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CONTENTS
4 THOUGHT FOR THE MONTH
7 MAGAZINE EDITORIAL TEAM
8-15 ACHIEVEMENTS
16-17 2019 TOP-RATED NONPROFITS USING GREAT NON PROFITS
20-27 THE INTERNET RADIO PROGRAM FROM NHEG
28 E.A.S.Y. TOONS COMIC BOOK
30-31 U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD
38-40 PRESS RELEASES - UPCOMING NHEG EVENTS
41-43 NATIONAL SCHOOL CHOICE WEEK
46 SPONSORSHIP PACKAGES FOR NHEG
57-59 NHEG DATA
61 WE ARE LOOKING FOR NEW VOLUNTEER INTERNET RADIO HOSTS
62-63 ATTENTION POTENTIAL GUESTS!
66-69 OUR TEACHERS AND TUTORS
72-73 NHEG SUPPORT GROUPS
74-75 MISSING CHILDREN
76-79 NHEG BIRTHDAYS - ANNIVERSARIES
80-81 NHEG NEW VOLUNTEERS - VOLUNTEERS OF THE MONTHS
84-85 REVIEWS ON MAGAZINE EDITORS
96 NATIONAL NEWS REPORTS IN EDUCATION
98-99 THE NHEG LEARNING ANNEX
107-125 FEE ARTICLES
132-135 KELLY BEAR PRESS
136-137 INTERNATIONAL ACADEMIC COMPETITIONS
138 NATIONAL HISTORY BEE
139 NATIONAL SCIENCE BEE
140-143 GET YOUR FREE EBOOK
148-149 FUN CORNER
152-157 RECIPES
160-161 NHEG PARTNERS & AFFILIATES
www.NewHeightsEducation.org
Thought for the Month
So many exciting things have been
happening at NHEG recently. I
have a feeling that Spring will
bring many more opportunities
to our organization.
Thank you all for sharing our
journey.
Our store is now live
www.NewHeightsEducation.org
https://new-heights-educational-group.myshopify.com/
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www.NewHeightsEducation.org
EDITORIAL TEAM
www.NewHeightsEducation.org
Editor in Chief
Pamela Clark
NewHeightsEducation@yahoo.com
Production Manager
Marina Klimi MarinaKlimi@NewHeightsEducation.org
Proofreaders/Editors
Noemi Vallone Noemi@NewHeightsEducation.org
Kristen Congedo
Kristenc@NewHeightsEducation.org
Photographers featured in this issue
Michelle Shockey
Michelles@NewHeightsEducation.org
Pamela Clark
Khrista Cendana
Fran Wyner
Sheila Wright
NewHeightsEducation@yahoo.com
Khrista@NewHeightsEducation.org
FranWyner@NewHeightsEducation.org
SheilaWright@NewHeightsEducation.org
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www.NewHeightsEducation.org
www.NewHeightsEducation.org
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www.NewHeightsEducation.org
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www.NewHeightsEducation.org
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www.NewHeightsEducation.org
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www.NewHeightsEducation.org
2019 Top-Rated
Nonprofits using GreatNonprofits
New Heights
Educational Group
Congratulations
Your community has selected your organization as one of the 2018 Top-Rated
Nonprofits using GreatNonprofits. You are among a distinguished few to
receive this community endorsement.
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Perla Ni
CEO Greatnonprofits
January - February 2020 | NHEG Magazine 17
www.NewHeightsEducation.org
THE INTERNET RADIO PROGRAM FROM
NEW HEIGHTS EDUCATIONAL GROUP
www.NewHeightsEducation.org
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www.NewHeightsEducation.org
www.NewHeightsEducation.org
Internet Radio Show Spots now available
The New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement on
our internet radio show.
All products, business and service advertisements will need to be reviewed by our research department and must be approved by NHEG home office.
All advertisements must be family friendly.
Those interested in purchasing packages can choose for our host to read the advertisement on their show or supply their own pre-recorded advertisement.
If interested, please visit our website for more details.
https://www.newheightseducation.org/nheg-radio-show/
The NHEG Radio Show is an internet radio program in which the hosts cover various topics of education for Home, Charter and Public School families in Ohio.
These Communities include Paulding, Defiance, Van Wert, Delphos, Lima, Putnam County, Wauseon and Napoleon. For an invitation to the live show, visit us on Facebook or Twitter to sign up, or email us at info@NewHeightsEducation.org
If you are looking to listen to past shows, please check out this document
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https://docs.google.com/spreadsheets/d/1oW5gxFB7WNgtREowSsrJqWP9flz8bsulcgoR-QyvURE/edit#gid=529615429
that lists all the shows that have been released.
January - February 2020 | NHEG Magazine 23
www.NewHeightsEducation.org
www.NewHeightsEducation.org
The New Heights Educational Group
Welcomes Radio Host Buffie Williams To Our Online Airwaves
Contact:
Anyone interested in finding out more about NHEG can email NewHeightsEducation@yahoo.com or call 419-786-0247.
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www.NewHeightsEducation.org
www.NewHeightsEducation.org
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www.NewHeightsEducation.org
Barnes and Nobles
Kids in Grades 1-6 Earn a Free Book!
https://www.barnesandnoble.com/h/summer-reading-lists?list=kidsbrages-0-7
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You can read it at the following link
https://www.NewHeightsEducation.org/NHEG-blog/e-a-s-y-toons/
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U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD
The President’s Volunteer Service Award recognizes and celebrates Americans who make
a positive impact to not only their community but the country as a whole
www.NewHeightsEducation.org
VOLUNTEER HOURS
www.NewHeightsEducation.org
About PVSA
The President’s Volunteer Service Award is the premier volunteer awards program, encouraging United States
citizens or lawfully admitted permanent residents of the United States through presidential recognition to live a life of
service.
New Heights Educational Group (NHEG) is an official certifying organization for The President’s Volunteer Service
Award. We encourage all volunteers to create an account and begin tracking their service hours.
Please contact us at info@newheightseducation.org or by phone at 419.786.0247 for a verification form, and log your
hours by creating a profile on the President’s Volunteer Service Award website using the Record of Service Key:
TTG-43498 , to identify New Heights Educational Group as your institution.
Your recognition inspires others to take positive action to change the world!
Learn more at https://www.presidentialserviceawards.org/
Criteria
Individuals, families and groups that meet the criteria are eligible for the PVSA.
Recipient(s) must be a United States citizen or a lawfully admitted permanent resident of the United States.
Awards are issued for service hours served within a 12-month time period or over the course of a lifetime.
Awards are issued for volunteer service only; additional levels of participation with the organization (i.e., charitable
support) are not a factor considered for the award.
Court-ordered community service does not qualify for the award.
Awards are issued by approved Certifying Organizations.
Service must be with an approved Certifying Organization that is legally established in the United States,
the Commonwealth of Puerto Rico or one of the U.S. territories.
Eligibility
Pamela Clark – Bronze – Silver – Gold – Life Time
Briana Dincher – Gold
Khrista-Cheryl Cendana – Bronze – Silver
William Naugle – Bronze – Silver – Gold – Life Time
Michael Anderson – Bronze – Silver – Gold
Robert Hall – Bronze – Silver – Gold
Sapna Shukla – Bronze – Silver
PVSA RECIPIENTS
Hours are measured over a 12-month period and awards are designated based on cumulative hours. The awards are
offered in multiple levels and are designed to recognize each milestone of your service achievement. Levels include
bronze, silver, gold and the highest honor, the President’s Lifetime Achievement Award for those who contribute more
than 4,000 hours of service in their lifetime.
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www.NewHeightsEducation.org
The New Heights Educational Group (NHEG)
announced recognition
The New Heights Educational Group (NHEG) announced recognition of Mr. Michael Anderson,
Assistant Virtual Development Director of Website Design and WordPress Expert.
Mr. Anderson not only volunteers with NHEG but many other organizations.
Due to his contributions, he has earned the Gold Presidential Service Awards.
This recognition includes a signed certificate from the President of the United States
along with a coin.
Pamela Clark, Executive Director of NHEG stated, “Michael Anderson has a big heart and passion for
making positive change in the world of education. We are fortunate for his volunteer service.”
Here are some of the differences:
Charter Schools
1. May use a lottery system if the charter school is
popular and hard to get into for the
student.
2. Smaller class sizes.
3. Transportation is arranged by the students.
4. Private board.
Why Charter School?
By Khrista Cendana
www.NewHeightsEducation.org
Why do you want to go to a charter school? My mom has been
telling me that if I were still in
school, she would have enrolled me in a charter school rather
than a public school. Are charter
schools better? What are the differences and options when enrolling?
I always thought that
charter schools help students more than public schools, is that
true? Are they clearly different or
are they the same? To find out the correct answers to these
questions, we need to dig a little bit
further.
Public Schools
1. They must accept every child in its district.
2. Larger class sizes.
3. Education standards set by the state education
board.
4. Transportation provided by school within designated
area.
If you want to know more, check out Public vs Private Vs Charter
What is the same in charter vs public schools?
1. They are both free
2. Cannot discriminate students.
3. Both school systems are considered public.
If you want to know more, check out Charter Vs Public Comparison
Online Charter School
San Diego - diploma, one-on-one attention, individualized program, accreditation, online classes, respected education.
(California)
The Delta Academy - online model, attend evening sessions once a week, teachers availability face-to-face, tech
lounge, flexibility, etc. (Nevada) Ohio Connections Academy - free, certified teachers and coaches, online multimedia,
accessible everywhere. (Ohio) Buckeye Online School For Success - tuition free, grades K-12, 100% online.
(Ohio)
Are they clearly different or are they the same?
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www.NewHeightsEducation.org
I think it depends on what charter school you want to attend online or even physical. The ones I checked are in
California, Nevada and Ohio and have different requirements for the students to be able to learn online. Moreover,
it depends on the individual state to have Teachers Certified Or Not by the education commision. Charter
schools are run by nonprofits ( What Are Charter Schools ) and are funded by the federal government with the
amount depending on how many students are enrolled.
Charter schools at the end are like ‘traditional’ schools, and they differ from one another like any
other school does, depending on their sizes, number of students and state regulations. If I were
looking for either a public or charter school, I may go for charter school for my kid because it has
fewer students. It’s up to you, however, to choose what school is good for your children.
Websites Used In Article:
Public vs Private vs Charter
Charter Vs Public
Comparison
San Diego
The Delta Academy
Ohio Connections Academy
Buckeye Online School For Success
Teachers Certified Or Not
What Are Charter Schools
www.NewHeightsEducation.org
From the world of imagination:
a day in the park with preschool students
By Khrista Cendana
On a sunny morning a
Photo credit: Sunder_59OK http://photopin.com
“Peter, why don’t we take this box and build a spaceship so we can travel to space and visit different planets?”
group of preschoolers
went to the park with
their teachers. Two students,
Arthur and Peter,
after playing a lot in the
park with their toys,
found a large cardboard
box that was in the
school’s recyclables. Arthur
looked at Peter and
with bright eyes of joy
exclaimed:
Without hesitation, Peter ran enthusiastically toward the box and carried it in his arms gave it to his friend.
Under the watchful eyes of the class, Arthur and Peter decided to tore the back of the box, and suddenly the object
looked like a sleigh. Then Arthur, looking at Peter, suggested:
“Our spaceship is almost done; now all we have to do is to add fuel.”
So Peter started collecting some sand with his bucket and dumped it into the box. Excited, he turned to Arthur
and said:
“All set. Countdown to takeoff!”
Holding a branch in his hands, Arthur sat at the front of the “spaceship” and, with the help of his co-pilot Peter,
began to announce aloud to the other children in the park:
“Guys, we’ll visit other planets with our spacecraft. Who wants to go with us? Come on take your seat and let’s
take a trip!”
Little by little, other children began to sit down in a row inside the box and, with the help of the teachers, started
the countdown to launch:
“10, 9, 8, 7, 6, 5, 4, 3, 2,1. Takeoff”.
Laughing, the children began to wave to the teachers and to the other students in the park, saying:
“Bye, bye, see you later!”
“Bye, bye guys. Have a safe trip and have fun, teachers replied”.
And this was undoubtedly an amazing trip around the world. From the world of imagination...
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www.NewHeightsEducation.org
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Press Releases
New Facebook support group - Ohio Abuse/Bullying in Public School Support Group
This group provides a place where parents, students and families can discuss bullying by school staff, teachers bullying
teachers, bullying and intimidation aimed at students by instructors, students bullying students, and teachers
being bullied by students. Feel free to share your story on this page.
Please do not comment in a way that uses hurtful words. This is a safe page to voice your opinion and share your
story.
www.NewHeightsEducation.org
NEW COURSE
Interview Skills - Free Class Available Now
This class will instruct students on how to apply for a job and what is
expected of them during the hiring process.
Topics Covered
Applying for a job
Resume, references and cover letter (mailing and in person)
Jessica Rodgers is a new volunteer educational advocate with New Heights Educational
Group. She has a bachelor’s degree in Special Education and Elementary Education from the
University of New Mexico.
Jessica has worked in schools in both New Mexico and Washington State since 2011, teaching
grades from kindergarten to sixth grade in various class environments and academic levels
and students with a multitude of disabilities.
In 2018, Jessica’s first daughter was born, and Jessica has since become a stay-at-home
mother. She currently resides in Hawaii with her daughter; her husband, Jared; their cat,
Koopa; and their dog, Princess Peach. She enjoys hiking, yoga, swimming, reading thrillers and drinking lots of coffee!
Visiting location in person to fill out application (unless otherwise specified)
Answering the phone the correct way
Making the appointment for an interview
Be on time
What to wear
Grooming habits
The New Heights Educational Group (NHEG), as requested by parents, has
added a color guard and baton corp to their list of programs.
These groups are open to all students regardless of school choice.
If you have an interested student, please send your name, student(s)
name(s), age, grade level, address, phone number, and email address to
NewHeightsEducation@yahoo.com.
After signing up, NHEG will schedule a time for families to meet and coordinate dates and times for tryouts. NHEG is
also requesting help with coaching these programs.
We will need coaches and assistant coaches as well as parents to help, and anyone who will be working closely with
the students will need to complete a background check.
Additional requirements for participating in the corps will include parent and student involvement in planning, managing
events, fundraising, choreography, sewing/altering costumes, traveling to competitions, supervising students and
other tasks as needed.
Introducing yourself
Body language
The thank you!
Class Description:
This Class is free to the public and will be available through Google Classroom. We suggest you visit:
https://classroom.google.com
and enter the class code: qfpdqx
Please let us know if you have any issues signing in by emailing: NewHeightsEducation@yahoo.com
organizations need to complete all required fields for that participation level. The GuideStar participation levels,
acknowledged as symbols of transparency in the nonprofit sector, are displayed on all updated participants’ profiles in
the GuideStar database.
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www.NewHeightsEducation.org
www.NewHeightsEducation.org
GuideStar, guidestar.org, is the world’s largest source of nonprofit information, connecting people and organizations
with data on 2.7 million current and formerly IRS-recognized nonprofits. Each year, more than 10 million people,
including individual donors, nonprofit leaders, grantmakers, government officials, academic researchers, and the
media, use GuideStar data to make intelligent decisions about the social sector. GuideStar Nonprofit Profiles are populated
with information directly from nonprofits, the IRS, and other partners in the nonprofit sector. The Seal levels,
acknowledged as symbols of transparency in the nonprofit sector, are earned by nonprofits providing specific information
to its profile to. In addition, users see GuideStar data on more than 200 philanthropic websites and 5 applications
like AmazonSmile, Facebook, and Network for Good. Foundation Center and GuideStar joined forces to become
Candid, a 501(c)(3) nonprofit organization. Find out more at candid.org and on Twitter @CandidDotOrg.
National School Choice Week
News Contact:
Pamela Clark, Executive Director
NewHeightsEducation@yahoo.com
419-786-0247
Silicon Valley High School (SVHS) is located in California and offers online learning courses to students of all ages. Its
mission is to enhance the quality, relevance and accessibility of online high-school education while driving down the
cost. These online courses help students catch up, or even jump ahead.
SVHS has been partnered with NHEG since 2017 and will now be supporting and sponsoring our organization in new
ways. SVHS is developing a website that will host our current and pre-recorded podcasts, including all New Heights
Show on Education recordings. Thanks to this sponsorship, the New Heights Show on Education will become a syndicated
show.
SVHS will provide further support to NHEG through a monthly sponsorship payment of $500.
In exchange, NHEG will provide opportunities for SVHS to promote its courses and services across NHEG’s various
communication platforms, such as websites, print newsletters, social media and radio channels.
Pamela Clark, Executive Director of NHEG, stated, “We appreciate the support and partnership that we established
with SVHS a few years ago. We value their dedication to our shared goal of reaching families that need educational
assistance. It’s been a pleasure working, collaborating, and planning with David Smith, CEO of SVHS, and his team.
Working together, there is no limit to what we can accomplish for the betterment of the students and families we
serve. Thank you for believing in and supporting our dreams and goals. We are also excited about the option for
adults to earn their high school diplomas.”
To learn more about SVHS, visit https://svhs.co/accredited-high-school/.
To learn more about NHEG, visit http://www.NewHeightsEducation.org.
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The New Heights Educational Group Inc Receives 2019 Best of Defiance Award
Defiance Award Program Honors the Achievement
DEFIANCE December 21, 2019 -- The New Heights Educational Group Inc has been selected for the 2019 Best of Defiance
Award in the Education Centers category by the Defiance Award Program.
Each year, the Defiance Award Program identifies companies that we believe have achieved exceptional marketing
success in their local community and business category. These are local companies that enhance the positive image
of small business through service to their customers and our community. These exceptional companies help
make the Defiance area a great place to live, work and play.
Various sources of information were gathered and analyzed to choose the winners in each category. The 2019 Defiance
Award Program focuses on quality, not quantity. Winners are determined based on the information gathered
both internally by the Defiance Award Program and data provided by third parties.
About Defiance Award Program
The Defiance Award Program is an annual awards program honoring the achievements and accomplishments of local
businesses throughout the Defiance area. Recognition is given to those companies that have shown the ability
to use their best practices and implemented programs to generate competitive advantages and long-term value.
The Defiance Award Program was established to recognize the best of local businesses in our community. Our
organization works exclusively with local business owners, trade groups, professional associations and other business
advertising and marketing groups. Our mission is to recognize the small business community’s contributions
to the U.S. economy.
SOURCE: Defiance Award Program
CONTACT:
Defiance Award Program
Email: PublicRelations@2019city-bestof.com
URL: http://www.2019city-bestof.com
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www.NewHeightsEducation.org
www.NewHeightsEducation.org
NHEG Membership Levels
Sponsorship Packages for NHEG
Audio
One commercial spot played 6 times (3 times during a live Video Streaming
broadcast and 3 times during rebroadcast):
On host page (video must be supplied by advertiser):
30 seconds - 1 week: $250; 13 weeks: $3,250
30-60 seconds - 1 week: $300; 13 weeks: $3,500
60 seconds - 1 week: $450; 13 weeks: $5,850
1-3 minutes - 1 week: $900; 13 weeks: $9000
Please note: costs include airtime buy only. Spots can be professionally
produced for a $250 fee.
These are the available NHEG Membership Levels that a person may select in order to access
certain parts of the New Heights Educational Group website.
1. Select the membership level
2. Fill out the registration form
Becoming a Member of NHEG
3. You will be redirected to make your first payment on PayPal.
4. Once payment is completed, you will receive an email to confirm your account.
Banner Advertising
Linkable banner ad (single image, hyperlink, multiple static)
Host (728 x 90 leaderboard): 1 week: $200, 13 weeks: $3,000
Full: $7,000
» 13-week sponsorship of show series
» 30-second spot (production included) played 6 times
(3 during live broadcast, 3 during rebroadcast)
» 30-60 second video spot (content must be provided)
» Opening & closing billboards on show
» One live mention by host
» Banner ad on host page
» Banner ad on host personal/business website
Half: $3,000
» 13-week sponsorship of show series
» 30-second spot (production not included) played 4 times
(2 during live broadcast and 2 during rebroadcast)
» One live mention by host
» Banner ad on host page
» Banner ad on host personal/business website
» Possible guest appearance with NHEG staff. (subject to
approval)
Level
Price
Standard NHEG Member
Free
Student Membership expires after 6 Months. $10.00 every 6 Months.
Teacher Membership expires after 6 Months. $35.00 every 6 Months.
NHEG Membership Navigation
• Account Profile
• Account Confirmation
• Membership Levels
• Membership Checkout
• Account Invoice
• Cancel Account
• Billing Info
Quarter: $1,750
» 13-week sponsorship of show series
» 30-second spot (production not included) played 2 times
(1 during live broadcast, 1 during rebroadcast)
» One live mention by host
» Banner ad on host page
» Banner ad on host personal/business website
» Possible guest appearance with NHEG staff. (subject to
approval)
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Optional Advertising for Half and Quarter
Sponsors
» 13-week sponsorship of show series
» Audio commercial production: $250
» 30-60-second video (content must be provided): $300
Special note: Additional charges may be incurred for special requests.
These requests would include things like custom music, additional VO talent,
inclusion of still graphics, creation of still or animated graphics, video content,
video editing, on location productions, or anything that complicates production
and slows development.
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Partnership Announced!
NHEG Data
www.NewHeightsEducation.org
The New Heights Educational Group (NHEG) proudly announces
a newly formed partnership with Kelly Bear and Leah Davies,
M.Ed.!!
Benefits of this partnership include:
*105 complimentary TEACHER/COUNSELOR articles
*PARENTING handouts, activity/worksheet
*Thoughts on Parenting videos
*CHILDREN’S activities: http://www.kellybear.com
Pamela Clark (director of The New Heights Educational Group)
stated, “NHEG is proud to partner with Leah Davies and share
her talented works! Without a doubt, parents will appreciate and
treasure these valuable resources!”
Visit http://www.NewHeightsEducation.org
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ADVERTISE WITH NHEG
Urgent
We are looking
for New Volunteer
Internet Radio Hosts
Contact us for more details
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www.NewHeightsEducation.org
NHEG OFFICE CURRICULUM LIBRARY
Hello Box Tops Coordinators,
Let me first say thank you for all you do to help schools get what they need. Your tireless dedication and support are inspiring, and we
value everything you do.
A really exciting change is coming to Box Tops, which a few of you are aware of because we had a little bit of a surprise. A new Box Tops
product - Blueberry Cheerios - showed up on shelves much earlier than expected and broke the news ahead of our intended plans: Box
Tops is going digital in the next year!
This June, you’ll start to see the new digital Box Tops and we’ll launch with a brand new app. With the help of feedback from local coordinators,
we are rebuilding Box Tops for Education from the ground up.
The modernization of Box Tops allows for the next generation of supporters to participate and the opportunity to engage new brands so
we can keep doing what we’re here to do: help schools get what they need!
We always intended for Coordinators to be the first to know - to hear it from us, with onboarding tools, Q&A sessions, events and
fanfare. We have exciting sweepstakes, retailer Bonus Box Tops offers, a fun online Coordinator Kit and other tools - we can’t wait to
share more with you in June.
There is SO MUCH I want to share and show you, but it’s just too much for one email and some of it is not quite ready. We know you have
questions, and we’ve tried to answer as many as possible in the coordinator resource center but we know we haven’t answered them all,
so we’ve set up this page for you to submit your questions and share your feedback.
We need your support to help ensure Box Tops grows to reach more schools than ever. We know change
is hard, but it’s going to take everyone rallying together to help ensure Box Tops is here for another generation. There is so much potential
for the future of Box Tops, and we are excited for your partnershipin this journey.
https://www.boxtops4education.com/coord_sneakpeek?utm_source=Email_newsletter&utm_medium=email&utm_campaign=BT-
FE_05_02_2019&vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80knjrQYlQTPn8NYX7fCZBQD_3dfqTwXfFpDbi78E6g_aVQ==
New Video
https://youtu.be/KHkfw6VPgYc
Sincerely,
Erin Anderson
We would like to offer educational events, computer labs, public events,
tutoring and other educational activities in this location and plan to
continue offering classes, tutoring, and some afterschool events in
Defiance.
Short term goals: Our vision includes reacquiring a building in
Defiance, Ohio. This can be achieved either by obtaining funding or a
donated building. This building will house our curricula library, public
educational events and providing fill-in-the-gaps, high-quality tutoring,
place for families to come in and use technology including computers,
obtain a GED, or educate their own children on site.
Families will be able to walk in without an appointment to ask any educational
question.
Longer term goals:
We foresee a daycare for young mothers and fathers in
high school (main target) and college and
will provide affordable daycare in hopes of keeping them
in school.
HELP SPREAD THE WORD!
62 NHEG Magazine | January - February 2020
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www.NewHeightsEducation.org
Attention potential guests!
Guidelines:
• Please stay on topic and answer all emails from hosts and NHEG staff.
www.NewHeightsEducation.org
4/19
Attention potential guests!
We are currently offering a few opƟons for those looking to adverƟse their books, products or services
on the “New Heights Show on EducaƟon.”
Option 1.
NHEG is requesƟng that all guests make a free will donaƟon to our organization.
The donaƟon can be any amount and is tax-deducƟble. In return, you will have a 30-minute interview
with one of our hosts, and your product or service will be shared on our blog and in one edition of our
bi-monthly magazine. All products must be educational and family friendly, and they must respect
NHEG values and beliefs. Products will also need to be approved by our research department before
you can be a guest on our show.
Option 2.
Any potential partners or affiliates must pay advertasing costs or pay 20% of any profits made via our
website directly to NHEG. This includes outside instructors looking to sell courses via our website. All
such services will be reviewed and approved by our research department.
Option 3.
To be hosted for free, please share your Amazon Associate link.
Disclosure (and why I host at no cost): We use our Amazon Associate link to point to your books or products
in the posts. That way, if someone clicks on it and downloads it, we earn a percentage of anything
that person ends up buying within 24 hours of clicking the link.
It’s free publicity for you, and all you have to do is submit your content. If you do not have an amazon
link for your book or product, yours is considered a sponsored post, and we suggest you refer to our
advertising costs or one of the options above.
Submit your guest post for publication on our radio show, blog, social media and magazine.
Please follow our guidelines to apply to be on our show. Failure to comply to these regulations,
may result in your post being rejected (this is valid for both individual authors and
those submiting through tour companies).
• All guest posts must be original content.
• Articles/Advertisements should be between 400 and 750 words. We will consider longer posts and may break
them up and use them as a series of posts.
• We welcome submissions from both experienced and beginner writers.
• All submissions should be sent in the body of an email to NewHeightsEducation@yahoo.com with “guest
post” in the subject line. Send in plain text.
• Include an author/creator byline, bio and photo of product with your web-link.
• NOTE: You may only include a maximum of 2 links, and they must be directly relevant to the post to your
author website or the product page for your book. ALL guest posts MUST include an author byline.
• Authors - Please make sure you submit an author or book cover photo to be posted with your article. Images
should be sent as jpeg or png attachments. Tour banners and a book cover are also welcome.
• Copyright should be that of the author or product creator submitting the article. Copyright will remain with
the author.
• If you have already reserved a date for posting, the guest post must be sent at least 3 days prior the scheduled
posting date.
Donations can be made via our website or by following the following link:
https://www.paypal.me/NHEG
64 NHEG Magazine | January - February 2020
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www.NewHeightsEducation.org
66 NHEG Magazine | January - February 2020
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www.NewHeightsEducation.org
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THE NHEG BANNER
originally designed by Mac Clark, was recently updated by Courteney Crawley-Dyson and Jeff
Ermoian, with feedback from Mac Clark, Lyndsey Clark, Greg Clark, Desiree Clark, Pamela
Clark, Mike Anderson, Sherri Ermoian.
www.NewHeightsEducation.org
STUDENT ADVISORY GROUP CREST
originally designed by Kevin Adusei and Rebekah Baird with feedback Student Group,was
recently updated by Courteney Crawley-Dyson, Jeff Ermoian, with feedback
from Mike Anderson, Sherri Ermoian.
THE STUDENT LEADERSHIP COUNCIL CREST
originally designed by Kevin Adusei and Rebekah Baird with feedback Student Group, was recently updated by Jeff Ermoian,
with feedback from Mike Anderson, Sherri Ermoian.
70 NHEG Magazine | January - February 2020
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www.NewHeightsEducation.org
www.NewHeightsEducation.org
NHEG Support Groups provide various support to not only our board members but to students, parents and the teachers in Ohio. Each group provides a pivotal function in our organization to strengthen our programs and services
plus help support and educate children and adults, so they can build a much stronger educational background
NHEG SUPPORT GROUPS
STUDENT LEADERSHIP COUNCIL STUDENT ADVISORY GROUP VETERANS & FIRST RESPONDERS SUPPORT GROUP ADULT ADVISORY GROUP
Learn More About SLC Learn More About SAG Learn More About This Group
Learn More About AAG
HOME SCHOOL FAMILY SUPPORT GROUP
Learn More About AAG
CHARTER SCHOOL SUPPORT GROUP
Learn More About AAG
PUBLIC SCHOOL SUPPORT GROUP
Learn More About AAG
72 NHEG Magazine | January - February 2020
January - February 2020 | NHEG Magazine 73
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www.NewHeightsEducation.org
MISSING CHILDRENHELP BRING ME HOME
National Center for Missing & Exploited Children
NCMEC: 1377464
NCMEC: 1379925
NCMEC: 1376302
Missing Dec 20, 2019
Since: Missing Hilo, HI
From: Dec 20, 2013
DOB: Age 6 Now: Male Sex: White
Race: Hair Brown
Color: Eye Brown
Color: 3'0"
Height: 60 lbs
Weight:
Missing Jan 19, 2020
Since: Missing Harrison, AR
From: Jun 18, 2005
DOB: Age 14 Now: Female
Sex: White
Race: Hair Brown
Color: Eye Blue
Color: 5'4"
Height: 140 lbs
Weight:
Missing Oct 28, 2019
Since: Missing Pauls Valley, OK
From: Apr 27, 2002
DOB: Age 17 Now: Female
Sex: Am. Ind.
Race: Hair Brown
Color: Eye Blue
Color: 5'2"
Height: 120 lbs
Weight:
Photo
Extraa Phhoto
Desttiny Knightt
Bennjaminn Rapoza
Faaithh Lindsey
Faith
140 lbs
60 lbs
120 lbs
Destiny was last seen on January 19, 1010.
photos shown are of Faith. She may be in the local area of Seminole, Garvin, or Pontotoc
Both
Benjamin was last seen on December 20, 2019.
Both photos shown are of Faith.
County, Oklahoma. Faith has a tattoo of a cross on her thumb.
Case handled by
Case handled by
Case handled by
ANYONE HAVING INFORMATION SHOULD CONTACT
ANYONE HAVING INFORMATION SHOULD CONTACT
ANYONE HAVING INFORMATION SHOULD CONTACT
Melissa Fu
Missing Nov 22, 2019
Since: Missing Irvine, CA
From: Jan 16, 2007
DOB: Age 13 Now: Female
Sex: Asian
Race: Hair Black
Color: Eye Brown
Color: 5'11"
Height: 200 lbs
Weight:
Melissa was last seen on November 22, 2019. She may be in the company
of her mother, Amber Aiaz. Amber may go by the alias name Mei Yi Wu.
NCMEC: 1376201
Amber Aiaz
Jun 25, 1985
DOB: Age 34
Now: Female
Sex: Asian
Race: Hair Black
Color:
Eye Brown
Color: 5'9"
Height:
180 lbs
Weight:
ANYONE HAVING INFORMATION SHOULD CONTACT
Franklin County Sheriff’s Office (Ohio) 1-614-525-3333
180 lbs
ANYONE HAVING INFORMATION SHOULD CONTACT
Case handled by
DON’T HESITATE!
74 NHEG Magazine | January - February 2020
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NHEG Birthdays
March 8th
Tyler Maxey-Billings
March 23rd
HSLDA and Vanh Vue
March 10th
Kailyn Spangler
April 6th
Kevin Adusei
March 2020
April 2020
March 14th
Kathy Woodring
April 9th
Greg Clark
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6 7
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
29 30 31
1 2 3 4
March 16th
March 17th
March 18th
March 19th
Sherri Ann Reid
Leigha Scott
Divya Rani
Kristen Congedo
April 15th
April 24th
Karina Saucedo
Jody Bowden
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
March 21st
William Atkinson
29 30 31 1 2 3 4
26 27 28 29 30 1 2
© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty
© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty
March 22nd
Julia Ikkert
76 NHEG Magazine | January - February 2020
January - February 2020 | NHEG Magazine 77
www.NewHeightsEducation.org
NHEG Anniversary!
March 23rd
Nayana Mogre
March 31st
Janene Kling
March 2020
April 2020
April 11th
Lyndsey Clark
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6 7
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
29 30 31
1 2 3 4
April 16th
Chad Stewart
8 9 10 11 12 13 14
5 6 7 8 9 10 11
April 16th
Julie Suffel
15 16 17 18 19 20 21
12 13 14 15 16 17 18
April 16th
April 24th
Sapna Shukla
Sherri Ann Reid
22 23 24 25 26 27 28
19 20 21 22 23 24 25
April 30th
Jon Aitken
29 30 31 1 2 3 4
© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty
26 27 28 29 30 1 2
© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty
78 NHEG Magazine | January - February 2020
January - February 2020 | NHEG Magazine 79
www.NewHeightsEducation.org
New Volunteers
Volunteers of the Month
www.NewHeightsEducation.org
Frank Decapio 2/9/20
Radio Host Monitor
Leo Lin 1/17/20
Chinese Instructor
LaSaundra Scott 1/8/20
HR Coordinator
Michael Anderson
Enjoli Baker
Katie Buchhop
Janene Kling
Tyler Maxey-Billings
Alain Philippe Binyet Bi Mbog
Leah Sedy
Daniela Silva
Jakki Taylor
Khrista-Cheryl Cendana
Nayana Mogre
Noemi Vallone
Kristen Congedo
Anusha Nemali
Buffie Williams
Annual Recognition Day,
which will be held on Saturday,
June 27, 2020
Frank Decapio
Erika Hanson
Padmapriya (Priya) Kedharnath
Marina Klimi
Lakshmi Padmanabhan
Bruno Moses Patrick
Jessica Rodgers
LaSaundra Scott
Sheila Wright
80 80 NHEG | GENiUS Magazine MAGAZINE | January - February | www.geniusmag.com
2020
Attention Ohio Home School Families
There are potential changes/requirements for Ohio Home School parents. Please know that the changes ARE NOT in effect yet.
There is one more hearing to go through which has NOT happened yet.
They will most likely go into effect, but as of now, they have not.
Please see CHEO’s update here. https://www.cheohome.org/category/cheo-front-page-news/
January - February 2020 | NHEG Magazine 81
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www.NewHeightsEducation.org
82 NHEG Magazine | January - February 2020
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NEW REVIEW
TAMMY MARIE B.
5 STAR CLIENT SERVED
I have known about New Heights for about a year and a half now. And have been volunteering for about
as long. In addition to being a volunteer I have used NHEG for one of my children. The compassion that
I have been shown has been the most heartwarming experience of my life. I fully support all that New
Heights educational group does and I hope to donate to this non profit organization in the near future
so they may continue to help out families in our community. Thank you new Heights for treating us like
family.
FHBANDOLAJR - VOLUNTEER - 05/28/2019
RATING:5
I initially found NHEG desperately looking for an opportunity to look for an internship in IT right after
University. At this point, I didn’t care whether it was paid or not, as I was trying to find ways to make my
student OPT Visa valid. Now before I got the call for an interview, I did some research on NHEG, and I
thought I’d fit right in instantly because I was a young struggling student, as well. From a struggling middle/high
school student to a successful undergrad, and then eventually, someone who is now an IT, I had
to join.
I have nothing to say but outstanding things about NHEG. Whenever I had to do certain tasks, I was notified
beforehand. As soon as I scored a job, Pamela was understanding of my situation and made sure I
had help while I was working. This organization was very professional in what they did, and I was proud
to be a member of the family.
This organization opened a lot of doors for me. From being a Blackboard assistant to a radio show host, it
caught the attention of my former boss, and he eventually referred me to another future employer that I
now work for. My career would not have started if it weren’t for NHEG.
For that, Pamela and NHEG, thank you, and I will continue to support your mission and cause endlessly.
.
SAPANA S. - VOLUNTEER 06/06/2019
RATING: 5
I have been with NHEG for 2years.
This a great non profit organization to work for. Wonderful colleagues. Pamela is an awesome person
and very cooperative too.
It gives you opportunities to learn and grow in the field you are working on.
JEFF E.1- VOLUNTEER 07/16/2019
RATING: 5
I have worked for New Heights for about 2 1/2 years and it has been a great experience. The volunteers I
supervise have proven themselves to be diligent, responsive, professional and passionate about what we
do. It makes us all proud to know our efforts have impact.
JEFF ERMOIAN - AVDD GRAPHICS- GENERAL MEMBER OF THE PUBLIC 07/29/2019
RATING: 5
They helped me understand homeschool regulations and paperwork. They are very responsive and helpful.
I would recommend them to anyone.
84 NHEG Magazine | January - February 2020
www.NewHeightsEducation.org
GEORGIA W.1 - PROFESSIONAL WITH EXPERTISE IN THIS FIELD07/25/2019
RATING: 5
It has been a great pleasure partnering with founder, Pamela Clark of New Heights Educational Group,
Inc.(NHEG). NHEG is an excellent source
for information and provides access to resources to help educate the community. I highly recommend
you support by giving a donation and/or looking into the wide array of educational support services they
provide. - Georgia Woodbine, Change Agent, Author, Speaker, Lifestyle Transformation Coach
I enjoyed every project that I have made for NHEG. Working with Pamela is always a knowledge challenge.
Thank you, Pamela,
Thank you NHEG
MAGAZINE REVIEW
Marina I didn’t really examine the newest issue of our magazine until tonight. When I finally did, I was
filled with pride at the length and scope of this publication. Fran and the photography crew have provided
you with stunning imagery that you have used well.
Your team deserves not just praise but awards too. Thank you for the very professional image you provide
to the passionate folks who care so deeply about what we represent.
I hope everyone in this organization appreciates how hard you work and how much skill you bring to
NHEG. Thank you for the fine way you represent us to Ohio, the United States and the topic of education.
With admiration, Jeff
CELTICMAGGIE - BOARD MEMBER 06/21/2018
RATING: 5
My name is Margaret Spangler, I am a Board Member and I have been with Pamela Clark since the beginning.
I've understood her mission, her passion for education and children and her unwavering desire
to help as many as possible; that's why I've supported her all these years. Also, as a parent, I've received
help for two of my children in tutoring. NHEG tutors are extremely professional and knowledge. Because
of this tutoring, over the last several years, my kids are able to graduate from high school. Thanks NHEG!
CUYLER S. - CLIENT SERVED 06/22/2018
RATING: 5
Hello everyone,
My name is Cuyler Spangler and I have been struggling with math for a few years and New Heights got
me a tutor. Because of that not only am I grateful but I am also able to graduate this year. Thanks New
Heights and keep up the awesome work!
Regards
SAPNA SHUKLA- VOLUNTEER 03/10/2018
RATING: 5
I am working with NHEG from 1 year in various projects Research,Data Entry,HR coordination. It is great
place to work & all Team members are very cooperative especially Pamela Clark .I am working as Virtual
Volunteer. It is great place to work.
WRITER - VOLUNTEER 05/24/2018
RATING: 5
I have had a wonderful experience volunteering at New Heights Educational group as a proof-reader and
social media expert. I love supporting educational causes and I commend what NHEG is doing for the
community. NHEG’s working environment helps everyone thrive and it is a pleasure to work with Pamela!
January - February 2020 | NHEG Magazine 85
www.NewHeightsEducation.org
www.NewHeightsEducation.org
First Day of Spring:
• Spring Starts (Coloring Page)
• Spring Connect The Dots
https://www.booksbythebushel.com/
86 NHEG Magazine | January - February 2020
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www.NewHeightsEducation.org
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Ready to see the World? NHEG Travel Program
NHEG travel programs offer students and teachers the opportunity to experience, travel and
understand new cultures all around the world. Unfortunately, NHEG no longer offers the
family-to-family program. However, if you are interested in traveling, please contact us for a
list of host families willing to provide an overnight stay and a meal.
www.NewHeightsEducation.org
NHEG Travel with EF Tours
Request an EF Tours Brochure
We are a proud partner with Education First Tours, a reputable student travel organization.
Through this partnership with EF Tours, we offer international travel opportunities for college,
homeschool, private school, public school, and charter school students and their families
To learn even more about EF Tours, please request one of their brochures.
Take a Tour
Are you a student looking to travel during
the summer or before going to college? Then
follow EF Tours 3 step guide on how to go on
your first trip to any part of the world to experience
what that country has to offer.
If you have used EF Tours before or are using
them for the first time, take a look at what
tours are available on their website.
Lead a Tour
As a teacher, one of the greatest experiences
you can give your students is ability to
experience another culture. With the help of
EF Tours 4 step guide and the support of the
EF Tours Team, your students will come back
home with experiences and knowledge that
they will remember for a lifetime.
90 NHEG Magazine | January - February 2020
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www.NewHeightsEducation.org
www.NewHeightsEducation.org
Touch-type
Read and
Spell (TTRS)
readandspell.
com
9 Strategies for
students with
dysgraphia
From stretching
out the
hands to trying
different pens
and papers
and using
pre-writing
brainstorming
activities,
try these tips
to help with
writing.
Read article
9 Tips for helping students with slow processing
While speed has nothing to do with how smart a child is, kids with slow processing
may struggle to follow lessons. Learn how you can help them be and feel more successful
in the classroom.
Read article (https://www.readandspell.com/what-is-processing-speed?utm_source=facebook.com&utm_medium=social&utm_campaign=blog_newsletter)
We’ve also just been nominated for an award. We’ll know if we’ve won by the end of
March. We won the award for best special education resource two years ago as well.
The Education Resources Awards announced their 2019 finalists and Touch-type Read
and Spell is nominated in the Special Education Resource category for their accessible
and literacy focused typing course for students with specific learning difficulties.
92 NHEG Magazine | January - February 2020
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www.NewHeightsEducation.org
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National News Reports in Education
Update: Kenya Court Grants Dad a Chance to Change Law
HSLDA
Dave Dentel | January 28, 2020
Weekly Update from HSLDA
This family is determined to homeschool their children.
Update: Kenya Court Grants Dad a Chance to Change Law
A father arrested for homeschooling has been granted a 90-day reprieve to challenge his country’s education law.
Otherwise he faces criminal
charges.
https://hslda.org/content/hs/international/Kenya/20200128-kenya-court-grants-dad-a-chance-to-change-law.aspx
District’s Mass Records Demand—an Unwarranted Investigation?
HSLDA
MIKE SMITH | January 28, 2020
District’s Mass Records Demand—an Unwarranted Investigation?
https://hslda.org/content/hs/state/ky/20200128-districts-mass-records-demand-an-unwarranted-investigation.aspx
www.NewHeightsEducation.org
Did you know that when you shop for
the holidays at
smile.amazon.com/ch/56-2431955
AmazonSmile donates to
New Heights Education
Seattle middle school students descend on principal’s office, demand teacher be removed-
KUOW
Ann Dornfeld | January 27, 2020
Seattle middle school students descend on principal’s office, demand teacher be removed
https://www.kuow.org/stories/seattle-students-protest-district-keeping-abusive-teachers-in-the-classroom
96 NHEG Magazine | January - February 2020
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www.NewHeightsEducation.org
The NHEG Online Learning Annex provides online courses, free and fee based classes for children
and adults who wish to learn more and looking for something affordable.)
Our online classes are either self-enrolled, meaning you can learn at your own pace or standard online weekly
course taught by one of our volunteer teachers or tutors.
98 NHEG Magazine | January - February
The Natural Speller online course is
a way to help students from public,
charter and home schools to help
become effective spellers while in
school.
ENROLL HERE
Taught by Heather Ruggiero, our
Financial Literacy course is a selftaught
class that helps you build
a better understanding of your finances.
ENROLL HERE
HOLIDAYS AROUND THE WORLD
CLICK HERE
The orphan trains operated between
1854 and 1929, relocating about
200,000 orphaned, abandoned, or
homeless children.
ENROLL HERE
http://School.NewHeightsEducation.org/
This 10-week course will take place
for an hour twice a week and will be
open for middle school to adult student...
ENROLL HERE
January - February 2020 | NHEG Magazine 99
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www.NewHeightsEducation.org
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Student Frustration
With the Flawed
Textbook Market Is
Justified
Students will not see lower textbook
prices without new, innovative alternatives
to the conventional
textbook market.
www.NewHeightsEducation.org
Open-source solutions keep money in students’ pockets. The University of Maryland’s Open Source Textbook Initiative has
saved students an average of $141 per course. At five courses a semester for four years, students save an average of $5,640, or
nearly 20 percent of the average student loan debt.
Establishing open-source libraries is a daunting task, but when there’s a will—or in this case, an economic demand—there’s
a way. Universities can start by compiling what content is already available and then work with students to identify what
content is still needed.
They can then produce the needed content and library infrastructure using university funds or by partnering with private,
philanthropic organizations. The state of Washington partnered with the Bill and Melinda Gates Foundation in 2010 to create
the Washington Open Source Library. The project cost $1.8 million but saved students $5.5 million in its first four years.
Textbook prices are high, but preventing a merger between McGraw-Hill and Cengage will do nothing to address the problem.
University administrators must refrain from accepting Big Textbook’s bribes and should instead embrace the market’s innovation.
Open-source libraries are low-cost alternatives to traditional textbooks; students should be able to choose them.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
By Peyton Lofton
Sunday, August 11, 2019
On Monday, dozens of student government executives wrote a letter urging the Department of Labor to block a merger
between two giants of the textbook industry. In May, McGraw-Hill and Cengage announced they would be pursuing a merger.
As two of the five major textbook publishers that currently have 80 percent of the market, this merger would form the
second-largest textbook publisher in the US.
Students are reasonably frustrated with the textbook market. Students spend an average of $1,200 a year on books and access
codes to online course materials. That number has risen by over 1,000 percent since 1977. Textbook prices are so high that students
often sacrifice their grades to avoid paying them. A 2014 study from the US Public Interest Research Group found that
nearly two-thirds of students decided against buying a textbook because it was too expensive. Textbook prices are hindering
the education of America’s students.
But students will still be stuck with high bills at the bookstore even if the merger doesn’t happen. Major textbook publishers
avoid direct competition with one another by not publishing in subjects where one company has found success. Students will
not see lower textbook prices without new, innovative alternatives to the conventional textbook market.
A Flawed Industry
The textbook market is far from a free market. Senator Dick Durbin (D-IL) put it best when he tweeted, “We’ve seen what
happens when there is too little competition in this industry—prices soar leading to more student debt.” Senator Durbin’s
tweets indicate that textbook costs are a bipartisan concern requiring a bipartisan solution.
Free and open markets result in high-quality products and services to the consumer at a low cost. But the textbook market is
one with a captive consumer base propped up by university bureaucrats and administrators. Prices run wild because students
are unable to pick their textbooks.
Textbook publishers are a cartel running rackets on America’s students. A sales representative from a larger publisher even
admitted his job is “to find a way to buy off the professor.” Considering student loan debt is already at a crisis level in the US,
with $1.5 trillion owed, students cannot afford to be further indebted by the textbook cartel.
Universities and professors need to reevaluate their policies and incentives when deciding which textbooks to assign.
Administrators should consider the needs of students and reject the bribes from textbook publishers. Professors should be
celebrated, not reprimanded, for finding less expensive textbooks to assign their classes. In order for prices to drop, the cartel’s
grip on students must be loosened.
Embracing Innovation
Universities and students should also work together to identify alternatives to the traditional textbook. Professors and universities
around the country are switching to open-source textbooks. Open-source books are released online at no cost under
a specific license that allows users to use and distribute the content as they see fit. University administrators should consider
programs that make open-source books accessible to professors and students.
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www.NewHeightsEducation.org
Source: Federal Reserve Bank of New York
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www.NewHeightsEducation.org
Are College Rankings
Just a Sham?
A college’s success may be less about the
quality of its instruction and more about
the talent it can recruit.
By Jonathan Wai
Friday, August 23, 2019
Each year various magazines and newspapers publish college rankings in an attempt to inform parents and prospective students
which colleges are supposedly the best.
U.S. News & World Report’s “Best Colleges”—perhaps the most influential of these rankings—first appeared in 1983. Since
then, many other rankings have emerged, assessing colleges and universities on cost, the salaries of graduates, and other
factors.
The Methodology
For example, in releasing its new college rankings in August 2019, Forbes said it “eschews common metrics like acceptance
rate, endowment and freshmen SAT scores” and focuses instead on outputs like “student debt, alumni salary, graduation rate
and student satisfaction.”
In 2018 The Wall Street Journal and Times Higher Education released their new rankings, which judge colleges on things that
range from how much graduates earn to the campus environment to how much students engaged with instructors.
But what, if anything, do all these college rankings really reveal about the quality and value of a particular college?
In order to provide a new perspective on rankings, my colleagues Matt I. Brown, Christopher F. Chabris, and I decided to rank
colleges according to the SAT or ACT scores of the students they admit. All three of us are researchers with backgrounds in
education and psychology.
For our analysis, we simply ranked all 1,339 schools by a standardized test score metric.
Hierarchy of Smarts
We discovered that schools higher up on the rankings generally admit students with higher SAT or ACT scores. In other words,
what the rankings largely show is the caliber of the students that a given college admits—that is, if you accept the SAT as a
valid measure of a student’s caliber. Though there is often public controversy over the value of standardized tests, research
shows that these tests are quite robust measures to predict academic performance, career potential, creativity, and job
performance.
Critics of the SAT say it tests for students’ wealth, not caliber. While it is true that wealthier parents tend to have students with
higher test scores, it turns out the research robustly shows that test scores, even when you consider socioeconomic status, are
predictive of later outcomes.
Our ranking also disproves the notion that the No. 1 school in the land is slightly better than the No. 2 school—and so on down
the list. Rather it shows that the vast majority of schools admit students who earn a score between 900 and 1300 on the SAT—
that is, on the combined scores on the SAT Math and Verbal. Greater variations in test scores appear in schools that admit students
at the low and high end of the distribution—those students who earn below a 900 or above a 1300 on their SATs.
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SAT scores
At many middle of the pack schools, enrollees have similar average SAT scores. There's far more variation for schools at the top and bottom of the rankings.
25th percentile
1650
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Average SAT score
Top schools
75th percentile
Chart: The Conversation, CC-BY-ND • Source: Journal of Intelligence (2018) • Get the data
www.NewHeightsEducation.org
When we compared the test score rankings to a novel set of rankings created by Lumosity, the creator of “brain games” meant
to boost cognitive functioning, we found that ranking to be highly related to SAT/ACT scores as well—at 0.794.
Finally, we examined a “critical thinking” measure—the CLA+—intended to assess critical thinking among freshman college
students. We again found this to be highly related to the test score rankings—at 0.846.
A Question of Usefulness
The similarities in rankings raises the important issue of what all these rankings actually measure. Do they really measure the
value that a college adds to a student’s life? Or are they largely a function of student test scores, which reflects student characteristics
and educational development, among other aspects, such as reasoning abilities.
Considering the correlation between SAT scores and college rankings, is it fair for a school to say a parent is getting a good
“return on investment” for the tuition they pay? A college’s success may be less about the quality of its instruction and more
about the talent it can recruit.
Since student characteristics—as indicated by test scores—are so highly correlated with the rankings, we argue that student
characteristics should be considered as inputs when evaluating any outputs of a school. This is because schools that admit students
who score well on the SAT or ACT will also have successful graduates based on the research that shows standardized
tests alone predict many long-term outcomes.
Schools may want to take as much credit as they can for the education and opportunities they give students. But if a school
enrolls the top students to begin with, it’s hardly surprising that such a school would end up on top in terms of other outcomes.
A college’s success may be less about the quality of its instruction and more about the talent it can recruit.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
In particular, most of the variation occurs between “highly selective” and “elite” schools, between the scores of 1300 and 1600
in the illustration. Thus, test score rankings can mean different things depending upon which group of schools students and
parents are considering. For example, if you are deciding whether to attend two different schools that fall into the vast middle
range of scores where there is much more overlap, the ranking differences likely will not tell you very much.
To our knowledge, our graph represents the first illustration of how colleges and universities stack up against one another in
terms of the SAT or ACT test scores of the students that end up on their campuses.
For instance, The Wall Street Journal-Times Higher Education rankings methodology does not include the SAT/ACT scores of
students. The U.S. News rankings include SAT/ACT scores as part of their student selectivity portion, but these scores are
weighted only about 8% in the total formula.
Different Rankings, Similar Results
Our study also assessed the correlation—or how statistically similar—our test score rankings were compared to the U.S.
News rankings themselves, as well as other rankings that are meant to assess entirely different dimensions of colleges and
universities.
A correlation of one indicates a perfect relationship between two variables whereas a correlation of zero indicates no relationship
between two variables. We found across our analyses that test score rankings correlated between 0.659 to 0.890 with
other rankings. This suggests the schools that end up at the top of the test score rankings also will end up at the top of these
other rankings.
We first found high correlations between our test score rankings and U.S. News national university rank—0.892—and liberal
arts college rank—0.890—even though U.S. News weights these scores only about 8 percent in their formula. Times Higher
Education’s U.S. school ranking was correlated 0.787 with SAT and ACT scores and Times Higher Education’s full international
school ranking was correlated 0.659. This suggests that the SAT/ACT rankings could function as a common factor that connects
all rankings.all rankings.should not be a problem in and of itself.
View Video
https://www.youtube.com/watch?v=Gv_Cr1a6rj4#action=share
But what about other types of rankings that were formulated in very different ways for different purposes?
When we examined the correlation between our test score ranking and a “revealed preference ranking,” which was based on
the colleges students prefer when they can choose among them, we found these rankings to be highly related at 0.757.
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www.NewHeightsEducation.org
I Aced the SAT and Was
Accepted to Several
Ivy League Schools.
Here’s My Advice on
How to Succeed
The biggest secret to success is that there
is no secret.ive adulthood.
By Adam Barsouk
Tuesday, September 3, 2019
The biggest secret to success is that there is no secret.
One of the earliest lessons in my medical education was to be wary of one-size-fits-all algorithms. In a world overflowing with
data, we’ve become obsessed with discarding the individual in favor of the statistical.
One Size Does Not Fit All
But the human experience cannot be reduced to numbers and rules. I’ve learned there is no foolproof guide to curing a patient
or succeeding in life, for that matter. What works for the average is often useless to an individual.
Nevertheless, there are general habits and behaviors that have been found, through trial and error, to predispose people
toward success in any endeavor. The onus lies with you to bridge the gap between generalized strategies and your personal
aspirations.
Ultimately, what makes us individuals is our ability to uniquely apply timeless concepts to our own lives today.
On top of my occasional writings for FEE, I am a medical student, cancer researcher, and science and health care journalist. As
a valedictorian with a perfect SAT score, I was accepted to several Ivy League schools.
Below I share several of the habits that have served me well throughout my career. But ultimately, the onus lies with you to
bridge the gap between generalized strategies and your personal aspirations.
1. Have a Few Goals and a Lot of Roadmaps
Rome wasn’t built in a day. Neither is anyone’s long-term success. Too often, I’ve found myself aiming for overly ambitious
goals only to become discouraged, ignoring the small steps that could have gotten me where I wanted to go. It’s a hard landing
when you shoot for the stars.
This doesn’t mean we shouldn’t aim for big things. On the contrary, those who make watershed accomplishments usually do
so by piecing together years of small and tedious steps. In doing so, one builds not only experience but also endurance—the
ability to live life not as a series of sprints but as a marathon. Endurance is everything. After all, behind every nihilist is a disgruntled
optimist.
First things first: You have to find your passion (or passions) in life. As Nietzsche put it, “he who has a why can bear any how.”
To drive you forward, you have to envision the most fulfilling possible way to realize your passion. And then you start chipping
away. You make a small goal for every day, a slightly more ambitious one for every week, and so on.
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Your roadmap is like a diet—make it too constraining and unpleasant, and you won’t be able to stick with it. Instead, if you just
look at where you are now and incrementally aspire to be a little bit closer to where you want to go, soon you’ll find yourself
“compounding your interest,” i.e. translating small gains into cumulative achievements. In biology, this is called a positive feedback
loop; in physics, it’s inertia. Simply put, success builds on success, and it’s your trajectory, not starting point, that makes all
the difference.
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www.NewHeightsEducation.org
2. Accept the Lottery of Life
The reason you need to develop perseverance is that you have no control over your luck. Bemoaning suffering just doesn’t
work. The most catastrophic ideologies, from communism to fascism, revolved around a promise to end suffering in its tracks.
But suffering is inevitable. The world is random and chaotic, and regardless of how much time and money you throw at any
problem, failure can never be ruled out.
But this does not mean that those who succeed are simply “lucky.” By the law of large numbers, over a lifetime each of us will
experience equal amounts of good and bad luck. A successful person learns to mitigate their bad luck and maximally capitalize
on their good luck.
To win the marathon of life, you have to learn not to blame yourself for things beyond your control. Judge your decisions based
on what you knew at the time. Accept the lottery. I once heard a prayer that has stuck with me for all these years:
Lord, give me the strength to change what I can, the patience to accept what I can’t, and the wisdom to know which is which.
When you gain the wisdom to reserve your mental energy for the challenges within your grasp, soon enough, obstacles begin
to melt away. This turn for the better isn’t the universe finally “favoring” you. Rather, a clearer mind enables better choices
and outcomes, leading again to that same positive inertia.
Perception of luck is a catch-22: in order to “have good luck,” you first need to reject the concept altogether.
3. Create a System to Withstand the Storm
We know that small steps add up, but we also know that entropy and chaos are inevitable. From time to time, the flames of
entropy will consume years’ worth of accomplishments in an instant. That’s the second law of thermodynamics: tearing down
is always easier than building up.
Weathering the storm requires a system. A system is any organized means of accomplishing your goals and living your life. It
may be something as simple as a daily ledger where you commit a certain amount of time to studying or working. It could also
be a complex algorithm you use to decide what goal to prioritize next.
The system need not be perfect. In fact, it must be fluid enough to be constantly evaluated and refined (remember, evolution
built us using simple trial and error).
The key is that it remains in place no matter what. So when life throws its worst at you, no matter how broken you are, you
have a worked-out means to force yourself out of bed and back to work. You remember your big goal, and even if it seems
further away than ever, you have a baseline from which to rebuild—one small step at a time.
Advice That Works
The advice I’ve given is incredibly general—and that’s the point. The only thing you and I may have in common is our aspiration
to do big things. The best kind of advice, whether medical or for life in general, recognizes the unimaginable variability
between individuals and tries its best to bridge that divide. That’s how fortune cookies and psychics “work,” and that’s how my
advice works, too. Anyone who claims they know exactly what’s best for you isn’t worth your time.
So work hard. Recharge harder. Don’t sprint. Run a marathon.
So work hard. Recharge harder. Don’t sprint. Run a marathon. Don’t be afraid to climb high. But keep a soft place to land, pick
yourself up, and start climbing anew.
Those are the habits that have gotten me to where I am today. And I can’t give you advice any more concrete than that—that
is, unless I see you as a patient one day.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
Why Are There
so Few Female
Mathematicians?
The 18th and 19th centuries saw the
emergence of several eminent female
mathematicians in Europe.
Yet mathematics today remains a largely
male field.
By Kevin Baldeosingh
Friday, August 30, 2019
Hannah Fry, an associate professor in the mathematics of cities at University College London, has been chosen to present the
2019 Royal Institution’s Christmas lectures. Fry is undoubtedly a good choice to present such an abstruse subject to a lay audience.
She’s one of the few mathematicians who is known outside the mathematics tower, having appeared on many BBC programs
and YouTube videos. She has written three popular books in addition to the ten professional papers on her résumé. The
Institution’s annual science lectures stretch back to 1825, and Fry’s talk will be only the fourth that deals with mathematical
issues.
A Mathematical Doctor’s Oath
What’s rather odd is that Fry’s lectures seem geared more to warn people about mathematics rather than celebrate it, or at
least her subject is being pitched that way. According to the Institution, she will be examining “how our unwavering faith in
figures can lead to disaster when we get the sums wrong” and asking “big ethical questions” such as “Are there any problems
maths can’t or shouldn’t solve?” In an interview with The Guardian, she argues that mathematicians should be made to take
some equivalent of doctors’ Hippocratic Oath because
We’ve got all these tech companies filled with very young, very inexperienced, often white boys who have lived in maths
departments and computer science departments.
Now, Fry is the furthest thing from an ideologue. Indeed, her book, The Mathematics of Love, has none of the standard flaws
that define many third-wave feminist tracts; the book is dispassionate, witty, and statistically accurate. So why would Fry
throw out this sexist and racial language without even a beat for thought? Perhaps her perspective on privilege has been
skewed by her being a minority female member of a very exclusive male group.
Even top women mathematicians, despite being highly successful within their chosen field, tend to attribute the gender disparity
in mathematics to masculine bias. Karen Uhlenbeck, who in March became the first woman to be awarded the Abel Prize, the
second most prestigious honor in mathematics after the Fields Medal, said,
I remain quite disappointed at the numbers of women doing mathematics and in leadership positions. This is, to my mind,
primarily due to the culture of the mathematical community as well as harsh societal pressures from outside.
Does the research back this up? Historically, while the first female mathematician is generally held to be Hypatia of Alexandria,
who lived 1600 years ago, it was the 18th and 19th centuries that saw the emergence of several eminent women mathematicians
in the supposedly inflexible patriarchy of Europe.
Female Mathematicians
These included Maria Agnesi (1718-1799), an Italian philosopher and mathematician who was the first female to be appointed
as a mathematics professor; Sophie Germain (1776-1831), whose paper on elasticity theory made her the first woman
to be awarded by the Paris Academy of Sciences in 1816; and Emmy Noether (1882-1935), a German mathematician who
worked on non-commutative algebras, hyper-complex numbers, and commutative rings and was awarded the Ackermann-
Teuber Memorial Award in 1932. Considering high mathematical ability is always rare, the fact that these women’s work was
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Nonetheless, it remains a fact that even after decades of special programs to get women more involved in STEM fields, females
are still under-represented in science, technology, engineering, and especially high-level mathematics. Lists of the world’s top
mathematicians typically include just one woman, if any at all, even when those lists are compiled by female mathematicians
or left-leaning newspapers.
Indeed, feminist websites often pad their lists of female mathematicians by including celebrities like Big Bang actress Mayim
Bialik, whose PhD is in neuroscience, not mathematics; Channel 4 presenter Rachel Riley, who has only an undergraduate
degree in the subject; and even Nobel Peace Prize winner Malala Yousafzai, who went no further than A-Level Maths.
While social factors do explain some of the gender differences, the best evidence suggests that top mathematicians are born
rather than made and that more boys than girls are born that way. In a 2008 essay in Scientific American, Diane F. Halpern,
probably the world’s second-leading researcher in cognitive sex differences (after Simon Baron-Cohen), and her colleagues
note that in America’s Scholastic Aptitude Tests (SATs), twice as many boys as girls score 500 or above on the math portion,
and there are 13 times as many boys with scores of at least 700.
Halpern et al write:
Boys shine on the math part of the SAT – resulting in a difference of about 40 points which has been maintained over 35 years…
the difference in average quantitative ability between girls and boys is actually quite small. What sets boys apart is that many
more of them are mathematically gifted.
How Schools Promote
Fixed Mindsets and
Prevent Growth
Breaking down forced schooling and allowing
choice and freedom—now that is a
growth mindset.
www.NewHeightsEducation.org
Thus, we find that in the UK, fewer than 20 percent of female students are pursuing engineering or computer science, and
fewer than 40 percent are doing mathematics. The gender disparity is three to four times larger for post-graduate students.
And because both sexes prefer to work in fields that they’re better at, women and men make different career choices. As a
2014 US study that tracked a top 1 percent cohort of mathematically gifted 13-year-old boys and girls to adulthood found:
Men were more likely than women to be chief executives and to be employed in information technology and STEM positions,
whereas women were more likely to be found in general business, elementary and secondary education, and health care (below
the doctoral level), and were also more likely to be homemakers. Yet in some demanding fields—finance, medicine, and law—
men and women were represented to about the same degree.
So, in a field dominated by white (and Asian) males, The Guardian reports that Ms. Fry wants mathematicians to take an ethical
pledge that will
commit them to think deeply about the possible applications of their work and compel them to pursue only those that, at the
least, do no harm to society.
Had Albert Einstein taken heed of this advice, would he have suppressed E=mc2?
By Justin Spears
Saturday, September 7, 2019
Admittedly, I am awful at math. All through school, down to the last official class I took in college, I struggled with the subject.
Since leaving the academic setting I have not gone out of my way to improve those skills. I would argue that the reason for this
is my lack of ability to understand mathematical concepts. This, in turn, leads to a lack of effort and caring in how I perform
math-related tasks. In short: I just don’t get it, so why bother?
The Fixed Mindset
What I have just expressed is often referred to as a fixed mindset. People who employ this line of thinking typically believe
their abilities to succeed are based on talent and not effort. This leads to the line of thinking explained above: I am not talented/gifted
at math. Therefore, no amount of effort will change that.
How does one develop this mindset? Are we wired to believe this as people? Surely not! Otherwise, how on earth would we
ever learn to do anything? We would drop our heads and stop every time we failed. We know this is not true since we persevere
through learning to walk, talk, read, ride a bike, and so on. So again, how do we develop this way of thinking? The answer
lies in an age-old institution that burns this into our minds. But first, we must examine the evolution of growth and fixed
mindsets.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
Dr. Carol Dweck is a professor of psychology at Stanford University. In her 2006 book, Mindset: The New Psychology of Success,
Dr. Dweck introduces the concepts of fixed and growth mindsets. As explained above, the fixed mindset is developed as children
receive the message that they cannot change the outcomes they experience in learning. This is very much a fatalistic
worldview that sees one’s learning ability as predetermined. No amount of effort or caring will fix this. Have you ever found
yourself thinking this way?recognized centuries ago suggests that the bias narrative is at least somewhat exaggerated.
The Growth Mindset
The growth mindset, on the other hand, focuses on processes of learning. Embracing this model encourages educators and
learners to examine how outcomes were achieved and to be open-minded to changing strategies and techniques that were
used. In a 2016 interview with The Atlantic, Dr. Dweck stated that applying this train of thought produces thinkers who “believe
everyone can develop their abilities through hard work, strategies, and lots of help and mentoring from others.” As you can
see, the takeaway is in encouraging students to overcome weaknesses by examining effort level and technique.
In the same interview, Dr. Dweck discusses what she calls a “false growth mindset” that has emerged among educators.
Essentially, she claims that educators have misread the intent of applying the growth mindset with students. Instead of analyzing
the process, educators have fallen into simply praising the student, no matter the outcome. This is what she calls “false
praise,” and it sends the wrong signals to the child, thereby teaching them that failure is an acceptable outcome. So how has
this way of thinking settled into our schools?
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Public schools have and always will promote a fixed mindset. This is true because the foundation of schooling is based on
force. Acknowledging this is vital to understanding why so many educators have misread Dr. Dweck’s attempt at challenging
them—and to a lesser extent the system—on how we reflect on the learning process. The proverbial “one-size-fits-all”
approach that schooling promotes does not allow for an inspection of the learning process. Any serious attempt to do this is
simple lip service. Attempts to study learning languages, multiple intelligences, and other learning frameworks have resulted
in a futile attempt to change what cannot be altered.
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Public Schools Are Inherently “Fixed”
What cannot be altered is the fixed way in which schools approach educating children. In the modern school, children are corralled
into classrooms and forced to learn concepts they may—or probably more likely, may not—care about. Even if a teacher
attempts to cater to different learning styles, the bureaucracy of schooling stifles them. Standardized tests, standardized curriculums,
and even standardized rules have pigeonholed students and teachers into conforming to the system. Clearly, you
can see how this promotes the fixed mindset.
Dr. Dweck’s own experience could have been used as an opportunity to reflexively examine the negative effects of forced
schooling. As a student at a public school in New York, she was subjected to a model that rewarded students based on IQ
scores, where students were rewarded for having high abilities. Dr. Dweck took to remedy this in her work years later. While
her theory is absolutely solid and has terrific merit, the vehicle of school fails to deliver on what embracing the growth
mindset can do. In essence, instead of using this as a chance to call out forced schooling, she falls into the trap of believing it
can be reformed.
I am often amazed at the comments people make to me regarding teaching today. They usually range from sympathy to
encouragement. No matter what I hear from people, there is one comment that almost always surfaces without fail: School
isn’t like it was back when I was there.
Grade Acceleration
Benefits Learners
and Schools. So Why
Is It so Rare?
Teachers aren’t intentionally holding kids
back, but the incentives they face fail to
encourage a bolder approach
to education.
www.NewHeightsEducation.org
This may be true. Rules, regulations, people, books—they may have all changed. But one thing has remained constant from the
start: Public schools promote fixed mindset thinking. No amount of reform will change that. Breaking down forced schooling
and allowing choice and freedom—now that is a growth mindset.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
By Kerry McDonald
Friday, July 19, 2019
New York City Mayor Bill De Blasio is making headlines suited for satire. A commission he assembled recently released a report
recommending the elimination of gifted programs in order to reduce inequality—a remedy of Harrison Bergeron proportions.
Unfortunately, as a general nationwide trend, public schools have already neglected the top students in favor of an egalitarian
appearance, and New York stands ready to increase this worrying trend.
Skipping a Grade Has Become Less Common
One particularly neglected aspect of gifted accommodations is grade acceleration, or what most call “skipping a grade.” Much
like other areas of educational choice, it is often opposed without much merit. Critics are often concerned with social stigma
and children not fitting in or receiving equal treatment. However, many of these concerns are unfounded, and a rather large
body of research shows that for children performing above grade level, either full grade or partial, moving up is a better fit
both academically and socially.
Since No Child Left Behind (NCLB) was passed into law, some suspect there has been a decrease in grade acceleration. This
makes sense from an institutional perspective. Testing drives resource allocation and thus shifts attention away from those
who perform better toward those who may struggle.
Additionally, moving kids up appears risky to teachers and administrators who rely on high passing levels to secure funding
and gain prestige. Schools have incentives to focus on bringing the worst-performing students to grade level while also enjoying
the safety of students who find the material easy. Teachers aren’t intentionally holding kids back, but the incentives they
face fail to encourage a bolder approach to education.
Though some of the declines in grade acceleration have been anecdotal, it appears full grade acceleration has indeed become
a rare thing, with an estimated one percent of students moving ahead, as reported by The Acceleration Institute. My own
family’s experience matches this speculation. Discussing grade acceleration with local elementary school officials revealed an
unfamiliarity with the process even though they expressed an openness to the idea and ultimately were fantastic to work with
through the process. No one in the room—not the classroom teacher, special education teacher, or administrator—had ever
advanced a child.
Grade Acceleration Should Be Promoted
Despite the rarity, grade acceleration has been shown to be an effective way to challenge students, respect choice, and save
public funds. In a meta-analysis of grade acceleration studies — a study of the studies — the authors found
that acceleration had a positive impact on high-ability learners’ academic achievement.
Not only did they see positive academic results but “the social-emotional development effects appeared to be slightly positive,”
as well.
The social and emotional aspect is an important dimension usually assumed as evidence against acceleration. But, as described
above, it has been grossly exaggerated. Children who skip grades adjust socially, some improve in their peer relations, and
others struggle regardless of their grade. This has been a persistent myth—one that causes hesitation in parents and teachers.
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De Blasio’s commission inadvertently highlights the tension public institutions, in this instance schools, face. Schools are
asked to reconcile various public policy goals: reduce inequality, increase education, improve teachers, provide job security,
etc. These are impossible tasks, often because the designers lack the relevant information to achieve those ends and often
respond to public incentives instead of the concerns of parents and students.
www.NewHeightsEducation.org
This tragedy is compounded by the fact the number of students performing above grade level has been severely underestimated.
Johns Hopkins released a report suggesting partial or full grade acceleration is appropriate for a significant portion of
students. Examining students in three states—California, Wisconsin, and Florida—researchers found
that 20-40% of elementary and middle school students perform at least one grade level above their current grade in reading,
with 11-30% scoring at least one grade level above in math.
While calling for more research, the authors suggest that given the evidence,
between 15% and 45% of students enter the late-elementary classroom each fall already performing at least one year ahead of
expectations.
In a classroom of 30 kids, that would be a minimum average of four-and-a-half kids accelerated every year.
Gifted Students Drop Out
Unfortunately, and unmentioned by De Blasio’s commission, which is concerned with the disparate impact of gifted programs—a
significant portion of gifted students eventually drops out. Some studies suggest as much as 4.5 percent of those
who drop out would be considered gifted. Gifted but at-risk students often come from the lower end of the economic spectrum,
which contributes to their premature exit from school.
Set your path,
change the world
Each of us plays a unique role in the creation
of a free, fair, and
prosperous society.
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programs turn complex ideas into
practical tools for living your best life and
making the world a better place.
Instead of punching a ticket to the middle class, if they manage to graduate and enter college, these students are held at grade
level, often bored and faced with higher opportunity costs than their relatively well-to-do peers.
Though there are many other contributing factors to this complex issue, the commission and other like-minded individuals
would more effectively narrow the perceived gap by expanding gifted programs to include acceleration and focusing on individual
educational progress over achieving the appearance of equality.
Grade acceleration is a readily available, comparatively cheap, and underutilized tool for helping some disadvantaged students
get out of school faster while avoiding the stigmatization that comes with dropping out. This is particularly relevant if one finds
the signaling model of education persuasive, which is to say the degree matters more than the actual intelligence or human
capital accumulated. Missing out on that piece of paper is costly.
School Choice
School choice has grown in some places and in a variety of ways. Different forms of charter schools have popped up where
permitted, and educational savings accounts have gained some political traction with a lot of room for utilization. Vouchers,
either as a state subsidy or tax rebate, have been introduced in some states or locales. From this standpoint, there has been
an increase in school choice over the past quarter-century or more, though there remains a lot of ground left to cover. Where
tested, most choice programs have shown positive results, test scores remain as good as or better for many school choice
programs, the schools save money, and civic engagement may even increase and criminal activity decrease compared to the
public alternatives.
Yet, we have inadvertently ignored the needs of a significant portion of school-aged children, narrowing choice for many and
leaving them in a rigid system that leaves many unfulfilled. This need not be the case. Parents and educators can identify children
who excel and are bored in class and adopt a plan to challenge and push them. Speaking from experience, many teachers
are open to these possibilities, and proactive parents can do a lot to get the ball rolling. Most school districts have regulations
in place, largely unused, that dictate the process for grade acceleration.
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Though this is a tiny part of the larger school choice picture, it can make a difference for many students if parents, educators,
and policymakers are willing to step outside their comfort zone and embrace a view sympathetic to grade acceleration.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
Source: The Foundation for Economic Education (FEE)
https://fee.org/
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What options are available?
www.NewHeightsEducation.org
The Psychology of
School Choice
It can be daunting and overwhelming to
step off the regular educational trajectory,
but parents seeking a better educational
fit for their kids can be assured
there are other options besides
traditional public or private schools.
By Jessica Koehler
Sunday, September 15, 2019
While humans differ on many psychological characteristics and have varied preferences, there is a sentiment that all students
should be educated in the same way.
In my previous blog post, I described how siblings often have distinctive personalities due to differences in genetic and
(unshared, nature via nurture) environmental characteristics.
Our human differences go beyond personality, however. From academic aptitude to motivation to attention, these differences,
which can be both strengths and weaknesses, can make it difficult for some children to have their needs met in a typical classroom
setting.
As adults, we likely realize our strengths and weaknesses, which leads to career choices that utilize these strengths.
But, what about our kids?
Many parents take for granted that the local public school option or the type of school they (parents) attended will automatically
be the best option. What happens when that is not the case?
Personal Family History
As an infant and young toddler, it was evident that our older son was “different.” He had an unusual ability to focus and
remember concepts from an early age. He didn’t enjoy the playtime other three-year-olds craved. Despite these differences,
we enrolled him in a play-based preschool that came highly recommended. It quickly became clear that we made a mistake.
The school director reprimanded us because our son preferred chapter books to playground play.
We hobbled through the school year, but we were much more thoughtful for the following year. We enrolled our son in an academically-oriented
preschool that accommodated his advanced academic skills. He loved it.
I encounter many parents who have kids thriving in school. However, I also find many parents have children who are struggling
in school for a variety of academic, social, emotional, or behavioral reasons. These parents have exhausted all avenues for
support in the school setting and feel their child may thrive in another environment.
It can be daunting and overwhelming to step off the regular educational trajectory, but parents seeking a better educational
fit for their kids can be assured there are other options besides traditional public or private schools.
Some Alternative Educational Options
1. Public Charter Schools
2. Public Magnet Schools
3. Online Schools
4. Homeschooling
5. Online Independent Classes
6. Private Classes
7. Micro-Schools
8. Homeschool Co-ops
9. Unschooling/Self-Directed Learning
Increasingly parents carve out an eclectic mix of “school” options to best meet the needs of their individual children. We opted
for this model within our family. It includes a blend of live online, asynchronous, in-person, and traditional homeschooling
classes. For some families, it may be hybrid homeschooling, which can be a blend of traditional public school attendance and
homeschooling.
Note that locations have different requirements, but homeschooling is legal in all 50 U.S. States. International legality of
school options varies by country.
Increasingly parents carve out an eclectic mix of “school” options to best meet the needs of their individual children. We opted
for this model within our family. It includes a blend of live online, asynchronous, in-person, and traditional homeschooling
classes. For some families, it may be hybrid homeschooling, which can be a blend of traditional public school attendance and
homeschooling.
Note that locations have different requirements, but homeschooling is legal in all 50 U.S. States. International legality of
school options varies by country.
The Freedom to Choose
The intent of this article is not to focus on the politics of school choice but to highlight the reality of individual differences in
children that suggest a need for varied educational options. No matter your political leanings, determining the most appropriate
educational environment for individual children is essential for healthy development and overall family happiness. For
most kids, this may be the regular public or private school, but for others, it may be a more individualized approach.
Final Thoughts
As parents, we know our children best. We may consult experts in specialized fields to gain valuable information and to
develop necessary interventions for our children, but sometimes we must make a difficult personal choice. If we realize an
educational environment is detrimental to our children or that a non-traditional option may be a better fit, we should feel confident
that many educational options exist.
Enter our younger son. Unlike his older brother, it was apparent from an early age that he struggled to remain focused. He also
had difficulty verbally expressing his anxiety.
So, what did we do? We enrolled him in an academic preschool, and it was a disaster. After several weeks, we removed him and
kept him home. We tried kindergarten in our local public school, and his inattention and impulsivity, combined with difficulty
expressing his anxiety, led to him internalizing that he was the “bad kid.” We were devastated. We pulled him out of school and
began to homeschool. From day one of homeschooling, he was a happier, less anxious kid.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
At this point, our older son was excelling at a highly regarded private school in third grade. When he learned about homeschooling
as a possibility and that he could self-direct his learning, he was intrigued and wanted to try it, too. Three years later,
he would tell you it is the best choice he ever made.
We felt empowered to make atypical educational choices partially due to my educational background and partially due to our
generally non-conformist identities. However, I wonder about others.
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5 Tips on How to Pay
Off That Student Loan
Before You’re 30
Here are five practical tips everyone can
follow to put an end to
student debt quickly.
By Chloe Anagnos
Wednesday, September 25, 2019
College isn’t the best option for everyone. Some will do just as well if not better by learning their craft through apprenticeships
or by simply enrolling in a trade school. But when college is part of your calling and you simply cannot juggle a part-time job
and school, taking on student loans might be your only option.
If this is your case, don’t despair. It is true that the government’s long history of getting involved with the student loan industry
made the situation worse. And if alumni aren’t careful, that reality could affect their credit and their chances to own a home or
even buy a car.
But despite the evidence, regulators don’t seem ready to get out of the picture just yet, meaning the cost of a college education
will continue to rise. To many, this means tens of thousands of dollars in the red the moment they step out of school.
So how do you speed up the process of paying off your student loan without putting everything you earn toward your debt?
And how can you follow through before turning 30?
Here are five practical tips that literally everyone can follow to put an end to student debt quickly.
1: Live Frugally
Sounds like your grandpa’s advice, right? That’s because it is. And you know what? He was right: trimming your budget never
fails. Especially if your first years as a professional aren’t being spent on high-paying jobs. Furthermore, cutting your monthly
expenses will help you to afford doing things you love while paying off your debt. Unfortunately, young people today aren’t as
good at saving as the last generations, so finding ways to stop spending so much might not be all that easy—at first.
So how do you live frugally in a potentially difficult economy and with the price of everything on the rise?
If you live in a big city, explore the idea of having roommates, especially if you’re close to a college campus.
Former college colleagues might be in the same boat and might be more than willing to share an apartment with you. But if
that’s not an option, how about finding current students who are looking to save some money by sharing a place?
When budgeting for food, remember to keep it simple and cheap by not going out to eat.
There are countless online accounts that teach you how to cook simple and cheap meals at home. That means that if you
have access to WiFi, you, too, can conquer the kitchen. Also, consider slashing Starbucks and other side expenses that aren’t a
necessity from your monthly budget. You will be surprised to know you could be saving over $2,000 per year!
Whatever you save, put it toward paying off your debt. Remember, making more than the minimum payment each month is
the best way to get rid of debt rapidly.
2: Find Yourself A Side Gig
Side gigs are in style these days, and that has a lot to do with student loan debt repayment. After all, a lot of people find that
their single-job income isn’t enough. Like others who found themselves in need of extra work, you, too, might have to take on
a side gig.
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If you have a car, you might want to join Uber or Lyft and do a little hustling a few days here and there. You could even
rent your car to others who don’t have one. But if neither of those options will work for you, using sites such as Fiverr and
TaskRabbit to make some extra spending money, or even renting a room in your home on Airbnb, could do the trick. You could
also be part of mock juries for extra cash, as lawyers are always trying to test their cases to mock juries before going to court.
To those living near law schools, this might be extra easy.
In addition to gigs that don’t require any special skills, there are also side gigs you might be qualified for that could help you
pay off your debt sooner.
If you like dogs, you can become a pet sitter using sites such as Rover, Petsitter.com, or even looking for opportunities on
Craigslist. And if you have special skills, such as knowing other languages, you can work as a translator on Gengo or Upwork or
find companies looking for part-time, remote workers.
You can also use Amazon Mechanical Turk to do easy tasks like visit websites, identify objects on photos or videos, fill out
surveys, write content, and others that don’t require much time.
Whatever you do, keep it simple. There are plenty of opportunities, especially if you can work online and from home in your
spare time.
3: Explore Tax Deductions And Other Credits
When working on your tax returns, keep in mind you might be eligible for student loan interest deductions even if you don’t
itemize your taxes. While some requirements must be met, this could easily deduct up to $2,500 on your taxes yearly, helping
you to keep more of your money and put it toward paying off debt.
While taxation is a drag on our efforts to make ends meet, it’s important to take advantage of any and all tax deductions we
can get. Especially if we’re in the red.
4: Make Extra Payments
Sounds like a no-brainer, right? And that’s because it is. But simply sending the financing company an extra check every month
won’t do. After all, many firms simply apply any extra payment to the next month’s bill, and this won’t help you pay your loan
faster.
The right way to send extra payments monthly is to contact your service provider in advance and instruct them to apply any
extra payment to that month’s due balance without changing anything about the next month’s due date. By following this
strategy, you could be debt-free years ahead of schedule.
5: Refinance (But Only If You Meet These Requirements)
The idea of refinancing is to be able to bring your interest rate low enough that your student loan debt will be faster to repay.
Unfortunately, not everyone is eligible to take this short cut since it requires good credit and steady employment.
Before considering taking this route, check your credit. If it’s in the high 600s and you have a history of on-time debt payments
and solid, steady income, then you are a good candidate for refinancing.
For instance, if you have $50,000 in debt and you refinance it, lowering your 8.5 percent interest rate to 4.5 percent, you could
end up paying off your debt two years earlier than you originally expected.
Another advantage of refinancing is that it replaces several student loans with one private loan. You pay to one service provider
at a lower rate, and you can choose new loan terms that are shorter and that will help to save you big bucks in the end.
While this may drive your monthly payment minimums up, it will save you money in the long run and make your everyday life
easier—even if you have to hustle a bit for a few years before being able to relax and enjoy your hard-earned money!
However, if you have a federal loan that offers benefits such as income-driven repayments, refinance won’t be the best option.
So what are you waiting for?
By following these practical tips, you should be debt-free and ready to even start saving for retirement! Think ahead, friends,
and you will go far.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
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An English teacher, she never expected to be the founder of a schooling alternative. “I loved my job,” she says, but she quit to
create something better. “The main reason I left is because the kids began showing up more and more miserable,” Murphy
continues.
Teachers Who Quit
to Create Schooling
Alternatives
Some public school teachers wonder if
conventional schooling may be the root of
their discontent, not education itself.
In my last few years, I was meeting dozens of students who were depressed, anxious and burned out at just 13 years old. More
and more rules, more tests, and more competition had sucked the fun out of learning and truly broken many kids.
Granted more freedom and less coercion, young people at BigFish thrive—and so do the teachers. “Real teachers understand
that our role is to support and lead young people to discover and uncover their talents, most especially to find their passions
and their voice,” says Murphy. Working outside of the conventional school system may be a way forward for more teachers
who want to help young people to drive their own education, in pursuit of their own passions and potential.
Entrepreneurial Teachers
According to Kevin Currie-Knight, an education professor at East Carolina University, it’s rare for teachers to recognize that
their dissatisfaction as an educator may be a schooling problem, not a personal one. Currie-Knight, who studies self-directed
education and alternative learning models, says that the tendency is for teachers to internalize the problems they encounter
in the classroom. If children aren’t engaged or are acting out, teachers typically assume that it must be their poor teaching and
that they must not be cut out for the job, rather than seeing it as a problem with coercive schooling more broadly.
“School isn’t challengeable,” says Currie-Knight of its entrenched position in our culture.
By Kerry McDonald
Saturday, October 12, 2019
It’s not uncommon for public school teachers to experience burnout or feel demoralized by the weight of their work. Many
leave the classroom and the education profession behind to pursue other careers. In fact, U.S. Labor Department data reveal
that public school educators are quitting their jobs at record-breaking rates.
But some public school teachers wonder if conventional schooling may be the root of their discontent, not education itself.
They are frustrated by standardized curriculum expectations, more testing, an emphasis on classroom compliance and the
antagonistic relationships between teachers and students that a rigid schooling environment can cultivate. Rather than abandoning
their passion for education, some of these teachers are building alternatives to school outside of the dominant system
that nurture authentic teaching and learning relationships.
Learning Is Natural, School Is Optional
One of the pioneers of schooling alternatives is Kenneth Danford, a former public middle school social studies teacher who
left the classroom in 1996 to launch a completely new learning model. Along with a teacher colleague, Danford opened North
Star, a self-directed learning center in western Massachusetts. They sought to create a space for young people, ages 11 and up,
that prioritized learner freedom and autonomy, while rejecting the coercion and control they witnessed in the conventional
classroom. This involved building the learning center as a resource for peer interaction, optional classes, workshops, and adult
mentoring while providing teenagers with the opportunity to come and go whenever they chose.
The teachers who leave to create alternatives have a really amazing ability to separate learning from schooling. It takes a higher
level of thought and an amazing ability to detach.
Currie-Knight explains that most teachers go into education either because they really like a certain subject area or they really
like kids, or both. “In the conventional environment,” he says,
teachers are going to be in rooms where the vast majority of students just really don’t care about that subject at that point.
Many of these teachers conclude that it’s their teaching that is the problem, rather than the underlying dynamics of conventional
schooling that compel young people to learn certain content, in certain ways and at certain times.
Teachers who leave the classroom to create schooling alternatives can be an inspiration to other teachers who may feel frustrated
or powerless. Rather than blaming themselves, entrepreneurial teachers are the ones who imagine, design, and implement
new models of education. As BigFish’s Murphy proposes:
We need to flip schools to become community learning centers filled with mentors, classes, programs and materials, and we
need to trust young people and let them lead.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
Using homeschooling as the legal mechanism to provide this educational freedom and flexibility, North Star members attend
when they want, frequently using the center to supplement community college classes, extracurricular activities and apprenticeships.
Full-time, annual membership up to four days per week is $8,200, but no family has ever been turned away for an
inability to pay these fees. Some families choose part-time enrollment options that start at $3,250 per year for one day a week
at North Star.
In his new book, Learning Is Natural, School Is Optional, Danford reflects on his more than 20 years of running North Star and
the hundreds of young people who have gone through his program, often gaining admission to selective colleges or pursuing
work in fulfilling careers. He told me in a recent interview:
I feel like I’m making an important difference in teens’ lives, perhaps the most important difference. And all this loveliness has
social implications and can be shared.
Liberated Learners
Sharing this model with others was the next step for Danford. After receiving many calls and emails from educators across
the country and around the world who wanted to launch centers similar to North Star, in 2013 Danford helped to establish
Liberated Learners, an organization that supports entrepreneurial educators in opening their own alternatives to school.
One of the centers that sprouted from Liberated Learners is BigFish Learning Community in Dover, New Hampshire. Founded
by Diane Murphy, a public school teacher for 30 years, BigFish allows young people to be in charge of their own learning.
Murphy opened the center in January 2018 with five students; today, she has over 30. Full-time tuition at the center (up to four
days a week) is $9,000 per year, with part-time options also available.
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“Congratulations! Pamela Clark, a recognized
NSHSS Educator at
New Heights Educational Group Resource
and Literacy Center,
is honored to share this
opportunity with students that earn placement in
the National Society of High School Scholars."
https://www.nshss.org/
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10. Promote initiative and attempting new skills. For example, “You listened well and followed directions without any help,”
and “Last week you could not kick the ball, but you practiced, and now you can!”
11. Encourage perseverance and independence by saying things such as, “That experiment did not work out. What’s next?” and
“Instead of asking for help, you looked up the word in the dictionary!”
Teacher/Counselor Articles
Effective Praise
By Leah Davies, M.Ed.
A goal of educators is to help children to become intrinsically motivated. Children’s self-worth develops as an
aside from working hard, surmounting frustrations, and overcoming obstacles. Honest praise provides children
with the opportunity to gain a realistic understanding of their strengths and weaknesses. In order to feel
strong, confident and independent, children must receive truthful valuation. Children, who have grown accustomed
to continuous applause, may develop anxiety about their abilities, a fear of failure, a reluctance to try new things, and
be ill-prepared to cope with future setbacks.
Effective praise focuses on a child’s effort rather than on what is actually accomplished. When educators give genuine
praise that is specific, spontaneous and well-deserved, it encourages continuous learning and decreases competition among
students.
How can educators use praise effectively?
1. Think in terms of acknowledgment and encouragement rather than praise. Praise helps most when it conveys not only
approval but information about the progress a child is making. For example, “You have been trying so hard to learn those new
words and now you are able to read the whole story!”
2. Demonstrate interest and acceptance in children because they have innate value that is not contingent on their work. For
example, say, “(Child’s name), I’m glad you are in my class.”
3. Use positive body language such as smiling, looking directly at the child, standing close, listening intently, and assisting
when needed.
4. Acknowledge a child’s effort or progress without judgment using clear, specific language. Offering descriptive praise shows
that you are paying close attention. For example:
“I noticed how you took time to show the new student around the school. I am sure she appreciated the help.”
“ I can see that you enjoy math. You have worked on these problems for over half an hour!”
“ I’m glad to see you are working so hard on your spelling words!”
Whenever possible, take the time to say something similar to the above examples, instead of using a generic response like,
“Great work,” “That’s terrific!” or “You’re super!”
5. Communicate constructive observations. For example, say,
“You listened without interrupting.”
“John is sharing with Thomas.”
“Lily is waiting patiently in line.”
“Margaret and Suzanne are working quietly.”
“You put the books away without being asked.”
6. Acknowledge a child’s specific behavior rather than commenting on his/her character. For example, “Since you have been
doing all your math homework, you have brought up your grade!” rather than saying, “You are such a good student.”
7. Foster children’s discussion and evaluation of their work by asking questions, “I can see that you worked hard on this
project. Can you tell me about it?” or “How do you feel about your report? Is there anything else that needs to be done?”
When adults listen to children, they are demonstrating interest and caring.
12. Acknowledge independent thought and creativity, “That’s an interesting idea. Tell me more.”
13. Reinforce problem-solving skills by saying things like, “As a group you decided who would be responsible for each part of
the project.”
14. Sometimes privately compliment in order to provide an opportunity for an open, honest exchange. This will also decrease
student competition that can occur when children feel that you favor some more than others.
15. Reserve exuberant praise for outstanding effort.
To Tell the Truth
By Leah Davies, M.Ed.
It is normal for young children to deny allegations, blame others for their mistakes or make up stories. They
find it hard to distinguish fiction from reality. Until the age of six or seven, fantasy is a part of children’s lives.
However, children beyond that age can develop a pattern of deception that can negatively affect their social and emotional
development.
Children in elementary school typically know when they are lying. They may lie because they feel trapped, fear punishment,
want to please adults, or because the adults around them are dishonest. They may also tell lies to avoid humiliation, escape
from work or failure, boost their self-esteem, receive special attention, protect themselves or others, receive peer acceptance,
gain something they want, or hide an antisocial behavior such as drug use.
Here are some ideas for educators on how to address this issue...
1. Avoid lengthy lectures and severe punishment because they tend to increase the chances of children lying as a defense
mechanism. Instead, create a non-threatening environment where children feel safe to tell the truth. Focus on building closeness
and trust with students. Never call a child a “liar” because children have a tendency to live up to negative labels.
2. Use consequences rather than retaliation. Children who receive harsh punishments for telling lies often become skillful at
deception. When they can trust adults not to overreact, children are more likely to acknowledge a lie. Allow children to experience
consequences for their behavior. For example, if a child denies tripping another child, he must sit alone or loose a privilege.
3. Do not ignore lying. If the goal is to get your attention, the student may tell even more lies. Instead, remind yourself that a
child who consistently lies has a problem and needs help to be successful. Always like the child, but not the behavior.
4. Look for reasons or patterns. Ask yourself, why is this child being dishonest? Does he want attention? Is he seeking power
or excitement? Is she doing it to avoid punishment or school work? Does he or she feel inadequate or overwhelmed? Try to
accentuate the child’s strengths and make sure your expectations are appropriate for the child.
5. Call attention to a child if he or she tells the truth by saying something like, “Thank you, Ryan, for being honest. I admire
the way you are willing to face the consequence and I know you can handle it.” When truthfulness is acknowledged it is much
more likely to be repeated, so reinforce it by saying, “When you are truthful, people will trust you.”
6. Share hypothetical situations with the class by asking “what if...” questions. If the school rule is that we treat each other
with kindness, what if Tom teased the new boy and would not let him play. When the teacher saw the interaction, she said,
“Tom, I saw you teasing Michael. What will you do now to help him feel better?” Tom responded, “I didn’t do anything!” (Tom
not only got one consequence, but two, since he lied about the teasing.)
The teacher can ask the class the following:
8. Encourage positive character traits in students by naming them. For example, “Boys and girls, I appreciate each of you
being quiet while I talked to Mrs. Jones. You were being respectful.”
9. Relate praise to effort and to how it benefited the child as well as others. Say things like, “Since you remembered to return
your homework this week, you have done better in math and I have had more time to spend helping the other students.”
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Did Tom tell the truth?
If you were Michael, how would you feel?
Why is it important to tell the truth?
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7. Avoid saying, “If you tell the truth, you won’t be punished.” Rather teach students that everyone makes mistakes, but that
there are consequences for lying. One idea is if a child breaks a rule, there is one consequence and if he or she lies about it,
there is an additional one. Dealing with lies in a calm, yet disciplined way teaches children that they are responsible for their
behavior.
8. Never ask a child a question that invites him or her to lie. For example, do not say, “Did you take the envelope with lunch
money off my desk?” Rather describe what you observe in a calm voice, “I see that the money envelope is gone. I am sad that
someone took something that was not theirs. It belongs to all of the students and needs to be returned.”
9. When what happened is unknown, ask the children about it. Observe their facial expressions and other nonverbal behaviors.
Listen for inconsistencies in the stories they tell. Ask yourself, “Are the comments spontaneous or rehearsed, believable
or full of contradictions?” If you suspect a child is lying, having him or her repeat his story can be helpful in determining the
truth.
10. Assist a child in saving face if he or she begins to tell a lie. Instead of saying, “That’s a lie!” say something like, “That doesn’t
sound right to me,” or “Wait, I need to hear the truth.” Then the child may say something like, “Oh, I forgot, it wasn’t exactly
like that...” Or simply give attention without hearing the lie by interrupting it with a request, “(Child’s name), I need you to
collect the papers.”
11. When appropriate, talk about imagination and how sometimes children lie to protect themselves or others. You could say
something like, “(child’s name), you have a vivid imagination. Your stories are exciting, but now I need to hear the truth,” or “In
this room we care about each other and it is okay to make mistakes. But, it’s not okay to lie to me.”
12. Discuss lying with a guilty child as privately as possible, and avoid shaming him or her. Your goal is to help the child become
more honest. Attempt to find a solution to the problem together by stating what happened and by asking something like,
“What will you do now to make things right?” If the child has no response, provide some suggestions from which he or she can
choose.
13. Model honesty and fairness toward your students and peers. Point out that people can learn from their mistakes, and that
if a lie is told it can be rectified if the child or adult acknowledges it. (For children ages three to ten, see the Kelly Bear Behavior
book that deals with lying.)
14. If lying becomes a significant problem, involve a parent or parents. Help them see that every child needs to feel loved and
cared for, even if he or she is not always truthful. Together explore appropriate consequences and rewards that will reinforce
Words Can Inspire
By Leah Davies, M.Ed.
Most educators can recall a teacher’s comment that either encouraged or discouraged them. Positive messages
foster a child’s growth and are constructive, while negative messages can defeat and discourage a child. Our words can have
a profound effect upon a child’s attitude and behavior. A comment like, “You better do well on this test,” can threaten a child’s
confidence. In contrast, by saying, “This is an important test, but I know each of you will do your best,” can inspire children to
try harder. Here are some examples of teacher comments made to children that illustrate how the right (or wrong) words can
discourage or encourage:
A discouraging comment such as...
“You are slow like your brothers. You may never learn to read.”
...would lead the child to internalize the message and quit trying.
An encouraging comment such as...
“You do well in math and I believe you will become a good reader. I will help you learn to read!”
...would make the child think that if his teacher believes that he can learn to read, maybe he really can! The student will feel
proud of his math ability and be ready to try to improve his reading.
A discouraging comment such as...
“You are always in trouble. You are just one of those children who cannot get along with others.”
...would lead a child to believe that she is a hopeless troublemaker who will never have friends.
Successful Teachers
By Leah Davies, M.Ed.
www.NewHeightsEducation.org
Teacher comments can have a significant impact on a child’s self-esteem. Many students come to school sad and discouraged
as a result of poverty, abuse or other problems. Children desperately need someone to believe in their worth and encourage
them to try harder to do their best!
Jerry Moe, a renowned national speaker and prevention specialist for children at the Betty Ford Center, shared his childhood
at a recent conference. His parents were alcoholics who were unavailable to help him grow and develop into a self-confident
child. As an adolescent, he exhibited delinquent behaviors. One day a substitute teacher called him aside and said, “You are
too good to get in trouble. I see a lovable child underneath your tough exterior. You are a valuable human being. I know you
can make a contribution to this world.” Mr. Moe reported that those few words turned his life around and he began to believe
that he could develop into a worthwhile person.
Students with a low sense of worth dwell on their weaknesses. Teachers who search for and discover each child’s strengths
can contribute greatly to a child’s revised self-concept. When a teacher mentions a child’s strengths, he or she will most likely
begin to believe he has abilities.
For example a teacher might say:
“I see you can run very fast. You may want to be on the track team someday.”
“I have been thinking about your project idea, and I have decided to use it!”
“What a creative story! I am going to hang your paper on the bulletin board.”
“What bright colors you used in your picture. Maybe you will become an artist!”
Words that paint successful pictures for children stimulate optimism about their future and thus encourage positive behaviors.
If you want to inspire your students, stop and think before saying something defeating and then express the idea in a
Teachers set the tone in a classroom and can affect children’s lives in profound ways. What teachers do and say
encourages or discourages their students. When teachers model acceptance and caring for all children, the students
are likely to follow their example. The resulting classroom climate is conducive to children’s growth and development.
Children thrive when teachers:
• Sincerely like them and believe in their worth
• Are dedicated to helping children learn
• Are enthusiastic about teaching and inspire their students
• Are prepared, consistent and firm
• Provide a nurturing, safe environment
• Accept themselves as imperfect and freely admit to making
mistakes
• Model fairness, honesty and dependability
• Listen carefully and give recognition freely
• Are sensitive and respectful of children’s individual
differences
• Provide an opportunity for children to help formulate classroom
rules
• Help children feel important by allowing them to make
choices
• Acknowledge children’s efforts and successes no matter
how small
• Stress that it is okay to make mistakes because they are a
natural part of learning
• Avoid threats, sarcasm, favoritism and pity
• Focus on solutions to problems rather than on punishment
• Teach children how to solve their problems peacefully by
listening to each other and by compromising
• Provide opportunities for children to encourage and
applaud one another
• Involve parents or guardians as partners in their children’s
education
• Invite them to dream, share goals, and to think of themselves
as being successful
An encouraging comment such as...
“You are a talented artist. Getting along with others is something that can be improved upon. I know you will be able to learn
how to share and take turns.”
...would inspire a child to try to live up to her teacher’s expectation of her being able to behave appropriately.
134 NHEG Magazine | January - February 2020
• Have clear, high, reasonable expectations for children’s
work
January - February 2020 | NHEG Magazine 135
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www.NewHeightsEducation.org
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www.NewHeightsEducation.org
www.NewHeightsEducation.org
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www.NewHeightsEducation.org
New Heights Education Group (NHEG) has
arranged for YOU to get a pre-publication
copy FREE, while available, of the new
eBook:
“How and Why… Home School Math can be
vastly Superior to Public School Math”
Claim Your Copy at:
VastlySuperiorMath.com/NHEG
How and Why…
Home School Math
can be vastly
Superior to
Public School Math
www.NewHeightsEducation.org
“Every parent should read this book, no matter where you
school your kids! You’ll not learn only why… but how you can
do it in a vastly superior way!”
-Pamela Clark, NHEG Director
“I love that Dr. Hane brings home what I’ve known all along.
This book will empower any homeschool parent!”
-Erika Hanson, NHEG Radio Host
“Finally an explanation of how and why homeschooling math
is a better choice. This is a must read for all parents!”
-Laura Coons, Parent
Questions?
Phone: +1.419.786.0247
Email: NewHeightsEducation@yahoo.com
Website: http://www.NewHeightsEducation.org
Learning Annex https://School.NewHeightsEducation.org/
GET YOUR FREE EBOOK!!!
By Craig Hane, Ph.D. in Mathematics, aka Dr. Del
140 NHEG Magazine | January - February
January - February 2020 | NHEG Magazine 141
www.NewHeightsEducation.org
www.NewHeightsEducation.org
This book is intended for any parent with postelementary
children.
In just 65 pages, you’ll discover how you can teach
post-elementary math in a vastly superior way when
compared to public schools.
You’ll learn how to apply the proper pedagogy and
content for student success, as well as the math that is
needed for your student based on their life goals.
The mission of the book is to educate parents on the
problems as well as the solutions to today’s math
education crisis.
This book will empower any parent to provide a
superior math education to their children.
About the Author
Dr. Craig Hane, aka Dr. Del, holds a Ph.D. in Algebraic
Number Theory from Indiana University. Dr. Hane has
taught students of all ages for over 50 years.
Throughout his teaching and business adventures, Dr.
Hane has gained a full understanding of how and why
our current math curriculum is failing all of our
students. He explores these issues with the reader in
his latest book.
Other eBooks by Dr. Hane:
How to Give Your Child a Great Math Education in
Algebra, Geometry and Trigonometry
Math? Help!
Teaching Math
“How and Why… Home School Math can be vastly
Superior to Public School Math”
by Craig Hane, Ph.D. in Mathematics
TABLE OF CONTENTS
Chapter 1: SPIKE Pedagogy for a Wonderful Math Education
Chapter 2: Math? Help!
Chapter 3: How to Give Your Child a Great Education in Algebra,
Geometry, Trigonometry and Beyond
Chapter 4: Non College-Bound Students
Chapter 5: College Bound Non-STEM Students
Chapter 6: STEM Math
Chapter 7: Teacher & Coach
Chapter 8: How to Be A Great Coach
Chapter 9: Standard Math Curriculum
Chapter 10: Why Public High School Math is Failing our Students
Chapter 11: Financial Facts of Life
Chapter 12: Future of our Economy
Chapter 13: Future of our Society
Chapter 14: Future Mathematicians
Chapter 15: Conclusions
142 NHEG Magazine | January - February
January - February 2020 | NHEG Magazine 143
www.NewHeightsEducation.org
www.NewHeightsEducation.org
Support NHEG with BoxTops for Education
Eventually the Box Tops program will become digital-only. Participating brands are starting to
change their packaging from a traditional Box Tops clip to the new Box Top label.
If you see this label, use the new Box Tops app to scan your receipt. Box Tops are still worth
10¢ each for your school. The app will find participating products purchased at any store and
instantly add cash to your school’s earnings online.
Support NHEG with BoxTops for Education
https://youtu.be/Hh94b2BvFK4
Get the APP and scan your receipts - choose to allow instant access
https://www.boxtops4education.com/?utm_source=Email_newsletter&utm_medium=email&utm_campaign=BT-
FE_08_15_2019&
vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80kkS4ZSCqdl_ejI2quOGeZ8njeGpS1BwPtRnlrof3
Choose New Heights (it will list us as Holgate, Ohio 43527 - this is where the BoxTops coordinator and Board Member lives)
144 NHEG Magazine | January - February 2020
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www.NewHeightsEducation.org
www.NewHeightsEducation.org
NHEG has created an Adult Advisory Group that offers support and advice to the founder
and board members during in-person/online meetings.
If your interest is piqued, please keep reading.
WHAT IS THE ADULT ADVISORY GROUP?
The Adult Advisory Group brings unique knowledge and skills to complement those of the board
members and help the organization grow and succeed.
ADDITIONAL INFORMATION
Members will not be compensated for their time
One-year minimum commitment
Members must sign a confidentiality agreement
Group cannot issue directives
Members may be replaced at the director’s discretion.
BENEFITS
Opportunities to give back to community and improve local education
Positive public exposure
Atmosphere full of different ideas/perspectives
Networking
Our Adult Advisory Crest was updated by Courteney Crawley- Dyson,
with helpful advice provided by Jeff Ermoian and Mike Anderson.
Original design from Kevin Adusei and Student Group members.
MEMBER RESPONSIBILITIES
Assist with public relations and fundraising
Meet every three (3) months
Offer the director and board members honest, constructive and positive feedback for correcting
identified problems
OPTIONAL SUPPORT
Offer financial and/or expert support
Assist with daily functions and activities
https://www.NewHeightsEducation.org/who-we-are/NHEG-groups/Adult-Advisory-Group/
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www.NewHeightsEduca-
What You Need:
• Bird Seed
• Flat Baking Tray
• Large Pine Cone (or papertowel roll)
• Smooth Peanut Butter
• Table Knife
• Something to cover the table (this activity
gets
messy!)
• String
Instructions:
1. Cover the table with newspaper or plastic.
2. Pour some bird seed into your baking tray
3. Help your child spread the peanut butter on the pine cone or
papertowel roll
4. Roll the pinecone (papertowel roll) in the bird seed
5. Tie a piece of string (at least a foot long) to the top of the pine cone (papertowel
roll)
Birds usually take a few days to locate new food.
Keep a bird book handy. Can you and your child identify what kids of
birds are visiting the bird feeder?
When the pine cone is pecked clean, make another!
www.booksbythebushel.
www.NewHeightsEducation.org
FREE LITERACY ACTIVITIES
Download as many as you like!
Join our e-newsletter to receive more FREE
classroom activity ideas!
http://www.booksbythebushel.com/free-literacy-activities/
F U N C O R N E R
148 148 NHEG | GENiUS Magazine MAGAZINE | January - February | www.geniusmag.com
MAKE YOUR OWN SNOWGLOBE
This homemade snow globe craft is fun for kids who are excited about winter!
What you need:
• A clean jar with a water-tight lid (test it by
filling it with water and turning it upside-down
• Waterproof figurine that fits inside the jar
(legos work!)
• Waterproof glue (super glue, hot glue)
• Glitter
• Glycerin-makes the glitter float (optional and
found at drug stores)
• Water
Instructions:
1. Remove the lid from the jar and set the jar aside
2. Place the lid upside down on a hard surface and help your child glue the figurine(s)
to the bottom of the lid
3. Let the glue dry completely
4. Have your child add a few dashes of glitter to the jar, along with a few drops of
glycerin
5. Help your child fill the jar almost to the top with water
6. Screw the lid on tight and turn the jar upright
7. Have your child shake gently and watch the glitter float around!
www.booksbythebushel.com
FREE activities and worksheets!
www.booksbythebushel.com/free-literacy-activities
Monthly Theme Calendars Kindergarten Readiness
Community Helpers
Misc. Activities
Curious George Activities Nature Activities
Farm Activities Social Emotional Activities
Reading Activities
seasonal activities
Social Emotional activities weather activites
January - February 2020 | NHEG Magazine 149
www.NewHeightsEducation.org
FUNDRAISING FOR NHEG
www.NewHeightsEducation.org
Fundraising for NHEG earns money through various fundraising programs,
so the more you participate, the more we earn for our student programs and services.
We provide step-by-step instructions for participating in each program,
especially if you have accounts with these partner websites already.
BOX TOPS FOR EDUCATION
BOOKS BY THE BUSHEL
PIZZA HUT DOUGH FOR
DOLLARS PROGRAM
LITTLE CAESAR’S PIZZA KIT
FUNDRAISING PROGRAM
AMAZONSMILE
DONATE A CAR
JANE GOODALL'S
ROOTS & SHOOTS PROGRAM
WELZOO
For more details, visit our website
https://www.NewHeightsEducation.org/support-NHEG/fundraising-for-NHEG/
Source: The Foundation for Economic (FEE)
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www.NewHeightsEducation.org
www.NewHeightsEduca-
OUR RECIPES
Daing Na Bangus Recipe
Ingredients:
• 2 pcs. Boneless Bangus ( Milkfish ), Butterflied with skin-on
• 2/3 cup vinegar
• 1 tsp. salt
• 1/4 tsp. freshly ground black pepper
• 4 cloves crushed garlic.
• 4 tbsps. of cooking oil
Directions:
1. Marinating Instructions:
2. Flatten Bangus with skin on top and place in baking pan (or any flat surface like baking pan)
3. Sprinkle the crushed garlic on all the Bangus surface
4. Now pour in vinegar, then season with pepper and salt.
5. Safely cover and narinate Bangus in the refrigerator overnight to get full flavor.
6. To Cook:
7. In a hot frying pan, add the 4 tbsps. of cooking oil and heat till it just starts to smoke over medium-high heat.
8. Place the Bangus fillet, skinside down.
9. Lower heat to medium and cook uncovered about 4 minutes each side.
10. Brown the marinade garlic and place it on top of the bangus.
11. Serve Daing na Bangus with rice, and atchara.
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January - February 2020 | NHEG Magazine
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OUR RECIPES
Mojo-Cuban Citrus Garlic Sauce Recipe
Ingredients:
• 1/2 cup olive oil
• 8 cloves garlic, thinly sliced crosswise
• 2/3 cup fresh lime juice
• 1/3 cup fresh orange juice
• 1 tsp ground cumin
• 1/2 tsp ground Mexican oregano
• 1 1/2 tsp kosher salt
OUR RECIPES
Easy No Bake Peanut Butter Bars Recipe
Ingredients:
• 1 cup salted butter (melted)
• 2 cups keebler graham cracker crumbs
• 1/4 cup brown sugar
• 1 3/4 cup powdered sugar
• 1 cup peanut butter
• 1/2 tsp. vanilla
• 1 (11 oz) bag milk chocolate chi
• 1/2 tsp garlic pepper
• 1/4 cup cilantro, minced
Directions:
1. Heat olive oil in a deep saucepan over medium heat. Add the garlic and cook until fragrant and pale golden
brown; about 3-4 minutes. Be careful not to burn the garlic or it will become bitter. Add the lime/orange juice and
the spices. Bring to a rolling boil. Taste for seasoning and adjust as necessary. Remove the sauce from the heat
and let cool completely. When cool emulsify in a blender until combined. Add minced cilantro and serve.
2. The sauce will keep refrigerated for a week.
Directions:
1. Combine all ingredients, except chocolate chips in a medium sized bowl.
2. Stir until the mixture is smooth and creamy.
3. Pour peanut butter mixture into a 9x13 pan.
4. Melt chocolate chips in the microwave (at 50% power) for 1-2 minutes.
5. Stir chocolate and pour over the peanut butter mixture. Spread chocolate with a spatula.
6. To even out chocolate, tap pan on the counter.
7. Refrigerate bars for one hour.
8. Cut while bars are still cool.
154 NHEG Magazine | January - February
January - February 2020 | NHEG Magazine
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www.NewHeightsEduca-
OUR RECIPES
Beef Fajita Best Marinade Recipe (Gluten free)
Ingredients:
• 2 tsp chili powder
• 1 tsp sweet paprika
• 1/2 tsp ground cumin
• 1 tsp sugar ( I use turbinado)
• 1 tsp granulated onion
• 1/2 tsp granulated garlic
• 1/4 tsp cayenne pepper
• 1 T cornstarch
• 1 tsp coarse salt
• 1/4 C chopped fresh cilantro (coriander)
• juice of 1 lime
• 2 T olive oil
• While the meat is resting for 10 minutes, core, seed, de-rib and slice a couple of sweet bell peppers and an onion
and saute them in the same skillet used to cook the meat. Slice the rested steak and re-sear on a serving iron or back
in the skillet, plate & serve.
OUR RECIPES
The Incredible healthy, crunchy, chewy & yummy Granola Cookie Recipe (Gluten free)
Ingredients:
• 1 cup Earth Balance Soy Free Spread (gf,v,df, 0 transfats, Non-GMO) (RED
CONTAINER)
• 3/4 cup Coconut Crystals
• 2 cups Almond Flour
• 2 Eggs
• 1 tsp. Double Strength vanilla
• 1 tsp. Cake Spice (Penzeys Spices)
• 4 cups Giddy Up & Go Granola (Green Script)
• 1 cup Dried Cranberries (Juiced Sweetened)
Directions:
1. Preheat oven to 350. Cream together the spread and coconut crystals until mixed well. GRADUALLY add the almond
flour and mix well. Add the eggs, vanilla extract and cake spice and mix well. Stir in the Giddy Up & Go Granola by
hand along with the cranberries. Use a small cookie scoop and drop onto a cookie sheet that is lined with a parchment
baking sheet. Take another baking sheet and place over cookies. Pat down using a spatula, flattening the cookies.
Remove the baking sheet and bake at 350 for 12-14 minutes (start at 12 minutes) until edges are browned and center is
chewy.
Directions:
1. Gather your spices
2. Add the ‘wet’ ingredients to the dry and combine well
3. Rub the marinade completely into the meat and let it rest in the cooler for an hour
4. Wipe the excess marinade off the meat. Sear the meat to your taste, slice it very thin and serve very hotwith
sweet peppers and onion slices
ALL RECIPES ARE FROM THE
COOKEATSHARE
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www.NewHeightsEduca-
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www.NewHeightsEducation.org
NHEG AFFILIATES & PARTNERS
www.NewHeightsEducation.org
NHEG couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country.
We would like to take this opportunity to acknowledge and thank everyone for their support.
NHEG is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts.
Below you can see all the businesses and organizations that have supported NHEG and our mission to provide educational support to adults and children in Ohio.
New Heights Educational Group, Inc.
14735 Power Dam Road, Defiance, Ohio 43512
+1.419.786.0247
NewHeightsEducation@yahoo.com
http://www.NewHeightsEducation.org