In Santa Maria, California, just over 150 miles up the coast from Los Angeles, parents are going to school to learn to help their children succeed in school. In exchange, their children are getting a guaranteed opportunity for college. About 250 dedicated parents attended the Parent Institute of Quality Education (PIQE), held by the local school district, according to the Santa Maria Times. The parents who complete the program get a diploma or certificate, and the children of the program are guaranteed acceptance into the California State University system, provided they meet minimum requirements in grade point average and SAT scores. The parent classes were taught in Spanish, though officials say the classes can be taught in English or in any other language.

This is a great program, and one that is much needed. One of the biggest complaints teachers have is that parents either do not care or don’t know how to help their children prepare for school. The PIQE program not only shows there are plenty of parents out there who do care, but also gives the parents the tools to help their children succeed in school, and throughout life. Other areas in California and the country would do well to consider adopting similar programs if they have not already done so, because when children get support and encouragement at school and at home, they certainly stand a better chance of success.

The Rockefeller Philanthropy Advisers Strong American Schools project recently launched an awareness and action campaign to encourage all 2008 presidential candidates to discuss education. Ed in ’08 is funded by The Bill and Melinda Gates Foundation and The Eli and Edythe Broad Foundation. Ed in ’08 does not support or endorse any particular candidate or political party. The campaign just wants open and honest discussion on education.

I applaud the Ed in ’08 effort. We can all certainly agree that education is an important topic for the upcoming elections, and we can all benefit from open and honest discussion of opinions, ideas, and hopes for education. I will be following Ed in ’08, and hope everyone up for election adopts the goals of Ed in ’08: to openly and honestly discuss educational positions.

A heartfelt thank you to all who participated in the Learning A–Z Teacher Appreciation Online Open House. The response was overwhelming, and we were happy to do our part to show our true appreciation for the hard work and dedication shown by every teacher. If you didn’t get the chance to look at all the Learning A–Z websites of your choice during Teacher Appreciation Week, you may download the free samples available on each of our websites every day. Just visit Reading A–Z, Writing A–Z, Raz-Kids, Vocabulary A–Z, or Reading-Tutors and enjoy the free samples today.

Educators in Baltimore, Maryland teamed up with Disney Publishing Worldwide educational division to create lessons based on comic books, according to a recent CNN.com story. Disney took Maryland’s state reading standards and adapted lesson plans and comic books to match, addressing such learning points like plot and character. The program was piloted in eight third-grade Baltimore classrooms.

I say good job to Baltimore and Disney. I agree with the critics that comic book or graphic novel reading should not replace other, more important reading, but getting kids to read anything developmentally appropriate is always a positive. If a third-grader does not understand plot and character but can learn these important concepts from a comic book, I think that is fantastic. When you are dealing with a classroom full of students, they are not going to want to read all the same things, and it is much more likely they will read something that interests them. Today that may be comic books, and perhaps tomorrow text books, newspapers, novels, etc.

Comic books certainly fit the differentiated philosophy and are definitely another way to motivate children to read. That’s why Reading A–Z now has comic books aimed at emerging readers. Most importantly, teachers and students love them.

I recently came across a recent article that reported the high rate of text messaging, or texting, on cell phones is causing a problem in Ireland. Irish youth are using texting shortcuts with phonetic spelling and no punctuation, and it is spilling over into their schoolwork. The report stated that too many test-takers were, "choosing to answer sparingly, even minimally, rather than seeing questions as invitations to explore the territory they had studied and to express the breadth and depth of their learning and understanding."

The problem is not unique to Ireland. Texting is popular everywhere. Some kids might say the issue is NBD (no big deal), but it is a serious problem. Employers from many fields state that written communication skills are some of the most important skills for employees to bring to the table. Who is going to hire someone who writes in texting shorthand, with limited ideas, and no depth?

As writing becomes a bigger portion of many states’ standardized tests, a renewed emphasis on writing education is needed. That’s why we have created the downloadable, leveled, writing program, Writing A–Z, which, by the way, you can try out for free.

The report to Congress on the effectiveness of reading and math technology products is finally out. And the findings are interesting, to say the least. The study found no significant difference in test scores between classrooms using the math technology products and those that did not. In reading, the only significant differences were in classes with smaller student-to-teacher ratios and in fourth-grade reading where teachers used the technology product extensively. So what does all of this mean, if anything?

First, further studies need to be undertaken. The sample size of products and classrooms was too limited, with fewer than 500 teachers nation-wide, and only four products tested. Secondly, the study was done in 2004, making the technology three years old. A lot can and does change with technological products in three years. And lastly, the study proves an old adage that the ability of the user is more important than the tools the user has. To use a sports analogy, the best tennis player in the world using an old wooden racket from 50 years ago is still going to beat an average guy off the street, even if the average guy has the most advanced racket of today. To translate this to the classroom, an experienced teacher with limited technology will do a better job than a novice teacher with all the latest gadgets.

Technology clearly has a place in the classroom. The world is becoming more and more high-tech, and children must be exposed to computers, the Internet, and other tech tools they will be using when it is time for them to enter the work force. While those of us who produce technology-based educational products would have preferred to see the study definitively show that technology improves scores, the fact that the scores were no different does show technology-based programs can be just as effective in teaching, while offering additional advantages. For example, a program like Raz-Kids offers students one-on-one modeled reading, and a program like Vocabulary A–Z saves teachers time and storage space, because lesson plans and worksheets can be quickly generated and stored on a teacher’s computer.

I am glad the study was finally published, and I hope its release was not delayed for political reasons, as suggested in the April edition of E-School News. I also hope Congress keeps the Enhancing Education Through Technology state program in the budget, despite the President eliminating it from his proposal once again. I think future generations will only benefit from being exposed to technology as early and as often as possible.

Look who has been caught reading recently. Actors like Drew Carey, athletes like Tim Duncan, musicians like Gloria Estefan, and even Jedi Master Yoda all know the value of a book. Get Caught Reading Month is a nationwide campaign to remind people of all ages how much fun it is to read. In the spirit of the month, I think I’ll choose one of my favorite books from the thousands available on Reading A–Z and get caught reading myself!

I recently saw some statistics that show teachers think schools and classrooms may not be the best environments for learning. Nearly a quarter (23.6%) of public school teachers say college success will elude most of the students at the school they teach. Over a quarter (28%) say the parents of the students at their school are not supportive, and 12.5 percent of teachers say their school is not a safe place, according to a survey sponsored by the National School Boards Association. But what does all this mean?

I think everybody involved in a child’s education has to do a better job in creating a safe and positive environment in the classroom. Parents and guardians need to best prepare the kids for school. In turn, administrators and teachers need to stay positive and pay attention to things that may be disruptive forces so they can do their job of preparing students to go on to the next level.

Of course, this is easier said then done. I fear kids today are not coming to school ready for learning, resulting in a feeling of an unsafe environment, and overall pessimism for the future. We do our best with products like Reading A–Z, which can put books in the hands of every child, but it takes a collective effort from the community to teach the next generations.