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‘CV’s of Failure’ Don’t Tell the Whole Story

Writing at her personal blog, Ellie Macklin identifies something that’s been nagging me about the “CV’s of Failure” that now make their way through academic circles.

While they are no doubt well-intentioned, Dr. Macklin points out that at their heart, these “CV’s of Failure” are, in reality, success stories.

I do not mean to specifically pick on the individual who posted the particular “CV of Failure” that provoked Dr. Macklin’s response, but its concluding “coda” displays the most common shortcoming of the genre. 

“Now that I’m a graduate faculty member, an editor of an academic journal, and a voting member in faculty hiring decisions, I have participated in these processes of selection from the other side of the table. I’m here to tell you: it’s not you, it’s us. The way to succeed is to produce the best work you can and keep seeking out professional opportunities. The way to fail is to treat failure like the end of the story instead of the beginning.”

And here we are: Work hard. Learn from your mistakes. If at first you don’t succeed, try and try again, and eventually, success will come for you too.

In the parlance of Donald Rumsfeld, these are “known knowns.” In fact, they’re such known knowns they are clichés, and also, in the context of the world of academia they are lies.

Or at least not the whole truth. Sure, these CV’s are littered with all the things that didn’t pan out for the individuals, but given that these pieces are almost invariably written from the point of view of someone who has succeeded in arriving at a place sufficiently secure that they can out their failures without concern, the result is thin gruel indeed when it comes to offering useful insights.[1]

If we’re going to write about success and failure, rather than featuring the known knowns – work hard, fail, try again – I think we need to talk more about the unknown knowns behind those “CV’s of Failure” that inevitably end in success.

Though I am a failure, my own academic career is too haphazard and unintentional to serve as an example, but I thought I could perhaps illustrate how the unknown knowns have worked for me in achieving my status as contributing blogger for Inside Higher Ed.

No, it’s not a tenure track professorship, but it’s a pretty decent gig, the kind of steady freelance work that has allowed me to transition out of the full-time contingent academic workforce and into a full-time writing career.

I 100% deserve this job. I work hard and write lots of words. I think I’m good at it and my IHE editors seem to agree. I’ve been doing it for five-plus years.

Like every other writer, I’ve suffered my share of rejection along the way. I submitted a couple hundred times before publishing my first short story. I’ve written a full-length failed (by my own judgment) novel manuscript. My novel that was published required finding a new agent when my original one expressed no confidence in the book.

I was threatened with a lawsuit by the author and publisher of a beloved series of children’s books which resulted in the pulping of a parody book that was in multiple printings before it was even released.

So yeah, failures, I got ‘em. We all do. That’s the point.

But how did I  achieve this particular “success?” Here’s some things you might not know.

I first started writing for IHE as a guest of Oronte Churm who needed to take time off in order to transition to a new tenure track job at McNeese State University.

I met Churm in 2001 at the University of Illinois where he was assigned as my faculty mentor when I was a new lecturer in the English department. While I was qualified for the job, my path to securing the position was considerably smoothed by my relationship with Philip Graham, tenured faculty at Illinois, who had been my undergraduate creative writing professor and had also played a role in helping me get into graduate school at, wait for it, McNeese State (’97 MA/MFA).

After a year at U of I, I moved to Virginia Tech when, in June of 2003, I got a call from Dave Eggers, asking me if I could “help out” with the McSweeney’s Internet Tendency website.

How is one so lucky, you’re wondering, to get a call from one of my generation’s most accomplished writers/activists with a job offer?

Easy. Marry someone who was high school friends with Dave Eggers so you meet him and become friends when you’re both still young people.[2]

Now working as the editor for McSweeney’s Internet Tendency and fairly desperate to expand the scope of what we published at the time, I hit on the idea of a column written from the perspective of a contingent faculty member. At first, I thought about doing it myself, but that I remembered I had a better candidate.

My old friend Churm. “Dispatches from Adjunct Faculty at a Large State University” ran on McSweeney’s from 2005 to 2008, at which time Churm got an offer he couldn’t refuse from an upstart higher education website called Inside Higher Ed

That’s not all. The reason Churm needed a hiatus in order to move to Lake Charles, LA to start his job at McNeese State is because I introduced him as a candidate to people working in the department there who had been in my grad school cohort in the mid-90’s.[3]

What do we call this? Luck? Connections? Where did it come from? Who or what gets the credit?

I have no idea. But I also know that without all of these things happening, I wouldn’t be writing for this space today.

At the time of filling in for Churm I had accomplished some things as a writer, but I had no track record as a “blogger” per se. There were likely many people already working at writing about higher ed who were far more qualified for the position, but they didn’t get the chance.

I did.

I believe this particular success is deserved. In fact, in my private times, when I take my ego out for a stroll, you might find me ruminating on how I deserve more, that in a just world, maybe some of the dead wood at the New York Times editorial page could shove over.[4]

But there’s an important difference between my work as a writer and my successes and failures versus what’s happening in our academic labor marketplaces.

Academia is a “system” in ways writing is not. There are no structures in place with control over the supply of writers. My apprenticeship is not formally overseen with a transfer of money from me to a mentor. Tom Friedman endlessly repeating himself at the Times is not predicated on me publishing here for less money and prestige. My work at Inside Higher Ed is not supported by a group of unpaid writers beneath me.

In fact, in the larger publishing world, it’s often the superstar authors whose success helps subsidize risks taken on less commercial writers.

At research universities, particularly in the humanities, we have tenured faculty whose jobs are predicated upon an apprenticeship system for future scholars that, in many disciplines, offers extremely limited odds for success in achieving sustainable, decent-paying positions.[5]

Worse, those former apprentices often become contingent faculty working as human shields, engines that generate surplus dollars to the institution by teaching general education courses for low wages, surpluses that support the privileges of the tenured. 

These systemic inequalities and the ways they protect the privileges of some at the expense of others should not be unknown knowns at this point.

When “CV’s of Failure” fail to acknowledge and grapple with this reality, no matter how encouraging and well-meaning they may mean to be, they only serve to perpetuate the injustice.

Articulating the ways we have been lucky or privileged and the role that luck and/or privilege has played in success does not diminish that success. We can only play the hands we’re dealt, and having been dealt a good hand doesn’t require any penance or guilt.

But we should strive to be honest. Let’s have some “CV’s of Failure” that seek to tell more complete stories.

[1] Let me stipulate that I am not arguing that the world owes a professorship to everyone who does the “right” things. We cannot guarantee outcomes, even for those who perform entirely admirably. But, the proportions of those who do the right things and yet still are flushed out of the academic labor system as waste should be cause to look at all aspects of that system. As to what should be or could be changed, that’s something for a post of its own.

[2] I don’t have the space to detail the story of how my future wife and I wound up on our first date, but the number of events that had to happen is mindboggling. Yes, I’m guilty of some hindsight bias here, but even taking that into account, it’s something of a miracle, and almost, but not quite, makes me believe in fate.

[4] Of course, I don’t run in those circles. Of the 13 main op-ed writers for the Times, only three (Charles Blow, Frank Bruni, and Andrew Rosenthal) even attended a public undergraduate institution, and Bruni is a grad of Columbia’s J-school. Andrew Rosenthal might’ve gotten a leg up – he was editorial page editor before settling into a kind of emeritus columnists position – by being the son of Abe Rosenthal, a former executive editor of the Times.

[5] What Marc Bousquet called academic “waste product” in his 2008 book, How the University Works.

New trainers join YMCA team

MIAMI COUNTY — The Miami County YMCA Piqua Branch has hired two new personal trainers, Amanda Seas and John Sustarich, to help members meet their fitness goals in 2017.

Seas is a newly certified personal trainer at the YMCA. She received her certification through the American Council on Exercise (ACE) in October 2016.

Along with personal training, she is involved in aquatics at the YMCA. She is assistant coach of the MCY Marlins Swim Team, lifeguards, teaches swim lessons, and is a member of the new Master Marlins Swim Team.

Seas has plans to further her education at Sinclair Community College in the fall 2017 semester, majoring in Exercise Science.

Sustarich has been personal training for four years, with certifications through ISSA (International Sports Science Association), NASM (National Academy of Sports Medicine), Anytime Fitness, as well as military courses he took while enlisted in the Army.

He is currently taking general education courses at Edison Community College pursuing his bachelor of arts degree.

Personal trainers already on staff include Sue Peltier and Heather Sever.

Peltier has been a certified personal trainer since 1998, when she received her certification through ACE (American Council on Exercise). Her past experience with the YMCA also includes being the fitness coordinator and the health and wellness director. Her training experience has ranged from training the “average Joe,” high school and college athletes, older active adults (some needing post rehabilitation) to professional moto-cross riders.

Sever is currently the health and wellness director of the YMCA Piqua Branch.

Sever received her personal training license in November 2010, through the National Council on Strength Fitness (NCSF) and has been training clients from youth to seniors for the last six years.

The YMCA offers many different types of personal training packages including one on one sessions, two person sessions, and small group personal training. The YMCA offers special pricing for bridal boot camp sessions for brides or grooms. The YMCA also offers Sports Enhancement Training and Junior High Strength Training for youth looking to increase their sports specific athletic performance.

For the Daily Call

Dual credit changes higher ed landscape – Twin Falls Times





The Future Of EdTech Under The New Secretary Of Education

This piece was co-written with Jenny Janovitz, Penn GSE Doctoral Candidate.

Betsy DeVos, President-elect Donald Trump’s pick for Secretary of Education. (Source: Andrew Harrer/Bloomberg News)

As with many of President-elect Donald Trump’s Cabinet appointments to date, there has been significant controversy over his pick for Secretary of Education, Betsy DeVos. DeVos is a staunch advocate of school choice programs and believes that the privatization of education through voucher programs and the expansion of charter schools will help children from low-income families who are trapped in failing schools.

The Secretary of Education and staff members are responsible for creating programs and grants that will distribute federal education resources to schools. Under President Barack Obama’s administration, a number of significant programs and grants emphasized technology in K-12 education, including the Investing in Innovation Fund, the Race to the Top Fund, the #GoOpen Campaign and Future Ready Schools. The #GoOpen Campaign encouraged school districts to use openly licensed educational resources, which frequently include digital resources. Future Ready Schools helps school district leaders plan for the effective use of technology, with a specific focus on developing personalized digital learning strategies for students (a topic that was a focus of one of my earlier blogs). These initiatives could either continue or could be replaced by other initiatives once a new Secretary of Education takes office. In addition, the new Secretary of Education can hire the next director of the Office of Educational Technology, as well as other key leaders in the Department that will implement and manage educational technology policy.

If the Senate confirms Betsy DeVos’ appointment as the new Secretary of Education this week, it is unclear how much of a role technology will play in federal K-12 education efforts. It is possible that Trump’s promise to “bring education local”– as he described in his plan for his first 100 days in office— would mean that there would be fewer federal programs to support edtech. Alternatively, it is also possible that this commitment to having supervision of educational efforts fall at the state and local levels would result in larger block grants and a reduced number of rules tied to the receipt of federal dollars. As a result, states and localities would have more choices about educational spending, and some states and localities could decide to increase their investments in edtech. In an interview conducted by Philanthropy magazine with DeVos in the spring of 2013, DeVos stated that she believes that digital learning and blending learning can contribute to the education choice movement. She explained that “Digital learning is in its infancy relative to the influence that it can and will have…every parent knows how quickly children pick up new technologies. It would be unconscionable not to embrace that and use it to help kids achieve their full potential in every way possible.”  However, there has also been speculation that the Office of Educational Technology may be eliminated, and on the campaign trail Trump expressed the need to eliminate or drastically scale back the Department of Education.

DeVos has not publicly remarked at length on the role of edtech, which understandably troubles some edtech supporters. Does the fact that not much can be found in the public record about DeVos’ views of edtech mean doom and gloom for edtech? Not necessarily. We can make some tentative inferences about DeVos’ perspectives about technology in education based on her views about “innovation.” Her conservative philosophy about providing a variety of different schooling options for children and their families might support the kind of experimentation that is ripe for edtech. DeVos is a proponent of charter schools because of their ability to serve as “laboratories of innovation”– which conservatives have touted for decades as holding the promise of delivering salvation to urban education. Through the Dick and Betsy DeVos Family Foundation, DeVos and her husband support the West Michigan Aviation Academy, a charter school they founded in Grand Rapids, Michigan. The school offers several options for personalized learning, including a computer science program, robotics instruction and a computer-aided drafting and design course. Promising charter school options, from DeVos’ perspective, also include virtual charter schools.

In addition, DeVos’ actions have suggested that she believes that technology is important in developing solutions to social problems. For example, she serves as chairman of the Windquest Group, a privately held, multi-company operating group.  The group has invested large sums of money in technology related to clean energy. DeVos also serves on the board of the Foundation For Excellence in Education, a reform group headed by former Florida Governor Jeb Bush. The group’s Reform Agenda states, “Technology can revolutionize education and help ensure that no student is bored or left behind. The Foundation supports the use of technology to offer students access to a high-quality, customized education and empowers teachers to help their students succeed.”

When her nomination was announced, DeVos tweeted that “the status quo in ed is not acceptable.” Her articulated commitment to trying different approaches to teaching and learning may bode well for the field of edtech, but the precise future of edtech under her leadership remains uncertain. Whether she will “make American education great again” through continued and expanded edtech initiatives and policies remains to be seen.

Teacher credentials for College in the Schools a concern at AHS

Scott Miller, Aitkin High School social studies teacher, asked the Aitkin School Board to consider putting together a team of teachers, administration and board members to address the need for teachers wanting to get accreditation for teaching College in the Schools.

Miller, who is one of several current instructors at AHS who is not currently credentialed, spoke during the public comment period of the regular school board meeting Jan. 9.

“Aitkin High School received some good news Dec. 19,” wrote Miller in his statement to the board. “We learned that Central Lakes College (CLC) of Brainerd received notice that they have been approved for an extension on their compliance date for College in the Schools instructors.”

In October 2015, the Higher Learning Commission (HLC) released revisions to its “longstanding expectations regarding qualifications of faculty and the importance of faculty members having appropriate expertise in the subjects they teach,” according to the HLC website.

Part of the revision included the statement, “Those faculty members teaching general education courses, or other non-occupational courses (i.e. courses not designed to prepare people directly for a career), hold a master’s degree or higher in the discipline or subfield. If a faculty member holds a master’s degree or higher in a discipline or subfield other than that in which he or she is teaching, that faculty member should have completed a minimum of 18 graduate credit hours in the discipline or subfield in which they teach.”

According to Miller, CLC was told their instructors have until Sept. 1, 2022 to get the proper education or else they can no longer teach those classes. The same goes for the College in the Classroom teachers at AHS.

“2022 may seem like a long time away,” stated Miller to the board. “However, the cost of graduate credits is extremely high in both time and money. We have teachers who want to work with the school to continue to provide these opportunities for our students. We need a solution to this very serious problem and I don’t think we can wait for someone to do something.”

In a time of declining enrollment at the high school, Miller said the district should do all it can to keep students in the building.

“I have more students in my college classes today than I ever have,” Miller said.

Quantifying the profession

Miller presented the board with some current numbers on the cost of college credits versus the free cost of the College in the Schools’ credits.

In 2014-15, students earned 1,335 total college credits; In 2015-16, 1,225 credits were earned; and this year 1,204.5 will be earned, according to Miller.

The total of 3,764.5 credits, if they were earned at the University of Minnesota, where each credit costs $438, could have cost families $1,684,851 over the last three years. If the credits were to be earned at CLC, at a cost of $157.51, families would have saved $592,944.

Miller said there is one faculty member at AHS who would fit under the criteria proposed by the HLC.

“If this does not change, students at AHS will no longer have the opportunity to earn college credit at zero monetary cost,” stated Miller.

Because Miller presented the information during the public comment period of the meeting, the board did not respond to his presentation.

College in the Schools

College in the Schools (CIS) is a dual enrollment program administered by Central Lakes College in partnership with local high schools. The CIS program gives high schools an opportunity to strengthen their academic course offerings while providing high school juniors or seniors a jump start on earning college credit.

Students experience the academic rigor of college curriculum and strengthen their study skills in a high school environment. CIS courses are taught during the regular school day at the high schools by exceptional high school instructors.

Early college programs hold promise, but are costly

  • Mervin Laboy, 15, talks about being a student in the P-Tech program, during an interview in his design and drawing class at Troy High School on Wednesday, Dec. 21, 2016, in Troy, N.Y.      (Paul Buckowski / Times Union) Photo: PAUL BUCKOWSKI / 20039216a



P-Tech program students, Hunter Demers, 15, left, and Quyana Thevenin, 16, work together on designing a mini golf course in their design and drawing class at Troy High School on Wednesday, Dec. 21, 2016, in Troy, N.Y. (Paul Buckowski / Times Union) less



If there’s one thing Mervin Laboy doesn’t take for granted, it’s college.

His dad never went. His mom went for a bit, but dropped out when he was born, eventually raising him and his little brother by herself. Today, the Troy High School teen dreams of building things — maybe trains, maybe railroads, maybe airplane parts. At 15 years old, he’s not quite sure yet.

But no matter which way Laboy looks at it, if he wants to build things, he better go to college first. So when his school announced it was launching a new technology program that would provide two years of free college to a select group of students, he jumped at the chance.

“It’s two years of free college,” he said. “What kid wouldn’t want that?”

The program, Pathways in Technology Early College High School (P-Tech), is one of more than 50 “early college” programs around the state providing free college opportunities to at-risk students while they’re still in high school — giving a leg up to students who are poor, academically challenged or the first in their family to consider college.

Under a plan unveiled last week by Gov. Andrew Cuomo, such programs would expand to at least 10 other schools next year thanks to an extra $5.3 million in state funds. His proposal specifically calls for new Early College High Schools focused on computer science, and would give preference to so-called failing schools in the competitive grant process — moves designed to combat a growing skills gap in the job market while expanding college access in low-income areas of the state.

At first, Laboy did not like the P-Tech program, which was first adopted in New York City in 2011 and spread to other parts of the state in 2013.

For starters, it was hard. Teachers granted him more independence than he was used to. They didn’t chase him down to hand in his work on time. And they focused much more on collaborative, hands-on learning. He couldn’t just sit back and wait for them to teach him. He had to work with other classmates on “real-life” projects, and then present on what they had learned.

“I really like it now,” he said on a recent winter day, as he and his peers designed mini golf courses on desktop computers. “I really want to be an engineer and build things. And I feel like they’re teaching us things that we’re actually going to use in the real world.”

Early College High School programs take two forms in New York.

The first and traditional form is a four-year program, where students can take a broad range of courses for college credit throughout high school. Depending on ability, a student can earn anywhere from 10 credits or well beyond 30 by the time they graduate, resulting in thousands of dollars in college savings.

P-Tech tacks on two extra years, with a guaranteed associate’s degree and first-in-line job opportunity for students upon completion. The so-called Six-Year High Schools partner with local industry to provide internship and other work opportunities that train students in the skills that industry most needs.

Troy P-Tech partners with Questar III BOCES, Hudson Valley Community College, the Center for Economic Growth, GE Healthcare, Simmons Machine Tool Corporation and biotech firm Regeneron Pharmaceuticals. It was a class visit to the Simmons plant in Albany, where engineers work on railway parts, that inspired Laboy to think about what exactly he wants to build.

“I think initially the goal of the program was to target at-risk kids for college,” said Donna Watson, assistant superintendent for curriculum and instruction in Troy. “But throughout the process of making sure they’re college- and career-ready, a transformation has occurred in our teaching and how students learn. We’ve really transformed education to be more relevant because it’s aligned to actual industry needs. We’re teaching students for the jobs of tomorrow, not 1950.”

Even traditional Early College programs, which are much more focused on general education requirements, have pushed schools to rethink education.

Perhaps it’s because teachers change how they view their students, seeing college in their future as a given and not a maybe, said Valerie Smith, program coordinator for Schenectady Smart Scholars Early College High School.

“They’re getting a real taste of what to expect from college,” she said. “When you look at the number of college kids who enroll and then drop out after the first semester, there’s something happening there. They’re not ready. They weren’t ready for the workload or the expectations. They didn’t realize that, oh yeah, I can’t turn in a paper late and still get points. We’re teaching students how to do college.”

Research shows that participants in Early College programs are far more likely to go on and complete a college degree than their peers. In New York, 83 percent of participants in four-year programs have graduated and enrolled in college. High school students earn, on average, 20.7 college credits upon graduation.

P-Tech, which first began in 2013, has yet to produce any graduates. But early data on the first cohort to participate show that 97 percent passed at least one Regents exam, 91 percent passed two or more Regents exams, and 85 percent have earned college credits.

The problem with “free” programs, of course, is that they’re rarely actually free.

New York got its first Early College High Schools off the ground in 2009 with the help of a $5.5 million matching grant from the Bill Melinda Gates Foundation. When the funding ran out in 2013, Cuomo set aside $4.8 million in state funds to keep the schools running. In the 2016-17 school year, New York spent $3.4 million on four-year Early College programs.

P-Tech programs cost a bit more. In 2013, the year the program spread beyond New York City to 16 districts statewide, P-Tech cost $3.7 million to run. But each year that another grade level of students joins, the costs escalate. By the 2019-20 school year, the last year of the first cohort’s grant period, P-Tech will have cost the state nearly $42 million. And that’s just for one cohort.

In the years since P-Tech spread upstate, there have been two other cohorts. The second cohort targeted 10 new districts and the third targeted six. Each is quickly racking up costs, as well. The second cohort cost $2.7 million in 2014 and will cost nearly $28 million over its run. The third cost $886,095 in 2015 and will cost nearly $17 million over its run.

Because the P-Tech model is so new and not much data is available nationwide on such programs, education policymakers in New York are nervous to grow the programs before they have proven success rates.

At a Board of Regents meeting last year, member Lester Young asked state Education Department staff if they could gather any available research and conduct a cost-analysis on the programs before the board commits to future funding requests.

“What I hear from people is that it’s a wonderful program, but it’s a terribly expensive program — very expensive,” he said.

In Troy, just the prospect of free college has forced students who never would have thought to try for it to ponder what higher education could mean for them, Watson said. In that respect, she said, it was worth trying. But as for sustainability, she sees no easy solutions.

“In some ways it would almost be better not to enroll another cohort if you’re not sure the funding will last, because you don’t want to promise kids something and then take it away halfway through,” said Watson. “It is a very expensive program. It’s a college degree for every student. That’s a significant investment. There’s no doubt about it.”


Editorial: Equity remains the biggest issue in NH education

Support for education is high on the Gov. Chris Sununu’s agenda, but what that might mean for the state and its students is not yet clear. Barring a substantial increase in state revenue, new or more generous programs can only be created by robbing Peter to pay Paul.

Sununu has expressed support for increased state aid to pay for full-day kindergarten. He wants to increase funding for the nearly moribund school building aid program – though perhaps 50 schools are sorely in need of replacement or refurbishment, the state school board had money to assist with only one last year. He favors more money for the state’s university system. Most of all, he is a strong proponent of what its proponents call school choice.

The term can mean using public money to pay for students to attend private schools, something that can now be done only with the approval of the state school board, or opening or expanding charter schools. It can mean issuing publicly-funded vouchers that parents can use to help pay private school costs, something the state hasn’t approved. New Hampshire has just 25 charter schools. All of them are funded with taxpayer money augmented by grants, donations and fundraising. No for-profit charter school does business in New Hampshire.

New Hampshire has roughly 200,000 students in grades K-12. Just 3,000 of them attend charter schools. That could change. President Trump appointed billionaire charter school advocate Betsy DeVos to lead the federal Department of Education. Locally, Sununu picked primary opponent Frank Edelblut, a businessman and home-schooler, to head the state’s education department.

Most charter schools are started by passionate parents. Whether they grow in number will depend on money. A Republican president and Congress could increase federal funding for charter schools. It’s now next to nothing. New Hampshire charter schools receive, according to the governor, just 40 percent of the per-pupil state education aid. Sununu wants that to change, but additional state or federal money should not come at the expense of struggling public schools and beleaguered local property taxpayers. In fact, the debate over charter school funding should be considered a sideshow. The main event, as it has been for more than four decades, remains the governor and Legislature’s failure to fund public education in a fair, equitable and adequate way.

The state average cost to educate one student is closing in on $15,000 per year. Next year, it will pay $3,636 of that to maintain the fiction that it’s covering the cost of an “adequate” education.

Thanks to low education aid and a chronic state downshifting of financial responsibility to cities and towns, property taxes increased by 25 percent in Merrimack County since 2008. Some places, including the five communities that sued the state over education funding two decades ago, have fared even worse. The current property rate in Claremont, the city whose name became synonymous with the lawsuit, is $42.64 cents per $1,000 valuation. Sixty percent of the money raised goes to pay for public education. In Allenstown the tax rate is $33.86; Pittsfield $32.25. Conversely, the tax rate in property-rich New Castle is $5.85 per $1,000. In Moultonborough it’s $8.74; New London, $15.67.

Last summer, this paper published a series of stories on the plight of senior citizens struggling to keep from being taxed out of their homes. The situation now is no better. The schools in property-poor towns can’t provide the kind of education offered by wealthier towns and employers know it. No business wants to move to a community with a sky-high tax rate. Adding more charter schools isn’t going to change that, make the tax system more equitable, or give the students in property-poor towns a fair shake.

Applications Available: 2017-2018 General Education Inclusive …

EAST BRUNSWICK, NJ – The East Brunswick Public School District offers General Education Inclusive Preschool classes. This preschool program is open to all three and four year old children who reside in East Brunswick. Children must be three years of age by October 31st, 2017 and not age eligible for kindergarten (5 years of age by October 31st, 2017) in order to participate in the program in September, 2017.  If your child is selected for the program, please remember that your child must be 3 years old to participate in the program.


The classes are taught by certified teachers and supported with paraprofessional aides.  This program provides an inclusive educational environment for preschool children aligned with the New Jersey Preschool Teaching and Learning Expectations.  This program includes both typically developing and special needs preschool children. 


This tuition based program is five days per week, two-and-one half (2½) hours per day and follows the ten-month school calendar. Both AM and PM sessions are available. Tuition is not assessed for families eligible for free and reduced lunch.  Information on eligibility for free and reduced lunch and the application is available on the district website at and at each elementary school. Transportation for this program is the responsibility of the parent/guardian.

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Applications for the General Education Inclusive Preschool are available at and must be received by March 3, 2017.  Please send completed applications to:


Assistant Superintendent of Student Activities/Services

East Brunswick Public Schools

760 Route 18

East Brunswick, New Jersey 08816


A limited number of openings will be available. Requests for specific sessions will be considered based on the number of applicants. However, there are no guarantees for parental requested placements.  A lottery drawing will occur in March 2017 if the number of applicants exceeds the openings. If there are any questions, call the office of the Assistant Superintendent at 732-613-6750.


Hollywood stars slam Trump over proposed art funding cuts

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