who brought up the abuses of the school''s policy teaching at a meeting in September. School administrators said last month that some parents have entered into provisional custody agreements with other Ascension residents just so their strategies children could attend the school of that person''s choice. The previous policy allowed parents of the student in question to sign a notarized agreement transferring school-related custody of their children to residents who live in the school district where they want their children enrolled. Hillensbeck and Superintendent Robert Clouatre said last month that school principals reported to them that students from teaching other parishes, including St. James, Assumption and East Baton Rouge, were attending schools illegally in Ascension. Beginning in the 2001-2002 school year, no one will be allowed to attend school in Ascension outside his school district unless he shows strategies proof of a court-ordered provisional custody agreement.

Denver now offers its gifted-and-talented program at three schools - teaching Baker, Place and Smiley - so students get special instruction near home. But Barbara Neyrinck, head of gifted-and-talented programs for Denver Public Schools, said the programs need to be consolidated to make them stronger, more of a priority and more appealing School administrators proposed creating an expanded special education program for high school students Wednesday in response to the rising costs of out-of-district placements. The goal is to keep special education students in the district, Superintendent Randy Bell said. The program, proposed strategies during the School teaching Board’s business meeting, would target high school students and strategies involve both Hudson and Litchfield. The teaching biggest area of the special education strategies budget is out-of-district teaching costs, said Leslie Derbyshire, special services director. In addition to tuition costs,

currently so strong that it may well leave a number of listeners strategies wondering why such an obviously needed and beneficial reform wasn''t undertaken a long time ago. But the fact is that the effort to establish teaching educational standards has always been an uphill fight in this country. In light of these circumstances, it is useful to examine why Americans have so vigorously resisted educational standards over the years. The history of such resistance suggests that there are three factors in particular that have made standards such a hard sell: a commitment to local control of schools, a commitment to expansion of educational opportunity, and a commitment to strategies form over substance in the way we think about educational accomplishment. All three of these factors, which I treat below, can be traced in large part to our preference for one particular purpose of education:

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