NEGP Weekly for August 24, 2000

[Negpweek <NEGPWEEK@WESTAT.com>]

****INVITATION****

Who:   You are invited to join Governor Tommy Thompson (WI), Chair of the
NEGP and Governor Paul Patton (KY), Panel member
Where:  Grady High School Theater, Atlanta, Georgia
When:  Tuesday, September 19, 1:30 - 4:30 PM
What:  Regional field hearing on changing school structures to help all
students reach high standards
Why:  Hear current effective practices in use in Florida, Georgia, and
Kentucky as well as researchers and practitioners on this important issue.


This field hearing is the second of four scheduled to be held nationwide as
part of the Panel's 2000 agenda. The hearings are intended to raise public
awareness of the current best practices in helping all students achieve high
academic standards.  The NEGP field hearings will be delayed broadcast on
the NEGP web site at http://www.negp.gov.  To view these webcasts you will
need the free Realplayer 7 downloaded to your computer. You can download
Realplayer 7 for free by visiting the Goals Panel's web site at
http://www.negp.gov and following the links to the webcast!

 *******************THE NEGP WEEKLY****************
A weekly news update on America's Education Goals 
and school improvement efforts across America from the 
NATIONAL EDUCATION GOALS PANEL

Thursday - August 24, 2000 -- Vol. 2 -- No. 68
***************************************************

CONTENTS
**STATE POLICY 
1.) HISPANIC DROP-OUT RATE: SIGNIFICANTLY UP IN MASSACHUSETTS (Goal 2) 
2.) RECRUITING TEACHERS: TEXAS STYLE (Goal 4) 

**COMMUNITY AND LOCAL NEWS 
3.) TEACHER EVALUATIONS: STUDENTS AND PARENTS GIVE THE GRADE (Goal 4) 
4.) IN THE HOT SEAT: OAKLAND PRINCIPALS HELD TO HIGH STANDARDS (Goal 4)

**FEDERAL POLICY NEWS 
5.) RESOURCES FOR THE NEEDY: FEDERAL DOLLARS AT WORK (All Goals)
6.) PAY TEACHERS MORE: FEDERAL GOVERNMENT URGED TO GET INVOLVED (Goal 4) 

**RESEARCH AND EDUCATION PRACTICE 
7.) SECRET SERVICE TO THE RESCUE: KEEPING SCHOOLS SAFE (Goal 7)
8.) SCHOOL DISTRICTS AND UNIVERSITIES: WORK TOGETHER TO PREPARE TEACHERS
SAYS NRC PANEL (Goals 3 and 4) 

**FEATURE STORY
9.) CALIFORNIA'S PROP 227: DID THE BAN ON BILINGUAL ED HELP BOOST TEST
SCORES?
(GOAL 3) 
 
***FACT OF THE WEEK***
Between 1991 and 1994, the U.S. and 17 states (out of 51) significantly
increased the percentages of public school teachers who reported that during
their first year of teaching they participated in a formal teacher induction
program to help beginning teachers by assigning them to a master or mentor
teacher.

--The National Education Goals Report: Building a nation of learners, 1999
http://www.negp.gov/reports/99rpt.pdf


********************
STATE POLICY NEWS
********************


1.) ******** HISPANIC DROP-OUT RATE: SIGNIFICANTLY UP IN MASSACHUSETTS
(Goal Two: High School Completion)
	
Hispanic students in Massachusetts are dropping out of school at higher
rates than other ethnic groups and the percentage of Hispanics leaving
school increased significantly from 1997 to 1998 (Greenberger, BOSTON GLOBE,
8/15).  A survey released by U.S. Department of Education Secretary Riley
found that the Hispanic dropout rate in Massachusetts jumped to 9.8 percent
in 1998-1999 from 8.2 percent in 1997-1998.

According to the paper, 33 percent of Hispanic students in the class of 2002
would drop out before graduating if there was no improvement in the dropout
rate.  The study also reported increases in the dropout rate for black
students (from 6.1 percent in 1997-1998 to 6.7 percent in 1998-1999) and
Asian-Americans (3.5 to 3.6).  The rate for white students dropped from 2.6
percent to 2.5 percent, during the same time period.

For more information visit the Massachusetts Department of Education at
http://www.doe.mass.ed.



2.) ******** RECRUITING TEACHERS: TEXAS STYLE
(Goal Four: Teacher Education and Professional Development)

A major occupation of Texas school administrators this summer has been
recruiting enough teachers to fill classrooms statewide (McCain, DALLAS
MORNING NEWS, 8/13).  While the state has enough certified teachers to fill
these jobs, a "staggering number have left the profession," explained John
Cole, president of the Texas Federation of Teachers.  State and local
officials are finding creative ways to lure more teachers into the
classroom.  Some districts are taking advantage of a state law that permits
retired educators to "return to the classroom in an area of critical need
without sacrificing their benefits," writes the paper.

Other districts are trying to enforce another state law that allows school
districts to prohibit teachers from quitting within 45 days of the start of
the school year.  Cole criticized this policy as a "draconian measure."

Texas A&M University's Regents' Initiative for Excellence in Education is
geared to increasing the number of graduating teachers by 33 percent during
the next five years.  Currently the university produces one-fifth of the
state's teachers.

For more information, visit the DALLAS MORNING NEWS at
http://www.dallasnews.com.



*************************
Community and Local News
*************************


3.) ******** TEACHER EVALUATIONS: STUDENTS AND PARENTS GIVE THE GRADE
(Goal Four: Teacher Education and Professional Development)

Student evaluation of classroom teachers is occurring in some schools across
the country, causing consternation among many teachers (Mathews, WASHINGTON
POST, 8/15).  Florida passed a law that requires schools to create a
"mechanism" for parental input into the teacher evaluation system.  School
districts in Arizona, Kansas and Wyoming also have begun experimenting with
annual teacher evaluations by students and parents, notes the paper.

Some business leaders, like Bob Regnier, president of the Bank of Blue
Valley in Overland Park, Kansas, and a member of the school board, argue
that student/parent evaluations help school officials determine if their
"customers" are satisfied.  But some teachers counter that "the
customer-survey concept is fraught with problems when transferred to a
school setting," writes the paper.  "If they decided to be vindictive, they
could really do damage to that instructor, whether the damage was justified
or not," said Marjorie McCreery, executive director of Arlington, Virginia,
teachers' association.

For more information, visit the WASHINGTON POST at http://www.washpost.com



4.) ******** IN THE HOT SEAT: OAKLAND PRINCIPALS HELD TO HIGH STANDARDS
(Goal Four: Teacher Education and Professional Development)

Oakland, California's, superintendent of schools is putting the district's
90 public school principals on notice.  Meet annual goals for improving test
scores, truancy and graduation rates or lose your job (May, SAN FRANCISCO
CHRONICLE, 8/16).  

Dennis Chaconas, the superintendent, already has removed 29 principals and
placed 100 teachers in office jobs back into the classroom, writes the
paper.  He also has sent each school a poster that shows the schools test
scores, graduation rate, number of suspensions and how many days the
students and teachers missed.  The poster is to be posted on the principal's
door.  He and his staff also are expected to make surprise visits to the
schools.

For more information, visit the Oakland Public Schools at
http://www.greatschools.net/gs/ca/alm/oak.



*********************
Federal Policy News
*********************


5.) ******** RESOURCES FOR THE NEEDY: FEDERAL DOLLARS AT WORK
(All Goals)

A new U.S. Department of Education study finds that targeting federal
dollars to low-income schools has helped level the playing field between
these schools and wealthier ones.  The Study of Educational Resources and
Federal Funding:  Final Report examined federal support for school districts
and schools from six federal programs during 1997-1998.  Programs include
Titles I, II, III, IV and VI of the Elementary and Secondary Education Act
(ESEA) and Goals 2000, comprising 41 percent of federal K-12 revenues.

"From teachers to technology, summer school to after-school, critical
federal funds are reaching the neediest children and making up for support
that often falls short," said Education Secretary Richard Riley.

Findings include:
>  While disparities between high- and low-poverty districts have
diminished, per-pupil spending in low-income districts continues to lag
behind more affluent districts by more than 10 percent.
>  Of the $8 billion spent on Title I, 77 percent of the funding to help
disadvantaged children meet high standards was spent on instruction, mainly
supporting the hiring of teachers and aides.  The remainder was divided
between instructional support and local program administration.
>  Summer school was offered in 56 percent of schools.  It was more common
in the highest-poverty schools and offered more frequently in high schools
(66 percent) than elementary schools (51 percent).

For a copy of the report and an executive summary visit
http://www.ed.gov/offices/OUS/eval/elem.html.



6.) ******** PAY TEACHERS MORE: FEDERAL GOVERNMENT URGED TO GET INVOLVED
(Goal Four: Teacher Education and Professional Development)

The federal government should take on a new role in education - that of
raising teacher salaries to the level of other professionals with similar
schooling, according to a report recently issued by the research group, the
Century Foundation.  Under the group's plan, the federal government would
spend $2.3 billion a year, or $10,555 per teacher to match new teacher
starting salaries with those of comparable entry-level professionals.  To
equalize the salaries of all teachers with the pay of similarly educated
professionals would boost the amount to $60 billion, "a huge increase
considering that currently only $75 billion is spent on teacher salaries,"
reports the Century Foundation.  

Besides raising salaries, the paper on teacher quality issues also calls on
the federal government to set standards for the profession, currently a
state prerogative.  For example, the paper argues that high school teachers
should be required to complete a college major or minor in the subject they
teach, at least a summer of coursework in instructional techniques and a
yearlong apprenticeship as a student teacher.  

For more information, visit the Century Foundation at http://www.tcf.org.



*********************************
Research and Education Practices
*********************************


7.) ******** SECRET SERVICE TO THE RESCUE: KEEPING SCHOOLS SAFE
(Goal Seven: Safe Schools)

America's Secret Service, best known for protecting the presidents, has
taken on a new assignment:  keeping schools safe.  The agency, through its
National Threat Assessment Center, plans to release a report this fall that
discusses how to identify youngsters who might commit violent crimes on
campuses.  However, the report will not contain any profiles of a "typical
school shooter," writes the SAN JOSE MERCURY NEWS (Crary, AP, 8/18).  "We
don't believe in profiles," said Secret Service Director Brian Stafford.
"There are no psychological or demographic profiles for the adults who pose
threats, and my guess is we're going to find the same thing in children."

Stafford also pointed out that none of the shooters in the past few years
acted in a "spontaneous, impulsive manner."  "There's been plenty of time to
intervene," he said.

For more information visit the Secret Service at http://www.treas.gov/usss



8.) ******** SCHOOL DISTRICTS AND UNIVERSITIES: WORK TOGETHER TO PREPARE
TEACHERS SAYS NRC PANEL
(Goal Three: Student Achievement and Goal Four: Teacher Education and
Professional Development)

School districts and universities must join forces to provide a "rigorous
and comprehensive" education for K-12 teachers of science, math and
technology, according to a new report issued by the National Academies'
National Research Council (NRC).  An integrated system is needed to better
prepare both current and future teachers who are required to teach to higher
standards and to improve student achievement.

The report offers several suggestions for how school districts and
universities could work together.  For example, they could forge an
integrated academic-advising network to encourage more high school and
college students to consider careers in science or math education.
University-based scientists and mathematicians, who often rely on
information technology, could use partnerships as opportunities to help K-12
teachers master such tools.  And, K-12 instructors could work with their
counterparts in higher education to improve teaching in college-level
courses.

Other recommendations from the report include:
>  raise the status of teachers through rewards, incentives and expectations
>  hold colleges and universities more accountable for educating teachers
>  involve more scientists, mathematicians and engineers in local and
national efforts at teacher education
>  educate teachers of science, math and technology throughout their careers

Examples of promising school-university partnerships are cited throughout
the report.

For more information, visit the National Research Council at
http://www.nationalacademies.org.



*****************
Feature Story
*****************


9.) ******** CALIFORNIA'S PROP 227: DID THE BAN ON BILINGUAL ED HELP BOOST
TEST SCORES?
(GOAL THREE: STUDENT ACHIEVEMENT)

Proposition 227, financed almost exclusively by Silicon Valley entrepreneur
Ron Unz, eliminated bilingual education throughout the state of California.
Two years later, after non-English speaking students participated in
English-immersion programs, their test scores are soaring, notes the N.Y.
TIMES (Steinberg, 8/20).  While proponents of Proposition 227 are beaming,
other researchers ponder to what extent other factors, including smaller
class size, may have had on the increase in test scores.

The paper points out that it is hard to ascertain how strong a role
Proposition 227 had in improving students' reading and math scores because
of other reform efforts underway at the same time.  California saw a
reduction in class size and a return to phonic-based reading instruction;
two efforts that may have weighed in heavily with boosting student scores.

According to the paper, the most dramatic increases in test scores occurred
in the lower grades.  The average reading score of a second-year student
with limited English increased 9 percentage points over the last two years,
from the 19th percentile to the 28th percentile.  The average score for the
same students in math jumped from the 27th percentile to the 47th
percentile, or 14 points.

The TIMES compares two districts in Southern California that took different
approaches to the new law.  In Oceanside, Superintendent Ken Noonan strictly
abided by the ban on bilingual education, granting only a few waivers, which
are allowed under the law.  In neighboring Vista, Superintendent Dave
Cowles' philosophy was to give parents information on the pros and cons of
bilingual education and let them decide for themselves.  One in two students
were granted a waiver in Vista.  Once the test scores were released, it
became clear that students in Oceanside performed better on the exams.  For
example, the average score of third-grade Oceanside students who speak
primarily Spanish jumped by 11 percentage points (to the 22nd percentile) in
reading over the last two years, while the gain was "a more modest" 5
percentage points (to the 18th percentile) in Vista, notes the paper.
Fifth-grade Oceanside students showed gains of 10 percentage points in
reading, with the average in the 19th percentile, while Vista students
showed no increase, remaining at the 12th percentile.  While stating that it
is too early to "comment on which ultimately works better," Cowles conceded
that "if these results are indicative of how students learn best, then we
have to take them into account when we talk to parents."

Many educators predict the release of the California data will have an
impact on the efforts of other states, especially Arizona where a ballot
initiative that asks voters whether the state should eliminate bilingual
education is set for November.  Colorado, Massachusetts and New York also
are heatedly debating the bilingual education issue and will be looking
westward to California with keen interest.

"I thought it (Proposition 227) would hurt kids," confessed Noonan.  "The
exact reverse occurred, totally unexpected by me.  The kids began to learn -
not pick up, but learn - formal English, oral and written, far more quickly
than I ever thought they would."

For more information, visit the California Department of Education at
http://www.cde.ca.gov.
 
************************************
The NEGP WEEKLY is a publication of:
The National Education Goals Panel 
1255 22nd Street NW, Suite 502 
Washington, DC 20037; 
202-724-0015 

NEGP Executive Director: Ken Nelson 
Publisher: Barbara A. Pape 
http://www.negp.gov 
************************************

The NEGP/ Daily Report Card (DRC) hereby authorizes further reproduction and
distribution with proper acknowledgment. 

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WHAT IS THE NATIONAL EDUCATION GOALS PANEL? 
The National Education Goals Panel is a unique bipartisan body of state and
federal officials created in 1990 by President Bush and the nation's
Governors to report state and national progress and urge education
improvement efforts to reach the National Education Goals. 

WHAT DOES THE GOALS PANEL DO?
The Goals Panel has been charged to: 
* Report state and national progress toward the National Education Goals. 
* Work to establish a system of high academic standards and assessments. 
* Identify promising and effective reform strategies. 
* Recommend actions for state, federal, and local governments to take. 
* Build a nationwide, bipartisan consensus to achieve the Goals. 

WHAT ARE THE NATIONAL EDUCATION GOALS? 
There are eight National Education Goals set for the year 2000. They are: 
1) All children will start school ready to learn. 
2) The high school graduation rate will increase to at least 90%. 
3) All students will become competent in challenging subject matter. 
4) Teachers will have the knowledge and skills they need. 
5) U.S. students will be first in the world in math and science achievement.
6) Every adult American will be literate. 
7) Schools will be safe, disciplined, and free of drugs, guns and alcohol. 
8) Schools will promote parental involvement and participation. 

WHO SERVES ON THE GOALS PANEL AND HOW ARE THEY CHOSEN?
Eight governors, four state legislators, four members of the U.S. Congress,
and two members appointed by the President serve on the Goals Panel. Members
are appointed by the leadership of the National Governors' Association, the
National Conference of State Legislatures, the U.S. Senate and House, and
the President. The number of Republicans and Democrats are made even by
appointing five governors from the party that does not control the White
House.
 
The current Panel Members are Governors Tommy G. Thompson, WI (Chair, 2000);
John Engler, MI; Jim Geringer, WY; James B. Hunt, Jr., NC; Frank Keating,
OK; Frank O'Bannon, IN; Paul E. Patton, KY; Cecil H. Underwood, WV;
Secretary of Education Richard Riley; Michael Cohen, U.S. Assistant
Secretary for Elementary and Secondary Education; U.S. Senator Jeff
Bingaman, NM; U.S. Senator Jim Jeffords, VT; U.S. Representative William F.
Goodling, PA; U.S. Representative Matthew G. Martinez, CA; Representative G.
Spencer Coggs, WI; Representative Mary Lou Cowlishaw, IL; Representative
Douglas R. Jones, ID;
Senator Stephen Stoll, MO. 

The annual Goals Report and other publications of the Panel are available
without charge upon request from the Goals Panel or at its web site
http://www.negp.gov. Requests can be made by mail, fax, e-mail, or Internet.


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