The Obama Indoctrination Speech to School Children

My five-year-old twins won’t view President Obama’s education address in their kindergarten classroom on September 8 because school administrators in our Texas district have deemed that it would “interrupt instructional time.”

Instead, the district will stream the video online. Families can then opt in–or out–of the national dialogue.

This safe compromise was likely made to soothe conservative voices here who worry the President’s short speech would aim to indoctrinate their youngsters into the Democratic party–or worse–a “socialist way” of thinking.  And while I haven’t yet seen the speech as I write this, I can tell you from my professional experience covering local, state and national education issues as a newspaper reporter for more than 10 years that few presidential addresses of this type given in the classroom release bombshells. My prediction is that Obama’s speech will be fairly neutral in tone and offer nice photo ops for the press corps.

As a parent of three, however, it is greatly refreshing to see the public’s interest in the content our children are exposed to in our nation’s public schools–I only wish we as a group would pay more attention to the subtle types of indoctrination that happens every day.

For example, last week–on the second day of kindergarten–my twins bopped home from our tony community’s premier elementary school with camouflage-colored dog tags hanging around their necks from metal chains.  While my kids thought nothing of this, I brought context to such symbols.  Dog tags, after all, are an indelible symbol of warfare. In fact, such dog tags are manufactured to be thin and small so they can be sewn into the mouths of dead soldiers and thus help those in field mortuaries identify the fallen. By sending home such a symbol, my public school is sending a subtle message that they not only approve of warfare–but wholeheartedly endorse it. Moreover, they’re telling my young children to be proud foot soldiers.

On the fourth day of kindergarten, my children returned home with fliers listing half a dozen fast-food restaurants that will return a portion of our bill to our public school in an effort to raise funds for educational endeavors.  “Mom,” said my daughter Elizabeth, “we have to go eat pizza tonight to help our school!”  As it turns out, we can spend every night this week–and every night for the remaining school year according to these fliers–at fast-food joints raising money for our school.   Of course, nutritionists–many who work for the state’s department of health–would tell us that to take the advice of our premier elementary school would be to risk the health of my family. My children would become obese, contract diabetes and ruin their hearts.  Yet, the subtle message from the public school is ‘Do your duty and help out your school.’

On the sixth day of school, instructional time in our kindergarten was handed over to two uniform-clad high school football players who signed autographs in promotion of their first big home game. They also read two books to the children, but this last detail was forgotten by my kids who reported only the shimmering uniforms and the deep, impressive voices of the handsome players.  It is likely, too, that they subconsciously picked up on the school’s subtle message that sports are of the utmost importance here in Texas, that male athletes should be revered above others, that strength of body trumps strength of spirit or mind.
This is why, even as a longtime card-carrying member of the Democratic party and big Obama supporter, I’m thrilled to have passionate conversations about indoctrination. But let’s not limit the discussion to the President’s 10-minute speech. As parents, we need to be aware of and address the subtle everyday messages our public schools are giving our kids.

I only wish our school district would give us the option of streaming some of these other messages via video.

Julie Blair is a Dallas-area freelance journalist who graduated from both public and private institutions. She continues to support her local public schools with her most precious commodities–her three children.

Thursday – Orientation

I want to make the following disclaimer just in case either of my boys’ teachers read this:  I wrote this before I went to the 2009-10 school year orientation so I am not referring to YOUR FABULOUS orientation.

See, it is exactly for these types of reasons I need to be writing under a pen name…

<<<<and not have my face plastered next to what I am writing.

ANYWAY, tomorrow I am going to endure the nightmare that is school orientation.  Not MY school.  Nope, haven’t been there for 17 years.  My kids’ school.

*shudder*

The WORD orientation is awful.

The EXPERIENCE orientation is worse.

Let’s all sit in little tiny chairs quietly for hours!

The root of my orientation angst is that I don’t care for sitting, quietly OR hours.

I am a big fan of movement, noise and MINUTES.

This is why EVERYTHING in the world should have a drive-thru.  Think about it.  Drive-thru orientation.  The school already has perfected a carline.  We could all line up tomorrow morning in our minivans and drive by each teacher, administrator and booster club volunteer in the slow inch that defines carline.

I get movement.

They can hold off on vacuuming the classroom carpet for a few more days…

Kindergarten Debacle

All of the end of the year activities are in play.  Today, we are going to Chase’s Kindergarten awards program & picnic!  It is very exciting.  Not as exciting as next year’s Kindergarten awards program & picnic will be when we are actually celebrating his conclusion of Kindergarten.

Oh the joys of repeating Kindergarten.

Have I mentioned that I am not thrilled fully convinced that this is best for my boy?  I don’t think I have.  I have mentioned it to some of my loved-ones but not to you, some of my dearest imaginary , invisible, Internet friends in the world!  I am sure many of you will have a contrary opinion to mine but I am going to go ahead and put mine out there…because, well, its my blog.

Chase is very young.  His birthday is July 24.  He has struggled a bit through Kindergarten.  BUT.  He is a very sharp kid who has achieved a “Satisfactory” rating on his report card in almost every subject throughout the majority of the year. Over the past few months, he has blossomed in maturity & retention of reading/writing concepts in leaps and bounds.

NOTE: Shauna has no problem holding kids back a year for growth.  Shauna does not necessarily believe that Kindergarten is the most beneficial year for that to be done for Chase.

I think that the basic concepts covered in Kindergarten are going to be quite boring for my boy next year.  I am afraid that my obedient, well behaved child might fill his boredom with silliness & acting out.  He may not, but time will only tell.    The teachers & staff are recommending another year for Chase because they feel like he “just isn’t ready” for First Grade. Our school has an amazing reading recovery program for first graders (that Mackenzie participated in this year) – I know that if he moves on to 1st grade, he is likely to be involved in that program and it did wonders for Mackenzie!  I feel a little irresponsible wanting my child in that program but I can see Chase quickly getting right where he needs to be.

When I signed the letter that was written up for me requesting for Chase to re-do Kindergarten, I asked if I could re-evaluate the situation at the end of the summer. I don’t think it is fair to measure his maturity 5 months before it is even time to start 1st grade. I do have that option so we will just see where he is in a few months.

I honestly feel like I am up against an educational regime on this though. I feel like if I decide to put him in 1st grade – I have this huge group of people looking down on my parenting skills.  Which isn’t really fair.  I want to do what’s best for my boy & I just have this gut feeling that this is not it. (NOTE: I absolutely adore Chase’s teachers/administrators and know that they are trying to do what they think is best for him as well, we just differ in opinion.)

OK – well thanks for listening to my rant.  Again, I am sure there are some adverse opinions on this.  Feel free to put it out there but be nice.

Shauna rambles and rants over at Blah Blah Blog when she isn’t keeping your favorite website up and running!

Academic Redshirting

Flower Mound and Highland Village Parents Waiting to Launch Kindergartners

Sam Van Ooven and his twin sister Anna were newborns when their parents began discussing kindergarten placement.

Like many well-educated couples, Steven and Laurie Van Ooven knew that their kids’ late July birthday would likely make them some of the youngest children in their class–and perhaps put them at a disadvantage academically and socially when competing with chronologically older peers.

So by the time their twins were five, the decision was almost a no-brainer: Following an additional readiness assessment, the siblings would do an “encore” year of preschool at Trietsch Enrichment Center in Flower Mound before moving on to kindergarten. This would give the siblings time to mature before taking on the rigors of an elementary-school curriculum.

“I think we almost decided at birth,” Mr. Van Ooven said. “They were summer babies. And since we had a boy coming, well, it was something that was pretty straightforward.”

Sam and Anna have plenty of company.

Six percent of all children eligible for kindergarten under state statutes in the Lewisville Independent School District are held back by their parents–a practice nicknamed “academic redshirting” by educators.

While that number is comparable to those in other communities nationwide, it is noteworthy that more than half of all children redshirted in LISD live in the affluent communities of Flower Mound and Highland Village, said Kathy Haule, the district’s Early Childhood Supervisor.

This means that on average, every kindergarten in these communities has at least one or two children who might be upwards of six and a half years old–a whole 18 months older than his or her classmates.

“I moved here from another part of Texas three years ago and it wasn’t even an issue, but it is quite a big topic here in LISD,” said Ms. Haule, whose position was created to coordinate the district’s pre-K and kindergarten programs.

Meanwhile, national experts are at odds over whether or not such practices help or hinder individuals.

“The research is mixed,” said Donald Easton-Brooks, an assistant professor of Teacher Education and Administration at the University of North Texas in Denton who has studied redshirting. “If you’re an impoverished community where parents can’t provide meals, then schooling…would be beneficial. If you’re a child in an affluent community, I don’t know how delaying a child would be a benefit.”

Moreover, Easton-Brooks worried about the societal impact on ethnic minorities, who are far less likely to be redshirted than their white peers and thus are competing with significantly older children. Pitting such children against one another is simply unfair, he said.

He said one thing is clear: The trend will continue–and escalate–especially in communities like Flower Mound and Highland Village where parents have the money to make choices.

READY OR NOT?

Currently, 125 of LISD’s 3,810 kindergarteners who started school in the Fall of 2008 have been previously redshirted, though parents’ reasons for doing so isn’t clear from district data, Ms. Haule said.

While the district does not currently keep track of redshirting trends, it seems as though more families become more concerned about kindergarten readiness when the district moved from half-day to full-day kindergarten in the 1990s, said Dean Tackett, a public information officer for LISD who served as an elementary school principal for 17 years.

“Parents began worrying about the demands and the endurance needed,” Mr. Tackett said. “When you’re in the suburbs, parents want kids to be stronger, faster, brighter.”

Despite interest in the topic, the district’s policy is in line with state laws and thus administrators encourage those with children who turn five years old by September 1 to enroll them in kindergarten, Ms. Haule said.

“Our official position is that any child legally of the age has a right to be education,” she said.

Still, many practitioners throughout the district including Ms. Haule encourage families to assess their children themselves for signs of readiness, consult with preschool teachers, day care providers and pediatricians before making any decisions.

Brandi Valor of Flower Mound talked to her daughter’s preschool teacher then opted to redshirt Isabelle, who was born August 13, based on the belief that she needed time to master academic fundamentals.

“Our daughter has always excelled socially, with her vocabulary, her conversation skills and the like,” Ms. Valor said. “We felt the extra time to master her letters and numbers would be time well spent. We want school to be a fun, exciting experience for our kids, not something they have to struggle with.”

Marion Greer of Lewisville was sure her “sweet, sensitive son” was ready academically for kindergarten even though he had a late August birthday, yet she was concerned he didn’t quite have the social skills necessary. Thus, she held him back.

“It was the best decision we’ve ever made–he bloomed in that extra year,” the former kindergarten teacher said. “I truly believe allowing students to have maturity when starting school is the greatest gift we can give.”

She added that the benefits have been long-lasting: Not only did he have a positive kindergarten experience, but he also excelled in first and second grades and is performing well now as a third grader.

While parents like Ms. Greer often make such observations, early childhood education advocates aren’t so sure children who are redshirted gain anything from it.

“There is no research to support the idea that holding a child back helps them in school–even if the kid is young,” said Jerlean E. Daniel, the deputy executive director at the Washington-based National Association for the Education of Young Children.

Ms. Haule, of LISD, countered that even if there is an advantage early on, “the bottom line is that any gain the child seems to have socially or emotionally going in seems to diminish by middle or high school.”

She added that “research shows that academic gains…begin to even out by third grade.”

Furthermore, Ms. Daniel contends that some of the very children who parents aim to help are actually hurt by redshirting.

Families have to ask themselves, “is my six-year-old going to be bored (academically) or really far ahead in terms of life experience?” she said.
If so, hanging out with five-year-olds is going to be a drag, Ms. Daniel added.

Furthermore, children who are bored often become behavior problems, she said.

ASSESSMENT KEY

The best thing to do, then, is to assess the individual child and remember that kindergartens include a diverse group of students, said BeLinda Nickel, who has served as principal of Heritage Elementary School in Highland Village for 11 years. “Some kids come very, very prepared and others don’t know letters or have number recognition.”

This is expected, she said, and addressed by kindergarten teachers who aim to help all children gain the knowledge an skills needed to move on to first grade.
Moreover, a child who has a strength in one area will likely have a weakness in another, added Robin Macke, the principal of Wellington Elementary School in Flower Mound. Thus, a student who has mastered the alphabet can work on learning to sit quietly during story time, she said.

Remember, too, that age won’t change a child’s personality, she said. Those who are shy might always be shy–and they’ll gravitate towards others who are quiet, too.

“If you can rule out possible learning issues…and everything else is intact, bring ‘em to me,” Ms. Macke said.

As a mother of six children, she admits this is easier said than done.

“The hardest thing,” Ms. Macke said, “is to stand back and say ‘It’s going to be fine.’”

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ABOUT THE AUTHOR: Julie Blair is a freelance journalist based in the Dallas area. She has written about local, state and national education issues for more than 10 years. Ms. Blair is also the author of the book “Building Bridges With the Press: A Guide for Educators.” Julie writes a personal blog, Chocolate Covered Pajamas.