Among governors, over half of the winners in November's elections were proponents of school choice and charter schools. In races for state schools chief level, about 50 percent of charter supporters won their seats, and 40 percent of candidates who supported school choice were successful.

In Congress, several new choice-friendly candidates were elected. Among those coming to Washington: the sponsors of both choice laws in Florida and Arizona. Hot issues in Washington are likely to be providing greater support to states and localities to experiment with choice programs. At the state level, education promises to be a top political issue, as well, but only if parents and community groups keep it high on the agenda. It's time to make sure that new leaders hear from you with the message that you expect them to follow through on their promises.

The most effective way of influencing the legislative process is through targeted communication to your legislators, especially to members of key committees. It's important that you reach out now, before there are big issues pending, so that you establish a rapport or relationship and are able to call upon them again in a time of need. Your first communication may be in the form of a letter of congratulations, which also includes reference to your interests in education. Then follow it up with a visit. All of your elected representatives set aside days for community meetings. Find out when that it is and then make a point of going.

If you are working as a group - from your school, for example or your parents group - choose one suitable person to act as your group's liaison. This person can establish a personal relationship with the legislators and staff to make your group's influence more effective and consistent. There may be others you include, but start out with one spokesperson or at least a small, coordinated voice so you come off as professionally as the paid lobbyists they listen to often.

Here are some important tips on meeting with legislators:

• Call in advance for an appointment. Explain whom you represent and the purpose of your visit.
• Be on time and flexible. Legislators have busy schedules, so be prepared for delays and interruptions.
• Deliver a focused message in five or ten minutes.
• Be prepared to answer questions.
• Bring information and materials to support your position.
• Show how your request will benefit the legislator's constituency. If appropriate, ask for a commitment from the legislator on her position. Offer your group's help on the issue, if available.
• Follow up meeting and phone calls with a thank you note and any additional information requested.

Writing effective letters:

• Provide members of your group with a sample draft letter covering all the points you want to make, but ask that members personalize the letters they send.
• Send letters, not postcards.
• Each letter should be individually addressed to the appropriate legislator.
• Do not send photocopies or form letters.
• Limit your letter to one topic and one page. State your purpose in the first paragraph. Clearly explain what action you want your legislator to take.
• If you are limited on time, send an email, fax or telephone your representative's office.

In recent years, middle schools have been criticized as "intellectual wastelands" that gave equal weight to the social and emotional development of students, diluting academics. Dismal results of national tests in math and science in the mid- to late-90s provided empirical evidence verifying parents' concern that middle schools had turned away from rigorous academics, says Cheri Yecke, a former teacher, deputy secretary of education in Virginia and now an official at the U.S. Department of Education in Washington.

"This caught people's attention," says Yecke. "It tells us that America's middle schools have lost their focus and we need to reclaim that focus."

How did middle schools get off track? In an effort to cushion students from failure, many middle schools "dumbed down" curriculum, says Yecke. They moved away from ability grouping, where separate classes are offered for advanced courses, so as not to hurt the students' self-esteem. This left many higher-achieving kids tutoring slower students and without any personal academic challenge. Also, cooperative learning was emphasized where kids work in groups, again leaving bright students doing much of the hard work while unmotivated students shared in the grade.

Many parents, such as Yecke, who studied assessment data for middle schools over time, found a decline in performance. This prompted Yecke to be an "activist mom" and spurred her to get the attention of education policy makers to make improvements.

Parents complaining to school administrators about middle school curricula are discovering that they are not alone. Many have formed groups and advocated for change. Some who aren't finding the system responsive are leaving to start charter schools. Others are becoming personally involved and helping lead their middle schools through a transition back to the basics.

Now with the push for higher standards and accountability in the federal No Child Left Behind Act, a number of middle schools are turning in the right direction. Many states are putting more rigorous, content-rich curricula in the 6-8th grade classrooms. Teacher training requirements are being strengthened under the new law, and eventually, new teachers who are hired in middle schools will have to pass a test or have a major in each subject area that they teach.

A combination of concerned parents, along with the standards and accountability movement, is transforming the culture and improving the performance of middle schools across the country.

Parents need to stay involved in the schools to make sure the middle school transformation continues. Yecke urges parents to support school administrators who bring back ability grouping and other approaches that may not be "politically correct," but are in the best interest of students' learning. Don't be lulled into a false sense that everything is okay because your child is coming home with As and Bs, she warns. It could be that the curriculum has been watered down. Be sure that your child is challenged according to his or her ability and that the culture of the school is focused on meaningful learning.

To keep the momentum going, parents must remain vigilant. Yecke has written a book on middle schools, to be printed and distributed by Praeger Publishing, which will be out in June. Parent Power! will update you when the book is published. In the meantime, here's a success story about one middle school that is doing it all right.