Rating: 
Summary: Thank God for William J. Bennett
Review: I am currently reading this book. I am the mother of two children, 2 1/2 years old and 11 months. This book has been very helpful in allowing our family to gage where our 2 1/2 year old is developmentally. My daughter has known her primary colors and ABC's since she was 18 months old. As a parent, I want to understand what a solid based curriculum should 'look like'. We do not want our children to be 'bored' in school and Bennett provides a wonderful checklist of what a preschooler should know. He also outlines what we as parents can do with our children to foster their growth. Our primary role as parents should be to nurture and teach our children. Too many parents today want their children to be taught by strangers and they want as 'little' involvement in their education as possible. Shame on them! The greatest gift in life is having children --- Our main purpose as parents is to foster their love of learning and teach them to be moral and upright citizens. In our home, we have NEVER pushed our daughter to 'learn' her ABC's or 'learn' her colors. As an infant, I read to her and drew the letters on a Magna Doodle. After a few months of this, she was able to recognize her letters and colors. Learning can be fun and creative. We sort clothes together and she loves to help me clean the house. Involve your children in your EVERY DAY LIFE! I applaud these Authors for their insight in education and how we as parents need to be the PRIMARY source for their education!
Rating:
Summary: A wonderful book!
Review: I found this book frustrating. I read it cover to cover and found this depressing rather than empowering. If you are not aware of the problems of public schools then this is a good book to read to learn of the issues. I wish all parents who utilize the public school system were concerned enough about their children's education to read a book about the subject. This book is intended to fill parents in on what the authors think kids today should be learning in public school. Then there is a comparison and complaint as to what is really going on. There is not much in the current state of the American public education system these authors like. Poor SAT scores and other standardized tests are cited as proof of a failing system. There is no negative discussion of the pitfalls and problems with standardized tests despite there being lots of information on this subject in other places-standardized tests are held in high esteem by these authors as proof that learning has taken place. This book fully outlines all the things the authors feel are problems in the schools, from what they call "bad teachers" to what make up "bad schools" and their opinions about bad methods of teaching and curriculum. The author's conservative views and anti-multiculturalism views are very clear. The authors want to go back to basics and feel that rote memorization and drill are not only vital to a good education but character building. One thing that I am still wondering after reading this book is, back in "the good old days" of learning the basics by rote memorization and drill, do we have any statistics such as test scores or graduation rates to prove those methods actually work? I believe the answer is that standardized tests were not being done `back then' and that we know graduation rates from high school were very low although that is never discussed in this book. They don't compare apples to apples here in that regard. They are quick to cite research where it fits their agenda, such as trying to prove "the new math" has resulted in lower math standardized test scores. They never translate for us parents what "the new math" is or when it came into existence. They reference bad curriculum such as `discovery' methods of teaching math and science but don't get into enough detail so we can form our own opinions. This is very much about the author's opinions and directly trying to impose their views on the parent. It is not about offering options or remaining neutral with regard to opinion and letting the reader come to their own conclusions. The authors prod and prod the parents to monitor what is going on in the schools, to go to the classrooms to see what is going on. They urge parents to "get involved". They say parents should investigate teachers and make sure their child gets in the classroom of the "good teachers". When they are done saying parents should harangue the administrators, later contradict themselves and say to not prod the administrators too much to change classes, etc. and to not cause the administrators too much trouble. They also acknowledge that if all the kids were with the "good" teachers no one would be with the "bad" teachers. How about that for depressing? Also they take teachers out of some of the blame game when they say that poor discipline due to lack of good parenting is the cause of some of the problems in school. As you may have guessed this book does a lot of finger pointing and plays the blame game. Something else the authors seem to neglect mentioning is that what goes on in one class vs. another class in same grade of same school can be very different. Right now I know of classes where one teacher is using drill and another is using puppets and songs to teach the letters of the alphabet, both Kindergarten classes in the same school. How can we label what is a "bad school" when there is so much inconsistency? Furthermore, they like to label "bad school"---tell me this, if the grade is "bad" in reading but "good" in math, does that make a good school or a bad school? If one grade is "good" but another "bad" how do we label that school? The authors give a skimming of what should be covered in each grade. This is not original material, it is acknowledged as being from the books of E.D. Hirsh, the core curriculum books "What Your X Grader Should Know". They say over and over to go to those references for more detailed and complete outlines of what each child should learn in each grade. Then what bothers me is they say there is a 3-year leeway there, that what is recommended for 3rd grade may be covered in 2nd, 3rd, or 4th. How is a parent to keep up with every grade that Hirsh recommends with this 3-year leeway? I also have a personal problem of so much labeling of opinion of what every person should know. There is no room left for the child to spend more time in their own studies. For example they feel all 1st grades should know Aesop's Fables but what about if the child is a dinosaur buff and is read adult level books on dinosaurs? The authors complain of a lack of teaching history in chronological order and ask the parents to somehow add in this curriculum at home. Seems like overkill to me, to do an entire chronological history at home plus do different segments of history and social studies at school. And if the school is a "bad school" they say to either use their "free choice" to change schools. There is no voucher system in America! There is no free choice to select the public school of choice! They recommend private schools but caution that not all of them are good plus they seem not to realize that many people can't afford private schools. They suggest moving as an option to get into a different public school.
Rating: 
Summary: In the end they admit the parents efforts are futile
Review: I found this book frustrating. I read it cover to cover and found this depressing rather than empowering. If you are not aware of the problems of public schools then this is a good book to read to learn of the issues. I wish all parents who utilize the public school system were concerned enough about their children's education to read a book about the subject. This book is intended to fill parents in on what the authors think kids today should be learning in public school. Then there is a comparison and complaint as to what is really going on. There is not much in the current state of the American public education system these authors like. Poor SAT scores and other standardized tests are cited as proof of a failing system. There is no negative discussion of the pitfalls and problems with standardized tests despite there being lots of information on this subject in other places-standardized tests are held in high esteem by these authors as proof that learning has taken place. This book fully outlines all the things the authors feel are problems in the schools, from what they call "bad teachers" to what make up "bad schools" and their opinions about bad methods of teaching and curriculum. The author's conservative views and anti-multiculturalism views are very clear. The authors want to go back to basics and feel that rote memorization and drill are not only vital to a good education but character building. One thing that I am still wondering after reading this book is, back in "the good old days" of learning the basics by rote memorization and drill, do we have any statistics such as test scores or graduation rates to prove those methods actually work? I believe the answer is that standardized tests were not being done 'back then' and that we know graduation rates from high school were very low although that is never discussed in this book. They don't compare apples to apples here in that regard. They are quick to cite research where it fits their agenda, such as trying to prove "the new math" has resulted in lower math standardized test scores. They never translate for us parents what "the new math" is or when it came into existence. They reference bad curriculum such as 'discovery' methods of teaching math and science but don't get into enough detail so we can form our own opinions. This is very much about the author's opinions and directly trying to impose their views on the parent. It is not about offering options or remaining neutral with regard to opinion and letting the reader come to their own conclusions. The authors prod and prod the parents to monitor what is going on in the schools, to go to the classrooms to see what is going on. They urge parents to "get involved". They say parents should investigate teachers and make sure their child gets in the classroom of the "good teachers". When they are done saying parents should harangue the administrators, later contradict themselves and say to not prod the administrators too much to change classes, etc. and to not cause the administrators too much trouble. They also acknowledge that if all the kids were with the "good" teachers no one would be with the "bad" teachers. How about that for depressing? Also they take teachers out of some of the blame game when they say that poor discipline due to lack of good parenting is the cause of some of the problems in school. As you may have guessed this book does a lot of finger pointing and plays the blame game. Something else the authors seem to neglect mentioning is that what goes on in one class vs. another class in same grade of same school can be very different. Right now I know of classes where one teacher is using drill and another is using puppets and songs to teach the letters of the alphabet, both Kindergarten classes in the same school. How can we label what is a "bad school" when there is so much inconsistency? Furthermore, they like to label "bad school"---tell me this, if the grade is "bad" in reading but "good" in math, does that make a good school or a bad school? If one grade is "good" but another "bad" how do we label that school? The authors give a skimming of what should be covered in each grade. This is not original material, it is acknowledged as being from the books of E.D. Hirsh, the core curriculum books "What Your X Grader Should Know". They say over and over to go to those references for more detailed and complete outlines of what each child should learn in each grade. Then what bothers me is they say there is a 3-year leeway there, that what is recommended for 3rd grade may be covered in 2nd, 3rd, or 4th. How is a parent to keep up with every grade that Hirsh recommends with this 3-year leeway? I also have a personal problem of so much labeling of opinion of what every person should know. There is no room left for the child to spend more time in their own studies. For example they feel all 1st grades should know Aesop's Fables but what about if the child is a dinosaur buff and is read adult level books on dinosaurs? The authors complain of a lack of teaching history in chronological order and ask the parents to somehow add in this curriculum at home. Seems like overkill to me, to do an entire chronological history at home plus do different segments of history and social studies at school. And if the school is a "bad school" they say to either use their "free choice" to change schools. There is no voucher system in America! There is no free choice to select the public school of choice! They recommend private schools but caution that not all of them are good plus they seem not to realize that many people can't afford private schools. They suggest moving as an option to get into a different public school.
Rating:
Summary: Unimpressive and unhelpful
Review: I purchased this book to help me with ideas for homeschooling my children. This book is the longest in my collection but it is the least informative. The first 100 pages or so deride the current efforts of public schools, yet offer little advice except "turn off the television" and "read to your children". The most interesting and helpful information in the book was taken directly from the Core Curriculum Series, which is a useful resource for parents who want to ensure that their child is receiving a good education. This book is preachy and redundant.
Rating:
Summary: A Must-Read for all Parents of Children K-8
Review: If you are assuming that your child's school is doing a fine job of educating your child or that your child's education is similar to the one you received, you must read Bennett's book. He carefully explains what to look for at your child's school and what your child should be learning and probably isn't learning. I recommend this book to all parents of k-8 children, especially those in the public schools.
Rating: 
Summary: No need for public school
Review: Mr. Bennett and company provide parents with practical ways for parents to be involved with their child's education. They advocate that parents actually take a close look at our children's schools and assess what is being taught. Stress is placed on classical education and the benefits it entails. They provide CORE curriculm examples of what children should be learning grade by grade beginning with Kindergarten and up to Grade 8. There is also an excellent chapter devoted to preschoolers. An excellent reference.
Rating: 
Summary: Writing and presentation excellent. Opinionsnot solutions
Review: The Educated Child : A Parent's Guide from Preschool Through Eighth Grade -- William J. Bennett, et al,Free Press, New York, 1999 The book is full of credible statements, but will make no difference. In at least one area, the authors have compounded an omission into a recipe. To summarize the last statement of their list to reform schools: Expect more get more. This will work for a small portion of students only! The authors omitted a consideration of what learners think. In the 1960's Benjamin Bloom stated that schools ask little which young people are incapable of doing. To do well in them, students who are consistent and meticulous in doing homework will almost always pass. But, the others! A study of any student body will discover four genre of young people: those who can and do (quick-willing), those who can and won't (quick-unwilling); those who can't and try (slow-willing); and those who can't and don't (slow-unwilling). The students who are unwilling are youngsters at risk. They have their own attitude and behavior codes, which include making a joke of the institution which denigrates them. Interpretation of National Assessment of Educational Progress reports will show that over half our teens seriously fall in this group. The willing will always pass state criteria. The unwilling will seldom pass state criteria. They will not work for the highest possible mark. Failing will not be a threat to them. Remediation will have little effect on them. With higher standards, this failing group will become more alienated and its numbers are likely to grow. Our states with highly structured state demands are usually in mid SAT performance, in spite of the extra money they spend per pupil. Curiously, each educator from those states believes that his or her school is above average or believes in some rationalization on why it is not! Raising our national average literacy will include appropriately addressing the issue of at-risk students. It is they who resist literacy; they who resist becoming a part of culture; they who are at odds with home, school, society, and clergy. They come from all environments; not necessarily from non-caring parents. They follow their group codes rather than those pf parents, teachers, or clergy. As the numbers of this group lessen, the numbers who are functionally literate will increase. We have the capacity to identify our at-risk youngsters by Grade Two and salvage them by Grade Eight. But not by using criteria from this book.
Rating:
Summary: One of the most important gifts you'll ever give your child!
Review: The knowledge you can gain from this 688 page volume can help your children get the kind of education that will be of value to them for the rest of their lives. It provides a how-to-do-it guide for getting your children successfully through the current U.S. educational system, properly prepared for high school and beyond. What greater gift can a parent offer ! You'll discover what a "well educated" child should know, what our responsibilities as parents are, and covers the major current issues in our education system. It not only covers academics, but also all of the other factors that can affect a child's ability to learn. Mr. Bennett even gives us a yardstick to judge the quality of education provided by any school. His purpose is to help parents get a good education for their children from early childhood through the 8th grade. I believe that he truly achieves that goal. He points out what we as parents should stand for in the school system and what we should not stand for. The author points out that the parent is the child's most important teacher, and the problems with delegating educational responsibilities to others. The parent must instill the highest ideals in their children, and a strong sense of responsibilty to really succeed in school and in life. He provides us with the rules for us to establish for our children, to help them gain the most from their schooling, and how to direct them so they know how to properly conduct themselves. Mr. Bennett emphasizes that elementary school has a far greater impact on our children, than higher education, and notes that "we ask elementary schools to help shape our students' first and lasting ideas about themselves, their country, and the world." He notes that "reading is the heart and soul of elementary education." He feels that educators today tend to emphasize that students need to "learn how to learn," and remain vague about what they should learn. The unruly atmosphere of our schools is addressed. He also covers the issues of teachers feeling that they work with very little help from parents. The basics of what makes good students and good schools is clearly spelled out for parents, and presents his "Ten Principles For Parents Of Educated Children." This books is a MUST READ, if you really want to help your children succeed, not just with lip service, but it provides all the facts you'll need, if you just expend a little effort. Wow !
Rating:
Summary: Stop here to help improve your child's education
Review: This author is one of my favorites and he has a very low key, no nonsense approach to education. In this book, he seems to state that education is not just for school, but occurs primarily in the home and needs to remain that way. There are many suggestions and ideas that are easy to incorporate into just about any family routine. In addition to that, there are lists of suggested curriculum for each grade. To conclude, there are several chapters that deal with problems that one may encounter such as difficulties with homework or teachers and some ideas on how to solve them. I truly enjoyed reading this book and have kept it as a reference for ideas for during the summer. It's easy to look at the curriculum and come up with fun activities to try with my kids.
Rating:
Summary: Stop here to help improve your child's education
Review: This author is one of my favorites and he has a very low key, no nonsense approach to education. In this book, he seems to state that education is not just for school, but occurs primarily in the home and needs to remain that way. There are many suggestions and ideas that are easy to incorporate into just about any family routine. In addition to that, there are lists of suggested curriculum for each grade. To conclude, there are several chapters that deal with problems that one may encounter such as difficulties with homework or teachers and some ideas on how to solve them. I truly enjoyed reading this book and have kept it as a reference for ideas for during the summer. It's easy to look at the curriculum and come up with fun activities to try with my kids.
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