Schools for Children.
Schools for Children conversations about learning, educating, and teaching
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Schools for Children, Inc. is an "education incubator." We create, nurture, and manage outstanding schools and educational programs serving many kinds of students. SFC also provides a variety of consulting and training to educators and systems. To learn more about Schools for Children, please visit our website.

Dearborn Academy
Dearborn is one of New England's premiere psycho-therapeutic day schools serving children and adolescents with severe emotional, behavioral, and learning difficulties. It is one of the few programs in eastern Massachusetts that also meets the needs of children and adolescents who face both language-based learning issues and emotional  challenges.

Lesley Ellis School
Lesley Ellis School is a nationally recognized independent elementary school (Preschool-Grade 5) offering a progressive, antibias education with ambitious goals for learning. SFC's largest program, Lesley Ellis serves 150 families.

Seaport Campus
Seaport is a small alternative high school with a unique hands-on learning program that includes opportunities for self-development through experiences at sea. Seaport specializes in supporting teens with non-verbal and social learning difficulties.


S.T.E.P.
S.T.E.P. (Short-Term Educational Placement) provides stabilization and assessment services designed for elementary, middle- and high-school students who have been temporarily excluded from their schools.


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View Article  DR. JANE HOLMES BERNSTEIN TO SPEAK AT DEARBORN ACADEMY ANNUAL EVENT
Noted researcher and neuropsychologist Dr. Jane Holmes Bernstein, Ph.D., will be the guest speaker at Dearborn Academy’s annual luncheon to be held at the school at 34 Winter St., Arlington, on Thursday, November 9, 2006, from 11:00 a.m. - 2 p.m   more »
View Article  Fundraising in Public Schools
This Boston Globe article reports on the growing phenomenon of private giving in public schools--raffles for Mini Coopers, online auctions, and more. Such fundraising is mroe common in wealthy communities and supports important  programs such as professional development and libraries and "extras" such as sports teams, art, music, technology, and special programming.

Does such funding exacerbate the inequities that exits among school systems? Should such private funding be regulated? What, if any, restrictions should there be on such funding? Do such efforts shift financial responsibility—and by extension some control?— of schools from tax payers to private donors? Should such funding be used to close the gap when an override fails?

The article begins to explore some of these questions toward the end:

The National PTA and others worry that the fund-raising will deepen the divide between rich and poor districts.

''It's a huge concern of ours," said Anna Weselak, president of the National PTA. ''We really want to avoid the haves and the have-nots."

Some public schools have rejected donations, though the state does not limit private giving to schools. Last year, Wellesley's school committee refused nearly $400,000 to restore Spanish classes, saying it didn't want to set a precedent in which wealthy parents could pick and choose programs to save.

But last year Winchester parents donated thousands of dollars from its foundation to save teachers' jobs. This year, the foundation hopes to save the jobs of a dozen teachers and one librarian by throwing a gala with a New York blues band.
''There's a huge pressure to try to be successful and save those jobs," said Caren Connelly, board member of the Winchester Foundation for Educational Excellence. ''It is humbling to see people reach into their checkbooks and write these huge checks, but it's also really scary. I wake up at night, and say, 'What if we don't make it?' "