The Warrior Round Table

Author: the White House (whose children attend private school) or the NEA?

EXECUTIVE OFFICE OF THE PRESIDENT OFFICE OF MANAGEMENT AND BUDGET WASHINGTON, D.C. 20503 March 29, 2011 (House Rules) STATEMENT OF ADMINISTRATION POLICY H.R. 471 – Scholarships for Opportunity and Results Act (Rep. Boehner, R-Ohio, and 50 cosponsors) While the Administration appreciates that H.R. 471 would provide Federal support for improving public schools in the District of Columbia (D.C.), including expanding and improving high-quality D.C. public charter schools, the Administration opposes the creation or expansion of private school voucher programs that are authorized by this bill. The Federal Government should focus its attention and available resources on improving the quality of public schools for all students. Private school vouchers are not an effective way to improve student achievement. The Administration strongly opposes expanding the D.C. Opportunity Scholarship Program and opening it to new students. Rigorous evaluation over several years demonstrates that the D.C. program has not yielded improved student achievement by its scholarship recipients compared to other students in D.C. While the President's FY 2012 Budget requests funding to improve D.C. public schools and expand high-quality public charter schools, the Administration opposes targeting resources to help a small number of individuals attend private schools rather than creating access to great public schools for every child.

Teach Your Children

"Only be careful, and watch yourselves closely so that you do not forget the things your eyes have seen or let them slip from your heart as long as you live. Teach them to your children and to their children after them. 

Moses (Deuteronomy 4;9)

 "Assemble the people before me to hear my words so that they may learn to revere me as long as they live in the land and may teach them to their children."

Moses (Deuteronomy 4;10)

"You were shown these things so that you might know that the Lord is God; besides him there is no other."

Moses (Deuteronomy 4:35)

"Impress [these commandments] on your children." 

Moses (Deuteronomy 6:7)

 

"Wisdom is proved right by her children."

Jesus (Luke 7:35)

 

The three-part harmony of Crosby, Stills and Young singing "Teach Your Children" is universally known. You may be humming it now.  But, I just revisited the lyrics and they come nowhere close to the original text of Moses.

Ms. Chami, our lower school principal, and I were recently reflecting on our life's work and we spoke of families we know asking the question: when our children are three, four or five, with whom should we partner in the work of shaping hearts, minds and lives?

We gently and humbly respond  ...

• How important is the God story to your family? (See Deuteronomy 4:9)
• Does reverence for God and His word come naturally or is it taught? (Answer: Deuteronomy 4:10)
• How important is congruence and harmony between your core beliefs and what your children are taught? (See Deuteronomy 4:35)
• In 21st century America, what or who makes the biggest impression on children? (i.e., where do they spend their time and with whom fills that time and with what objective in mind? (See Deuteronomy 6: 7)
• How important is the spiritual dimension of an education or a school? (See Lk 7:35) 

 As you prayerfully think about these things, the Lord will direct your path as you continue to train up your child in the way s/he should go. (Proverb 22:6) 

Our first passion is parent choice. Parents should have the freedom to select the best education for their children - an education that fits the fabric of the family. The more options a family is provided, the better. Home education, church-sponsored, independent, independent-Christian, religious, government-sponsored, progressive, traditional, virtual, government charter - these options create the diversity that makes America strong.

From that palette, we encourage Christ-followers to listen to the wisdom of Moses: teach your children; impress upon them the beauty of truth and a God-centered life. 

We're here to serve as your partner in that challenge.

Shalom!

Gary B Arnold

 

 

 

 

 

 

 

Every Picture Tells a Story

 

What story does this picture tell?

 

 

Government School and the Public Good

In the last blog entry, I noted LRCA is NOT a non-public school. Odd thing to say since one of our three accrediting bodies is the Arkansas Non-public School Accrediting Association.

What, then, do I mean when I say we are not a non-public school?

Simple.

In our mind, we are more "non-government" than "non-public."  Our very mission statement captures our public-minded purpose: "to serve families, churches and the community." Our school families are tax-paying, public citizens.  On top of that, we serve the public good by reducing the public expense of education and the tax burden of government schools. And, on top of that, we strengthen the public good by educating high-quality citizens.

Paying taxes, providing fiscal assistance, building citizenship, serving families, partnering with churches, strengthening the community - that's pretty public-minded. 

Granted, our school parents opt out of the "public" education system to choose an independent system. But, keep in mind what the "public" educational system really is.  "Public" schools are essentially government schools and there's the rub. There's the impetus to opt out.

Government schools tell parents what is best for their children. Independent schools, including faith-based school,  acknowledge that parents know what is best for their children. Parents have the freedom to choose the school that is best for their children. Government schools do not like that freedom; government schools do not like parent empowerment.  Truth is: government schools are scared of it.

Case in point: a local government school leader told us this week that he/she will no longer be filling out the student recommendation forms required for admission to LRCA. 

Why is that?

The administrator feels that, by recommending a student for admission to an independent school, she/he is assisting a student transfer out of the district. And, that assistance would be wrong - for the district.

Even if the student is better-suited for a different school, what matters to the government school is the district head count, not the family's need.

Now that's serving the public.

By the way, speaking of serving the common good, aren't you impressed by the service and good will the public is receiving from the government schools in Wisconsin?!

Gary B. Arnold

Final and critical note: I am a product of yesteryear's government school and my dear mother was a public servant in the government system. I am not taking aim at our public servants (except those in Wisconsin); I am taking aim at the system. There is a big difference.