NEGP Weekly for April 5, 2001

[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 - April 5, 2001 -- Vol. 2 -- No. 96
*************************************************

CONTENTS

**STATE POLICY 
1.) NINE NEW YORK DISTRICTS: ABYSMAL CONDITIONS BRING LAWSUIT (Goal 3)
2.) GUBERNATORIAL LEADERSHIP IN EDUCATION: IT'S GROWING (All Goals)

**COMMUNITY AND LOCAL NEWS 
3.) TEACHERS AND THE INTERNET: A NetDay SURVEY  (Goal 4)
4.) TEACHER EVALUATIONS: MONTGOMERY COUNTY INTRODUCES NEW SYSTEM (Goal 4)

**FEDERAL POLICY NEWS 
5.) EXTRACURRICULAR DRUG TESTING: COURT SAYS NO  (Goal 7)
6.) COPS ON THE ROCKS: BUSH CALLS FOR CUTS, EMPHASIS ON SCHOOL SAFETY (Goal
7)

**RESEARCH AND EDUCATION PRACTICE 
7.) GRACE MEMORIAL: PITTSBURGH'S EXAMPLE OF FAITH-BASED LEADERSHIP (Goal 3 &
7)
8.) CHARTER SCHOOLS AND IMPROVED TEST SCORES: A CONNECTION? (Goal 3 & 7)

**FEATURE STORY
9.) JUST WAITING TO BE ASKED?"  PUBLIC AGENDA ON HOW MUCH EDUCATORS WANT TO
BE INVOLVED (All Goals)

 


***FACT OF THE WEEK***
51 states increased the percentage of degrees earned by all students that
were awarded in mathematics and science.

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

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

1.) ******** NINE NEW YORK DISTRICTS: ABYSMAL CONDITIONS BRING LAWSUIT
(Goal Three: Student Achievement)

The New York Civil Liberties Union, bolstered by a recent State Supreme
Court decision, filed a lawsuit accusing the state of not meeting its
obligation to "improve abysmal conditions in schools in nine districts that
it knows are failing." (Zernike, NEW YORK TIMES, 3/29).  The lawsuit came on
the heels of a court decision that ruled that the formula New York State
uses to finance schools denies students in New York City their
constitutional right to a "sound, basic education."

According to the paper, one goal of the new lawsuit is to go beyond the
ruling in the New York City case by having the state appoint monitors to
work with each of the nine school districts to help improve both student
achievement and the physical conditions of each campus.

For more information, visit the New York Civil Liberties Union at
www.nyclu.org.


2.) ******** GUBERNATORIAL LEADERSHIP IN EDUCATION: IT'S GROWING
(All Goals)

In many states, governors are taking on more school responsibility and in
the process asking for more power to control school decision-making.  "It's
kind of easy to see why governors, if they're going to be blamed for
schools, want more powers," said Ted Sanders, president of the Education
Commission of the States.

EDUCATION WEEK writes that the "trend toward giving governors more power
over schools has been unmistakable."  (Stricherz, 3/28).  According to the
paper, in 31 states the governor names all members of the state board.  In
four other states, the governor appoints some of them.  

EDUCATION WEEK explores the change in gubernatorial authority over education
in several states, including Florida and California.

For more information, visit EDUCATION WEEK at www.edweek.com.  Click on
Education Week and go to the 3/28 issue.  Or, visit the Education Commission
of the States at www.ecs.org.  Click on Education Issues, then Governance. 


*************************
COMMUNITY AND LOCAL NEWS
*************************

3.) ********TEACHERS AND THE INTERNET: A NetDay SURVEY
(Goal Four: Teacher Education/Professional Development)

A significant majority of teachers surveyed (87 percent) expressed comfort
in using the Internet, yet many pointed out that the Internet is not
well-integrated into their classrooms because of lack of time, equipment and
technical support, according to a survey conducted for NetDay.  

Other findings from the survey:

-84 percent of teachers thought the Internet could improve the quality of
education.
-77 percent said teachers without Internet access are at a disadvantage.
-60 percent said teachers who have Internet access spend less than 30
minutes a day on the Internet
-When they are online, teachers are doing research or gathering information
for lessons (55 percent); communicating with other teachers (42 percent);
helping students with projects (41 percent); communicating with parents (20
percent); and posting lesson plans (18 percent).

For more information, visit NetDay at www.netday.org.
	

4.) ******** TEACHER EVALUATIONS: MONTGOMERY COUNTY INTRODUCES NEW SYSTEM
(Goal Four: Teacher Education/Professional Development)

A new teacher evaluation system launched in Montgomery County, Maryland,
introduces a "new level of accountability and a mechanism to get rid of
teachers who don't measure up," and is reported to be a "radical departure"
from the past system that made it all but impossible to get fire
incompetent, tenured teachers (Loeb, WASHINGTON POST, 3/29).  

The new evaluation distinguishes experienced teachers from veterans.  For
example, veteran teachers will be required to assemble a three-year
professional growth plan.  At the end of the three years, an evaluation will
take place.  New teachers, however, are assigned a "consulting teacher" who
regularly evaluates the novice teacher, serves as a mentor and "ultimately
makes a recommendation on whether she'll continue to teach."  

For more information, visit the Montgomery County Public Schools at
www.mcps.k12.md.us.



*********************
FEDERAL POLICY NEWS
*********************

5.) ******** EXTRACURRICULAR DRUG TESTING: COURT SAYS NO
(Goal Seven: Safe Schools)

A 2-1 ruling by a panel of the U.S. Court of Appeals for the 10th Circuit
struck down an Oklahoma school district's policy of requiring students
participating in extracurricular school activities to take a drug test.  The
decision distinguished the Oklahoma case from a 1995 U.S. Supreme Court
ruling that upheld drug testing of student athletes.  "It is difficult to
imagine how participants in vocal choir, or the academic team, or even the
[Future Homemakers of America] are in physical danger if they compete in
those activities while using drugs, any more than any student is at risk
simply from using drugs," wrote the majority in the Oklahoma case.

For more information on Earls v. Board of Education of Tecumseh Public
School District at FindLaw.com:

http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=10th&navby=case&no=00
6128


6.) ******** COPS ON THE ROCKS: BUSH CALLS FOR CUTS, EMPHASIS ON SCHOOL
SAFETY
(Goal Seven: Safe Schools)	

President Bush plans to "severely scale back" the Community Oriented
Policing Services (COPS) and funnel the funds to school security officers,
writes the L.A. TIMES (Lichtblau and Brownstein, 3/30).  COPS, a popular
Clinton anti-crime initiative, provided municipal police departments with
more than $9 billion in federal funds to put about 85,000 new officers on
the streets during its six-year existence.  In an interview last year, the
L.A. TIMES reports that Bush argued that putting more cops on the streets is
a local issue.

However, the paper reports that "one part of the program that policymakers
have determined is worth salvaging is the hiring of officers to protect
schools.  The paper notes that the Bush plan will earmark $180 million for
school hires, "roughly equal to the current level of funding."

For more information on COPS, see the June 11, 1999 Federal Register, which
can be found on-line at
www.ed.gov/legislation/FedRegister/announcements/1999-2//061199a.pdf.


*********************************
RESEARCH AND EDUCATION PRACTICES
*********************************

7.) ******** GRACE MEMORIAL: PITTSBURGH'S EXAMPLE OF FAITH-BASED LEADERSHIP
(Goal Three: Student Achievement And Goal Seven: Safe Schools)

EDUCATION WEEK profiles the Grace Memorial Presbyterian Church in
Pittsburgh, Pennsylvania, as illustrative of Bush's call for faith-based
education leadership.  Church leaders seven years ago, in an attempt to
curtail crime and drug traffic that was seeping into their well-groomed,
middle-class black neighborhood, organized its After-School Tutorial and
Enrichment Program (A-STEP).  

Besides offering academic assistance, praised for reinforcing public school
education, the program also includes a spiritual component.  For 15-minutes
every Monday and Wednesday afternoon, Reverend Johnnie Monroe meets with
students in the sanctuary for a voluntary "pastor chat."  Monroe:  "One
reason I pushed the program here is that I saw so many children who needed
what the church could offer in terms of morals and values.  We also saw a
need to assist the school system.  We see ourselves as a school after
school."

EDUCATION WEEK observes that the Grace Memorial Presbyterian Church program
has "many of the ingredients that are at the center of a federal effort to
tap into the faith-based community."

For more information, visit EDUCATION WEEK at www.edweek.com.  Click on
Education Week's 3/28 issue.

8.) ******** CHARTER SCHOOLS AND IMPROVED TEST SCORES: A CONNECTION?
(Goal Three: Student Achievement And Goal Five: Math And Science)

Arizona students attending charter schools for two or three consecutive
years improved their reading test scores more than their counterparts in
traditional public schools, according to a report released by the Goldwater
Institute.  The report, Does Charter School Attendance Improve Test Scores?
The Arizona Results," also found that charter school students enrolled in
charters for two years were slightly better off in math compared to similar
students in traditional public schools.  Students in charter school for
three years, however, posted slightly lower gains in math than their regular
public school counterparts.

Arizona has more charter schools than any other state.  More than 400
charter schools are operating in the state.
	
For more information, visit the Goldwater Institute at
www.goldwaterinstitute.org.

*****************
FEATURE STORY
*****************

9.) ********"JUST WAITING TO BE ASKED?"  PUBLIC AGENDA ON HOW MUCH EDUCATORS
WANT TO BE INVOLVED
(All Goals)

Public Agenda's latest report, Just Waiting to be Asked?  A Fresh Look at
Attitudes on Public Engagement, is an attempt to study the relationship
between public schools and the public.  According to Public Agenda,
advocates of public engagement models argue that the relationship between
public schools and the public is tearing apart.  Reforms, they hold, will be
more likely to succeed if the public's concerns are more clearly heard.  The
report tries to answer the questions:  How much input do educators really
want?  How much does the public really want to give? 

The report found, for example that 70 percent of teachers feel left out of
the education decision-making process.  A mere 23 percent of the 404
teachers surveyed said that district leaders talk with them to understand
their views.  On the other hand, 70 percent of teachers said school
officials talk with them only to gain their support for "what the district
leadership wants to accomplish."

Deborah Wadsworth, president of Public Agenda, pointed out that if teachers
are the main conduits of information to parents and teachers feel left out
of the loop, a "lost opportunity" is created.  Bob Chase, president of the
National Education Association, noted that teachers often cite their
inability to have an impact on school policy as a main reason for leaving
the profession.  

Researchers also interviewed school superintendents, school board members,
parents and the general public.  Other findings from the report are:

-Only 4 percent of superintendents view communication with the community as
their most pressing concern.
-78 percent of superintendents said public-engagement efforts were underway
in their districts.
-41 percent of superintendents said they set policies with other school
leaders first then seek community support, rather than garner public opinion
before making policy decisions.
-While parents and the public would like to see more community involvement,
two-thirds say they are comfortable leaving decisions to the professionals.

-Parents and the public who rate their schools poorly are more likely to
want to get directly involved in decision making.

The report is divided into six chapters.  The first describes the "Lay of
the Land."  Contrary to conventional wisdom about frayed relations between
school districts and their communities, few school board members and
superintendents complain that their districts must deal with antagonistic
organizations representing business, senior citizens or other groups.

Chapters two through five present issues and findings about the general
public, teachers, superintendents and school board members, respectively.
The final chapter discusses "So What Does This Mean for My District?"

Overall, Public Agenda found widespread support for public schools, with the
public generally comfortable with leaving school policies for educators to
decide.

The report is based on a mail survey of 686 public school superintendents
and 475 school board members.  Also interviewed by mail were 404 public
school teachers and 809 members of the general public.  The general public
category included 205 parents of K-12 public school students.

For more information, visit Public Agenda at www.publicagenda.org.

************************************
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 Acting Executive Director: Emily O. Wurtz 
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 Frank O'Bannon, IN (Chair,
2001); Jim Geringer, WY (Chair-elect); John Engler, MI; Jim Hodges, SC;
Frank	Keating, OK; Paul E. Patton, KY; Jeanne Shaheen, NH; Tom Vilsack,
IA;
U.S. Senator Jeff Bingaman, NM; U.S. Senator Jim Jeffords, VT; U.S.
Representative George Miller, 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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