FOR EACH TIME A MAN OR WOMAN STANDS UP...

"Each time a man stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, he sends forth a tiny ripple of hope, and crossing each other from a million different centers of energy and during those ripples builds a current which can sweep down the mightiest walls of oppression and injustice." 
 given

Robert F. Kennedy"
narative of a speech given in South Africa

From - Narrative of the Life and Times of Frederick Douglass

I now understood what had been to me a most perplexing difficulty—to wit, the white man’s power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom. ... Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read." Frederick Douglass, aged about 10, after hearing his master say teaching him to read "would forever unfit him to be a slave."

What was the administrator's power to enslave the teacher? We think it was using terror to figuratively lobotomize our teachers so they would stop thinking. We propose that the solution that worked for the slaves, will work for teachers - READ. It will unfit you to be an abused slave and bring you back to your calling that made you want to be a teacher in the first place. We suggest you start with BREAKING THE SILENCE, the revolutionary book by Joseph and Jo Blase. It will not only help you see how this system insidiously controls your mind, but it will help you see what we are doing to children by not being the adults and taking a stand against abuse. Together we can sweep down this wall of oppression and injustice.

READ. READ. READ... Read our web site(s). Read the teacher stories. Learn the politics by going through the POLITICS section. Come back as many times as it takes to get through it and read new information each time. Our REFERENCES page will have a continually growing list of books and links that will help give you insight and support to stay in your power and not let fear drive your decision making. A critical mind is the only protection againt propaganda, a speciality of this system. Learn about your situation and about yourself and draw strength from this knowledge. Books and our web site will empower you. Visits other sites that offer support and knowledge to stay strong.

Learn who your enemies are. Yes they are real. As you read about the union and think beyond the hype, you will see that they empower our administrators to abuse us. There is a lot of information on this site explaining their priorities that do not add up to caring about teacher abuse, and instead prove that they have a vested interest in its existence. This information includes teacher testimonial about how they have let them down or even sabotaged their cases. Become wise and you will regain the reins for your own life.

Contact teacher friends who have stories to tell, and encourage them to send them in to us. The more we have, the more we have to be believed. Once believed, the system will be forced to change. This is all too outrageous and it only can exist in the darkness. Shine a light on it any way you can.

The courage you need is in you, buried under the scars of abuse that our school systems have so successfully created in you to keep you under their tyrannical control. If your district objects to the t-shirt, ask them why. If they have rules about all t-shirts, then wear them only to events where t-shirts are acceptable. If they object due to the message, ask them why? If they do not abuse teachers, why would they object to you being part of a group that wants to eradicate teacher abuse? Their objection to your wearing it speaks for itself. Let us know the name of the district that prohibits them. Don't be afraid to speak up about it.

Get your friends to wear t-shirts with the message. Get the message out as well as start breaking the silence. You will find many people who support ending teacher abuse once the topic is public. You can help make it public, and help yourself at the same time.

 Emotional support is very important and we find that family members can only hear so much about this topic before they stop listening. But other abused teachers welcome conversation about teacher abuse as it helps them heal too. Contact us and we will provide you with support buddies as well as give you support from our staff.

Tell everyone about our web site(s), and encourge people interested in donating to a worthy cause, to donate money to us. This might include businesses you frequent as well as family members. Everyone has an interest in the future of our country. This is important to everyone.

Contact your former university or college and make sure at least their teacher education department knows about teacher abuse, NAPTA, and our web site. Spread the word.

Students and Parents will benefit from all of the above. In addition, contact us for consultation regarding specific problems with your children dealing with our schools. From us you will get advice that is based on our professional knowledge, as well as our willingness to speak truthfully about what you need to help your child, or reality. You will not get appropriate advice from anyone oppressed by the terror, or lining their pockets with the failure of our schools. We are the authentic teachers that care about and know how to help children. If you have any doubt about the political climate of your school, contact us and we will help your through the intentional obstacles in place with our candid, practical advice. We will also match you up with a teacher informed in the particular area and grade level of concern for a phone consultation.

Turn to your religion and/or to spirituality to stay in the eye of the hurricane throughout this abuse. Some things that happen in this life cannot be explained. Teacher abuse seems impossible. Why would the people who care so much about others be treated so badly? The main reason it is happening is because it can. People have choices between good and evil and there is more opportunity in education for all the reasons we explain on the site. Wherever there is opportunity, there will be greed. There are just some things that can only be understood through spiritual avenues and if you haven't developed it before, you need to now. We will have many book suggestions for spirituality. Your religious leader can suggest books also.

AS WORKPLACE ABUSE ESCALATES

WHY DON'T WE WORKING PEOPLE CONFRONT IT COLLECTIVELY?

by Judith L. Wyatt.

We are all in psychotic denial when due to speed up on the treadmill of daily life we don't confront the assaults on our freedoms, and we don't admit how bad work abuse is getting. Presently, as things get worse, we hang on tighter to whatever we've been doing -- we do it harder, even though it isn't working, rather than to stop, look at the situation and take action to prevent what's inevitable.

1 in 10 New Yorkers Has PTSD

Trauma of Sept. 11 Lingers in Wide NYC Area

-- More than one in 10 New York-area residents suffer lingering stress and depression in the aftermath of the attack on the World Trade Center, new research shows.

After correcting for background levels, the study suggests that the Sept. 11 terrorist attacks resulted in an extra 532,240 cases of posttraumatic stress disorder (PTSD) in the New York City metropolitan area. The study -- conducted two months after the disaster -- appears in the Aug. 7 issue of The Journal of the American Medical Association.

Many psychologists predicted that the trauma of watching the Sept. 11 events on television would cause a wave of PTSD to sweep the nation. The study shows no evidence of this, even though television watching was associated with a high degree of distress.

"That is a piece of good news for the country as a whole, but we find an important public-health problem for New York City," researcher William E. Schlenger, PhD, tells WebMD. "There is a substantial PTSD problem well beyond the downtown area. PTSD is quite high in all five boroughs of the city as well as in the suburbs of New Jersey and Connecticut."

When you are directly in it, it can effect you. Have compassion for others too.

You may be directly in a situation that causes PTSD - teacher abuse. Do not minimize its effects. Stay on top of your mental health by saying no to teacher abuse. You may think you can live in an abusive situation without consequences, but it has a way of seeping into your psyche unless you are proactive. That is why you have to learn about it, address it, and protect yourself by refusing to be a victim. Remember, even if you are not being abused, watching colleagues while doing nothing is an affront to you too. Also, the things you do to play it safe, and the compromises you make to stay on the good side of the abusers, slowly strangle your sense of power, making you a victim too. BE A SURVIVOR. 

Author Rene Dietrich describes Herself as: ART SOLDIER! Artist, Writer, Poet, Teacher, Scholar, Editor, Advocate for Students/Teachers, Education Activist, Emberrorist, Proletariate, Bad Speller with Joan of Arc Complex. Single mom with one very fine young son and usually a few strays in tow. I like books, readings, MAC (mad art APPs No Bill Gates), independent films (Baxter, Vagabond, wings of Desire, Dark City, City of God, Brazil) experimental theater, exceptional music: Cohen, Morrisons, Cave, Cale, Coletrain, Winehouse, VU, QT soundtracks, Miles, and Iggy.

Educator of the Year!

Educator of the Year 2011!  
CTA's Educator of the Year is Often a Great Teacher, but always a non-political, without options, without opinions and whose real qualification for the benign appointment is their ability to talk the Burlingame rhetoric (SIMILAR IN SIGNIFICANCE TO... "DO'N THE HAND-JIVE") with robot like precision. While being undeniably good at their craft, they are in fact, the "person(S) most likely if there were a real vote, to be voted "Miss Congeniality"). Actually, I believe at one time David Sanchez was Miss Congeniality. Five years straight!


So we at Disenfranchised-Educators have taken it upon ourselves to announce our own Educator of the Year. The qualities we will always seek for this entitled position are: that person be not only a good highly qualified educator whether classified, certificated, or administrative; who works hard (not 70 hours a week) and works passionately for students, their parents and and their coworkers. "Educators count too!" And it is mandatory that they have some sense of political awareness. We unreservedly embrace that idea even if theirs is a political position contrary to ours here at Disenfranchised – Educators, we must honor and investigate descention for its true utility. And unwavering foundation in a true democracy.


This year myself, our entire editorial staff (currently rumored to be somewhere in a bar near Juarez, Mexico) and our one reader – Marion where ever he is, have unanimously elected Ms. Maura Larkins of San Diego. She herself works from a blog site for educators. Our editorial staff have, in consultation with reader Marion (who in turn Bankrolled the cause - Yesterday's lunch) take great pleasure in announcing the many payments, many accomplishments and legal victories of this months winner; Maura. Tenacity and unwavering passion for doing the right thing sets her apart. Thank you Maura. "You have more admirers than you'll ever know."


 I Praetorian


Along with the many note worthy legal poundings She has given to the Southern California School Districts' special are those givin to those ignorant enough or so poorly managed that they fell prey to the cheapest choice of legal seaguls; Friedman, Flouckman and Freud. Otherwise known as the  F-UP law partners law firm.


F, F and FU have a Walmart approach toward signing and defending school districts. READ - Spending YOUR TAX DOLLARS. (even better, more than 400 School Districts nearby depend on the  F-UP GROUP who prey on simple minded HR directors and administrators, teasing them in with 200 dollars a billable hour. However, with 400 districts REPRESENTED, they don't even know the names of most of their superintendents. They actually have yet to prove they have 400 employees at all. Including the custodial staffs in two states. Still worse I hear. They keep loosing attorneys ... 


to the prison system and FEW OF THOSE ARE CAREER MOVES.  SO, IAM TOLD.




Tune in next week for Maura's Bio and Opinions on Education in California.


PLUS! Next week


"THE WORST EDUCATOR OF THE YEAR FOR 2011." You might be surprised... A first only at Disenfranchised-Educators. 

Study Warns of Limited Savings from Closing Schools

Edited by I, Praetorian

·         Printer-Friendly

Closing schools doesn’t save air academic progress. And it says school districts can help generate some acceptance for a downsizing plan by involving the community early and establishing clear reasons for why certain schools must close.

The report, released Oct. 19, was written by the Philadelphia Research Initiative to foreshadow what the 154,000-student Philadelphia district can expect over the next few years as it plans to close a number of schools because of declining enrollments. The district currently has 70,000 empty seats, according to the report. School administrators have not decided which schools to close and how many, but internal school documents published in June by the website Philadelphia Public School Notebook listed 26 schools that could be shut down.

The report looks at school closings in Chicago, Detroit, Kansas City, Mo., Milwaukee, Pittsburgh, and the District of Columbia. Each of those districts has closed at least 20 schools in the past decade, and most of the buildings have been shuttered in the recent past.

For example, Pittsburgh, with around 25,300 students, went through a “right-sizing” effort that closed 22 schools in 2006. The district is now discussing closing seven more schools. The 17,400-student Kansas City district closed 29 schools—nearly half of its school buildings—in 2010.

A Matter of Context

Closing schools does save money, but in districts whose budgets add up to hundreds of millions of dollars or more, the final savings are relatively small, said Larry Eichel, the program director for the Philadelphia Research Initiative, which is a project of the Pew Charitable Trusts. Philadelphia’s current annual budget, for example, is $2.8 billion.

Six Cities Shuttering Buildings

To inform deliberations over plans to close schools in Philadelphia, researchers conducted case studies of recent school closings in six other urban districts.

Chicago
Closure Period: 2001-2009
Number Closed: 44
Buildings in Use: 602

Detroit
Closure Period: 2009-2010
Number Closed: 59
Buildings in Use: 130

Kansas City, Mo.
Closure Period: 2009-2010
Number Closed: 29
Buildings in Use: 29

Milwaukee
Closure Period: 2005-2010
Number Closed: 20
Buildings in Use: 137

Pittsburgh
Closure Period: 2006
Number Closed: 22
Buildings in Use: 64

District of Columbia
Closure Period: 2008
Number Closed: 23
Buildings in Use: 11

*As of 2011.

Source: The Philadelphia Research Initiative

“The savings are under a million dollars per school,” Mr. Eichel said. “That’s real money, but not money that changes anything fundamentally.”

The biggest chunk of district money is spent on teachers, and those staff members typically are still needed, just at different locations.

A district also has to pay for some maintenance on shuttered buildings so they don’t become neighborhood eye sores.

And districts should not expect a windfall from selling their old buildings. Those facilities are undesirable to businesses for some of the same reasons that districts decided to close them: The buildings are often located in areas that are losing population. Also, they tend to be in poor condition, and it may be hard to convert them to other purposes, Mr. Eichel said.

The study found examples of repurposing, however. In Milwaukee, a former middle school was bought last year for $600,000 to be converted into senior housing. In Chicago, several closed schools have been converted to charter schools.

Impact on Learning

In examining the academic performance of students in schools slated to be closed, the report focused on a study by the Consortium on Chicago School Research that looked at students whose schools were closed between 2001 and 2006. That study found that student performance fell at schools that were slated to be shut down and remained low for the rest of the school year. A year later, though, the academic performance of those displaced students had rebounded to preclosure levels.

The Pew report also cites a study led by researchers from the RAND Corp. that examined achievement from students from closed schools in a “midsized urban district in the Northeast.” Though the district was not named, the paper noted that the district closed 22 schools in the 2005-06 school year, which corresponds with Pittsburgh’s experience.

That paper said students in the district whose schools were closed did see a drop in their reading and math scores, but researchers found the effect could be mitigated or eliminated if the students were moved to schools that were higher-performing than the ones they left behind.

The Pew report offers several tools that districts can use to reduce the pain of closing schools. For example, it suggests that outside experts can bring a level of objectivity to the proceedings. Seeking community support early is also essential, the report notes.

It says that the 45,000-student District of Columbia school system committed a misstep by moving too quickly to close schools in the face of a 30 percent decline in enrollment. Under the leadership of then-Chancellor Michelle A. Rhee, the school system announced that closures were coming in September 2007, and the final vote to close 23 schools came, after much controversy, four months later.

Mary Filardo, the executive director of the Washington-based 21st Century School Fund, studies school facilities issues and agrees that the system in Washington moved too quickly to shut down schools. Too many school districts distrust the public when it comes to closure decisions, she said.

Taking It to the Public

“The reason you involve the community is not to make [closings] palatable,” she said. “The reason you involve the community is because you want to make better decisions.”

She added that people whose children attend school in such urban areas often “are working-class or low-income. They know about making tough decisions and struggling” and can understand the necessity for some closings.

As District of Columbia school officials learned, making a misstep in school closings can cause political fallout. The community uproar over the closings in Washington was one of the ingredients that led last year to the primary-election defeat of then-Mayor Adrian M. Fenty, who had selected Ms. Rhee, and to the chancellor’s departure.

And after community members in Chicago protested that school- closure decisions were being made in secret, the Illinois legislature passed a law in August that governs how that 409,000-student system can make facilities decisions.

“The political fallout is from not having a trusting relationship with your public,” Ms. Filardo said.

Being Transparent

But involving the public can be a delicate balancing act, said Nancy R. Kodman, the executive director for academic and operations integration for Pittsburgh schools. Just introducing the problem to the community, she said, leads to people saying, “You don’t have any solutions? You don’t have any ideas?” But a full plan is criticized for being drawn up in secret.

“You lessen that by being as transparent as you can,” Ms. Kodman said.

When Pittsburgh closed more than 20 schools, she said, the district talked with the public about what it was hoping to achieve. Academic improvement was put forward as the top goal, and to eliminate some political horse-trading, the closures were considered as a group, in a single up-or-down vote by the school board.

While many urban districts are struggling with how to handle excess space, Ms. Filardo noted that Seattle is dealing with overcrowded classrooms, thanks to unexpected population growth. The Seattle Times reported in October that in one school, a 4th grade class is meeting in a hallway, and many classes are meeting in portables. An infusion of about 1,500 more students than expected is prompting the district to reopen some schools that it had closed, over community objection, in the past few years.

Part 1 of Deconstructing Hate Sites

This Information is Provided by the Victim of Such A Hate Site: A Man Still Fighting One Year Later to Clear His Name From the False Accusations of Belonging to Such Hate Based Internet Sewage... I am that Victim along with another outstanding person and Journalist MVgordie (mvgordie.com). I, Praetorian Responding to Online Hate When people see hate on the Net, they just say: "Well, what can I do about it?" And they move on. But the only way people can start to get rid of the hate is by taking some interest in the ways in which we, as human beings, can prevent hate from spreading. A Vancouver Island high-school student MNet’s 2001 survey "Young Canadians in a Wired World" showed that when young people came across a "hateful" Web site, more than a third (36 per cent) simply ignored it. If they received hateful e-mail messages, again more than three in ten did nothing—though a similar percentage told a friend, an adult, or the police. There is no reason to believe that adults’ rate of response is any higher. Granted, it’s not always easy to tell whether hateful online content is actually illegal, rather than just offensive and annoying. Sometimes material can only properly be defined as illegal by the courts. Still, the courts can’t prosecute what they don’t know about—so public response is crucial. If people want to do something about hate material they see on the Internet, there are several options: Contact the Internet Service Provider All over the world, Internet Service Providers (ISPs) are being forced to become more proactive about hate material on their servers. Most ISPs now have Acceptable Use Policies that clearly define the guidelines for using their services, as well as the penalties for violating those guidelines. In Canada, most ISPs belong to the Canadian Association of Internet Providers (CAIP). CAIP’s Code of Conduct states that its members will not host illegal content, and will make a reasonable effort to investigate legitimate complaints about illegal content or network abuse—taking appropriate action, if needed. However, ISPs do not have the legal power to decide what material is illegal; and so most are reluctant to remove suspect content from their servers without official direction from a law enforcement agency. Report online hate to the police Some urban police departments now have a High-Tech Crime Unit to investigate online offences. If none exists, a complaint can be made to the local police. It’s advisable to attach a copy of the offending material to the letter of complaint. File a complaint with the F.B.I. Good for the records otherwise pretty useless unless threats of violence are made. Check out "hate watch" Web sites A number of sites exist to monitor and document illegal material on the Internet. Some notable examples are B’nai Brith League for Human Rights, which hosts a hate hotline; and the Simon Wiesenthal Center, which has identified thousands of offensive Web sites. Its CD entitledDigital Hate 2002 lists sites that promote antisocial and illegal activities ranging from hate music to suicide bombing. The Southern Poverty Law Center is another good resource. Any hate found on a California Web site is now subject to new legislation—though hate encountered on other states sites must be dealt with differently. However, the U.S.-based Simon Wiesenthal Center and the Anti-Defamation League both recommend that surfers alert them to any online hate, so that they can try to get the offending material removed. And since the active promotion of tolerance is one of the Abest responses to hate, check out the online pamphlet 101 Tools for Tolerance: Simple Ideas for Promoting Equity and Diversity, developed by the Web-based group Tolerance.org. For more detailed information about the organizations mentioned here, as well as information on how to report online hate, see the links in the sidebar.

The Self Harm Cycle

Latest Evidence Suggests

Self-harm is most common in children over the age of 11 and increases in frequency with age. It is uncommon in very young children although there is evidence of children as young as five trying to harm themselves.


Self-harm is more common amongst girls and young women than amongst boys and young men. Studies indicate that, amongst young people over 13 years of age, approximately three times as many females as males harm themselves.


A study in Oxford found that approximately 300 per 100,000 males aged between 15 and 24 years, and 700 per 100,000 females of the same age, were admitted to hospital following an episode of self-harm during the year 2000. Community based studies report higher rates of self-harm than hospital based studies.


A national survey of children and adolescents carried out in the community found that 5 per cent of boys and 8 per cent of girls aged 13-15 said that they had, at some time, tried to harm, hurt or kill themselves.
In the same national survey, rates of self-harm reported by parents were much lower than the rates of self-harm reported by children. This suggests that many parents are unaware that their children are self-harming.


A study carried out in schools in 2002 found that 11 per cent of girls and 3 per cent of boys aged 15 and 16 said they had harmed themselves in the previous year.
Greater incidence of self-injury amongst gay and lesbian young adults; five times more likely than their heterosexual counterparts. A greater number of occurrences of self-injury exist among those with physical disabilities and epilepsy.


The UK has one of the highest rates of self-harm in Europe, at 400 per 100,000 population. It is estimated that there are at least 170,000 cases of self-harm which come to hospital attention each year. Many more incidents of self-harming behaviour probably take place but are not included in any statistics because people may choose not to seek medical help.


New estimates have been made about the most common form of Self Harm
Cutting: 72 percent
Burning: 35 percent
Self-hitting: 30 percent
Interference w/wound healing: 22 percent
Hair pulling: 10 percent
Bone breaking: 8 percent
Multiple methods: 78 percent (included in above)

If you would like to email Stop Self Harm, to ask for help or advice email us at stopselfharm@hotmail.co.uk or leave a message in our guestbook and we'll get back to you.

We Now Have Myspace. Check It Out

We also ask, if you are visiting this site, please leave us a message in our guestbook with what you thought of the site or ideas on how to improve it, we appreciate any feed back.

THE DEFINITION OF COURAGE. YOU NEED TO KNOW.

Please understand this is a 70 year-old former U.S. Prosecutor! This man, Dr. Richard I Fine, PHd is my hero (see video series below, courtesy of Full Disclosure) and model for my fights to come  with Moreno Valley USD  also one of the most litigated school districts in the inland empire. For over 20 years of corruption spearheaded by the personalities of the COWARDS and BULLY BOYS RUNNING MVUSD'S HUMAN RESOURCES.  One of the former participated in felony misuse and theft of public funds, one a convicted felon who used an unregistered pistol firing at a car fleeing his house with his own daughter inside the car. He is still employed and partially running a MVUSD middle school. This school was formerly the flagship of the entire district. The current coward is helping to cover up directly or indirectly the theft of  or miss use of  student funds that totals in the multiple $100,000s in cash  EVERY YEAR.


The man most responsible for this system wide cover-up, a man who lied more than once to me when I was looking for help with the criminal activity I stumbled upon, was fired early this year then allowed to stay on with a double demotion to assistant principal. The Board was afraid that out and out firing would tempt him to tell all. For years covered up by some of the Superintendents and their assistants, including Bob Crank who was one of the key players Most area taxpayers are paying twice over for there child's education without knowing and some of that money is stolen in cash! Watch for the documentation and names to come.  BUT lets not forget the School Board who hires these people, among which contains a documented CHILD MOLESTER and a yet to be charged criminal who used the power of the office for... well, come back and see. Another is on the payroll of local Developer and member of the shadowy Jewish "Gold Trust" and its silent members. An organization who's home is somewhere in Beverly Bills, CA. I have fired off a letter to the Jewish Defense League* asking point blank if they are associated... 

Did I mention the possible cover-up of an alleged murder of a 17 year-old student at the hands of a former school district employee? One of whom was working here until two years ago. I am still working on this. Time and the efficiency of the alleged cover-up has made it hard to follow.
Sincerely, I, Praetorian.

*The Jewish Defense League or JDL is a Jewish nationalist and far-right organization whose stated goal is to "protect Jews from antisemitism by whatever means necessary".^[1] While the group asserts that it "unequivocally condemns terrorism", and claims to have a "strict no-tolerance policy against terrorism and other felonious acts,"^[2] it was described as "a right-wing terrorist group" by the Federal Bureau of Investigation^[3] in 2001, and as a hate group involved in "anti-Arab terrorism" by the Southern Poverty Law Center.^[4] According to the FBI, the JDL has been involved in plotting terrorist attacks within the United States.^{[3] Outside the FBI, the}  Anti-Defamation League (ADL)^[2] and the Southern Poverty Law Center (SPLC).^[3 are the largest watch dog organizations in the US monitoring hate groups. 

TEST SCORES

September 28, 2011|By Brad Lendon, CNN; edited by Praetorian
7 arrested in alleged SAT cheating scam in New York

Authorities have arrested seven people in an, high school and are investigating whether the cheating extends to other schools. Samuel Eshaghoff, 19, of Great Neck, New York, was arrested Tuesday on felony fraud charges that could result in four years in prison if he's convicted, the Nassau County District Attorney's Office said.

Six students face misdemeanor charges. Their names are not being released because they are minors.

Prosecutors allege Eshaghoff impersonated six Great Neck North High students between 2010 and 2011, charging between $1,500 and $2,500 to take the SAT test for them.

Eshaghoff would take the test at schools other than Great Neck, where proctors would not be familiar with the students' identity, and present fake, unofficial identification, prosecutors say.

Nassau County District Attorney Kathleen Rice said authorities uncovered the scam after hearing rumors of cheating, comparing the test scores of suspects to their school grade-point averages, and finding a "wide gulf" in the cases of the six suspects.

The district attorney's office said it is investigating possible cheating scams at two other Nassau County high schools as well as possible further instances involving Eshaghoff.

Eshaghoff's attorney, Matin Emouna, said his client pleaded not guilty in the case.

And he said cheating on tests is something that should be handled in schools, not in criminal courts.

"At what point are you going to draw the line?" Emouna asked during a phone interview with CNN Wednesday. "No one has had a case like this in the U.S., and I think attorneys are going to have a field day with it."

The victims in the case are other students who are denied admission at the colleges of their choice by the students who cheated, Rice said Wednesday on CNN's "American Morning."

"Honest kids should not be bumped out of college slots by kids who cheated," she said.

Rice called on the Educational Testing Service, the nonprofit entity that administers the SAT nationwide, to establish procedures to combat cheating, including photographing students as they take the test and attaching the picture to the answer sheet.

"We need ETS to tighten security they have at these test centers," Rice said.

She also called on ETS to inform colleges if cheating is suspected. ETS currently deals with suspected cheating by canceling test scores and offering refunds, retests or arbitration, according to the district attorneys office.

Rice said authorities have no evidence implicating parents in the cheating scandal.

Great Neck North identifies itself as a high-performing high school, with a 97% graduation rate and almost 97% of students planning to pursue higher education.

The mean scores achieved by Great Neck North students on SAT tests in 2010 were well above the national average, according to the profile.

Eshaghoff, a 2010 Great Neck North graduate, tested in the 97th percentile, Rice said. He is now enrolled at Emory University in Atlanta after attending the University of Michigan for his freshman year, the prosecutor's office said.

The next SAT test dates are this weekend, and Rice said authorities will be vigilant.

"These arrests should serve as a warning to those taking the SAT this Saturday that if you cheat, you can face serious criminal consequences," Rice said.