We were happy with a new school record by Avery. She did a great job.

In particular, it gives them a strong foundation as they're heading toward high school, because they have planned and executed a real experiment following the scientific process. They have a chance to display their work. That's a neat thing we do as a community to support these young students in their choices and their life.

I am really happy with the school, and the teachers are doing a great job. I just want (the district) to plan better for next year.

I would imagine that men are caught between two issues. The rising cost of everything, houses, child care, private school. They need more money to provide for their families but they are caught trying to weigh the balance.

A governor's school is great, because it really stretches the students to the limit. And when it comes time to compete for spots in higher education, having a governor's school seal on your diploma has real clout.

The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.