NEGP Weekly for September 29, 2000

[Negpweek <NEGPWEEK@WESTAT.com>]

*****************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 - September 28, 2000 -- Vol. 2 -- No. 73
*************************************************

CONTENTS
**STATE POLICY 
1.) A NEW ATTITUDE: STATE VOCATIONAL EDUCATION HEADS CALL FOR CHANGE (Goal
6)
2.) VOCATIONAL EDUCATION: ENROLLMENTS UP IN MASSACHUSETTS (Goals 3 and 6) 

**COMMUNITY AND LOCAL NEWS 
2.) HELPING PARENTS KNOW THEIR TEACHERS: NCATE DEVELOPS 
QUESTIONS (Goals 4 and 8) 
4.) KICKOFF FOR KINDNESS: BRINGING LOVE TO SCHOOL (GOAL 7)

**FEDERAL POLICY NEWS 
5.) TEACHER TRAINING: NEW GRANTS APPROVED (Goal 4)
6.) MAKING SCHOOL SAFE: EXPANDING SCHOOL COUNSELOR PROGRAMS (GOAL 7)

**RESEARCH AND EDUCATION PRACTICE 
7.) STATE TESTING: BUSINESS GROUP SURVEY SAYS PUBLIC FAVORS 
STANDARDS AND TESTS (Goal 3) 
8.) "THINKING DIFFERENTLY": NEW WAYS TO GOVERN SCHOOLS (All Goals)

**FEATURE STORY
9.) "BEFORE IT'S TOO LATE": REPORT FROM THE GLENN COMMISSION
(Goals 4 and 5)

 
***FACT OF THE WEEK***
Between 1991 and 1996, the U.S. and 38 states (out of 53) significantly
increased the percentage of degrees earned by minority students that were
awarded in mathematics or science.
--The National Education Goals Report: Building a nation of learners, 1999
http://www.negp.gov/reports/99rpt.pdf



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


1.)******** A NEW ATTITUDE: STATE VOCATIONAL EDUCATION HEADS CALL FOR CHANGE
(Goal Six: Adult Literacy and Lifelong Learning)

State vocational education leaders met at a conference in Boise, Idaho, and
called for an overhaul of their programs (Learner, EDUCATION DAILY, 9/21).
"We are balancing two interests," said Joanna Kister, director of vocational
education in Ohio and president of the National Association of State
Directors of Vocational Technical Education Consortium.  "One is the career
dreams and aspirations of the individual.  The other is the workforce
economic development dimension," she said.  "There is a sense of crisis and
urgency in terms of shortages in the workforce.  The landscape is changing
and we have to move harder and faster."

One way vocational education leaders are moving is to instill accountability
throughout their systems.  Another is to drop the word "vocational" from the
name of their organizations because vocational education conjures up more
limited options.  Whatever the name, what is needed is consistency," said
Will Lewis, vocational education director in Tennessee.  "We need to have
clear expectations and provide the resources to realize those expectations."

For more information on vocational education visit the National Center for
Research in Vocational Education at http://www.ncrve.berkeley.edu.


2.) ******** VOCATIONAL EDUCATION: ENROLLMENTS UP IN MASSACHUSETTS
(Goal Three: Student Achievement And Goal Six: Adult Literacy And Lifelong
Learning)

An increasing number of Massachusetts students is pursuing vocational
education, writes EDUCATION DAILY (Learner, 9/6).  Nashoba Valley Technical
School in Westford, Massachusetts, has more than doubled its enrollment over
the past 10 years.  Over 400 students have applied for 261 ninth-grade slots
at Blue Hills Regional Vocational Technical High School in Canton,
Massachusetts.  

"We have adjusted our programs to meet the new and emerging needs of
employers," said Judith Klimkiewicz, superintendent of Nashoba Valley
Technical School.   

According to the newsletter, some educators explain that vocational
education no longer is considered a "last resort," with many technical
school graduates earning more than graduates of a four-year liberal arts
program.  The trend appears to hold up nationwide, notes the newsletter.

For more information, visit EDUCATION DAILY at
http://www.EducationDaily.com.



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


3.) ******** HELPING PARENTS KNOW THEIR TEACHERS: NCATE DEVELOPS QUESTIONS
(Goal Four: Teacher Education and Professional Development and Goal Eight:
Parent Participation)

The National Council for Accreditation of Teacher Education (NCATE) recently
released a series of questions parents can ask their school officials to
learn about the qualifications of their child's teachers.  "The quality of a
teacher's preparation, and his or her performance and knowledge, is the key
to a child's education," said Arthur Wise, president of NCATE.  "Parents can
play an important role in demanding qualified teachers," he added.

Questions include:
>  Is my child's teacher licensed to teach?
>  Did my child's teacher graduate from an NCATE accredited college of
education?
>  Is the teacher licensed to teach the particular subject he or she is
teaching?

Earlier this year, NCATE released new standards for teacher preparation.
These new standards require institutions to offer proof that candidates for
teaching positions have acquired in-depth knowledge of subject matter and
can explain important principles and concepts in the classroom.

For more information, visit NCATE at http://www.ncate.org.


4.) ******** KICKOFF FOR KINDNESS: BRINGING LOVE TO SCHOOL
(GOAL SEVEN: SAFE SCHOOLS)

Project Love, a six-year-old nonprofit program based outside of Cleveland,
Ohio, launched this year's initiative with a Kickoff for Kindness 2000 rally
(Segall, CLEVELAND PLAIN DEALER, 9/27).  Students from several counties
"held hands and sang love songs," amidst plenty of giggling, writes the
paper.  The students also drafted several rules including, "Treat each other
with respect.  Kindness strengthens.  And from every high school, the world
changes."

Project Love's goal is to "displace hate and violence in teenagers' schools,
homes and hearts," reports the paper.  Participants are expected to spread
the word about kindness, patience and tact.

According to the PLAIN DEALER, Project Love students last year cleaned up
Nordonia High School and sponsored guided tours of the school for incoming
eighth-grade students.  The project also produces a weekly TV show called
"Principles."

For more information visit the CLEVELAND PLAIN DEALER at
http://www.cleveland.com or call Project Love at (440)605-1211.



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


5.) ******** TEACHER TRAINING: NEW GRANTS APPROVED
(Goal Four: Teacher Education and Professional Development)

Last week, the Department of Education awarded eight new grants designed to
better train teachers.  The grants support partnerships involving one or
more college or university teacher preparation programs, the school of arts
and sciences at the university and a disadvantaged school district.
Grantees are expected to:
>  produce teachers with strong content knowledge in the subject they teach;
>  immerse student teachers in extensive clinical experiences so that they
are well-prepared for the "challenges of the classroom"
>  integrate technology in the training program

The eight grantees are from five states: California, Georgia, Illinois,
Maryland and Ohio.

For more information, visit the Department of Education at
http://www.ed.gov.


6.) ******** MAKING SCHOOL SAFE: EXPANDING SCHOOL COUNSELOR PROGRAMS
(GOAL SEVEN: SAFE SCHOOLS)

With the goal of producing safe school environments, the Department of
Education announced grants to 58 school districts to establish or expand
elementary school counseling programs.  The new initiative is intended to
help school districts hire and train elementary school counselors, school
psychologists and school social workers; expand access to counselors; and
help share innovative and successful strategies for providing elementary
school counseling.

Among other things, projects must use a preventive approach to counseling
geared to each child's age and collaborate with institutions of higher
education, businesses, community groups, social service agencies or other
groups.

The grants will run for three years and are funded under the Fund for
Innovation in Education.

For more information, visit the Department of Education at
http://www.ed.gov.



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


7.) ******** STATE TESTING: BUSINESS GROUP SURVEY SAYS PUBLIC FAVORS
STANDARDS AND TESTS
(Goal Three: Student Achievement)

Challenging media reports that portray a nationwide backlash to state
standards and testing, a survey conducted by the Business Roundtable found
that Americans support rigorous standards for students and backing them up
with statewide tests linked to high school graduation and grade promotion.  

Sixty-five percent of parents and 70 percent of the general public favor a
policy of requiring students to "pass statewide tests before they can
graduate from high school, even if they have passing grades in their
classes." 
Seventy-three percent of parents and 76 percent of the general public favor
the use of statewide tests in English and math as criteria for promotion
from fourth to fifth grade, even if pupils have passing grades in their
classes.  Support increases to 81 percent of parents and 87 percent of the
general public when students who do not pass are given extra instruction in
summer school and then allowed to re-take the exam.

For more information, visit the Business Roundtable at
http://www.brtable.org.


8.) ******** "THINKING DIFFERENTLY": NEW WAYS TO GOVERN SCHOOLS
(All Goals)

A series of innovative recommendations made by the Educational Research
Service and the New England School Development Council would change the way
schools and school districts are governed, with the intention of improving
instruction and student achievement.  For example, the report Thinking
Differently:  Recommendations for 21st Century School Board/Superintendent
Leadership, Governance and Teamwork for High School Achievement calls for
changing state law to limit the work of school boards to policymaking and
long-term planning.  By doing this, superintendents would be allowed more
freedom to manage the daily operations of schools.

The report urges mandatory professional development for board members and
superintendents and the creation of a National Center for
Board/Superintendent Leadership to support research and contribute
resources.  It also recommends passing amendments to state open-meeting laws
to permit board members and superintendents to evaluate their work in
private, which could allow boards and superintendents to develop stronger
partnerships.

For more information, visit the New England School Development Council at
http://www.nesdec.org.



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


9.) ******** "BEFORE IT'S TOO LATE": REPORT FROM THE GLENN COMMISSION
(Goal Four: Teacher Education and Professional Development and Goal Five:
Math And Science)

In 1999, U.S. Education Secretary Richard Riley announced the formation of
the National Commission on Mathematics and Science Teaching for the 21st
Century, chaired by former Senator and astronaut John Glenn.  The purpose of
the Glenn Commission is to examine ways to improve the quality of math and
science teaching at all grade levels.  A group of 32, including
representatives of math and science teaching, business, education and public
officials, met over the past year to review what is known about high quality
math and science teaching as well as the current state of teacher
recruitment, preparation, retention and career-long professional growth.  

Based on a combination of research, best practices and a vision of "what
should be," the Glenn Commission this week released a series of
recommendations and strategies to ensure that enough well prepared teachers
enter and remain in the math and science teaching profession.

The Commission discussed five major factors that have converged to "make
this a particularly opportune time to focus on strengthening mathematics and
science education."  They are:

>  reform efforts have sharply focused the attention of the American people
on education as a public issue;
>  the nation now has a surplus of resources to invest in education;
>  a coming demographic shift in the teaching force - two thirds of which
will be retiring in the next decade - offers an unparalleled chance to plan
for and make changes at the core of education itself;
>  our schools can now put to work what educators have learned in the past
generation about curriculum, high standards, effective teaching, assessment
and how children learn; and
>  the rising generation of college graduates is once again showing an
interest in teaching as a profession.

The report goes on to claim that "evidence of the positive effect of better
teaching is unequivocal; indeed the most consistent and powerful predictors
of student achievement in mathematics and science are full teaching
certification and a college major in the field being taught."

Several goals and strategies are set forth in the report at an estimated
cost of over $5 billion.  These include:
>  Establish an ongoing system to improve the quality of math and science
teaching in grades K-12.  For example, each state must immediately undertake
a full needs assessment to determine what teachers require, both in their
schools and their professional lives if they are to routinely deliver
high-quality teaching.  Summer institutes must be created to address the
professional development needs identified.
>  Increase significantly the number of math and science teachers and
improve the quality of their preparation.  One way to achieve this goal is
to create competitively selected Mathematics and Science Teaching Academies
to annually train 3,000 Academy Fellows, who will be nationally recruited
for a one-year intensive course on effective teaching methods in math or
science.
>  Improve the working environment and make the teaching profession more
attractive for K-12 math and science teachers.  District and business
partnerships are needed, for example, to provide support for a broad range
of efforts to create professional working environments for teachers.  And,
salaries of all teachers must be made more competitive, especially for math
and science teachers.

"It's costly," said Glenn of the funding needed to carry out the
recommendations.  "It's far, far more costly if we do nothing."

For more information and a copy of the report, visit
http://www.ed.gov/inits/Math/glenn



************************************
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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