Why Do They Leave?

Summary: We ask too few teachers to do too much to reach trauma impacted kids, and with too little support and preparation.

In the rain shadow of the Washington State’s Olympic Mountains, nestled below rugged peaks and ridges, and adjacent to the Straits of Juan de Fuca, sits the small city of Sequim. As with burgs large and little, Sequim’s schools struggle with an expanding population of kids that hang on the margins, whose early and unsuccessful exit from school can be seen coming a mile away in a flurry of absences, poor grades, and behavior infractions. Continue reading

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The Immigrant Lesson: It’s About the Future

Summary: The legacy of immigrants to America is that we sacrifice now for a better future for our kids, and they’re right on it. Continue reading

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People, Time, Faith, Cognitive Maps and the Reclamation of Lost Kids

Summary: An approach to retrieval of the legion of unmoored kids on the periphery of  our schools can be extracted from an innovative treatment model for incarcerated “callous and unemotional” kids. Continue reading

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The Two Headed Being in American Education

Summary: Successful charters have extended research based in public schools to construct more pure versions of practice effective with at risk kids. Continue reading

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Publics Versus Charters and the Student Underclass

Summary: The ideological brawl between charter and public school advocates obscures the truth that there is a substantial group of big city low income kids of color whose needs are not met by either camp. Continue reading

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Discipline and Students of Color: the Ecology of Student Experience

Summary: The route to understanding disproportionate discipline of students of color runs through a broad based look at student experience in a school, and the ecology of factors that comprise that experience. Continue reading

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