I don't think any woman WANTS to go through an abortion. I think it is probably the LAST thing any pregnant woman wants to do.
The problem is girls/women are seldom provided with realistic alternatives....such as the availabililty of sex education prior to menustration, the ability to purchase birth control products without parent consent, and easy access to the 'morning after pill' or other prescription medications that could terminate an unwanted pregnancy.
Believe me, NO pregnant woman would choose to go to a clinic to have an abortion if there were any other options readily available. Particularly knowing they have to walk past a group of angry people, who apparently have nothing better to do all day than to yell obscenities at them!
Those pro-lifers who want to ban all abortions should be actively campaigning to have all means of avoiding pregnancies readily and easily available to women...OR agree to be placed on an adoption list to adopt some of these unwanted babies.
Sadly, the one thing good teachers need, besides excellent orgazinational, management, and interpersonal skills, are instructional programs that have been proven to 'work'. That is, actually do what they are 'advertized' to do, such as teach students to read, do Algebra, etc. However, no one ever considers laying any kind of blame on the program publishers who put all kinds of stuff out there and then tell teachers it is their job to figure out what works and what does not.
I don't know how many folks have seen all of the 'resources' that accompany instructional programs today, but it is overwhelming... and few, if any, have any valid research to show that they 'work'. There is absolutely no way any teacher could get through all of the textbook lessons in a school year, let alone include all of the extra material materials that accompany them. Before they can even begin to plan their lessons, teachers must review and learn all of the instructional lessons and materials and then 'pick-and-choose' the ones they 'think' are best for their students. This first step alone is an overwhelming task.
Before instructional programs are ever purchased by a school district, publishers should be required to provide teachers with a set of, say 150 lessons and accompanying resources that document (through research studies with with actual students in various school settings), that if presented in an appropriate and/or recommended manner, students can learn the skills taught within the program. THEN, let the good teachers work their magic with the students.
Could you imagine giving a pile of unproven materials to any other profession and then expecting them to try them out on their customers/patients to figure out what worked and what didn't? Most of us wouldn't consider buying a toaster from Wal-mart unless we had some assurance that it would work (or could return it for a refund if it didn't!) However, school districts spend millions of dollars on programs that have no proven instructional effects (when they don't work, we just by more or new one)...and when test scores come back low, we place blame on teachers and students and completely dismiss the 'tools' that they were given to accomplish their tasks. Districts should be asking for accountability from program publishers as well from teachers and students.