Want to Read About Home Schooling? Tell Us All About It.

Thursday, October 9, 2008

Dear Extra Credit:

I believe I speak for all the home-educating parents who read your paper when I say that we're getting a little tired of reading about predominantly three (count them, three) topics in Extra Credit: AP vs. IB (yawn), the gifted and talented program (an insulting label to anyone who doesn't make the cut) and homework assignments (too much, too little, who cares anymore?).

Extra Credit focuses primarily on public institution-based schooling. Perhaps it isn't allowed to explore other educational subjects, but there is a whole world out there that is not constrained by the paradigm of public schooling, a world replete with fascinating debates over the meaning of education, the rightful place of youths in our society and the tragedy of curricula-buying addiction on the part of home-schooling mothers.

There are readers out here who would like to discuss these subjects. Perhaps The Washington Post needs to start a separate column if these topics are not considered within the purview of Extra Credit. A companion blog on The Post Web site would be a welcome addition, as home educators love to hash things out.

Think about it. Your educational coverage ignores an entire demographic.

Rena Corey

Reston

I don't think we have been that narrow, but I get your point. Do you know whom I blame? You! Nobody is telling me that some subjects are not allowed. I am not censoring any topics. This column is driven entirely by readers. You are the quarterbacks, the point guards, the starting pitchers in this game. If you don't throw a topic at me, I can't use it. (Okay, occasionally I will devote a column to some pet peeve of my own, but that only happens three or four times a year.)

So the solution is simple. I would love to deal with issues in the home-schooling community. Please tell me about them. My addresses are at the bottom of this column.

Are you peeved because everyone assumes you are a fire-breathing right-winger? Are the regular public schools not giving you the support your tax dollars entitle you to? If you are a home-educating parent or student in the Washington metropolitan area, I want to hear from you.

Dear Extra Credit:

I am a retired Montgomery County public schools elementary teacher. I have friends who are still teaching in Montgomery elementary schools and friends, neighbors and family members with children there. It seems that all Montgomery students are being forced to function above grade level in math. No provision is being made for the average math student.

This goes against all that professional educators know about effective teaching strategies. Students should not be required to learn above-grade-level math objectives until they have mastered their current grade-level objectives. What difference does it really make if a person takes Algebra I in grade 8, 9 or maybe not at all?

Here are some of the consequences of this unprofessional, experimental practice. Average math students are frustrated and anxious. At a very young age they say, "I am not good in math." Parents are forced to waste precious time trying to teach above-grade-level concepts to a child who has not mastered current objectives. Some parents feel compelled to hire expensive tutors to push their children even though they are functioning at grade level.

Children do not need to be in a pressure-cooker environment so that Montgomery schools can look good on paper.

Betty J. Crisp

Silver Spring

I have been looking at this issue for a long time. The research convinces me that for most U.S. elementary students, the problem is not setting math objectives too high, but too low. Montgomery and many other districts in the Washington suburbs are not typical, so we may have a problem. But I see absolutely no data supporting your impression that we are pushing too many kids too far. Anybody got any?

Dear Extra Credit:

I take exception to Michael Herd's comments ["When Achievement Push Comes To Shove," Sept. 11] that International Baccalaureate schools cater only to "elite" students. This is certainly not the case at Edison High School in Fairfax County, where I teach. At Edison, we encourage all students, even those not pursing a full IB diploma, to take IB classes.

If Mr. Herd were to check our course enrollment numbers he would see that students at Edison are accepting this challenge. The IB course I teach, Mathematical Studies, is similar to a college-level Math for the Liberal Arts course. To encourage more students to take and succeed in an IB math class, Edison teaches this course in a two-year track. Last year, all 72 students who sat for the IB exam in this course received a minimum passing score of 4, and 80 percent received a 5 or 6. In addition, their mean score of 5.33 was tied with Marshall High School's for the highest in the county. These students can be justifiably proud of their IB exam scores.

J.A. Adelman

Edison High School

Well said. I hope Mr. Herd has a chance to visit your school some day. Take a look at the Schools and Learning page in the Metro section of The Post on Oct. 20. It is scheduled to be devoted to IB in the Washington area.

Please send your questions, along with your name, e-mail or postal address and telephone number, to Extra Credit, The Washington Post, 526 King St., Suite 515, Alexandria, Va. 22314. Or e-mailextracredit@washpost.com.