda.org/post/france-and-uk-spotlight-struggle-for-homeschool-freedom

Legislators Listening, Considering Better Homeschool Laws

HSLDA

Dave Dentel | March 16, 2021

https://hslda.org/post/legislators-listening-considering-better-homeschool-laws

No, homeschoolers are not like ‘domestic terrorists’

Washington Examiner

Michael Donnelly | March 03, 2021 12:00 AM

https://www.washingtonexaminer.com/opinion/op-eds/no-homeschoolers-are-not-like-domestic-terrorists

Teachers Unions Continue To Block School Reopenings Across America

fee.org

Kerry McDonald | Friday, February 5, 2021

https://fee.org/articles/teachers-unions-continue-to-block-school-reopenings-across-america/?utm_source=email&utm_medium=email&utm_campaign=2020_FEEDaily

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NHEG Adult Advisory GROUP

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.


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

MEMBER RESPONSIBILITIES

Assist with public relations and fundraising

Meet every three (3) months

Offer the director and board members honest, constructive and positive feedback for correcting

identified problems

OPTIONAL SUPPORT

Offer financial and/or expert support

Assist with daily functions and activities

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

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on time, but the night before it was due, your dad wanted

you to go to a baseball game.”

“ John, when you welcomed the new student and offered to

CHILDREN AND TELEVISION

show him around, you were being friendly and helpful.”

By Leah Davies, M.Ed.

What would you do? (Trustworthy)

Also, encourage students to notice virtuous behavior in each

other. They can give verbal feedback or write down what happened

and place it in a “Good Character Box” to be read later.

Have a bulletin board celebrating character traits displayed by

students.

11. Involve children in making classroom rules. Make expecta

tions clear and follow through with meaningful consequences.

12. When disputes arise, help students arrive at an agreeable

solution. Follow these steps:

Children learn not only through real life experience, but vicariously

through media exposure which defines our culture and shapes our

norms. Exposure to television programming profoundly affects how

children view their world. Adults who care about children developing

7. Provide opportunities for dramatizing situations that help students

• Stop, cool down

positive life skills need to be aware of the various messages and ideals

understand the perspectives of others and develop empathy. For

• Ask, “What is the problem?”

being conveyed to children.

http://www.kellybear.com

example: A boy dropped his lunch tray, or a girl missed catching

• Each one answers and listens

As early as 1984, the American Academy of Pediatrics cautioned

BUILDING CHARACTER IN STUDENTS

the ball. Put the students in the situation. Then help them identify

• Brainstorm possible solutions

adults concerning the potential of television viewing to promote

the child’s feeling and guide them toward responding with kind

• Agree on a plan

violence, obesity, sexual activity, drug use, and ethnic stereotyping.

By Leah Davies, M.Ed.

ness.

• Try it

The Academy’s Policy Statement in 1995 confirmed that frequent

• If it does not work, agree to try something else

viewers become desensitized to violence and believe that violence is a

8. Study autobiographies of outstanding persons such as Mother Te

Most educators agree that assisting students in building moral character

is a worthwhile goal. Some of the virtues stressed in schools

13. Demonstrate communication skills. Be consistent and send justifiable response to problems, and that television viewing is related

resa, Gandhi, Helen Keller, Louis Pasteur, Jackie Robinson, Ben

clear messages. Listen respectfully to student’s ideas and to obesity and lower academic performance.

jamin Franklin, Johnny Appleseed, Harriet Tubman, Thomas

today include:

answer their questions.

According to the Academy, by age eighteen the average American

Edison, Abraham Lincoln, Alexander Graham Bell, Martin Luther

compassion, courtesy, cooperation, responsibility, fairness, tolerance,

self-control, courage, knowledge, citizenship, perseverance,

14. Set high but reasonable academic standards for yourself and teenager will have spent more time watching television than learning

in the classroom. In addition, they will have seen an estimated

King, Jr., Winston Churchill, Jane Addams, John Glenn, the Wright

your students. Be respectful and honest in your relationships

brothers, or others the children discover in their own communi

helpfulness, honesty,and respectfulness (toward self, others, authority,

property and the environment)

and academic work. Be prepared to inspire learning through 360,000 advertisements that are often misleading and exploitive.

ties.

your knowledge and enthusiasm.

Ask the students what character traits each exhibited and which

How can educators instill these character traits in students?

15. Consider children’s ages and abilities when you make assign The following are some negative messages being transmitted to children

via television programming and commercials:

ones they had in common. Have them list their own strengths, or

1. In your role as an educator, think about individuals who have influenced

your life. Make a list of the values they possessed that

ments. Teach tenacity by requiring the completion of work and

the virtues they have observed in other students.

honesty by holding the students accountable for doing their Character

9. Ask each student to pretend to be a reporter and interview an old

inspired you. Write down any additional beliefs. Decide which

own lessons.

Be selfish, not generous or cooperative

er person. Together compose a list of questions to ask. For exam

core virtues guide your actions.

16. Show your humility by acknowledging your mistakes. Yet

Be insensitive rather than empathic

ple:

2. Meet with school staff. As a group, develop a list of virtues that

demonstrate perseverance.

Show contempt rather than respect for adults

“What was life like when you were a child?”

everyone can support. Elicit their commitment to model these

17. Remember what Mother Teresa said, “We can do no great Expect instant gratification instead of being patient

“Who was the most important person in your life?”

character traits and to reinforce them in students. You may

things, only small things with great love.” Share your time, Value things instead of relationships with others

“What made him/her special to you?”

want to display the list and/or accentuate one value each week

talents and belongings. Encourage your students to volunteer Violence/Fear

“Can you tell about a special holiday memory?”

or month.

at school and/or in their community. Facilitate altruistic proj Be aggressive rather than using self-control

“Where were you during the war?”

3. Strive to create an impartial, accepting school community that

ects like clothing collections, food donations, cleaning up litter, Use violence instead of negotiating a solution

“What values do you live by?”

cares for all children regardless of differences.

or other beneficial activities.

Feel anxious and fearful, not safe and secure

“When you think about your life, what makes you the most

4. Model the ethical beliefs you want to cultivate in your students

18. Recruit and involve parent and community leaders as support

proud?”

and identify your commendable actions. For example,

ers in the character-building efforts through programs, news Moral/Sexual

“Is there anything you would have done differently?”

“When I do what I say I will do, I am being dependable.”

letters, or other methods.

Use profanity instead of decent language

Have each student draw a picture and/or write a report about the

“I am being fair when I treat each of you the same.”

19. Partner with parents to monitor children’s exposure to media Be abusive rather than caring

person interviewed. Compile the papers in a book.

“When the principal asked me why I was late yesterday, I

and materials that can undermine virtuous behavior and

Be promiscuous, not chaste

10. Provide age-appropriate opportunities for children to develop deci

told the truth even though it was hard to admit that I had

promote early sexual involvement, violence, drug use, and

sion making skills regarding moral judgments. For example:

overslept.

other detrimental behaviors.

Drugs/Health

“You promised to help your grandma clean her apartment, but

5. Read, discuss and act out stories that teach commendable

20. Remind parents that they are their children’s role models. If Use drugs without regard to risks instead of saying no to harmful

at the last minute you are invited to go to the movies with a

character traits. Have the children draw pictures, make up

children are to develop positive character traits, the adults in substances

friend.”

games, songs and/or their own stories about characters who

their lives must live the values they hold dear, as well as em Eat junk food, not healthy food

“You broke your aunt’s favorite vase. But since it was on a high

made ethical choices. As a class project, design and produce a

phasize the importance of building caring relationships rather Take pills to feel better rather than taking responsibility to be fit

shelf, maybe she won’t notice that it is gone.”

mural which depicts character-building virtues.

than accumulating things.

Through constant, unsupervised media exposure children are being

What would you do? (Truthfulness)

6. Challenge students to demonstrate noteworthy character traits.

socialized to be self-centered, unthinking, dissatisfied, impulsive,

Reinforce the positive actions by noticing and commenting. For

“You have an important part in a group project with three other

example,

students. You told them it would be done

disrespectful, sexualized, violent, scared and alienated.

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How can we counteract the harmful messages bombarding children

and help them become caring, productive citizens?

1. Teach children to be critical viewers of television programming.

Help them discriminate between fantasy and reality and between valuable

“What is the name of the item?”

“What did the ad say about the product?”

“What nutritional information was given about the product?”

“How did the ad make you feel?

and unworthy television content. Ask them to name programs

they frequently view. From the list pick a program that is targeted for

their age and notify parents of your intent. So that each child experiences

• Discuss the findings. Have children bring in empty cereal boxes

and compare the food labels as to the fat, carbohydrate, sugar,

protein and fiber content.

the same program, you may want to view it together. Have the

children write down or list together what they observe. For example:

• “Which ones are best for your body and why?” Compare

the packaging. “Does the package appeal to children?

• number of violent acts

If so, in what way?”

•

•

scenes where drugs are used

gender, racial, or cultural stereotyping

• Then compare the packaging of a generic brand to an

advertised brand. If possible, do a blindfolded taste test.

•

•

•

•

unrealistic events

reckless behavior

sexual innuendo

number of commercials

• To encourage healthy eating habits ask children to keep a food

diary of everything they consume in a day or week. Using the

Food Guide Pyramid or another viable source, have them judge

their eating choices.

•

•

If feasible, have them record the screen time of each incident.

Compile the information and discuss it.

Help children create a program evaluation scale (perhaps a 1 to 5

point scale from worthless 1, positive entertainment 3, educational

5). Have them keep a television viewing diary for a night or

a week using their scale to evaluate each program. After reporting

4. Ask children to name brands of beer and cigarettes. Put the list

on the board. Lead a discussion on alcohol by asking:

“What do television commercials tell you about alcohol?”

Drinking alcohol is fun, everyone does it, makes you feel a

part of the crowd, attracts beautiful girls.

on their findings, discuss what was learned and any viewing

changes they plan to make. For future reference, you may want to

have the children make of list of worthwhile activities they could

do rather than watch television.

“Is there any mention of the negative consequences of drinking

alcohol? Are there any? What are they?”

Drunk driving accidents, loose inhibitions, feel out of control,

taken advantage of, get sick, possible addiction or death.

2. Help children distinguish between ads and programs, and increase

their awareness of deceptive television commercials by asking:

“Is it sometimes hard to tell the difference between an ad and

the program? Why is this the case?” (The ad often relates to

persons or items featured in children’s programs.)

• Discuss tobacco products by asking:

“What messages do movie actors and billboards at sporting

events on television communicate about tobacco use?”

Smoking makes you look “cool,” a way to show independence,

feel tough, look sophisticated.

“Was there any sexual content?”

“How did the video make you feel?”

“What messages were conveyed?”

“Did the producers have the well-being of children in mind when

they created the music video?”

“What is the goal of the writer and special effects person?”

• After the discussion, turn the sound off and watch it again.

“What did you observe?”

“What could be the results from watching countless music

videos?”

• Put the list on the board.

6. Get children and parents involved. Ask students what they would

like to do to counteract the harmful messages conveyed through some

television programming. They may want to target one program or one

station by boycotting the products advertised. Write letters or email

broadcasters, government officials, or television personalities stating

their displeasure. Talk to parents and other groups about the harmful

effects of some television content.

Have the children, school counselor, or librarian present a program on

television viewing at a parent-teacher meeting and/or put the information

in a school newsletter. Copy and use the article titled, “Too Much

Violence on TV? What Can You do?”, located under Parent Tips at

www.kellybear.com /ParentsFrame.html.

Help parents become aware of the harmful effects of unsupervised

television exposure and elicit their cooperation in monitoring ALL

media.

CLIQUES AND PUT-DOWNS IN ELEMENTARY SCHOOLS

on what their peers think. Girls, in particular, are overly concerned

about being liked, and thus are strongly affected by rejection (see

Aggressive Girls).

Cliques can be minimized in the school setting when teachers

stress the importance of accepting individual differences and informing

students that exclusion and ridicule are forms of bullying.

They need to emphasize that spurning behaviors are unacceptable

and provide consequences if they continue. If children persist in

bullying their peers and all other measures have failed, the leaders

of cliques may need to be separated into different classrooms

(see Educator’s Guide to Bullying).

Additional ways teachers can be helpful:

• Build the rejected child’s self-image (see Understanding

Self-Esteem) by listening, reassuring and encouraging

positive peer interactions.

• Connect him/her with others by calling attention to

ways they are similar, i.e. both like to read, draw, run

fast, etc.

• Pair the child with someone who is kind for a class

project.

• Mix the children into compatible groups.

• Provide structured games inside and/or on the playground

that involve all of the students.

Ask a friendly child to include the child in playground activities.

Encourage the child to develop a friendship with a new child or

with one who has few friends.

Ask the school counselor for assistance that might include:

• Providing lessons on cliques;

• Establishing friendship groups that foster social skills;

and

• Meeting individually with the child.

“What is the goal of advertising?”

If there is cause for concern a teacher or school counselor could

To sell products or services; to make a profit.

“Is there any mention of the negative consequences of using

By Leah Davies, M.ed.

meet with the child’s parent(s). Together they could brainstorm

“How do they sell products?”

tobacco? Are there any? What are they?”

Cliques occur when a group of children exclude others. Even though

ways to support his/her friendships. One idea is for the parent to

Make the commercials as exciting, thrilling and enticing as

Addictive, expensive, shortness of breath, increase chances

they are most prevalent among middle school and high school students,

make “play dates” for the child, or he/she could involve the child

possible by playing to the viewers longings and emotions; to

of cancer and other health problems.

they are common in elementary classes, as well. Both girls and

in social groups outside of school. If the parent knows the parents

manipulate the viewer into being dissatisfied.

• Have students work in small groups to create their own alcohol

boys form cliques, but girl cliques are usually more covertly hurtful

of the children in the clique, she might feel comfortable calling to

“How many of you have ordered or purchased an item advertised

and/or tobacco commercials which demonstrate the harmful

in the way they treat others outside their group. Boys establish themselves

invite them to meet together with their children. They could share

on television? How many of you were disappointed with consequences from using these drugs. Videotape the groups.

socially by being athletic, tough and/or funny. They frequently

feelings and discuss possible solutions. If the parents agree not to

the item?”

The students may want to perform their “plays” for parents,

name call and make jokes at other’s expense. Generally, they push,

tolerate their children’s behavior, the situation could improve.

• Have students note when a program stops and an ad begins. Also peers or younger children.

shove and are more physically hurtful than girls. Both boys and girls can

have them analyze an advertisement of their choice and report 5. Pick a music video that is appropriate for the children’s age.

be observed ostracizing classmates who do not look or act a certain

A “put-down” is when a child’s comments cause another child

their findings.

Watch it together. The following questions may be asked:

way.

to feel rejected. The following is an example of how one teacher

• 3. Encourage children to be critical of food commercials which

“Did what you see match the meaning of the song?”

It is natural for children to want to feel accepted, protected and supported

creatively addressed this issue. When she observed her students

appear on television. Have them name food items they have seen

“Did you see any violent behavior?”

by peers. Not being included in ANY group can cause a child to

saying hurtful things to peers, she held a class meeting to remind

advertised. Then have them view a food commercial together,

“Did you see any tobacco, alcohol or other drug use?”

feel dejected and unable to do his/her best work. Exclusive cliques that

them of their rule to respect each other.

and answer the following questions:

ridicule others do harm since many children base their self-esteem

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Then she drew a large picture of a child on chart paper. She named

the child and said that he was their age and that he was feeling sad

because children in the class were calling him names. After defining a

“put-down,” she gave each student a piece of paper and asked them

to write “put-downs” they had heard students say. Some examples are:

“Nobody likes you.” “You stink.” “You’re ugly.” “Loser!” Then she asked

each child to come to the front, read their words, discard the piece

of paper, and tear off a small piece of the pictured child. She then

discussed apologies and statements that would help a classmate feel

included. She asked the students to say an apology like, “I’m sorry I

said you were ugly,” or words to help him feel better such as, “Would

you like to play?” as they tried to tape the torn child back together.

After everyone had a turn, the paper child appeared somewhat whole,

but tattered. The teacher continued that words cannot be taken back

once they are spoken and that even if you apologize, it will not erase

all of the hurt they caused. Then she had the students make a “NO

PUT-DOWNS!” poster to hang next to the child’s picture.

Another teacher discussed “put-downs” with her students, and then

told them about “put-ups,” encouraging words they could say to one

another. She had the children brainstorm positive remarks they could

make as she wrote them on the board. Then she showed them a box

and form to fill out if they observed another child using a “put-up.”The

observer could write down what was said, who said it, his/her name,

and place the form in the box. The teacher reported reading the “putups”

at group time and providing applause or another commendation

to the reporters and the children named. The forms are then posted

on a “PUT-UP” poster as examples of helpful comments children can

make.

Since many cliques and “put-downs” occur outside of the classroom,

teachers and/or school counselors might initiate a peer helper

program. Training students in the fifth and/or sixth grade to be

playground helpers could decrease cliques in their grades and help

younger children learn peer interaction skills. The educators train the

older students to be empathic, listen carefully (see Educator’s Guide to

Active Listening), and use the steps to solving problems (see Solutions

Through Peer Mediation). Peer mediators help younger children work

through their problems when others call them names, tease them, or

when fights occur. The interaction not only assists younger children in

learning coping and social skills, but the older students gain leadership

skills.

Another way that schools can discourage cliques and “put-downs”

comes from Teaching Tolerance (for activities and lessons see “tolerance.com”).

It is called “Mix It Up” and it helps children learn that they

are much more alike than they are different.

It reinforces the idea to respect others for who they are, not for

what they look like or what they can do. Elementary schools may

“Mix It Up” for a day or week. A “Mix It Up” lunch happens when all

the students are assigned new seats. Some schools provide a list of

questions that the children can ask each other during lunch, such

as: “What is your favorite TV show?” “How many brothers and sisters

do you have?” “What sport do you like to play?” Other activities

could include having the students create an inclusive theme and/or

color for each day, make a class banner to display, or make name

tags with adjectives or strengths that define themselves. The goal is

for students to become more tolerant and accepting of peers (see

Learning the Value of Diversity).

Helping children learn to appreciate individual differences and to

think twice before forming exclusive cliques or using “put-downs”

will contribute to all students being able to trust their school environment

and put forth their best effort.

EDUCATING CHILDREN OF PRISONERS

By Leah Davies, M.ed.

It is estimated that 1.5 million children in the United States have a

parent in jail or prison and this number increases each year. These

children are less likely to succeed in school and more likely to be

involved in substance abuse and delinquent behaviors. A worthwhile

goal for educators, as well as judges, lawmakers, corrections officials

and child welfare workers, is to break the cycle of incarceration

among family members by supporting the needs of the children

involved and seeing that their rights are upheld.

Children of an arrested and imprisoned parent often experience

trauma and instability in their lives. If the child had a meaningful

relationship with the parent, he or she may become emotionally maligned,

unable to trust others and therefore loose the ability to form

healthy relationships. The child’s social and academic development

is often impaired. Feelings of shame, worthlessness and a loss of

identity can result in the child being depressed or exhibiting aggressive

behaviors.

Since there is no formal mechanism by which children of incarcerated

parents are identified to school staff, their needs are frequently

overlooked. At times teachers will be aware of a child’s parent being

imprisoned through parent-teacher conferences or other forms of

communication. When they know a child has an incarcerated parent,

there are ways they can facilitate the child’s learning and development.

The following ideas may be helpful:

1. Provide a safe, stable, and caring classroom environment with clear

rules and expectations.

2. Understand that these children love their imprisoned parent.

3. Respect and accept each child without judgment.

4. Take into consideration their special needs.

5. Reassure them that they can be successful in school.

6. Build their self-confidence by helping them identify their strengths.

7. Provide encouragement and support for them to live up to their

potential.

8. Promote social acceptance and inclusion through modeling.

9. Challenge any prejudicial comments or behaviors by other students

(see Educator’s Guide to Bullying).

10. Understand their feelings of sadness, anger, confusion, and apprehension

about their future.

11. Offer emotional support and a chance for them to express their

feelings.

12. Watch for changes in their behavior and/or attitude.

13. Refer troubled children for counseling to help them address their

concerns and increase their coping skills.

14. Meet with parents, caregivers and/or agency representatives who

provide support and services for these students.

15. Maintain a list of resources and referrals including crisis intervention,

mental health and special services for the children, as well as

their caregivers.

Services for children of prisoners can include:

Group and/or individual therapy;

Skill building activities;

Mentoring;

Social skills enhancement; and

Anger management training.

The emotional development of these children is enhanced when they

feel free to discuss their feelings concerning their parent. Yet, many

adults do not know what to say if a child mentions an incarcerated

parent. If they respond with something like, “What did he/she do?” the

child may interpret the comment as critical and not mention the parent

again. A preferential response would be to say something like, “It’s

hard to have a parent live away from you.” Then if the adult listens and

mirrors the children’s feelings, communication and bonding can take

place. Children are better able to cope with their unhappiness when the

adults in their life discuss the incarceration without condemnation or

embarrassment.

For further information, visit the Family and Corrections Network

website and check out the Bill of Rights for Children of Incarcerated

Parents.

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PEOPLE CAN FIND OUR ORGANIZATION BY SEARCHING 43512

https://www.boxtops4education.com/How-To-Earn

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NHEG OFFICE CURRICULUM LIBRARY

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!

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Attention potential guests!

4/20

Attention potential guests!

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

Heights Show on EducaƟon.”

Option 1.

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

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

hosts, and your product or service will be shared on our blog and in one edition of our bi-monthly magazine. All products

must be educational and family friendly, and they must respect NHEG values and beliefs. Products will also need

to be approved by our research department before you can be a guest on our show.

Option 2.

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

to NHEG. This includes outside instructors looking to sell courses via our website. All such services will be reviewed

and approved by our research department.

Option 3.

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

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

posts. That way, if someone clicks on it and downloads it, we earn a percentage of anything that person ends up buying

within 24 hours of clicking the link.

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

book or product, yours is considered a sponsored post, and we suggest you refer to our advertising costs or one of the

options above.

Guidelines:

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

1. All guest posts must be original content.

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

up and use them as a series of posts.

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

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

subject line. Send in plain text.

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

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

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

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

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

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

author.

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

posting date.

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

https://www.paypal.me/NHEG

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).

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NHEG SUPPORT GROUPs

NHEG Support Groups provide various support to not only our board members but to students, parents and the teachers in Ohio.

Each group provides a pivotal function in our organization to strengthen our programs and services plus help support and educate children and adults, so they can build a much stronger educational background

STUDENT LEADERSHIP COUNCIL STUDENT ADVISORY GROUP VETERANS & FIRST RESPONDERS

SUPPORT GROUP

ADULT ADVISORY GROUP

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

HOME SCHOOL FAMILY SUPPORT GROUP

Learn More About AAG

CHARTER SCHOOL SUPPORT GROUP


PUBLIC SCHOOL SUPPORT GROUP


124 125

NHEG Membership Levels

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

of the New Heights Educational Group website.

Audio

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

broadcast and 3 times during rebroadcast):

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

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

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

produced for a $250 fee.

Video Streaming

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

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

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

Becoming a Member of NHEG

1. Select the membership level

1. Fill out the registration form

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

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

Banner Advertising

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

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

Level

Standard NHEG Member

Student Membership expires after 6 Months.

Teacher Membership expires after 6 Months.

Price

Free

$10.00 every 6 Months.

$35.00 every 6 Months.

Full: $7,000

» 13-week sponsorship of show series

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

(3 during live broadcast, 3 during rebroadcast)

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

» Opening & closing billboards on show

» One live mention by host

» Banner ad on host page

» Banner ad on host personal/business website

Half: $3,000


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

(2 during live broadcast and 2 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)

NHEG Membership Navigation

1. Account Profile

1. Account Confirmation

1. Membership Levels

1. Membership Checkout

1. Account Invoice

1. Cancel Account

1. Billing Info

Quarter: $1,750


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

(1 during live broadcast, 1 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)

Optional Advertising for Half and Quarter Sponsors


» Audio commercial production: $250

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

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

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

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

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

and slows development.

VOLUNTEERS RATINGS

Joagg

Volunteer 12/31/2020

Rating:5

I am currently working as a Volunteer Lead HR Coordinator. I am blessed to have Pamela as my supervisor. Its a great

place to work and learn new things. Join NHEG if you are looking for career growth opportunities.

128 129

OUR RECIPES

TRADITIONAL CAPE (SOUTH AFRICAN) FISH CAKE RECIPE

INGREDIENTS

• 500g of cooked flaked or minced fish

• 300g of dry mashed potatoes( no salt or butter )

• 3 tbs onion, finely grated

• 1 tablespoon lemon juice

• 2 tbs chopped parsley

• 2 tbs melted butter

• 2 eggs separated

• Salt and pepper to taste

• Bread crumbs

• Fat or oil for frying

OUR RECIPES

DIRECTIONS

1. Mix the fish with the potato, onion, lemon juice, parsley and butter.

2. Mix the two egg yolks with the egg white of one egg and add that to the fish mixture.

3. Season with salt and pepper.

4. Shape into balls and flatten slightly.

5. Beat the remaining egg white and dip each fish cake into the egg and then into the crumbs.

6. Fry in oil or fat until brown on both sides.

7. Serve with lemon wedges.

PANKO CRUSTED BAKED TILAPIA RECIPE

INGREDIENTS

• 1/3 cup melted butter

• Seasonings of choice (*see suggestions below)

• 1 1/2 pounds tilapia filets (about 6 ounces each - I used Costco’s frozen tilapia

and partially thawed them)

• 1 1/2 cups Panko bread crumbs

• Lemon wedges to serve (optional)

DIRECTIONS

1. Season melted butter with your choice of spices/herbs* (I used 3 minced

garlic cloves and a shake or so of paprika, salt and pepper.) Allow seasonings to infuse butter for 15 minutes. Place Panko in a shallow

dish.

2. Set oven at 425 degrees F. Coat a baking pan with canola oil (I used the dark bottom of my broiler pan to draw heat and cook fish

quicker than a shiny pan.) When oven is at 425, preheat the pan 5-7 minutes.

3. Wash tilapia and pat dry. Brush both sides well with butter (or dip and shake excess off), then coat with Panko, covering and pressing

firmly into fish (I had leftover crumbs ~ but rather that than too little, right?)

4. Arrange fish on hot baking pan; drizzle some of the leftover butter over each.

5. Bake 8 minutes or until tops are golden brown; turn filets over carefully and continue baking 7 or more minutes until nicely browned

and fish flakes.

MARIE BISCUIT CAKE RECIPE

INGREDIENTS

• Ingredients:

• 200g of butter,

• 200g of caster sugar,

• five small eggs, (beaten well)

• 250g of plain chocolate,

• About 2 cups of strong coffee,

• Two packets of plain biscuits (see above).

DIRECTIONS

1. Melt the chocolate ( I use the microwave, checking it and stirring it until it melts.

You can also use a double boiler )

2. Beat the butter with the caster sugar until light and creamy.

3. Beat in the melted chocolate and then the eggs, one at a time.

4. Dip the biscuits into the coffee

5. Use a largish dish that isn’t too shallow make layers of coffee-moistened biscuits alternating with layers of the chocolate cream.

6. Refrigerate for at least 24 hours.

7. If you really want to be decadent, top with some fresh whipped cream!

8. Grate some chocolate curls on top.

CREOLE SPICED PORK CHOPS RECIPE (GLUTEN FREE)

INGREDIENTS

• 4 pork chops, 1 inch thick

• 1 tsp sweet paprika

• 1/4 or more cayenne pepper

• 1/4 tsp dried thyme

• 1/4 tsp red pepper flakes

• 2 - 3 T canola oil

• 1 - 2 T all-purpose (or gluten-free) flour

• 2 C pork or beef stock

• 1/8 tsp Worcestershire sauce

• 1 bay leaf

• salt & fresh black pepper to taste

• chopped parsley and minced garlic for garnish

• Hot rice

DIRECTIONS

1. Combine the dry ingredients - the thyme, cayenne, red pepper , salt

and black pepper, paprika with the whisk and shake

2. Sprinkle evenly over the chops

3. Saute the chops over med-high heat in a little oil until done

4. Remove the chops to a plate

5. Sprinkle the flour into the saute pan and whisk until you have a

roux, adding oil and flour to get that paste consistancy

6. Add the stock to the roux, the worcestershire sauce and the bay

leaf

7. Slide the chops into the pool and simmer for about 5 minutes

8. Serve on rice, garnished with the parsley and garlic

9. [NOTE: For those who want to present a more ‘upscale’ plating, you

can deglaze the pan with 3/4 C of cream sherry, and let that reduce

a bit just prior to making the roux. I also remove the finished

chops to a warming station, then thicken the sauce with 1 Tbs of

cornstarch and 1/4 C of water. When thickened, I remove from the

heat and stir in 2Tbs of sweet butter. Then I plate up.]

LEMON HONEY BLENDER PIE RECIPE (GLUTEN FREE)

INGREDIENTS

• Â¾ cup white rice flour

• 4 organic eggs

• 1/3 cup freshly squeezed lemon juice

• 1 cup honey

• 1 cup shredded coconut

• 1 Tbsp natural vanilla extract

• 1 Â½ cups soy milk or hemp milk

• Â½ stick or Â¼ cup of organic melted butter or vegan margarine

DIRECTIONS

1. Throw all ingredients in your blender and blend until well combined.

2. Pour into a well greased standard 9 inch/23cm pie dish and bake for about an hour at 180C/350F.

3. Test the pie with a skewer. I have had this pie take up to an hour and a half to set properly, depending on the oven.

4. If it starts to brown too much on the top â cover with foil to continue baking without ruining that gorgeous golden finish.

ALL RECIPES ARE FROM THE COOKEATSHARE

https://cookeatshare.com

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

JANE GOODALL'S

ROOTS & SHOOTS PROGRAM

LITTLE CAESAR’S PIZZA KIT

FUNDRAISING PROGRAM

AMAZONSMILE

DONATE A CAR

For more details, visit our website

https://www.NewHeightsEducation.org/support-NHEG/fundraising-for-NHEG/


F U N C O R N E R

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 messy!)

• String

Ιnstructions:

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.com

MAKE YOUR OWN SNOWGLOBE

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

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


FREE LITERACY ACTIVITIES

Download as many as you like!

Join our e-newsletter to receive more

Monthly Theme Calendars

Community Helpers

Curious George Activities

Farm Activities

Reading Activities

Social Emotional activities

FREE classroom activity ideas!

FREE activities and worksheets!

www.booksbythebushel.com/free-literacy-activities

Kindergarten Readiness

Misc. Activities

Nature Activities

Social Emotional Activities

seasonal activities

weather activites

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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.

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May-June 2021

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