The goal of ParentAdvocates.org
is to put tax dollar expenditures and other monies used or spent by our federal, state and/or city governments before your eyes and in your hands.
Through our website, you can learn your rights as a taxpayer and parent as well as to which programs, monies and more you may be entitled...and why you may not be able to exercise these rights.
Mission Statement
is to put tax dollar expenditures and other monies used or spent by our federal, state and/or city governments before your eyes and in your hands.
Through our website, you can learn your rights as a taxpayer and parent as well as to which programs, monies and more you may be entitled...and why you may not be able to exercise these rights.
Mission Statement
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The E-Accountability Foundation announces the
'A for Accountability' Award
to those who are willing to whistleblow unjust, misleading, or false actions and claims of the politico-educational complex in order to bring about educational reform in favor of children of all races, intellectual ability and economic status. They ask questions that need to be asked, such as "where is the money?" and "Why does it have to be this way?" and they never give up. These people have withstood adversity and have held those who seem not to believe in honesty, integrity and compassion accountable for their actions. The winners of our "A" work to expose wrong-doing not for themselves, but for others - total strangers - for the "Greater Good"of the community and, by their actions, exemplify courage and self-less passion. They are parent advocates. We salute you.
Winners of the "A":
Johnnie Mae Allen
David Possner
Dee Alpert
Aaron Carr
Harris Lirtzman
Hipolito Colon
Larry Fisher
The Giraffe Project and Giraffe Heroes' Program
Jimmy Kilpatrick and George Scott
Zach Kopplin
Matthew LaClair
Wangari Maathai
Erich Martel
Steve Orel, in memoriam, Interversity, and The World of Opportunity
Marla Ruzicka, in Memoriam
Nancy Swan
Bob Witanek
Peyton Wolcott
[ More Details » ]
'A for Accountability' Award
to those who are willing to whistleblow unjust, misleading, or false actions and claims of the politico-educational complex in order to bring about educational reform in favor of children of all races, intellectual ability and economic status. They ask questions that need to be asked, such as "where is the money?" and "Why does it have to be this way?" and they never give up. These people have withstood adversity and have held those who seem not to believe in honesty, integrity and compassion accountable for their actions. The winners of our "A" work to expose wrong-doing not for themselves, but for others - total strangers - for the "Greater Good"of the community and, by their actions, exemplify courage and self-less passion. They are parent advocates. We salute you.
Winners of the "A":
Johnnie Mae Allen
David Possner
Dee Alpert
Aaron Carr
Harris Lirtzman
Hipolito Colon
Larry Fisher
The Giraffe Project and Giraffe Heroes' Program
Jimmy Kilpatrick and George Scott
Zach Kopplin
Matthew LaClair
Wangari Maathai
Erich Martel
Steve Orel, in memoriam, Interversity, and The World of Opportunity
Marla Ruzicka, in Memoriam
Nancy Swan
Bob Witanek
Peyton Wolcott
[ More Details » ]
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Current Events
NCLB and Disabilities: Our SPED Kids in Secondary Schools are Not Covered
Dee Alpert, publisher of Specialeducationmuckraker uncovers information concerning secondary school students with disabilities that leaves them behind and unaccounted for under NCLB.
The NLTS-2 Study folks have come out with 2 fascinating studies this year re issues surrounding secondary education and sped kids.
LINK They are well worth reading. For example, Changes Over Time in the Secondary School Experiences of Students with Disabilities (April 2004) says that: In contrast [between the NLTS-1 and NLTS-2 surveys], there was an increase in students with disabilities attending schools withhigher concentrations of students in poverty, but a substantial reduction in their schools' participation in the Title I compensatory education program. Now, what does this seemingly boring little fact tell us? Well, for one thing, kids w/moderate to severe disabilities are often placed in publicly-operated, all-sped. schools, sometimes run by districts, sometimes by intermediate educational authorities (county bds. of ed.; ed. co-ops; etc.). And these publicly-operated, all-sped schools are NOT designated as Title 1 schools by their districts/State Ed. Depts. Even though the poverty level of the kids in them is as high, or sometimes waay higher than the poverty level of kids in "regular" public schools. So . . . NCLB does not cover these publicly-operated, all-special ed. schools! The report also notes that the % of kids in separate, segregated all-sped schools has decreased, to be replaced by segregated, all-sped classes within mainstream "regular" high schools. Now OSEP's mantra is that this is good because it will increase the access of such kids to the "regular" curriculum and thus improve their outcomes. However, the national special ed. exiting data which OSEP has published shows that the national rate of sped kids actually graduating with a diploma or certificate has not increased very much. So it would appear that just moving IEP kids around like chess pawns, which OSEP has been coercing many SEA's into doing for years, has not had the expected positive results. Dee Alpert, Publisher The Special Education Muckraker National Longitudinal Transition Study (NLTS)2 Home and News NLTS2 Data Tables Are Available! Welcome to the Web home of the National Longitudinal Transition Study-2 (NLTS2)! NLTS2 is: Being funded by the U.S. Department of Education and is documenting the experiences of a national sample of students who were 13 to 16 years of age in 2000 as they move from secondary school into adult roles. Focusing on a wide range of important topics, such as high school coursework, extracurricular activities, academic performance, postsecondary education and training, employment, independent living, and community participation. Producing information of interest to many audiences, including state and local education agencies, the U.S. Congress, the U.S. Department of Education, parents, teachers, researchers, advocates, and policy-makers. The second round of parent phone interviews was a success! More than 7,000 parents and guardians completed phone interviews in 2003, for a 70% response rate. More than 3,000 youth also completed interviews. We are indebted to the parents and youth for contributing their valuable time to provide information. It has been rewarding for us to work with parents and youth across the country. Results from NLTS2 parent/youth interviews will soon be available. We are now in our final year of data collection at the school level. In early February 2004 we sent out thousands of questionnaires to teachers to fill out. We also began assessing students ages 16 to 18 in a face-to-face assessment that covers academic skills and social attitudes. Services and Supports for Secondary School Students with Disabilities This report examines the services and other supports that are provided to secondary-school-age students with disabilities a 1-year period, and to what degree they are provided by or through the schools. It also examines how parents learn about services, the amount of effort they expend, and barriers they encounter. The data from this report is from the Wave 1 parent interviews. Highlights: Chapter 1: Related Services, Supports, and Specialized Programs for Secondary School Students with Disabilities Chapter 2: Related Services and Supports Received by Youth with Disabilities Chapter 3: Participation by Youth with Disabilities in School Programs Other than Special Education Chapter 4: Related Services and Program for Youth with Disabilities: Key Findings Complete Report Suggested citations: Levine, P., Marder, C., and Wagner, M. (2004). Services and supports for secondary school students wtih disabilities . A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/servicesupport_ch1_intro.pdf. Levine, P., Marder, C., and Wagner, M. (2004). Services and supports for secondary school students with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/servicesupport_ch2.pdf. Levine P., Marder, C., and Wagner, M. (2004). Services and supports for secondary school students with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/servicesupport_ch3.pdf. Levine, P., Marder, C., and Wagner, M. (2004). Services and supports for secondary school students with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/servicesupport_ch4.pdf. Levine, P., Marder, C., and Wagner, M. (2004). Services and supports for secondary school students with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/servicesupport_completereport.pdf. *School Surveys *"Services and Supports for Secondary School Students with Disabilities " Changes Over Time in the Secondary School Experiences of Students with Disabilities This report examines comparison of findings for youth who were represented in NLTS with those for youth represented in NLTS2. The report focuses on the school characteristics, school programs, and school participation. Highlights: Chapter 1: Introduction Chapter 2: The Changing School Environments of Students with Disabilities Chapter 3: The Changes in the School Programs of Secondary School Students with Disabilities Chapter 4: Changes in the School Participation of Secondary School Students with Disabilities Chapter 5: Clear but Uneven Progress for Students with Disabilities Complete Report Suggested citations: Wagner, M., Newman, L., and Cameto, R. (2004). Changes over time in the secondary school experiences of students wtih disabilities . A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/changetime__chap1_intro.pdf. Wagner, M., Newman, L., and Cameto, R. (2004). Changes over time in the secondary school experiences of students with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/changestime_chap2_environment.pdf. Wagner, M., Newman, L., and Cameto, R. (2004).Changes over time in the secondary school experiences of students with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/changestime_chap3_programs.pdf. Wagner, M., Newman, L., and Cameto, R. (2004). Changes over time in the secondary school experiences of students with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/changetime_chap4_participation.pdf. Wagner, M., Newman, L., and Cameto, R. (2004). Changes over time in the secondary school experiences of students with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/changestime_chap5_progress.pdf. Wagner, M., Newman, L., and Cameto, R. (2004). Changes over time in the secondary school experiences of students with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/changestime_compreport.pdf |
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