Apparently this blog has an RSS feed. Thanks to the attention of Joel (of Soyouwanttoteach.com) and ChrisR, I figured out how to use it. I've learned something!

RSS is a program that lets you know when certain websites update. For certain websites, like blogs, that's useful to know. I did need an RSS reader. I located a plugin for Firefox that works. I would like to find a plugin for Camino, the browser I use at home. Even so, fun!

I didn't know about RSS until recently. Thanks to continuous reading (a topic for another day) I keep learning. RSS will be a nice tool for my continued reading.

Thank-you Joel and ChrisR!

A few years ago, I was 22, a college graduate, a job seeker, and debt free. My middle-class parents had saved money so that I could graduate from a reasonably priced college with my tuition, room, and board paid. Not everyone is as fortunate as I was. Some have parents who will not save money. Others have many more siblings. Still others come from families with more limited financial resources than mine.

In this country, a college education is not a privilege of the wealthy. It is available for everyone. The greatest difficulty is to pay for it. It started as an elite institution, became more affordable, and looks to be returning to its elite roots. Now, however, our citizens expect to go to college. Most of my own students have that expectation. We may question whether college really is for everyone, but that is a topic for another day. (Thomas Sowell recently did a good article on that topic.)

What I want to explore is the reality that many students are graduating college hobbled in student loan debt. Worse, too many are not graduating college still hobbled in student loan debt. I did not have this limitation, so I was free to move to North Dakota and take a job with a starting salary of $17,500 per year in 1999. It's strange, but my goal really was to move to North Dakota. Had I needed to pay off student loan debt, I wouldn't have been able to follow this dream. Instead, I would have found a job that paid me well enough to support me and pay off my student loan debt.

This debt limits graduates. They cannot buy a house, build up retirement savings, buy a better car, or do many of the other things they should do. They are working to pay that debt. When the debt is paid off, they are 10 years behind. They've also developed the habit of debt. They have gotten car loans, credit cards, furniture loans, and the like. Too many of them will live a life mired in debt. They will never have the freedom that living within their means brings. Right now I'm living in a small town in a remote part of western North Dakota. I'm free to do that. If I get bored with it, I'm free to move.  I did borrow a few years ago to buy a house and a car. It put a real stop to my lifestyle. I soon sold the house and got the car paid off. I'm free again (and looking at buying a new house on much more reasonable terms). I still have the car, but it's MINE.

Now, I don't like student loans. Many people can avoid loans by sacrifice. They can work while going to college, they can find less expensive colleges, and they can take more time to complete college. They can sacrifice a lot of the fun of college for a long-term joy: freedom. Education is out there. There are some benefits to the "big name" colleges. However, after a few years, employers are more interested in real accomplishments, not the name of the college on the diploma.

This is why it angers me that the Federal Government is getting into the student loan business. This will solidify the culture of student loans, handicap future students, and insulate colleges and students from the economic reality of the education business. It will also make it more difficult, in the long run, for students to escape the loan culture. When colleges can depend on the federal government, they don't need to keep their costs reasonable. Students will find it more and more difficult to make it on their own.

Just say no!

It's a bit late for the current crop of seniors. Juniors can still help themselves out and younger students have even more room. In this entry, I want to give away the secret to improved ACT scores, improved college GPA, and improved chance of remaining in college.

The secret is not to take ACT classes. It is not cramming. It is not workbooks. The secret to ACT and college success is what a student takes in high school. Due to my academic specialty, I focused on math and science in my research. I'll just throw in a reminder that the successful college and ACT student should take courses that involve intensive reading and writing.

The most successful students will have taken a full sequence of mathematics, up to and including Calculus. More mathematics is strongly related to both higher college GPA and better ACT scores. It is also related to the likelihood of continuing in college. Even for those who choose not to enter a mathematical field, the ability to think and reason is strongly improved by more math.

I dug a little more deeply into the benefits of science education. The best science sequence is Biology, Chemistry, and Physics. Second best is Biology and Chemistry. Anything less isn't good. Don't hide from Physics. It is a challenging course that improves mathematical reasoning, the ability to read and interpret graphs, and the ability to think abstractly. My first table, borrowed from the ACT website, summarizes the advantages to taking additional science courses.

Table 1: ACT benefits of various science sequences

	No science after Biology	Biology and Chemistry	Biology, Chemistry, and Physics
Average ACT Score	18.9	20.1	23.1
Added ACT benefit from these courses	0	1.2	4.2

The benefits continue into college. From the same ACT website...

Table 2: College performance and science courses taken.

Courses Taken	% of students who re-enroll in college	% of students who receive a B or better in college Biology
Less than Biology (1)	61%	21%
Biology Only (2)	64%	29%
Biology and Chemistry	74%	45%
Biology, Chemistry, and Physics	80%	53%

Several additional research articles point out the overall link between college GPA and high school science and math courses taken.

It is worth noting that the student who takes advanced math and science courses in high school is likely a motivated student. As such he is more likely to do better anyway because of that motivation. On the other hand, I found it interesting that the link was there, regardless of overall performance in the high school classes.

DO NOT TAKE YOUR SENIOR YEAR OFF! Maybe you have been accepted at your dream college. You are no longer trying to impress your college. However, even as a senior, you are building the skills you will need to succeed in college.

I must confess I'm sometimes out of touch. I started blogging a bit over a year ago, but I know very little about the blogging "culture." I recently received a blogging tag in my E-mail from a blogger I read a few times a week. Joel is a music teacher in Texas who runs a blog called "So You Want to Teach". He has asked me to post some responses to questions and to invite a few other bloggers to do the same. He also suggested I get an RSS feed for my blog. At 32, I should know this high-tech stuff, but I don't know what RSS is!

I know very few bloggers, so I'm not sure how well I'll do about contacting other bloggers. I'll do my best to answer the questions.

1) What was I doing 10 years ago?
10 years ago was 1998. This was the year I student taught and finished up college.

2) What are 5 things on my to-do list for today (not in any particular order):

1. Write a few quizzes for Friday
   
2. Get a rough draft of my Biology test done
   
3. Show my Physics class how to do some spreadsheet work
   
4. Meeting with the NCA accreditation team at my school
   
5. Proof-read the keys to my Chemistry assignments
   

3) Snacks I enjoy:

Coffee, fruit (not much of a snacker)

4) Things I would do if I were a billionaire:

1. Travel (especially around North Dakota and back to the Southwest. Possibly also to Poland.
   
2. Select (anonymous) donations to my college, certain religious groups
   
3. Build a small but decent house
   
4. Invest my money intelligently before I get stupid and spend it all
   

5) Three of my bad habits:

1. I read too much (and it stops me doing my work)
   
2. Procrastination (see #1)
   
3. Not putting things away
   

6) 5 places I have lived:

1. Central Pennsylvania
   
2. North Central Pennsylvania
3. Western Pennsylvania
4. Central and Northern North Dakota
5. Western North Dakota, near the Edge of the Earth
   

7) 5 jobs I have had:

1. Fast food worker (counter, grill, pizza, ice cream)
   
2. Janitor
3. Lab Assistant
   
4. Computer repair and advice
   
5. Physics Tutor
   

8) 6 peeps I wanna know more about:

It's a good thing there were examples. I did not know the word "peep" except in the chicken sense! I don't know that many bloggers in the education world.

PublicSchoolConservative
He has not posted much yet, but I hope he does.

Death of a Noble Profession
Occasionally a bit depressing, but he cares about kids.

You might see a few non-education links elsewhere on this page. Apparently I have a lot to learn about the blogging world!

Massachusetts recently made the discovery that its graduates aren't quite ready for college. This is despite ranking at or near the top when compared to other states. This  is a bit unsettling, especially as the problem seems to be across the board, not just in specific ethnic or socioeconomic groups.

Now I can't speak intelligently about schools in Massachusetts. I've driven through the state a few times, but never stopped anywhere except to buy gas for my car. I do recognize a problem that is not unique to Massachusetts. This is a national problem.

In my own state of North Dakota, we like to brag about what a high percentage of our students go on to college. We're pretty quiet about the other side of this story. A huge percentage of our students are not ready for college and end up not completing their degrees. Like Massachusetts, my state is considered to have pretty good schools. Academically we do well. (We get rather poor rankings on social and economic factors, but that's another story.)

The biggest problem is that a lot of people are being encouraged to get on the college track who lack either the skills or the work ethic to succeed in college. I recently had a student who was angry with me because I wouldn't give him credit for homework on which he simply wrote random answers. I had a few others who were angry because I wouldn't give bonus points to help out their grades. These are people who think they are ready for the rigors of college.

Now grades are not everything. I have some students who are C and B students in my classes who will do well in college. They may struggle, but they have a great work ethic. They will stick with something until they get it.

What schools need to do it insist that students work. An A should not be automatic, particularly in a college-prep curriculum. It is important, however, that this be a beginning, not an end. I can write tests that every student will fail. I can write homework that keeps them busy all night. It doesn't mean that these would prepare them for college.

Students need to learn to think. This is the hardest thing to do in school. Tests that require thinking are difficult to write. Students have a hard time studying for them. It's REALLY hard to teach students to think. The substitute is to write "tricky" tests or to focus on memorization of trivia and details. That's not thinking.

Students resist thinking. It is far easier to feign helplessness or ignorance. Teachers resist thinking as well. It's easier to either write a "tricky" test or to simply lower one's standards. This latter is particularly easy.

The best thing I've found that I can do, outside tests, is to have my students think. Sometimes it is simply by having them put information together themselves. Sometimes it is having them read and interpret graphs. Sometimes it is having them predict what will happen. Sometimes it is showing them the core concepts so that they can come up with specific solutions on their own.

I suspect that this will be an ongoing process. As I work on my curriculum, I find more and more to remove or add. I find new ways to teach and test things. I hope that my last years of teaching will involve continued change and improvement (though, hopefully, with more free time than I have now). Teaching should continue to change because I'm working with God's children, all unique, not widgets in a machine.

If a student is late to school, who is at fault? Is it the student? parents? the school? traffic?

The Baltimore City schools have chosen to blame local businesses. Apparently students are arriving late at school because they stopped off at the local restaurant for breakfast. To solve this problem, it may become illegal to serve school age children (unless accompanied by an adult) between certain hours.

Tardiness is a problem. When students arrive 30 minutes late for school on a regular basis, the school has a problem to solve. Businesses should not be the enforcers. Tardiness is the responsibility of the parents and the students. The solution should be laid at their door.

Why are students late? Apparently the consequences for tardiness do not concern students. They do not concern parents either. The schools should look seriously at what they do about tardiness.

The schools have chosen to place the responsibility on businesses. This is "passing the buck." The school doesn't have to be the enforcer. The parents and students don't need to take responsibility. Only faceless businesses take any responsibility.

Now I know the arguments. Businesses are responsible for liquor sales and cigarette sales. Is this any different?

Liquor and cigarettes are products that cannot legally be purchased by those under a certain age. It would be illegal for me to sell anyone reading this a sixpack of cocaine or meth (or however it is sold). These are illegal substances. Until a student is age 21, alcohol is an illegal substance.

Food is not. Tardiness is the shared responsibility of students, parents, and schools. Punishing businesses is simply "passing the buck."

If a  student is late to my school, we call the parents. If it is a chronic problem, we involve law enforcement. We require students to make up time for tardiness.

I may live in a small town, but it seems to work. The scale of the problem may be larger in Baltimore, but, if schools will just try enforcing rules, the size of the problem will be reduced to manageable levels after a rough beginning.

Baltimore needs to get these kids ready for the "real world." If I'm always 1/2 hour late for school, I'll get fired. Don't these kids deserve to learn about promptness before they enter the workforce?

The nerd in me is taking over. I really should blog on education news, but I'm also a science and math teacher. That side of me bought a new tool this weekend. I bought myself a TI-Nspire. (Warning to those on slow connections: the website has flash).

The TI-Nspire is Texas Instruments' latest graphing calculator. For nearly half a year, I forced myself not to get interested. When I saw it on the shelf, though, I could not resist it. As it turns out, this is going to be a useful purchase. I want a few more for my Physics class next year and maybe my Chemistry classes. Definitely, the next time I teach a math class, I want some!

What makes it so great are a number of modern features. Previous iterations such as the the TI-81, TI-83, TI-83+, TI-83+silver, and the TI-84+ were improvements. The TI-Nspire is new thinking. It has a true file system. It allows multiple representations of the same problem in a way that can actually be explained to ordinary students. It has room for notes. It has a user-friendly spreadsheet.

I could go on and on about what it has, but the website does that better than I do.

What I envision is using it for modeling. I used the TI-83 for modeling, but it is unfriendly. I spent a lot of time undoing problems, fixing things outside the students' control, and catching up students who missed one step. This new calculator is more intuitive. Best of all, I can actually put activities and instructions right on it for students to read and do. They will be interactive and students can link multiple representations: curve fits, graphs, tables of numbers, and the like.

I also like that students can save assignments like files on a computer. They can have multiple pages for one problem, multiple problems in one assignment, and, as I noted, multiple solutions. Additionally, it comes with an interchangeable keyboard. The TI-84 keyboard can be placed on the calculator and it will then function as such. That is a nice feature!

There are some drawbacks to this machine. I don't like its letter keys. They were a good idea, but just a tiny bit more space between buttons would have been just swell! I also really think that Texas Instruments needs to learn to work with operating systems besides Windows. Education is filled with Mac users. The scientific world is filled with Linux users. Computer software that accompanies this calculator should be available for these audiences. I also don't like the difficulty that this computer presents in moving files to different folders. It's tough! The command line on old DOS or UNIX machines made it easier.

Overall I'm impressed.

Linux (and Unix) have an interesting utility buried deep in the command line. This utility looks at the readability of a document. It is not a spell check and not a grammar check. It looks at how clear the writing is and at what level the writing is. At the moment I can't think of an equivalent Windows utility. I suspect that Apple may have this utility, on the command line, since it is Unix based. I'm not on my normal computer to test this.

There are two commands. They are diction and style.

Diction returns a detailed analysis of misused and overused phrases. It locates hackneyed expressions, wordy phrases, and double words. If possible, it makes suggestions for improvement.

Style analyzes a document for reading level, the use of passive voice, sentence types, nominalizations, and word types.

Such a dispassionate analysis is eye-opening, to say the least. I think of myself as a decent writer, but these programs returned an embarrassing number of issues with one of my creations.

The blogging world is often created from first drafts. Many students prefer to submit a first draft of any paper. The truth is that first drafts contain a lot of great ideas but suffer from stylistic faults. Much proofreading that students do (and that I do) is for spelling and grammar, not writing style. Many teachers will grade grammar and spelling but fear to tread in the land of style. Writing style is almost personal and, in many ways, subjective. I wouldn't critique a student's hair style for similar reasons.

At the same time, unless the content is amazing, the writing style can put the reader to sleep either because it is too low level (or too high level) or because of overuse of passive voice. A bit of editing can be a good thing!

This does lead me to question the writing section of the ACT and the SAT. Good writing requires revision. Both tests require first drafts. While I do not have a viable alternative, I really do question the value of this section.

*******************

You have read the first draft of my blog, as usual. I have submitted it to the diction and style programs. The results are below. It's very humiliating and suggests that I need to start paying much more serious attention to my writing style.

Diction Results (problems in square [] brackets; suggestions after -> symbol)

blog:1: Linux (and Unix) have an [interesting -> Avoid using "interesting" when introducing something. Simply introduce it.] utility buried deep in the command line.

blog:1: At the moment I [can -> (do not confuse with "may")]'t think of an equivalent Windows utility.

blog:1: I suspect that Apple [may -> = Do not confuse with "can".] have this utility, on the command line, since it is Unix based.

blog:1: I'm not on my [normal -> (weak definition)] computer to test this.

blog:3: [There are -> (a dead phrase; rewrite the sentence and it will probably improve)] two commands.

blog:3: [They -> (do not use as substitute for "each, each one, everybody, every one, anybody, any one, somebody, some one")] are diction and style.

blog:9: I think of myself as a decent writer, but these programs returned an embarrassing [number of -> many, several] issues with [one -> When used as a pronoun, it must be used consistently: One must manage one's money carefully.] of my creations.

blog:11: [The truth is -> (a bad way to start a sentence)] that first drafts contain [a lot of -> Often obsolete, should sometimes be replaced by "many"] great ideas but suffer from stylistic faults.

blog:11: Many teachers [will -> (shall is sometimes used with first person pronouns and the future tense. It expresses something you believe will happen, not something that you are determined to do. A drowning man shouts: "I shall drown, no one will save me!")] grade grammar and spelling but fear to tread in the land of style.

blog:13: At the same time, unless the content is amazing, the writing style [can -> (do not confuse with "may")] put the reader to sleep either because it is too low level (or too high level) or because of overuse of passive voice.

blog:13: A bit of editing [can -> (do not confuse with "may")] be a good thing!

blog:15: This does [lead -> The past tense of the verb "lead" is "led".] me to question the writing section of the ACT and the SAT.

blog:15: [While -> (if used as substitute for "and, but" then replace by semicolon, do not use as substitute for "although" as it leads to ambiguity or absurdity, best use it only in the sense of "during the time that")] I do not have a viable [alternative -> Alternative refers to choosing the other of two possibilities. Alternate refers to another element of a set, without connoting choice.], I really do question the value of this section.

16 phrases in 28 sentences found.

Style Results (passive voice and nominalizations)

blog:1: This utility looks at the readability of a document.
blog:1: It is not a spell check and not a grammar check.
blog:1: It looks at how clear the writing is and at what level the writing is.
blog:1: I suspect that Apple may have this utility, on the command line, since it is Unix based.
blog:3: There are two commands.
blog:3: They are diction and style.
blog:5: Diction returns a detailed analysis of misused and overused phrases.
blog:5: If possible, it makes suggestions for improvement.
blog:7: Style analyzes a document for reading level, the use of passive voice, sentence types, nominalizations, and word types.
blog:9: Such a dispassionate analysis is eye-opening, to say the least.
blog:11: The blogging world is often created from first drafts.
blog:11: The truth is that first drafts contain a lot of great ideas but suffer from stylistic faults.
blog:11: Much proofreading that students do (and that I do) is for spelling and grammar, not writing style.
blog:11: Writing style is almost personal and, in many ways, subjective.
blog:13: At the same time, unless the content is amazing, the writing style can put the reader to sleep either because it is too low level (or too high level) or because of overuse of passive voice.
blog:13: A bit of editing can be a good thing!
blog:15: This does lead me to question the writing section of the ACT and the SAT.
blog:15: While I do not have a viable alternative, I really do question the value of this section.
readability grades:
Kincaid: 6.2
ARI: 6.0
Coleman-Liau: 8.3
Flesch Index: 72.5/100
Fog Index: 8.8
Lix: 36.2 = school year 5
SMOG-Grading: 8.9
sentence info:
1572 characters
349 words, average length 4.50 characters = 1.44 syllables
28 sentences, average length 12.5 words
17% (5) short sentences (at most 7 words)
3% (1) long sentences (at least 22 words)
8 paragraphs, average length 3.5 sentences
0% (0) questions
42% (12) passive sentences
longest sent 36 wds at sent 23; shortest sent 4 wds at sent 8
word usage:
verb types:
to be (14) auxiliary (5)
types as % of total:
conjunctions 7% (24) pronouns 8% (29) prepositions 10% (34)
nominalizations 3% (10)
sentence beginnings:
pronoun (10) interrogative pronoun (0) article (3)
subordinating conjunction (2) conjunction (0) preposition (2)

This is one of those questions that comes up. One of my Physics students this year asked when I was going to teach electric circuits. My answer: "I'm not."

Does that mean electric circuits are not important? No. I enjoy circuitry and, in my early years of teaching, I wrote up  a really good unit on the topic. The resources are there. It is one of the few areas of Physics for which my lab is actually well equipped. I also agree it is important.

I'm also limited to 180 days to teach Physics. Cut some out for equipment failure, tests, inefficient use of time, and other losses. Physics is forever. My time isn't.

So I make choices. Choices aren't made on personal preference (or at least not much). Instead, I look at what we can build from a topic. Electrostatics leads nicely to a study of inverse square fields, atomic structure, spectral analysis, the fundamental forces, binding energy, and reinforces Newton's Law of Gravitation. Circuitry leads to...circuitry. It's a useful topic, but does not lead to the deeper understanding of as many topics as other things I chose to cover instead.

I like to temper my rulings on topics with literature. I look at national standards documents. I also look at studies of teachers at the next level. A survey from a few years ago of college level Chemistry teachers really woke me up. What they valued was much in line with my curriculum. I own a Physics book that was written based on the recommendations of actual Physicists. I was closer to them (probably because I am a Physics person), but still quite off.

Time is finite. This limits what can be taught. This is why I get upset when my course becomes a dumping ground for someone's pet topic. Don't ask me to teach your career unit or your safety unit. It's hard enough to finish my own curriculum. I have to sacrifice too many fascinating topics as it is.

Furthermore, kids need time to learn ideas. By limiting what we teach we give them the opportunity to actually understand what we teach. This is a big part of the success in places like Singapore.

No, I didn't finish teaching your bloated textbook. In all good conscience, how could I?

I've decided to be frivolous today. I want to talk about the British science fiction show Doctor Who. This show first aired in 1963 and followed the adventures of an old man and his grand daughter as they traveled time and space in a time machine that looked suspiciously like a blue phone booth (a police box -- something we didn't have in America). Fortunately, the thing was much larger inside than out.

From the beginning, the show had innovative ideas and a fun mixture of really good special effects and really bad special effects. With some spaceships you really could see the wires holding them up!

The show has had a long run. It is still on! Most of the original cast are now dead. The show has managed such a long run because, in 1966, the original actor to play the doctor needed to retire. Rather than cancel the show, the producers decided that he was an alien and able to "regenerate". That is to say that he could replace every cell in his body and take on a new appearance and personality (that is to say, hire a new actor). Here, in order from most to least favorite, are the various doctors.

1. William Hartnell: This was the original doctor, a crabby old man who was willing to be selfish and hostile. The actor had a bad habit of "flubbing" lines which added to the charm of the show. I liked that his companions did a lot more than say, "What now doctor." They were nearly equal partners in the shows. Bonus: his first human traveling companions were two teachers, and one was a science teacher!

2. Patrick Troughton: This was the second doctor, a clownish man with a Beatles' haircut. He was humorous and came across as a man to be underestimated. His companions were never quite so equal, but they did well.

3. Tom Baker: This curly-haired man with the long scarf is usually the one everyone thinks of as the quintessential doctor. He was the fourth, and certainly the longest-running at 7 years. In his later years he became rather clownish, but at the beginning he had a nice balance of humor and darkness.

4. John Pertwee: This snappily dressed man was third in line. What I liked about him was his humor. He could switch quickly between superior and foolish in an instant.

5. Christopher Eccleston: Ninth in line, this man brought the show back from the dead. I enjoy his combination of goofy humor and his darkness.

6. Peter Davison: He previously made his living playing a veterinarian. He was all right, but largely insipid. He had very little personality until very near the end of his run. Ironically, the actor says something quite similar. If he'd had scripts of that quality all through his run, he might have stayed with the show.

7. David Tennant: I've only seen a handful of his episodes. He is the current Doctor. I like his humor, but he is too much of a "pretty-boy" for me.

8. Sylvester McCoy: This was the last Doctor of the classical series. He was a clown and the actor was a bit frustrated with his role. I think the potential was there, but he never had a chance. He was starting to show a darker, more serious side, but too many of his shows were childish and showed him more as manipulative or a buffoon.

9. Colin Baker: I would have ranked this man last, but I rented a very bad movie over Christmas. Colin Baker was sort of a blonde Tom Baker with really bad taste in clothing. He was abrasive and unpleasant and his shows suffered from atrocious scripts. He has the dubious distinction of being the only actor ever fired from the role.

10. Paul McGann: This man was good in Horatio Hornblower. He was a terrible doctor in a terrible attempt at restarting Doctor Who. I watched his one attempt over Christmas. The man overacted. All the Doctors were quirky in their own ways. He was all quirks and for no reason. Add to that a really, really, really bad script. Yuck!

I first watched Doctor Who on PBS as a kid. I liked it at first, but then felt I'd outgrown it. However, it turns out that PBS was moving into the Colin Baker and Sylvester McCoy eras. As an adult who can rent some of these episodes on Netflix, I've come to recognize the quality of some of the original shows.

I've mentioned before that I love old schools. I like wandering North Dakota and photographing old rural schools. For some reason, old city schools don't fascinate me as much, though I will make an exception for the junior high in Devil's Lake. I wish I'd photographed it while I lived in the area!

Old schools come with problems. Enrollments grow (or shrink). Technology changes. Things wear out. Things need to be replaced. Laws change or the school gets a student in a wheelchair. Eventually schools are faced with the question: build new or renovate. Since the answer to that question is based on so many variables, I want to look instead at renovation.

Earlier in my blogging career, I noted that deferred maintenance is expensive. Unfortunately, even with good maintenance, expensive replacement and renovation becomes necessary. So where does the school start?

Certain replacements are not exciting, but they are important. A school needs a good roof. Improvements of that nature are vital. I'll vouch for that one. Last fall, I enjoyed a huge shower in my room because my school chose to invest in athletic facilities before replacing an elderly roof. A leaky roof leads to further damage to the building: ceilings, walls, electrical system, roof beams, and the like.

Windows are also important. I once worked in a building with original windows. Snow would blow into my classroom through the cracks in their frames. Heat certainly leaked out through the single panes and the gaps. New windows would have made the classrooms more comfortable and made the heat system more efficient. Over time, they would have paid for themselves.

Heating is important. An uncomfortable school is a hard place to learn or teach. Old heating systems leak. Many schools heat with hot water. Rooms are destroyed when this system springs a leak. Steam systems can also be nasty when they leak. Other possibilities are less common. Replacement saves money by increasing efficiency.

None of these are very exciting, but they are practical. Naturally, a school must also consider any structural deficiencies. I worked in one district where there was a building that was condemned. It had severe problems that caused pieces to fall off from it regularly: inside and outside. The foundation was also a fascinating study on how to bring a building down. I worked in one building where a whole corner of my classroom was working toward falling off the building. The school repaired that!

Beyond these repairs, plumbing has a priority. It can also lead to expensive repairs. Electrical systems must also be repaired. My building is only about 40 years old, but lacks outlets. Things I plug in have a bad habit of falling out of the outlets or trying to. In some parts of the school, fuses blow without too much effort.

ADA compliance is important. I've seen some rough buildings, but this is the law. Even elderly buildings with many additions and lots of stairs must be made compliant.

Eventually, we work our way to the bottom of the list. Now we can look at other things, some of the more "fun" parts of renovation. This includes things like furniture, lighting, architectural improvements, painting, athletic facilities, and the like. I've grown a bit long winded, so I shall save that for another day.