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Celtics beat Knicks in first matchup of the season
Boston led by four when Anthony and Garnett became extra physical with each other on a Boston possession that ended with a turnover with 9:03 remaining. Anthony followed him all the way to midcourt as they jawed at each other following the play, leading to technical fouls on both players.
The trash talk didn't just stay on the court - or between players. Pierce tried to throw the ball in from the sideline shortly after, only to have Spike Lee standing and yelling in his ear the whole time.
"I've been tuning Spike Lee out for years," Pierce said. "That's just common noise now."
Jason Kidd's 3-pointer tied it at 86, but Pierce dunked and Avery Bradley made a jumper for a four-point lead with 5:32 to play. The Knicks got it to one before Pierce's jumper with 3 1/2 minutes to play, and the Knicks never got that close again.
The Celtics have won the last five Atlantic Division titles, starting with their NBA championship season of 2007-08. But while Rivers often says he never talks to the players about winning the division, Woodson has made it a priority since becoming interim coach last March.
They couldn't catch Boston last season but had opened a 4 1/2-game lead over Brooklyn and were seven games up on the third-place Celtics entering Monday's play.
"Our goal is bigger and so are the Knicks', I'm sure, but maybe that's part of their goal and that's their first step," Rivers said of the division title. "But our goal is always bigger than that."
They've only recently begun to play like that could attain it.
Rondo had his second triple-double of the season Saturday to rally the Celtics to an 89-81 victory in Atlanta, but his actions during the game kept him from the arena Monday. Bradley, recently back from shoulder surgery, helped the Celtics overcome his absence with 13 points. Jeff Green had 16 off the bench.
Anthony and Pierce both picked up two fouls in the first 4 1/2 minutes, Pierce getting a technical as well on his way to the bench. The early fouls, and some extra intensity, kept either team from getting in much of a flow, though New York did build a 10-point lead that Boston wiped out on its way to a 22-21 lead after a period in which they combined to make 13 of 35 shots.
The Knicks had the lead back to nine in the second, but Pierce scored 15 points in the period as Boston got within 56-53 at the break.
Boston scored seven straight late in the third quarter to open a six-point lead, held the Knicks to 6-of-17 shooting in the period and led 76-72 headed to the fourth, when the fireworks started.
NOTES: Anthony was chosen Eastern Conference player of the week after averaging a league-best 36 points in three games. ... Knicks G Iman Shumpert, out since tearing his ACL in last year's playoffs, had his knee tested Monday as he moves closer to returning. He could take part in full practices this week. ... The Celtics open a five-game homestand Wednesday against Phoenix.
The Associated Press


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Wednesday May 18 2011
Bunco Babes fight back at Loomis Relay For Life
By: Joyia Emard, Loomis News Editor
Participating in the first Loomis American Cancer Society Relay For Life started out as a way to honor our friends who had battled cancer. The 24-hour event, held Saturday at the Del Oro High School track, enlisted relay teams who committed to raising funds and agreed to keep at least one team member walking the track the entire time. The event raised more than $21,000 for cancer education, programs and research. Our Relay team wanted to celebrate the journey and survivorship of four friends. These women are members of our Bunco group and have been diagnosed with cancer. Our group has gathered monthly since our now high-school-age children were in kindergarten. Over the years, we've had babies, talked about diapers and preschool, and agonized over our children's junior-high drama. Now, we chat about teenage dances, drivers' licenses, college choices and cancer. Cancer slipped into our conversations a few years ago when one of our players, Rene Schmit, of Loomis, was diagnosed with thyroid cancer. Then two years ago, Susan Kidwell, of Loomis, learned she had melanoma. Not long after, Sheree Palma, of Loomis, discovered she had breast cancer after a routine mammogram. Just a few months ago, Sally Sutter, of Rocklin, learned she had salivary cancer after her dentist felt a lump under her tongue. In our eagerness to celebrate and honor our friends, we created a team, dubbed it "Bunco Babes," and set about raising money. Then, in a gut-wrenching turn of events, we learned that Susan Kidwell's melanoma had returned and spread. Relay took on new meaning for us and became one of the few ways we could help Susan fight. We learned through Relay there is always hope. The motto of "Celebrate, Remember and Fight Back" reminds us that we are not helpless in the face of cancer. When Relay opened Saturday morning, it was led by cancer survivors who included three of our teammates. During the day, a festive atmosphere pervaded. Bands played, a free dance class was held and activities and food were available. But, as evening approached, volunteers started placing hundreds of paper bags around the track in preparation for the luminaria ceremony. Each bag bore the name of a loved one and honored those who had battled cancer or remembered those who had been taken by the disease. As darkness fell, the luminarias were lit, and, in the stadium bleachers, the word "hope" was spelled out in huge letters using rows of the light-filled bags. A bagpiper played "Amazing Grace" and led dozens of hushed participants around the darkened track. It was a time for reflection and remembrance. After the ceremony, the walkers plodded on through the night, even amidst unseasonable wind, rain and cold temperatures. In the morning, participants were tasked with finding a way to fight back. Sharing what I have learned is my way of fighting back. I discovered that cancer is an equal-opportunity disease – striking the rich and poor, young and old, male and female – it does not discriminate. Those dreaded words, "You have cancer," are heard too often and too soon, by too many. I also learned we cannot be beaten by cancer and we can make a difference. Early detection can make you a survivor. Getting a mammogram, pap smear, colonoscopy or skin cancer exam can save your life or the life of someone you love. Making lifestyle changes that put you at risk for cancer could save your life. Quitting smoking, losing weight, eating healthier, limiting sun exposure and exercising can help. You can also become a part of next year's Relay. Donations for 2011 Loomis Relay are still being accepted and can be made online at www.relayforlife.org/loomisca.

subset: commoncrawl


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Google Maps travels to Canada's north
It's one of the most remote communities in Canada.
It is accessible only by plane or boat, and has a population of about 2,000 people.
But now Google really has put the hamlet of Cambridge Bay on the map.
Armed with the Google Trike, a team from the Toronto office set off last August and spent a week mapping the community and its treasures.
Aaron Brindle, a Google spokesperson, said there was no Street View imagery from that region, and they were approached by a member of the community more than a year ago asking for Google's help to map their home.
"Here in Toronto, I'm closer to Cancun than I am to Cambridge Bay," he said, "it is really far." But that did not deter the Google team.
"We wanted to improve the map, and part of improving the map of Cambridge Bay was actually getting members of the community – elders, business owners, teenagers – together in a room to use our map-maker product, which basically allows them to edit our Google Map," added Brindle.
Listen to Aaron explain about the project, how it came about, and what you can now see:
With the help of the nonprofit organization Nunavut Tunngavik Inc and the people of Cambridge Bay, anyone can now explore Omingmak Street, the Old Stone Church, local stores such as one called the Arctic Closet, and even the hockey and curling arena, which is frozen naturally by flooding it in the winter.
Brindle said Google plans on being back in Canada's north in 2013, but couldn't provide any more information at this time.
"I think for me what was really special was working with the members of the community, and seeing how empowering this technology can be," he said. "I think there's something kind of magical that happens when you start to see your community reflected back to you on the map."
"I think that's something we can take for granted, especially in the southern parts of this country."


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Elizabeth A. Kronk Warner
Elizabeth Kronk Warner joined the KU Law faculty in June 2012. Prior to her arrival at KU, Warner served on the law faculties at Texas Tech University and the University of Montana. In 2010, Warner was selected to serve as an Environmental Justice Young Fellow through the Woodrow Wilson International Center for Scholars and U.S.-China Partnership for Environmental Law at Vermont Law School. She has also served as a visiting professor at Xiamen University in Xiamen, China, and Bahcesehir University in Istanbul, Turkey. In 2014, Warner received the Immel Award for Excellence in Teaching. Her scholarship, which focuses primarily on the intersection of Indian Law and Environmental Law, is published in several prominent journals, including the Arizona Law Review, Colorado Law Review and Columbia Journal of Environmental Law. She is also co-author of the casebook, Native American Natural Resources. In addition to teaching, Warner serves as an appellate judge for the Sault Ste. Marie Tribe of Chippewa Indians Court of Appeals in Michigan. Before entering academia, Warner practiced environmental, Indian, and energy law as an associate in the Washington, D.C. offices of Latham & Watkins LLP and Troutman Sanders LLP. Warner previously served as chair of the Federal Bar Association Indian Law Section and was elected to the Association's national board of directors in 2011. She currently serves as chairwoman of the Kansas Advisory Committee to the U.S. Civil Rights Commission. She received her J.D. from the University of Michigan Law School and a B.S. from Cornell University. Warner is a citizen of the Sault Ste. Marie Tribe of Chippewa Indians.
- Federal Indian Law
- Native American Natural Resources
- Property
Representative Publications
"Tribes as Innovative Environmental Laboratories," __ Colo. L. Rev. __ (forthcoming), submitted February 2014; "Examining Tribal Environmental Law," 39(1) Columbia Journal of Environmental Law 42-104 (Spring 2014); "Tribal Renewable Energy Development Under the HEARTH Act: An Independently Rational, but Collectively Deficient Option," Arizona Law Review (forthcoming 2013); co-author, "Native American Natural Resources" (3d ed., Carolina Academic Press, 2013); co-editor, "Climate Change, Indigenous Peoples, and the Search for Legal Remedies," Edward "Elgar Publishing (2013); "Tightening the Perceived 'Loophole': Reexamining ICRA's Limitation on Tribal Court Punishment Authority," book chapter in "The Indian Civil Rights Act of Forty" (Kristen A. Carpenter, Matthew L. M. Fletcher and Angela R. Riley, eds.), UCLA American Indian Studies Center (2012); "Tribal Energy Resource Agreements: The Unintended 'Great Mischief for Indian Energy Development' and the Resulting Need for Reform," 29 Pace Environmental Law Review 811 (2012); "Application of Title VI in Indian Country: The Key is Tribal Sovereignty," 6 Florida A&M University Law Review 215 (Spring 2011); "Effective Access to Justice: Applying the Parens Patriae Standing Doctrine to Climate Change-Related Claims Brought by Native Nations," 32 Public Land & Resources Law Review 1 (2011); "American Indian Tribal Courts as Models for Incorporating Customary Law," 3 Journal of Court Innovation 231 (Winter 2010); "Alternative Energy Development in Indian Country: Lighting the Way for the Seventh Generation," 46 Idaho Law Review 449 (2010).
Selected Presentations
Moderator & Speaker, Development of Domestic Law as it Affects Women, Federal Bar Association Women in the Law Conference, Washington, DC (July 11, 2014); Speaker, Tribes as Environmental Innovators, 28th Annual Coming Together of Peoples Conference hosted by the University of Wisconsin Law School, Madison, Wisconsin (April 4, 2014); Author & Presenter, Tribes as Innovative Environmental "Laboratories", Faculty Workshop Exchange hosted by the University of Arkansas School of Law, Fayetteville, AR (March 13, 2014); Author & Presenter, Indigenous Peoples & Climate Change Perspective, University of Missouri Journal of Environmental and Sustainability Law Symposium, Columbia, MO (February 14, 2014); Invited Panel Presenter, Working to Protect the Seventh Generation: Indigenous Peoples as Agents of Change, 2014 Santa Clara Journal of International Law Symposium, Santa Clara, CA (January 25, 2014); Guest Speaker, Federal Indian Law 101, Meeting of the FBA Massachusetts Chapter, Boston, MA (November 21, 2013); Author & Presenter, Is Title VI a Viable Tool for Protection of Environmental Justice Communities?, Fourth Annual Environmental Law and Justice Symposium, Florida A&M University School of Law, Orlando, FL (November 8, 2013); Author & Presenter, Examining Tribal Environmental Law, Annual Junior Scholars Workshop, Michigan State University College of Law; East Lansing, MI (November 1, 2013); Invited Panel Presenter, Energy Development in Indian Country: Potential Opportunities and Pitfalls, Michigan State University College of Law 10th Annual Indigenous Law Conference, East Lansing, MI (October 25, 2013); Moderator & Coordinator, Women in the Law: Lessons from Our Past and Judiciary, 2013 Annual Federal Bar Association Convention, San Juan, Puerto Rico (September 27, 2013); Author & Presenter, Tribal Environmental Law, Native Nations Law Symposium, Prairie Band Potawatomi Nation (Mayetta, KS) (September 13, 2013); Invited Panel Presenter, Renewable Energy Development in Indian Country, Legal & Policy Pathways for Energy Innovation hosted by the Consortium on Law and Values at the University of Minnesota School of Law, Minneapolis, MN (April 24, 2013); Invited Panel Presenter, Teetering on the Tip of the Spear: Indigenous Adaptation in the Face of Global Climate Change, The Big Thaw: Policy, Governance and Climate Change in the Circumpolar North, The Baldy Center for Law & Social Policy in Buffalo, NY (April 19, 2013); Invited Panel Presenter, Noah's Heirs? Biodiversity, Endangered Species, and Resiliency, Annual Wallace Stegner Symposium, University of Utah S.J. Quinney College of Law (April 12, 2013); Invited Presenter, Experiences of a Native, Female Law Professor: Intersections of Race and Gender in the Legal Academy, Presumed Incompetent hosted by Berkeley Law School, Berkeley, CA (March 8, 2013); Speaker, Ethical Quandaries Presented by the Modern Practice of Climate Change and Indian Law, 17th Annual Tribal Law and Government Conference, Lawrence, KS (March 1, 2013); Moderator & Speaker, Climate Change and Indigenous Peoples: The Intersection of Environmental Law, Natural Resources Development, Water Law, Energy Law, International Law, and Indigenous Law, AALS Annual Meeting, New Orleans, LA (January 6, 2013).
Research Interests
Federal Indian law, tribal law, environment and natural resources, and property.
J.D., Michigan, 2003; B.S., Cornell, 2000.
District of Columbia 2005, Michigan 2003, Montana 2007 (inactive), U.S. District Court for the District of Montana 2007.
Career History
Associate, Troutman Sanders, Washington, D.C., 2003-2004; Associate, Latham & Watkins, Washington, D.C., 2004-2006; Assistant Professor, University of Montana School of Law, 2006-2011; Visiting Professor, Xiamen University, China, Summer 2007; Appellate Judge, Sault Ste. Marie Tribe of Chippewa Indians Court of Appeals, 2008-present Fellow, Environmental Justice Young Fellows Exchange Program, Summer 2010; Assistant Professor, Texas Tech University School of Law, 2011-2012; Visiting Professor, Bahcesehir University, Turkey, Summer 2014; Associate Professor, University of Kansas School of Law, June 2012-.
Federal Bar Association.


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Price: $34.95
Your lil' pumpkins are close to your heart and now you can keep them on your desk with our funtastic Lil Pumpkins Plaque. Personalize it and have each jack-o'-lantern can represent one of your little ones! This pretty plaque is a great harvest gift for grandparents and parents alike.Exclusive design by etcTrade Plaque Dimensions: 7" L x 9" H x 3/4" thick(Stand is included with plaque)Fast Turnaround: 1-2 business days for personalization, before shipping.
Plaque Dimensions: 7" L x 9" H x 3/4" thickMaterial: Top-quality natural wood and high-quality standComponents: Wooden plaque with curved beveled edges, complete with wall-hanging slots for wall mounting and stand for table display.Engraving Features: Delicately laser engraved, creating a handsomely clean look. Personalization Features: Your personalized name or title will replace the one shown at the top of the plaque. Also, choose up to 9 names to be personalized under the pumpkins on the plaque.Note: There will be 1 pumpkin engraved for each name that you choose.
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- Bargaineering - http://www.bargaineering.com/articles -
Ecofrugality – Saving Money, and the Environment
Posted By Jim On 05/02/2007 @ 9:01 am In Frugal Living | 3 Comments
This article was written by Matthew Paulson of Getting Green [3], a webzine which discusses topics of personal finance, money management, investing, debt reduction and more. At Getting Green, we'll provide you a steady stream of tips, tricks, and ideas on how to get closer to financial independence. If you enjoy this article, be sure to check out some of his articles or subscribe to his RSS feed [4].
In the late 1970's and early 1980's, we saw a lot of films which painted a very grim view of the future, a future in which over population had wrecked havoc on the world's natural resources, a future where pollution was the norm rather than the exception, a future where garbage was everywhere and clean drinking water was a scarce commodity. A lot of these eco-doom-saying views never came to fruition, but we all know that it cannot be good for our planet to keep making use of its natural resources without limit, but we also need room to help the economy grow and provide sustainable development. Keeping these two priorities is definitely a balance, and here are some ways that you can save money, and help save the environment too!
One of the best ways to save money and the environment is to save your pop cans. You can get a device which will crush them, and then you can store them in garbage bags and take them to an aluminum recycling company when you have quite a collection. You won't make a whole lot of money, but you will probably make $5 or $10 for a bag of crushed cans, which really isn't all that bad! It's money that you didn't have before, so why not?
Another great thing that you can do is buy a fuel efficient car the next time you are going to get a new or different vehicle. It never makes sense to sell your existing car and buy a new one because it has better gas mileage, but if you are going to replace one anyway, you had just as well go get yourself a vehicle that's fuel efficient. You can compare fuel economy for different vehicles on various websites before you go to the lot. If you drive 5000 miles a year, and have a vehicle that gets 30 miles to the gallon compared to 20, you could easily save $250 a year in gasoline.
Recycled paper is another must for those who want to be economically and environmentally friendly, it works just as well as paper cut fresh from the forest, and usually it's a bit cheaper because the cost to cut down the trees was already paid the first time it was used.
The term re-use comes up a lot when it comes to decreasing consumption and saving the environment. If you were going to throw something away, and find a new use for it, you have in essence prevented additional trash from being formed. The sky is the limit as to what trash you can reuse. You can create a compost file for fertilizer and mulch; you can use old newspapers as kindling for a fire, reuse large boxes for storage, and the like. Most of the stuff we throw away has a use, and if we don't have a use for it, somebody probably does.
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RALEIGH, N.C. - After taking the last week off for final exams, the NC State men's basketball team knocked off some hints of rust in a 65-60 victory over North Carolina Central on Sunday, in the second of three games this season at Reynolds Coliseum.
Playing in his 100th career game, senior swingman C.J. Williams scored 14 first-half points en route to a career-high 21 points, as the Wolfpack men kicked off a basketball doubleheader in Reynolds Coliseum. The Wolfpack women followed with a game against Alabama.
With Williams contributing seven early points, State opened a 9-0 lead to start the game and never led by fewer than eight points the rest of the half. But the contest turned out to be the closest in this recently started series between Triangle neighbors, as the Eagles twice pulled within three points in the game's final two minutes on deep 3-pointers by Ray Willis.
Williams, who hit eight of nine shots at the foul line, calmed the nerves of the Reynolds crowd by hitting a pair of free throws with 35.9 seconds to play and junior Scott Wood added four more in the final 13.3 seconds to secure the Pack's fourth all-time win over the Eagles. State had won the previous three contests by an average margin of 27 points.
For Williams, it's the third time this season he's set or matched his career high. The senior from Fayetteville, N.C., established a new high of 18 in the season opener against UNC Asheville and matched it in last Sunday's loss at Stanford.
"I had a career high, but all I am really thinking about is how badly I played down the stretch," Williams said. "We let them get back in the game. We have to close out better than that down the stretch.
"I think we got a little cautious. We have lost a couple of games like that down the stretch and we didn't want it to happen again. But we have to get over the mindset of playing not to lose."
Wood contributed 19 points on five 3-pointers and four free throws, while junior forward Richard Howell added 11 points and eight rebounds.
The Pack (6-3 overall) played strong defense in the opening half, holding the Eagles to just 37.9 percent shooting in the first half. But both sophomore. C.J. Leslie and Howell were in early foul trouble and spent significant chunks of time on the bench.
Central, playing its second entry in a seven-game road trip, clawed back within striking distance late in the second half, thanks to Willis' shooting. His 3-pointer with 5:30 remaining closed the gap to 56-51 and the game was close the rest of the way.
"We are excited to get the win, but we feel like we could have played a lot better," first-year head coach Mark Gottfried. "They were loose and they came in here and played well.
"We played a little tentative and you can't play like that. You have to come out and keep attacking."
Willis led the way for the Eagles (5-5) with a team-high 17 points.
The Wolfpack will now have another week off before its next game, a 6:30 p.m. matchup with No. 3 Syracuse at the RBC Center on Saturday. It's the first of three games in a six-day span, including a trip to St. Bonaventure on Dec. 20 and a home game against Northeastern on Dec. 22.
"It should be a lot of fun," Gottfried said.


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Hey af895, I see you have a Brooks B67 on your bike.. How did you choose it, and how are you getting on with it?
I'm considering getting a sprung Brooks saddle for my Moulton, to be transferred to my Swift folder when it arrives..
Basically I'm wondering if I should get the Conquest about which Sheldon Brown writes:
or the Champion Flyer, about which Sheldon writes:Originally Posted by Sheldon Brown
My handlebars are a couple of inches lower than my saddle at the moment. But also probably an inch too close, which I'll try to sort out on the Swift. I don't know if there's anywhere one can test ride a saddle?Originally Posted by Sheldon Brown
(I had been inclined to wait and see what the stock Swift saddle is like, but my Moulton saddle has in the space of the last month become so worn that it's becoming quite uncomfortable. It's kind of collapsed on both sides so there's a firm ridge in the middle which puts pressure in the wrong places )


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- also use a manufacture coupon $0.30 off 4 oz. or larger HARIBO product
- final price $.49 each
Remember this sale does not start till 5/20… but print your coupon before they are gone.
Before you shop make sure you check out the FULL list of Wagreens Coupons Deals
Leave a Comment: 3 comments
Filed Under: Coupons


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XFX is a company that sells video cards, motherboards and other computer components in retail establishments. A division of Pine Technology Group, XFX has primarily in the past used NVIDIA based video chips in their video cards. Late last year XFX launched a new series of video cards based upon ATI video chips.
ATI and NVIDIA have gone two separate design directions in terms of their very highest end cards. NVIDIA designed their GTX280 as the largest video chip for the consumer market with 1.4 Billion transistors and a die size of 576mm2. ATI designed their counterpart, the HD 4870 to give excellent performance at a lower price point. Their focus was on designing a chip that can be produced inexpensively and combined with another identical chip to provide the highest performing video card in their lineup.
Recently, ATI launched their RV740 chip which is their mainstream version of their HD 4890 card. This is the card ATI targets for the $110 MSRP price range and is the replacement for the HD 4670 card. The HD 4770 is ATI's first 40 nanometer chip and should offer excellent performance for the price. XFX has released two versions of the HD 4770, one with the standard reference cooler and another with a heatsink/heatpipe/fan cooler. Today's review is on the HD 4770-YDFC card, which has the standard fan and heatsink.


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I'm shopping for a mountain bike.
I've been to several stores & rode several bikes. I'm not sure which is the better buy. I want a good quality bike for dirt trails.
Which of these do you recommend? They all had about $100 difference in price. $400, $500, & $600.
Myka Specialized
Trek Sky SL
Cannondale CAAD
Thanks, Ann


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Do Schools Begin Too Early?
The effect of start times on student achievement
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What time should the school day begin? School start times vary considerably, both across the nation and within individual communities, with some schools beginning earlier than 7:30 a.m. and others after 9:00 a.m. Districts often stagger the start times of different schools in order to reduce transportation costs by using fewer buses. But if beginning the school day early in the morning has a negative impact on academic performance, staggering start times may not be worth the cost savings.
Proponents of later start times, who have received considerable media attention in recent years, argue that many students who have to wake up early for school do not get enough sleep and that beginning the school day at a later time would boost their achievement. A number of school districts have responded by delaying the start of their school day, and a 2005 congressional resolution introduced by Rep. Zoe Lofgren (D-CA) recommended that secondary schools nationwide start at 9:00 or later. Despite this attention, there is little rigorous evidence directly linking school start times and academic performance.
In this study, I use data from Wake County, North Carolina, to examine how start times affect the performance of middle school students on standardized tests. I find that delaying school start times by one hour, from roughly 7:30 to 8:30, increases standardized test scores by at least 2 percentile points in math and 1 percentile point in reading. The effect is largest for students with below-average test scores, suggesting that later start times would narrow gaps in student achievement.
The primary rationale given for start times affecting academic performance is biological. Numerous studies, including those published by Elizabeth Baroni and her colleagues in 2004 and by Fred Danner and Barbara Phillips in 2008, have found that earlier start times may result in fewer hours of sleep, as students may not fully compensate for earlier rising times with earlier bedtimes. Activities such as sports and work, along with family and social schedules, may make it difficult for students to adjust the time they go to bed. In addition, the onset of puberty brings two factors that can make this adjustment particularly difficult for adolescents: an increase in the amount of sleep needed and a change in the natural timing of the sleep cycle. Hormonal changes, in particular, the secretion of melatonin, shift the natural circadian rhythm of adolescents, making it increasingly difficult for them to fall asleep early in the evening. Lack of sleep, in turn, can interfere with learning. A 1996 survey of research studies found substantial evidence that less sleep is associated with a decrease in cognitive performance, both in laboratory settings and through self-reported sleep habits. Researchers have likewise reported a negative correlation between self-reported hours of sleep and school grades among both middle- and high-school students.
I find evidence consistent with this explanation: among middle school students, the impact of start times is greater for older students (who are more likely to have entered adolescence). However, I also find evidence of other potential mechanisms; later start times are associated with reduced television viewing, increased time spent on homework, and fewer absences. Regardless of the precise mechanism at work, my results from Wake County suggest that later start times have the potential to be a more cost-effective method of increasing student achievement than other common educational interventions such as reducing class size.
Wake County
The Wake County Public School System (WCPSS) is the 16th-largest district in the United States, with 146,687 students in all grades for the 2011–12 school year. It encompasses all public schools in Wake County, a mostly urban and suburban county that includes the cities of Raleigh and Wake Forest. Start times for schools in the district are proposed by the transportation department (which also determines bus schedules) and approved by the school board.
Wake County is uniquely suited for this study because there are considerable differences in start times both across schools and for the same schools at different points in time. Since 1995, WCPSS has operated under a three-tiered system. While there are some minor differences in the exact start times, most Tier I schools begin at 7:30, Tier II schools at 8:15, and Tier III at 9:15. Tiers I and II are composed primarily of middle and high schools, and Tier III is composed entirely of elementary schools. Just over half of middle schools begin at 7:30, with substantial numbers of schools beginning at 8:00 and 8:15 as well. The school day at all schools is the same length. But as the student population has grown, the school district has changed the start times for many individual schools in order to maintain a balanced bus schedule, generating differences in start times for the same school in different years.
The only nationally representative dataset that records school start times indicates that, as of 2001, the median middle-school student in the U.S. began school at 8:00. More than one-quarter of students begin school at 8:30 or later, while more than 20 percent begin at 7:45 or earlier. In other words, middle school start times are somewhat earlier in Wake County than in most districts nationwide. The typical Wake County student begins school earlier than more than 90 percent of American middle-school students.
Data and Methods
The data used in this study come from two sources. First, administrative data for every student in North Carolina between 2000 and 2006 were provided by the North Carolina Education Research Data Center. The data contain detailed demographic variables for each student as well as end-of-grade test scores in reading and math. I standardize the raw test scores by assigning each student a percentile score, which indicates performance relative to all North Carolina students who took the test in the same grade and year. The second source of data is the start times for each Wake County public school, which are recorded annually and were provided by the WCPSS transportation department.
About 39 percent of WCPSS students attended magnet schools between 2000 and 2006. Since buses serving magnet schools must cover a larger geographic area, ride times tend to be longer for magnet school students. As a result, almost all magnet schools during the study period began at the earliest start time. Because magnet schools start earlier and enroll students who tend to have higher test scores, I exclude magnet schools from my main analysis. My results are very similar if magnet school students are included.
The data allow me to use several different methods to analyze the effect of start times on student achievement. First, I compare the reading and math scores of students in schools that start earlier to the scores of similar students at later-starting schools. Specifically, I control for the student's race, limited English status, free or reduced-price lunch eligibility, years of parents' education, and whether the student is academically gifted or has a learning disability. I also control for the characteristics of the school, including total enrollment, pupil-to-teacher ratio, racial composition, percentage of students eligible for free lunch, and percentage of returning students. This approach compares students with similar characteristics who attend schools that are similar, except for the fact that some schools start earlier and others start later.
The results produced by this first approach could be misleading, however, if middle schools with later start times differ from other schools in unmeasured ways. For example, it could be the case that more-motivated principals lobby the district to receive a later start time and also employ other strategies that boost student achievement. If that were the case, then I might find that schools with later start times have higher test scores, even if start times themselves had no causal effect.
To deal with this potential problem, my second approach focuses on schools that changed their start times during the study period. Fourteen of the district's middle schools changed their start times, including seven schools that changed their start times by 30 minutes or more. This enables me to compare the test scores of students who attended a particular school to the test scores of students who attended the same school in a different year, when it had an earlier or later start time. For example, this method would compare the test scores of students at a middle school that had a 7:30 start time from 1999 to 2003 to the scores of students at the same school when it had an 8:00 start time from 2004 to 2006. I still control for all of the student and school characteristics mentioned earlier.
As a final check on the accuracy of my results, I perform analyses that compare the achievement of individual students to their own achievement in a different year in which the middle school they attended started at a different time. For example, this method would compare the scores of 7th graders at a school with a 7:30 start time in 2003 to the scores of the same students as 8th graders in 2004, when the school had a start time of 8:00. As this suggests, this method can only be used for the roughly 28 percent of students in my sample whose middle school changed its start time while they were enrolled.
My first method compares students with similar characteristics who attend schools that are similar except for having different start times. The results indicate that a one-hour delay in start time increases standardized test scores on both math and reading tests by roughly 3 percentile points. As noted above, however, these results could be biased by unmeasured differences between early- and late-starting schools (or the students who attend them).
Using my second method, which mitigates this bias by following the same schools over time as they change their start times, I find a 2.2-percentile-point improvement in math scores and a 1.5-point improvement in reading scores associated with a one-hour change in start time.
My second method controls for all school-level characteristics that do not change over time. However, a remaining concern is that the student composition of schools may change. For example, high-achieving students in a school that changed to an earlier start time might transfer to private schools. To address this issue, I estimate the impact of later start times using only data from students who experience a change in start time while remaining in the same school. Among these students, the effect of a one-hour later start time is 1.8 percentile points in math and 1.0 point in reading (see Figure 1).
These estimated effects of changes in start times are large enough to be substantively important. For example, the effect of a one-hour later start time on math scores is roughly 14 percent of the black-white test-score gap, 40 percent of the gap between those eligible and those not eligible for free or reduced-price lunch, and 85 percent of the gain associated with an additional year of parents' education.
The benefits of a later start time in middle school appear to persist through at least the 10th grade. All students in North Carolina are required to take the High School Comprehensive Test at the end of 10th grade. The comprehensive exam measures growth in reading and math since the end of grade 8 and is similar in format to the end-of-grade tests taken in grades 3–8. Controlling for the start time of their high school, I find that students whose middle school started one hour later when they were in 8th grade continue to score 2 percentile points higher in both math and reading when tested in grade 10.
I also looked separately at the effect of later start times for lower-scoring and higher-scoring students. The results indicate that the effect of a later start time in both math and reading is more than twice as large for students in the bottom third of the test-score distribution than for students in the top third. The larger effect of start times on low-scoring students suggests that delaying school start times may be an especially relevant policy change for school districts trying to meet minimum competency requirements (such as those mandated in the No Child Left Behind Act).
Why Do Start Times Matter?
The typical explanation for why later start times might increase academic achievement is that by starting school later, students will get more sleep. As students enter adolescence, hormonal changes make it difficult for them to compensate for early school start times by going to bed earlier. Because students enter adolescence during their middle-school years, examining the effect of start times as students age allows me to test this theory. If the adolescent hormone explanation is true, the effect of school start times should be larger for older students, who are more likely to have begun puberty.
I therefore separate the students in my sample by years of age and estimate the effect of start time on test scores separately for each group. In both math and reading, the start-time effect is roughly the same for students age 11 and 12, but increases for those age 13 and is largest for students age 14 (see Figure 2). This pattern is consistent with the adolescent hormone theory.
To further investigate how the effect of later start times varies with age, I estimate the effect of start times on upper elementary students (grades 3–5). If adolescent hormones are the mechanism through which start times affect academic performance, preadolescent elementary students should not be affected by early start times. I find that start times in fact had no effect on elementary students. However, elementary schools start much later than middle schools (more than half of elementary schools begin at 9:15, and almost all of the rest begin at 8:15). As a result, it is not clear if there is no effect because start times are not a factor in the academic performance of prepubescent students, or because the schools start much later and only very early start times affect performance.
Of course, increased sleep is not the only possible reason later-starting middle-school students have higher test scores. Students in early-starting schools could be more likely to skip breakfast. Because they also get out of school earlier, they could spend more (or less) time playing sports, watching television, or doing homework. They could be more likely to be absent, tardy, or have behavioral problems in school. Other explanations are possible as well. While my data do not allow me to explore all possible mechanisms, I am able to test several of them.
I find that students who start school one hour later watch 12 fewer minutes of television per day and spend 9 minutes more on homework per week, perhaps because students who start school later spend less time at home alone. Students who start school earlier come home from school earlier and may, as a result, spend more time at home alone and less time at home with their parents. If students watch television when they are home alone and do their homework when their parents are home, this behavior could explain why students who start school later have higher test scores. In other words, it may be that it is not so much early start times that matter but rather early end times.
Previous research tends to find that students in early-starting schools are more likely to be tardy to school and to be absent. In Wake County, students who start school one hour later have 1.3 fewer absences than the typical student—a reduction of about 25 percent. Fewer absences therefore may also explain why later-starting students have higher test scores: students who have an early start time miss more school and could perform worse on standardized tests as a result.
Later school start times have been touted as a way to increase student performance. There has not, however, been much empirical evidence supporting this claim or calculating how large an effect later start times might have. My results indicate that delaying the start times of middle schools that currently open at 7:30 by one hour would increase math and reading scores by 2 to 3 percentile points, an impact that persists into at least the 10th grade.
These results suggest that delaying start times may be a cost-effective method of increasing student performance. Since the effect of later start times is stronger for the lower end of the distribution of test scores, later start times may be particularly effective in meeting accountability standards that require a minimum level of competency.
If elementary students are not affected by later start times, as my data suggest (albeit not definitively), it may be possible to increase test scores for middle school students at no cost by having elementary schools start first. Alternatively, the entire schedule could be shifted later into the day. However, these changes may pose other difficulties due to child-care constraints for younger students and jobs and afterschool activities for older students.
Another option would be to eliminate tiered busing schedules and have all schools begin at the same time. A reasonable estimate of the cost of moving start times later is the additional cost of running a single-tier bus system. The WCPSS Transportation Department estimates that over the 10-year period from 1993 to 2003, using a three-tiered bus system saved roughly $100 million in transportation costs. With approximately 100,000 students per year divided into three tiers, it would cost roughly $150 per student each year to move each student in the two earliest start-time tiers to the latest start time. In comparison, an experimental study of class sizes in Tennessee finds that reducing class size by one-third increases test scores by 4 percentile points in the first year at a cost of $2,151 per student per year (in 1996 dollars). These calculations, while very rough, suggest that delaying the beginning of the school day may produce a comparable improvement in test scores at a fraction of the cost.
Finley Edwards is visiting assistant professor of economics at Colby College.
For more on this topic, please read "Time for School? When the snow falls, test scores also drop"
Comment on this article
The question here isn't whether schools should start later but how to make that happen. Pinpointing academic gains of any individual educational change is tough, but the data on the health effects of these hours has been crystal clear for years. It's politics, not lack of evidence, that undermine local change. We need a fundamentally new approach to addressing this issue, one recognizing that this is at heart an issue of public health and safety. For more information, see StartSchoolLater.net and the national online petition (http://tinyurl.com/82leprp) that galvanzied this growing national coalition.
I agree with Terra. We have explored this question in depth in the last ten years. It is now high time to move beyond the question and just establish that yes, schools do begin too early, and it's finally time to actively seek ways to change that. If we keep asking IF they begin too early, we are going in circles.
School districts often make decisions based on ideology rather than sound science. And yes, it's important to establish a link between academic performance and more sleep. But we can't just stop there.
As Terra points out, finding good hard data on increased performance is difficult. And what about the kids who stagger into school half asleep, nod off at their desks during first period, and yet still pull all A's? Shall we conclude there are no deleterious effects of sleep deprivation here? Of course not. It's not enough to just make it about scores. It's about the very lives and health of our children.
At the heart of the matter is the health component. We have clear established research on teen sleep and their biological clocks. We KNOW that many teens cannot fall asleep early and therefore their sleep is severely compromised when that alarm clock chimes in the dark the next morning. We already know the ill effects of prolonged sleep deprivation. It leads to depression, obesity, distraction, and is often linked to risky behaviors in teens such as drowsy driving, drinking and drugs. This is no way for a youngster to live her most formative years.
As Terra says, it's politics, not lack of evidence, that creates barriers to change. The science is there. Is the willpower?
[…] Do Schools Begin Too Early? (Summer 2012) 12 Educationnext 3. [this article is based upon Edwards' working paper, […]
[…] school and high school students, new research by Finley Edwards featured at Education Next suggests it may actually be better to let them sleep in a little longer, especially the underperforming students. After looking at schools and student results in Wake […]
In my district, the bus schedule rules all. Or so I am told. Terra knows what she is talking about. My school starts at 730 and it's just sad. I can't fight hormones and social conditioning. It's inhumane to even try. You reformers should pay more attention to cognitive science and human psychology and less to political ideology and corporate demands.
[…] I find evidence consistent with this explanation: among middle school students, the impact of start times is greater for older students (who are more likely to have entered adolescence). However, I also find evidence of other potential mechanisms; later start times are associated with reduced television viewing, increased time spent on homework, and fewer absences. Regardless of the precise mechanism at work, my results from Wake County suggest that later start times have the potential to be a more cost-effective method of increasing student achievement than other common educational interventions such as reducing class size. http://educationnext.org/do-schools-begin-too-early/#.T6VoSf7Lvpo.email […]
[…] pp. 1, 18-19.) Edwards summarizes his findings in the Harvard Journal, Education Next. (Edwards, Do Schools Begin Too Early? (Summer 2012) 12 Education Next […]
[…] Med. Assn. 21, p. 2200.) Wahlstrom's assertion appears to be well-supported. (See, e.g., Edwards, Do Schools Begin Too Early? (Summer 2012) 12 Education Next 3; Carrell, Maghakian, & West, A's from Zzzz's? The Causal […]
[…] Times on Academic Performance, supra, University of Illinois, Urbana-Champaign, p. 20; Edwards, Do Schools Begin Too Early? (Summer 2012) 12 Education Next 3.) Brookings Institute economists estimate that moving start times […]
[…] and 1 percentile point in reading, according to a North Carolina study by economist Finley Edwards described in Education Next. Students get more sleep and have fewer absences. Another benefit of late start is that with less […]
[…] than enhance, academic achievement, particularly for disadvantaged students. (See, e.g., Edwards, Do Schools Begin Too Early? (Sum. 2012) 12 Education Next 3; Jacob & Rockoff, Organizing Schools to Improve Student […]
I agree with Terra. For over 5 years now there has been a group called PALS (Parent Advocates for a Later Start) who have been trying to get the Northshore School District in Washington State to change their High School Start time from 7.10 a.m.!! It is one of the earliest start times in the district and looks like being one of the earliest in the country. This is all about saving money on Transportation costs at the expense of our children. We need change and we need it NOW!!
[…] Edwards, Ph.D., Visiting Assistant Professor of Economics, Colby College. (Edwards, Do Schools Begin Too Early? (Sum. 2012) 12 Education Next […]
It always amazes me that in discussions and research into start times that only there is only passing mention of sports and other after school activities. Sports has a huge influence on the schedule and lives of youths, and it is not that much of a stretch to say that sports has a disproportionate impact on how American schools, especially secondary schools are run. If middle and high schools were to start later, there would be no time for outdoor practices in some parts of the country before darkness sets in, especially after the clocks change in the fall. If you want to start schools to start later, you must confront the roll of sports in academics.
Yes, school boards can know about the science, the 'clocks' and hormones of students, behind students' sleeping habits, but does that mean they will acknowledge and reciprocate for that? My school certainly doesn't. As to the sports thing, those students CHOSE to be in that sport, the percentage of students choosing to participate in a sport being very small, at least at my school, compared to those students who do not. Why should the majority have to pay the price (loss of VALUABLE sleep time) for the minority? It doesn't make sense to me.
[…] of Adolescents (Aug. 2011) 3 Am. Economic J.: Economic Policy 3, pp. 62-81; Edwards, Do Schools Begin Too Early? (Sum. 2012) 12 Education Next 3.) The four-year study by Carrell, et al., supra, found "that […]
While the evidence appears very strong for starting high school at a later time so teens can get the extra sleep they need, I wonder about the impact technology has had on the high schoolers not getting enough sleep. With the advent of cell phones (and almost all teens now have cell phones), I suspect a great many teens are staying up late texting/socializing on their electronic devices. In generations past, if teens wanted to talk to their friends, they had to use the "house" phone in whichever room that phone was attached to the jack…often the kitchen or living room. Parents often had more say/control in the amount of phone time the teens had with their friends.
I believe there is also a plethora of sleep research that suggests turning off all electronics – televisions, cell phones, etc. – allow us to sleep deeper and longer than if we have lights and/or sounds interrupting our deeper sleep.
Just some thoughts from an educator…
Yay later times
i am currently a student at byron center high school in byron center michigan and our school is about to adopt changing start times on wednesdays… as a student i believe this will something great and i am currently writing a research paper for my english class on this exact topic.. i feel that the later starting times will be beneficial to teenagers who need their sleep these days… but i do feel some students will take advantage of the opportunity and stay up later, making this idea a total wash! therefore this is both good and bad for schools.
i also agree myself i am a 14 year old student , and i wake up every morning at 6:00 every day (Monday thru Friday) and my school starts at 8:00 and i feel very tried throughout the day because of how early my school starts, also my grades reflect on me because of i don't get enough sleep. also i have noticed that when my school dose start late sometimes everyone of my classmates have a good positive attitude and i is much nicer . so yes i do feel that my school and every school should start school by at least 9:00 and no later than that time. i am also for wake county and i go to east wake academy and it is a very nice school so please come vist and join the school:)
Does anyone have a historical explanation for why US public schools start so early?
Where I live (with my two children) elementary school starts at 8:15 and middle school at 8:25. High school (which is a separate district) starts most days as 7:45). Buses would not seem to provide an adequate explanation for these times.
By contrast, where I grew up in England, the school day never started earlier than 9. There are no school bus systems in England: you walk, get a ride, bike, or take public transport.
Did early times come in with the bus systems? It does seem counterintuitive. Most adult jobs are on more of a 9-5 schedule: surely it would make more sense to align school and work better?
I guess that it would be better but there would be no time for sports after school…
we are doing a project on this in school and i think i am changing my argument. i originally thought it should start later, but then faced the problem of no time for after school activities. WHAT EVA SHALL I DO?!?!?!
i think school should stay the same such as 7:30. my mom has to be at work at 8:00 and i go to a catholic school and at my school we do not have buses ! some teen will take , later times a complete wish yes sometimes im tired when i wake up early in the morning, but sometimes you have to deal with it. think about people jobs and after school jobs some parents depend on a second income from a teen
I think this article is a good article but, it needs more infomation! That will help a reader know about what is going on and why we start school so early. Also the elementry schools start later just because the buses.
It is wise to bring up sports, since that is a common reason some schools and communities decide not to look closer at the science of teen biology. However the best thing is to talk to Athletics Directors in schools that moved to later start times – I did – and I was pleasantly surprised that ADs from Ohio to Rhode Island to Kentucky told me that it worked out fine, in fact one AD told me that moving high school to 8:30 am was 'one of the best things their school ever did'. In fact, wise ADs advocate for later school start times because athletes who get more sleep perform better and sustain fewer injuries. It's win/win, actually.
well im sitting in schools right nowand watching my friend sleep cuz he didnt sleep that good soo yeah
First, Ms. Terra has a great point about the starting of schools having to do with ideology and not cold hard scientific facts. Next, the main reason for star times being so early is like dw said, we have transportation where as us that have lived in England didn't get school transportation. Having gone to school in England and now here in the USA there are big differences. Yes, it would be great for us students to get that one to two extra hours of sleep but how can we do this if other students will abuse these extra hours? I myself am in Soccer and stay after to practice until 6pm most days, I get home and do my chores and homework. Others would come on get on their phone, computer etc., they would stay up later if they had that extra hour or two. So with the pros of getting a better attention span at school etc., you also have the cons wherein students will just still blow school off and stay up even later.
I live in Switzerland, and in our canton, school begins at 8.20am. Kindergarten and early school years (1st year, age 6/7) also begin at 8.20am.
From the age of 9/10 however, the children typically have two to three mornings when school begins at 7.20am.
Lunch break is from 11.50-1.45pm, and it is largely expected that children go home for lunch. Schools typically do not provide eating areas or sell food. There are not enough eateries close by to facilitate the numbers.
Those students having afternoon school, finish at 3.20pm.
After school activities begin then.
Children are placed in a school which is close to their home – a maximum of 15 minutes walk away. The issue of school buses is not a factor.
Tageschule is "out of school hours care", is based at the school, and can provide lunch. Charges are on a means test basis. The minority of students are registered, and once registered, you must commit to being registered for the whole school year.
Although it currently runs from 12.55pm, in the 2013/2014 school year, the valuable german class for non native german speakers will run one morning per week, starting at 7.30am. All ages attend this one group lesson (from age 6) of about 15 students.
You may wonder why I am writing this here? I was stunned that my 7 year old would need to go to school for 7.30am, and decided to research online.
It seems you guys have the added complications of going to schools which are much further away from your homes, and require cars or buses.
I will never change the Swiss system. It was it is and what it always has been… if I want to change the time my kids go to school, I'll need to move. Not just house, but move country.
I agree. My high school starts at 7 and I have to wake up at 5. I have to admit this has effected al lot of things. For instance I'm really moody now. Also the most sleep I can get is 6 hours and that's if I sleep at 11. I've been really stressed out lately and recently just bombed my la test. I'm always tired.
I read with interest article and some of the posts. Not sure if anyone mentioned this, but ALL students, from K-12 would greatly benefit from a later start time. And their parents too. It is excruciating having to be up at undue hours of the morning rushing to get to school. Families in Europe where school start at 9:00AM have the time to eat dinner and breakfast together. Family life is disrupted here by school schedule and afterschool activities. A family centered schedule would greatly benefit to everyone, children and parents. I just posted an article on the latest Obama initiative regarding school start time on my face book page. Read on at https://www.facebook.com/funwithfrenchsc
I believe it
studies show that our brains are not ready for a full day of learning untill 10:00. therefore school should start at a time more of 9-9:30
school should start earlier
I completely agree. School here starts at 8:00 and I a live 5 miles from my school I have to wake up at 6:30 every day and I am failing 2 of my classes and I only get 5 hours of sleep.
Totaly agree.
I'm a zombie at school every day!!!
One thing I didn't see that I was looking for was about high school and if it should start later. Here it starts at 7:10, but I'm still in middle school so I don't really know if that will allow me enough sleep or not. I am looking forward to getting out of school earlier, because right now my school day technically ends at 4 (middle school starts at 9) and my mom had to talk to the principle to get me out of my electives so I could make it to swim practice on time. The problem I see is that next year, I will have a full schedule of classes and leave school at 2:30, but swimming will still be at 4 or 4;30 until 7 at night. The earliest I can expect to get to bed is 9:30, and I do not fall asleep quickly which I just learned may have something to do with adolescent hormones. So if I fall asleep at 10 and get up at either 5;30 to take the bus or 6;15 if my mom drives me, I can get between 7 and 8 hours of sleep. Technically enough, but that's cutting it fine. I would love to be able to walk or ride my bike but there isn't sidewalk for the first half of the way and the roads are not very safe for a single cyclist. I know I won't be able to get a ride from my mom most days because she has to take my brother to elementary school, which starts at 8:15. They need sleep too, and can't wake up early to drive me and then wait an hour for his school to open. I'm rambling here, but I wish that all the schools were on the elementary school's schedule of 8:15 – 2:45. Leaving middle school at 4 does not work out well for sports or other extracurriculars, but waking up for high school to start at 7:10 does not work out for anyone.
i am a 15 year old student who wakes up every morning (monday-friday) at 5:30 and have to be to school by the start time at 7:15. this is crazy how early we as high school students have to wake up this early. Schools like mine need to push back the start time like is was when i was in middle school a couple years ago. then we started at 9:20 and i didn't have to wake up until 8:00. schools need to look at this and see all of the students who are aggravated about these start times.
school starts too early kids need sleep too people
I am enrolled in Johnston County Public Schools in NC. I am in high school, and school starts at 7:10. I take the bus, which comes at 6, meaning I wake up at 5 every morning. It is the most ridiculous thing in the entire world. I don't understand how everyone expects to learn with such little sleep (4-7 hours, depending on the amount of homework). I'm constantly dozing of throughout the day and have 0 motivation. Somehow, I've managed to make it almost through my freshman year, but I've been slugging along. When the weekend comes, I sleep excessive amounts and still feel drained. Please, push for later start times.
Omg totz!! 1st period be like zzzzzzz -.-
They need to shorten middle and high schools hours!
elementary middle and high schools should all start around 10:00 am
I completely agree. I'm really bad about getting my homework done, so I can sometimes end up going to sleep at around 3:30 in the morning, which gives me about two and a half to three hours of sleep. If school could just start and hour later, I could keep my grades up and not go around school like a zombie. Stupid adults shouldn't ignore this issue.
I definitely think that school starts too early. My school starts at 7:40am, but I'm on the bus by 6:00am and have to get up at 4:30 just to look halfway decent for the day. By 3:00pm I'm pretty much done for. I'm now a junior in highschool.
I taught high school for more than 35 years. Students must learn to adapt and prepare for the real world. Do you think a company will open their business later because lazy people won't get up early? Students, to be successful, need to get up earlier – not later. The world has gone mad and it's too bad – so sad!
Another factor is ending later. In the winter it gets dark earlier. I don't think parents want their kids in danger coming home when it's dark. This can create many more unexpected problems.
Anyone ever heard the old saying "Early to bed early to rise makes you healthy, wealthy and wise"? Let's get real here. Schools should continue what they've been doing for over a 100 years – start early and end by 3 PM!
Note that people can adjust to earlier wake up times within 2-3 days. It simply requires some effort to go to sleep early and get up on time. Are students really that weak that schools have to adapt to their every pathetic desire?
I agree with schools giving in to students. My kids use a calculator to do math. That's why they have trouble. I used to do more math than they can do when I was several years younger than they are (around 5th grade). Today kids are being spoiled by a degraded system that no longer works.
I agree with grandpa's comments. It definitely makes sense.
In most areas of the US darkness brings out criminals, fear and confusion (especially with small children). I don't think starting at 8 AM and finishing by 3 PM is unreasonable. That's the way it's always been done ever since schools have functioned. Things only started changing when idiots known as the Department Of Education and the DOE (Dopes Of Education) took over! That's when common sense flew out the window. It became the blind leading the blind!
[…] tests at the end of the year. After controlling for various characteristics, test scores went up in North Carolina's Wake County School District when middle school started an hour […]
Even with all the facts, they won't do it. School are cheep and don't want to spend money on later bus times.
I go to The School For Creative and Performing Arts in Cincinnati, Oho. My school starts at 9:16 for elementary and middle schoolers. For me, school starts at 8:30 but when you are a junior or senior, you don't start school until 12:00pm and even get to leave at 2:00pm. Easy right?
We live in the Xenia Ohio Community schools district and my 6th grader went from beginning her day at 9:15 AM to 7:15 AM. Her bus comes at 6:30 AM every morning. She is exhausted. I completely agree with the comments and findings above. What can I do to push this? The schools are more focused on money rather than education.
i agree that school needs to start later, because i fall asleep in all my classes, teens should get more sleep even if some teens don't need it. my school starts at 7:25 and when i get to school i am already half asleep when i walk off the bus.
Being a high school student balancing school work, sports, clubs, and a social life the early morning wake ups hit me like a truck. Having to wake up around 6:15 to barely make the bus at 6:30 is a daily struggle for school starting at 7:25. Sports practices after school, which start at 2:40, are physically draining after a rigorous academic day. Once practice is over one must make time to eat dinner, to shower, and, most importantly, to do homework. Staying awake while doing homework is a constant struggle due to the fact that I am mentally and physically exhausted. The time finally comes for bed around 11:30pm knowing another brutal wake-up awaits tomorrow.
On the first page, first paragraph, I do believe this is true when you have stated that districts also stagger start times to reduce transportation costs, but what if some schools DO NOT use buses? I am using this site, along with many others, for my Tropicana speech. I am a fourth grader and at my school, no one uses buses. None of the sites I have visited, not even this site, which, by the way, is a very good source of information, had the answer to that one question. What if some schools do not use buses?
Reply to Nathan 8/25/14 – for a HS teacher of 35 years your opinion lacks any creditable evidence or common sense.
Saying students must," learn to adapt and prepare for the real world" is illogical since the evidence says they are not ready biologically to live by your real world standards.
Saying, "Students, to be successful, need to get up earlier – not later." is not correct either. Students have no choice in high school. They have to be in school at your hours. in their next role as adults they will have a choice as to what kind of work or hours they care to work. And their bodies will be in a better biological place to get up early.
Then you say, "I don't think parents want their kids in danger coming home when it's dark." Unless you are living close to the Arctic Circle darkness falls sometime after 5PM for most states in the winter. Besides these are HIGH SCHOOL students, many who were coming home in the dark after sports practice and games anyway.
"Early to bed early to rise makes you healthy, wealthy and wise"? is NOT scientific or medical. It is cute rhyme.
"continue what they've been doing for over a 100 years " Sure, let's continue having teachers clean the building and stay unmarried..just like they've been doing for 100 years!
Students aren't weak ( so much for having respect for your students) they are GROWING adolescents. that need MORE sleep to succeed.
I am a high school student and I know some people who would use that extra time that you would give them to stay up later. Also I am in sports so I would suffer and teens who work would suffer since they are now working less hours because if you move the time forward then you must move their release time to a later time. Teens can only work from 7 a.m. to 10 p.m. if they are 16 or 17 and if you are 14 or 15 it is from 7 a.m. to 7 p.m. Meaning that the student would not be allowed to work as long during the day and he or she would make less money. Also I have an off block 5th so I get up around 7:30 a.m. and I feel more tired on that day then on days that I have to get up at 6 a.m.
last year i went to a school that started later but i was absent more than when i went to that school.
i agree with everybody , school should start for the students so they can learn more and better!
picture of the man/ boy sleeping is fake !!! but i am using this info for my school project and i have made many many notes thank you!!!
I'm not even in high school yet, and I'm always tired by the end of the day. The only time when anyone at my school feels well rested is when there is a late start, when school starts at 9:30. On late start days everyone is much happier and pays more attention in class.
We students and teachers shouldn't wake up until 8:00 and school shouldn't start until 9:30
Middle schoolers need more sleep than anyone
yes school should start later like 9 or 12
I (as do others) agree with this article because the average teenage brain does not start to function until 11:00 in the morning.
Basically, everyone needs to rest.
teens need to sleep!!!!!!!!
we are teens we need sleep you know
School started last Wednesday, not even a full week yet. Not only did one teacher say that had she known that the children would be this way, she would have rethought her profession. This she said in front of a parent as she was saying it to the principles face. Teacher must have needed more sleep for sure this day!.
NOW, I have two grandchildren, two boys. One 7 this month and one 14 .. The older of the two has to be at the school at 7:15AM Ask me if school starts to early. The younger child has to be up, washed, dressed and MAYBE he'll have something to eat before going (of which most times he doesn't because he's not awake enough) Can he function this early? He's AT the bus stop with mother at 8AM. The single parent has to get ready for work ,no a slacker, in between these two leaving getting lunches ready ect before she can drive to work herself.
Teacher, parent children tired racing to be someplace causes accidents and poor decision making. Will someone PLEASE find a DECENT EVALUATION AND LET US ALL CATCH A BREAK???
Not only are they lacking sleep, but starting at 7:15 means lunches start at 10:30-10:45. They then starve in the afternoon and munch on junk food and mess up their dinner. Who eats lunch that early in the morning? Wrong,wrong
Not only are they lacking sleep, but starting at 7:15 means lunches start at 10:30-10:45. They then starve in the afternoon and munch on junk food and mess up their dinner. Who eats lunch that early in the morning? Wrong,wrong
i think that schools should start later then they do because in the morning i am so tired and sometimes i have to do tests in the morning how am a supposed to do my best when i am about to dose off duo to the lack of sleep
I'm 13 years old and I do think schools start too early. You all may be thinking, all teens want schools to start early. Yes, a little of me is like that but I speak behalf of all my friends and most teens, we need our sleep. Sometimes while i'm at school a lot of the teachers say "you guys should be awake for this test, what tie did you go to bed last night." I have done research and I'm pretty sure a lot of you have too about when teens usually start getting tired on a regular basis and it says anywhere from 10:00 to midnight. I have a couple of friends who's schools start at 7:00 or 7:30, and it's not fair that they push themselves to sleep early and can't. I can't believe that schools would rather save money than have a network of students with a high GPA background so we can have a good adult life, it seems selfish. That's all I wanted to say about this.
I think school should start later for kids
I think school should start at least 9:30 or 10 I lose sleep my class starts at 8:00 and I have to get up at 6:00 just to get ready and leave
And I am in high school
Yeah I understand the whole "not enough sleep thing", but for parents with kids who can't drive yet, they might have work at 8 or 9 and need the early stuff. Also try going to bed earlier.
School should be later than it is because I go to bed at 10 and have to wake up at 5:00 because i have to milk and I in 6th grade my class starts at 7:30
going to bed earler does not work beacause of the block from 9-10 it is a time when a pre teen to a teen is most active
I took first period off(spare) in high school…..
But now with my own children, the study is flawed, 3 boys my wife and I leave early for work. We moved to a school area that started early just because of this "problem."
Taking them to before school(daycare) and having them start at 9 – waking up at 6 to get ready for 7am, they're drained before school even starts at 9. And comatose by 7pm.
In high school you can dress yourself and walk to school alone….. Waking up late
I think school should start earlier. The only reason is because you would have more time to do whatever you want after you get out of school.
we are teens we need sleep you know
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E-Commerce; The idea of selling classes online has not caught on, but at least one company is pushing ahead.
By Bob Tedeschi
Published: March 12, 2001
CORPORATE trainers and a handful of universities have found a lucrative niche in online education, but companies that have tried to sell so-called e-learning to the average consumer have struggled along with almost every other online publisher that charges for content.
Beyond the obvious hurdle of getting consumers to pay for information they think they can get free elsewhere on the Web, online education companies have failed to dispel the image of e-learning as a feeble alternative to the real thing.
But if these operations can stay in business long enough, analysts said, they may get a lift from e-commerce companies that have gravitated to online courses as a way to keep customers returning to sites and spending more cash. BarnesandNoble.com, Schwab.com and other sites have adopted this approach -- although, notably, they have so far steered clear of charging for courses.
''This whole idea of selling e-learning to the mass market has mostly failed because our culture hasn't moved to the point where we are self-directed learners,'' said Cushing Anderson, an analyst with IDC, an Internet research firm. ''These companies have had big trouble finding people who simply want to learn stuff.''
One Internet company that has not given up on the idea of selling classes to the masses is Fathom.com, which makes money by offering online courses created by institutions like the University of Florida, Virginia Tech and others, and taking a commission of about 20 percent on each sale. Those classes, which can be taken for college credit or for personal enrichment, cost up to $500 for 7 to 12 weeks of instruction.
The classwork is similar to that of other online education programs, and is intended to appeal to so-called lifelong learners, as well as to professionals looking to stay abreast of industry trends. Class titles include marketing management and aging and health in the United States.
Once registered, students log on to see a text or multimedia version of the week's lectures, and are assigned readings and homework. Tests and quizzes are submitted via e-mail, and instructors are available to answer questions and discuss topics through chats or online message boards.
In addition to the full-length courses, Fathom offers, free, the text of roughly 800 lectures and articles, on subjects like ''Meteorites: Helping the Search for the Origins of Life.'' This feature was prepared in conjunction with the Natural History Museum in London, one of 13 organizations that provide Fathom with free content, written by faculty and staff members. Despite the giveaways, though, the site has failed to attract a huge customer base, said Ann Kirschner, chief executive of Fathom, which is based in New York.
''Most e-learning is too expensive, and it takes too long,'' said Ms. Kirschner, who has, among other things, taught literature at Princeton and founded the National Football League's Internet operation, NFL.com. ''What we need to do is migrate people from free, to low cost, then to high-cost courses,'' she said. ''To have them start at the high end is unrealistic.''
To that end, Ms. Kirschner said, Fathom will soon roll out a series of shorter courses that cost $25 to $50. The site recently tested such courses among Columbia University alumni, she said, and the results were ''far beyond anything we've experienced'' with longer courses.
The company is also looking to tap into the corporate market, by allowing other companies and organizations to offer online courses to their clients and members as a premium, or for a fee. Last week, for instance, AARP, the nonprofit association for people over 50, agreed to work with Fathom to offer online courses to its 30 million members.
This idea is not far from one already being used by companies like Powered and Digital Think, though those businesses lack Fathom's collegiate credentials. Powered, for instance, sells online courses to companies like BarnesandNoble.com and Pfizer, which then offer them free.
According to Judith Bitterli, Powered's chief executive, the company strives not as much to educate people as to turn them into customers for Powered's clients. Just as Home Depot's seminars on floor tiling help the company sell more tiling supplies, so, too, does Powered's curriculum -- courses like ''Manage Your Personal Finances With Intuit Quicken'' and ''Taxes and Investing'' -- help online stores sell more goods and, in some cases, increase the number of stock transactions for online trading sites.
Since starting operations in January 2000, Powered, based in Austin, Tex., has taught more than 500,000 students online. And though those courses have earned high marks from students, Ms. Bitterli said, they have won more praise from e-commerce executives.
Those executives are investing sizable amounts in the program. Clients pay Powered $25,000 to $100,000 to design their ''school'' sites, and a minimum of $200,000 per year for Powered to play host to the sites. Clients also pay $10,000 to $25,000 for Powered to create each course.


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Faculty Grievance Committee
The committee was convened on Monday, September 13, 2010. At this meeting, Karen Rascati agreed to serve as vice chair for the 2010-11 session. Desmond Lawler was elected and has agreed to serve as chair of the committee for the 2011-12 academic year. A follow-up meeting was called for Monday, September 27, and Mary Steinhardt, faculty ombudsperson, was invited to attend and talk about the relationship of her office and the faculty grievance procedure.As chair of the Faculty Grievance Committee, I have met with six faculty members regarding a variety of grievance issues. Of these six, one faculty member has filed a formal grievance. A hearing has been scheduled for early December. It should be noted in this formal report that the help of the faculty ombudsperson has been critical in supporting the responsibilities of the faculty grievance committee chair. It is suggested that the 2011-2012 Faculty Grievance Committee look carefully at the Faculty Grievance Procedure as it is proposed. This document is, as of today, at the UT System for consideration. It is critical that this revised procedure be approved and placed into effect as soon as possible.
Martha F. Hilley, chair


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"Gary and I realized that there was an opportunity to use the control room to help tell the story [beyond the book] without having to describe and explain things," Duggal continues. "We were ahead of Katniss and you can go to the control room and see a map of where she was in relation to the other Tributes, so it was a way for us to show that the gamemakers were in control and they could actually change any aspect of what was happening in the arena at any time [with fire balls or creature mutations]."
First, Duggal studied future EY and screen technologies and moved the hologram in a fresh direction by bringing it to the desktop. This allowed the gamekeepers to have complete manipulation and to visualize it in a cool way. "Gary wanted a dystopian/utopian society with roots in the Third Reich and the German World Trade Fair, but Gary was also specific about wanting the integration of form and to see grandeur in the city. But I wanted to bring things that would take us into the future," she adds.
To help Duggal achieve this, she took a chance on a young concept artist named Reid Sothen rather than going with, say, Ben Procter, who designed the holograms for "Tron Legacy" and "Avatar." Then she hired Hybride of Montreal to do the animation and VFX. Best known for Zack Snyder's "300," Hybride was acquired several years ago by Montreal game designer Ubisoft. Therefore, Hybride had the right game-like aesthetic for the control room. In fact, the control room is part of a virtual city tour of the Panem Capitol developed by Microsoft for Internet Explorer 9 (with some of the assets provided by Hybride).


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Residents of Prince George's County between the ages of 15 – 19, at the start of the Program may apply. Youth must be eligible to work in the United States and will need to have a valid work permit prior to hire.
On the Employment page of the County's website, a potential applicant can view the current job postings, specifically the Youth@Work/SYEP position.
The applicant will need to click on the job title he/she is interested in, and then click on the "Apply" link.
It is necessary for the applicant to submit an application in order to be considered for the desired job opening. The applicant will have the opportunity to upload copy and/or paste a résumé into the application, but resumes alone are not accepted.
Employment Outside of County Government - Individuals should also search opportunities outside of County government in other public sector, private and non-profit agencies.
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Every Tuesday, the North American PlayStation Store gets a glorious heap of new games, discounts, and DLC. Rather than wait in agony for the full PS Store Update to be published on Tuesday, why not take a gander at our PSN Sneak Peek? Go on. It won't bite.
Confirmed PS3 Games
Sound Shapes
Equal parts instrument and game, Sound Shapes™ gives everyone the ability to make music. Play through a unique campaign that fuses music and artwork into a classic 2D platformer, featuring artwork by Pixeljam, Capy, Superbrothers and more, with music by I Am Robot and Proud, Jim Guthrie and Deadmau5. Create your own unique musical levels with all of the campaign content and share with the world. Sound Shapes creates an ever-changing musical community for everyone to enjoy at home or on the go.
Hyperdimension Neptunia mk2
Return once more to the world of Gamindustri, where the Criminal of the Free World, Arfoire, has defeated the four CPUs of Gamindustri. It is now up to their younger sisters to free them from captivity. Nepgear, the CPU Candidate of Planeptune and younger sister to Neptune, sets out on her quest with IF and Compa to regain Gamindustri's prosperity, stop the syndicate of evil that Arfoire created, and set her sister free! During her travels across the world, Nepgear will encounter friends new and old, meet the other CPU Candidates, and take care of any monsters that stand in her way in this classic JRPG tale of good versus evil!
With the triumphant return of fan favorite characters like Mai, K', and Vice, extensive refinement of the core fighting engine based on community feedback, and vastly improved network functionality, THE KING OF FIGHTERS XIII represents the HD entry in the series that fans have been waiting for.
Confirmed Vita Games
Manhunt 2 - now Vita compatible!
Unchained Blades - now Vita compatible!
Gungnir - now Vita compatible!
Confirmed minis
Farm Frenzy 3
Confirmed DLC
Dragon's Dogma - Various DLC
Inversion - New maps
Persona 4 Arena - Various DLC
Street Fighter X Tekken - New gem packs


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Opened in Theaters: Friday, March 25th, 2011
Directed by David Bowers
Genre: Comedy
Running Time: 1:36
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Diary of a Wimpy Kid: Rodrick Rules
In this sequel to 2010's surprise hit, Greg Heffley, the kid who made "wimpy" cool is back in an all-new family comedy based on the best-selling follow-up novel by Jeff Kinney. As he begins... View more >
some mild rude humor and mischief
Starring Zachary Gordon, Robert Capron, Rachael Harris... View more >
aka Diary of a Wimpy Kid 2: Rodrick Rules
Reviews Summary
Please Note: Reader Reviews are submitted by the readers of The BigScreen Cinema Guide and represent their own personal opinions regarding this movie, and do not represent the views of The BigScreen Cinema Guide, or any of its associated entities.
A good, clean, funny, family movie.
Another school year for this wimpy kid in "Diary of a Wimpy Kid: Rodrick Rules." Last year, I really like the first year as a kid experiece his first year in junior high. I was looking forward fot the sequel, but when It came out, I feel disapointed. Disapointed for two reasons; 1) The film's action took place at home rather at school. I wanted that kid to go though the school year, but I didn't get that. The film forcus on the relatiuonship between him and his brother, and that didn't worked well with me. 2) The absence of Chloe Grace Monltz didn't help the movie. Payton List is a good actress and I hope she has a good future in film, but she's no replacement for Monltz. A mix review.
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Parker Morin had a hit in all four of Utah's opening games.
Feb. 21, 2012
Probable Starters
Friday: Utah's Zach Adams (Jr./RHP) vs. Nebraska's Zach Hirsch (So./LHP)
Saturday: Utah's Joe Pond (Jr./RHP) vs. UNLV TBA
Saturday: Utah's Ben Mordini (So./RHP) vs. Nebraska's Jon Keller (So./RHP)
Sunday: Utah's Tanner Tripp (Jr./RHP) vs. Texas A&M-CC TBA
Utah vs. Nebraska Radio Broadcasts
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SALT LAKE CITY - The Utah baseball team travels to Texas this weekend for the Kleberg Bank Classic, hosted by Texas A&M Corpus Christi and the Corpus Christi Hooks. The tournament begins with Nebraska on Friday afternoon.
Utah went 1-3 during its opening weekend in a four-game series against UC Davis.
"It was a struggle on both sides of the ball last weekend," Utah head coach Bill Kinneberg. "There wasn't much sync to it and nothing came easy to us. That's normal for the first weekend of competition considering how much time we have spent inside, but I thought we were a little further ahead than that. It was a long weekend, and we have one day of practice this week before we get after it again on Friday."
Nebraska went 0-3 during its opening weekend against Gonzaga. UNLV, a former Mountain West Conference foe that the Utes were 1-1 against last season, is 2-2 to start the year after winning one of three against Loyola Marymount and downing UC Irvine on Monday. Corpus Christi took three of four from Nebraska-Omaha and plays at Houston on Tuesday.
Zach Adams will start Friday's game on the mound against Nebraska.


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Naomi Watts' Hollywood struggleNaomi Watts didn't think she had the "personality" to make it in Hollywood.
The 'Mulholland Drive' actress struggled to get her big break in the entertainment industry and admits the constant knock backs took their toll on her confidence.
She explained: "You know it's true what people say about looks. You must have more than just looks, you must have personality too. I didn't have that confidence and it affected the way people perceived me.
"I'd been slogging away in Hollywood for five years getting nowhere. At castings I was constantly told I wasn't talented enough, I wasn't right, I wasn't beautiful enough, I was nowhere near sexy enough."
Despite her struggles, the 41-year-old star refused to give up on her dream and was inspired by the successes of her close friend, 'The Hours' actress Nicole Kidman.
She added to She magazine: "I thought about quitting acting and took other jobs - in restaurants, on magazines - but nothing gave me the same feeling. I was often down to my last $200. Nicole actually gave me hope. She'd tell me that it would only take one film, one casting and everything would change."
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Police are searching for a vehicle involved in a hit-and-run that seriously injured a Vancouver man Sunday afternoon on Highway 6 east of Tillamook, Ore.
Oregon State Police responded to the crash, which occurred about 2:30 p.m. Sunday, 20 miles east of Tillamook.
Several cars traveling east had slowed or stopped near Milepost 20 for a white Suburban sports utility vehicle that was taking a left turn. Grant A. Timperly, 32, of Vancouver was riding a 1995 Kawasaki motorcycle when he slowed for the traffic and was struck from behind by an unidentified vehicle.
The impact pushed Timperly's motorcycle about 50 feet and into the back of a Toyota Camry, driven by Ronald E. Dove, 77, of Milwaukie.
Timperly was taken to Legacy Emanuel Medical Center in Portland, where he was listed in serious condition Monday. He was wearing a helmet. Dove was not injured.
The vehicle that struck Timperly fled the scene traveling east. Witnesses were not able to provide a description of the vehicle aside from indicating it may have been towing a trailer and that the vehicle likely has heavy front-end damage, police said.
Oregon State Police are asking for the public's help in finding the driver. Anyone with information to help identify the vehicle and driver is asked to call the Police Northern Command Center dispatch at 800-452-7888.


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Today, Senator Tom Carper (D-Del.), along with his colleagues, Senators Richard Blumenthal (D-Conn.), Benjamin L. Cardin (D-Md.), Chris Coons (D-Del.), Kirsten E. Gillibrand (D-N.Y.), John F. Kerry (D-Mass.), Frank R. Lautenberg (D-N.J.), Joseph I. Lieberman (I-Conn.), Robert Menendez (D-N.J.) and Barbara A. Milkulski (D-Md.), wrote to U.S. Department of Transportation Secretary Ray LaHood to request that the $2.4 billion in High-Speed Intercity Passenger Rail Program funds rejected by the State of Florida be redirected to high-speed rail projects on the Northeast Corridor. Secretary LaHood has stated that a new sponsor for the funds in Florida must be identified before March 4, 2011 or the funds will be redistributed to other states. The Senators noted that while the Northeast Corridor accounts for roughly one-fifth of the nation's gross domestic product and twenty percent of the nation's population and has the nation's only operating high-speed train, to date it has received less than two percent of the $10.5 billion provided by Congress for the High Speed Intercity Passenger Rail Program.
"As we work to support job creation and economic growth, it is important that we make smart investments -- like in our nation's transportation infrastructure -- that will encourage future prosperity and ensure that America remains competitive in the global economy," said the Senators. "With its large population and high economic activity, the Northeast Corridor is well-positioned to lead the nation into the future of high-speed rail transportation. If another project sponsor in Florida is not found, our states stand ready to put the unwanted funds to good use to improve our existing high speed rail service, create jobs, and reduce congestion and air pollution."
A copy of the letter to the U.S. Department of Transportation follows:
February 25, 2011
The Honorable Ray LaHood
U.S. Department of Transportation
1200 New Jersey Ave, SE
Washington, DC 20590
Dear Secretary LaHood,
In light of the State of Florida's decision to reject $2.4 billion in High-Speed Intercity Passenger Rail Program funds, we urge you to reprogram these funds to projects on the Northeast Corridor. Our states are ready to put these funds to good use to improve our existing high speed rail service, reduce congestion, and create jobs.
As you know, the Northeast Corridor is critically important to our nation's transportation infrastructure. The region served by the Corridor accounts for roughly one-fifth of the nation's gross domestic product and twenty percent of our nation's population. More than 250 million rail passengers use the Corridor annually and the Acela Express has built the foundation for high-speed rail service throughout the country. In a recent report, America 2050 rated the Northeast Corridor as the region with the greatest potential to attract high-speed rail ridership in the United States.
Improving passenger rail service on the Northeast Corridor is necessary to accommodate the sixty percent increase in passengers expected by 2030 and will alleviate severe congestion on the region's highways and airspace. At a time when numerous states have rejected federal funding from the High-Speed Intercity Passenger Rail Program, we note that high-speed rail's potential on the Northeast Corridor is proven. For example, ridership on the Acela Express has risen six hundred percent during its nine years of service.
Although the Northeast Corridor has the only operating high-speed train in the country, the Corridor has received less than two percent of the $10.5 billion provided by Congress for the High-Speed Intercity Passenger Rail Program to date. We believe that this is an insufficient investment in the Northeast Corridor, given our region's position as a population and economic mega-region.
Thank you for your consideration of this request.
Tom Carper
John F. Kerry
Joseph I. Lieberman
Richard Blumenthal
Kirsten E. Gillibrand
Frank R. Lautenberg
Robert Menendez
Christopher A. Coons
Barbara A. Milkulski
Benjamin L. Cardin
Source: http://carper.senate.gov/press/record.cfm?id=331461


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Give Now
The president of Indiana Landmarks says the old Union Station and the Crawford's Bakery site, both in Indianapolis, need to be preserved.
Residents of Brown County gathered for a third 'Community Conversation' to discuss renovating the existing courthouse or building a new one.
An initial lease agreement would have saved the facades of the historic buildings but the project was deemed too expensive by the state.
The new ordinance is in line with state laws surrounding historic preservation.
The Indiana Division of Historic Preservation and Archaeology received about $100,000 less this year than last from the state.