[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
The NEGP WEEKLY for September 7, 2001
*****************THE NEGP WEEKLY*****************
A weekly news update on America's Education Goals
And school improvement efforts across America from the
NATIONAL EDUCATION GOALS PANEL
Friday - September 7, 2001 -- Vol. 2 -- No. 110
*************************************************
CONTENTS
**STATE POLICY
1.) Grants For Private Tutoring: A Massachusetts Response To Low Test
Scores (Goal 3)
2.) Teacher Retention: New Jersey Must Do More (Goal 4)
**COMMUNITY AND LOCAL NEWS
3.) Civility Guides: How-To Lessons For Parents (Goal 8)
4.) Divide And Conquer: Chicago Splits Up Larger Schools (Goal 3)
**FEDERAL POLICY NEWS
5.) Learning Disabilities: A Summit (Goal 3)
6.) Back-To-School Address: Secretary Paige Speaks To Nation (All Goals)
**RESEARCH AND EDUCATION PRACTICE
7.) In Need Of Sleep: Teens, Sleep And School (Goal 3)
8.) High Stress: Driving Principals Out Of Business (Goal 4)
**FEATURE STORY
9.) Sat Scores: Slightly Up, With More Students Taking The Test (Goal 3)
********************
STATE POLICY NEWS
********************
1.) ******** Grants For Private Tutoring: A Massachusetts Response To Low
Test Scores
(Goal Three: Student Achievement)
Acting Governor of Massachusetts Jane Swift proposed awarding grants of up
to $1,000 to the families of students who repeatedly fail the state exam
(Greenberger, BOSTON GLOBE, 8/30). The funds could be used for private
tutoring.
Swift's plan, unveiled during her State of the State address, would begin in
the fall of 2002 and initially would be limited to the class of 2003. This
group of students is the first who must pass the English and math portions
of the state test to graduate from high school. The governor's "Extra Help
Guarantee" would cost $5.2 million.
For more information, visit the Massachusetts Governor's Office at
<http://www.state.ma.us/gov/>.
2.) ******** Teacher Retention: New Jersey Must Do More
(Goal Four: Teacher Education & Professional Development)
A new Harvard Graduate School of Education study finds that more than 4 in
10 teachers new to the teaching profession last year in New Jersey do not
plan to remain classroom teachers for the rest of their careers (Newman, NEW
YORK TIMES, 8/28). The study also found that nearly half of all teachers
new to teaching in the state were mid-career professionals coming from other
fields.
The Harvard researchers recommend that school districts try harder to keep
high-quality teachers in the classroom and that recruiting new teachers from
beyond college campuses is working.
Harvard plans to conduct teacher surveys in four other states: California,
Massachusetts, Michigan and Texas.
For more information, visit the Harvard Graduate School of Education at
<http://www.gse.harvard.edu/~ngt/nj_survey_study/html>.
*************************
COMMUNITY AND LOCAL NEWS
*************************
3.) ******** Civility Guides: How-To Lessons For Parents
(Goal Eight: Parent Involvement)
Two school districts in Washington state, Mercer Island and Issaquah, have
issued new civility guidelines, "which spell out what is and is not
appropriate communication between parents, staff and students (Pohlig,
SEATTLE TIMES, 8/31). Mercer's "Let's Talk" guidelines and Issaquah's
"civility policy" include items such as: being respectful, positive and
flexible; not using vulgar language; scheduling appointments to talk to
teachers instead of dropping in; and offering solutions, not blame.
Educators in the districts stress that while most parents are respectful,
the few who are not are highly threatening and abrasive.
"I think increasingly there are models of uncivil discourse in our society -
on T.V., on talk radio - and we are trying to show what civil interaction
should look like and remind people what is not appropriate, such as
cornering each other in the grocery store," explained Mercer Island
Superintendent Bill Keim.
For more information, visit Mercer Island School District at
<http://www.misd.wednet.edu>.
4.) ******** Divide And Conquer: Chicago Splits Up Larger Schools
(Goal Three: Student Achievement)
Chicago Mayor Richard Daley and Schools chief Arne Duncan last month
announced an $18.2 million initiative to break up the city's lowest
performing schools into smaller, independent institutions (Quintanilla,
CHICAGO TRIBUNE, 8/31). A study of the school system's smaller schools
found that students who attend these schools are more likely to achieve
higher and less likely to get into trouble than their counterparts in larger
schools.
"We want to take the success we have had with small schools and duplicate
that success across the system," said Duncan.
Under the plan, four to six large high schools will close and each would
reopen as two or more "small schools" inside the same buildings, reports the
paper. Students attending these smaller schools would be in smaller
classes, with greater attention from teachers and a safer academic
environment.
For more information, visit the Chicago public schools at www.cps.k12.il.us
<http://www.cps.k12.il.us>.
*********************
FEDERAL POLICY NEWS
*********************
5.) ******** Learning Disabilities: A Summit
(Goal Three: Student Achievement)
For the first time, the Department of Education hosted a Learning
Disabilities Summit. The Summit, held in Washington, D.C., late August, is
part of a national initiative sponsored by the office of special education.
In his remarks, Secretary of Education Rod Paige said, ". . . learning
disabilities are a real and debilitating handicap that place children at
considerable risk for academic failure and other problems. Because of this
it is essential that we develop a genuine science of learning disabilities."
He asked the gathering for their "suggestions for more and better
scientifically sound research to help us identify and address learning
disabilities as early as possible."
A series of papers were made available that covered several areas: early
childhood identification, alternative responses to intervention, processing
deficit models and clinical judgment. All nine papers will be available on
the Department of Education's web site later this year.
For more information, visit the Department of Education at
www.ed.gov/Speeches/08-2001/010827.html
<http://www.ed.gov/Speeches/08-2001/010827.html>.
6.) ******** Back-To-School Address: Secretary Paige Speaks To Nation
(All Goals)
At the National Press Club earlier this week, U.S. Secretary of Education
Rod Paige delivered his Back-to-School address. His remarks featured
President Bush's Leave No Child Behind education plan and the bipartisan
reception it has received in Congress.
"While there are excellent schools across America, our system is failing too
many children," said Paige. He pointed to the reauthorization of the
Elementary and Secondary Education Act (ESEA) and the Individuals with
Disabilities Education Act (IDEA) as opportunities to improve education for
all children.
He continued: "I have seen a spirit of change in many of the schools I have
visited to mark the new school year. But I know we need to see more of it
and at more schools. If we press on and finish a good bill, districts and
teachers and the Department of Education will have time to begin putting the
reforms into practice for next year."
For a copy of Secretary Paige's remarks, visit the Department of Education
at www.ed.gov/Speeches/09-2001/010904.html
<http://www.ed.gov/Speeches/09-2001/010904.html>.
*********************************
RESEARCH AND EDUCATION PRACTICES
*********************************
7.) ******** In Need Of Sleep: Teens, Sleep And School
(Goal Three: Student Achievement)
A study of thousands of Minneapolis high school students found that the more
sleep students get the better their grades and the less they experienced
depression. The study was conducted as the district shifted from a start-up
time at 7:15 am to 8:40 am. (Kaufman, WASHINGTON POST, 8/29). The
improvement in grades was slight, not significant, reports the paper.
Kyla Wahlstrom, a researcher at the University of Minnesota who conducted
the study for the Minneapolis school district, said that "attendance and
continuous enrollment have improved significantly in Minneapolis schools
since the start times were changed." She added: "It certainly makes sense
that less sleepy students are more likely to stay in school and will be more
ready to learn."
For more information, visit the WASHINGTON POST at
<http://www.washingtonpost.com>. The article is in the 8/29 issue.
8.) ******** High Stress: Driving Principals Out Of Business
(Goal Four: Teacher Education & Professional Development)
Milli Pierce, director of the Principals' Center at Harvard University, sums
up the state of America's principals: "We will lose half of our school
leaders in the next four years. How's that for a crisis?" According to the
HOUSTON CHRONICLE, principals "are quitting a profession that demands so
much, yet provides so little in return."
The paper also reports that twenty years ago, 20 or 30 applicants would
apply for a principal's job, with only 10 candidates applying today.
"The expectation for principals is higher than ever before," said Valerie
Forti, executive director of the Business Education Roundtable. "We have
given them the responsibility to make schools perform but not the authority
to make that happen."
For more information, visit the National Association of Elementary School
Principals at www.naesp.org <http://www.naesp.org>, or the National
Association of Secondary School Principals at www.nassp.org
<http://www.nassp.org>.
*****************
FEATURE STORY
*****************
9.) ******** Sat Scores: Slightly Up, With More Students Taking The Test
(Goal Three: Student Achievement)
The College Board recently released its annual SAT report. While the
average scores of math and verbal combined were 1020, representing a slight
increase from 25 years ago, the data also revealed some good and bad news.
The number of students taking the test has burgeoned over the years. This
year, nearly 60 percent of all 18-year-olds took the SAT or the ACT, another
college testing service, an increase form 40 percent in 1976. Such an
increase in the number of test takers should, in fact, push scores down,
reports the NEW YORK TIMES (Rothstein, 8/29). Yet, the overall results have
remained stable, which suggests "real gains," notes the paper.
Scores of both minority and white students increased during this time
period. "But because the number of minority students as a share of all
test-takers has grown, and because their scores have continued to be lower
than those of whites, the overall average has not risen as much as the
separate minority and white averages," writes the TIMES. The paper
concludes: "The growth in the number of lower-scoring (but improving)
minority students taking the tests is a good sign, even it if stunts the
overall average."
Among the highest achievers, scores also have increased. This year about
four of every 1,000 18-year-olds achieved a combined score of over 1500,
while only one of every 1,000 students scored that high in 1976. In 2001,
about 51 of every 1,000 18-year-olds scored over 1300 on the SAT, nearly
double the number who scored that high in 1976.
However, the College Board also reported that a minority gap continues to
exist. U.S. Secretary of Education Rod Paige commented on the data:
"Today's report by the College Board provides more evidence that our
educational system is leaving too many children behind, especially poor and
minority students - and that we have a long way to go to close the
achievement gap among our students." While Paige said he was "heartened to
see that more minority students are taking the SAT and setting their sights
on college, . . . the achievement gap between white and minority students
who took the SAT is both large and persistent. That kind of data cannot and
must not be ignored."
The College Board report also revealed the presence of grade inflation. For
example, a student who scores 650 on the math section of the SAT today is
more likely to get an A than a student with the same score in the past.
Over the past 10 years, the percentage of high school seniors with A
averages increased 46 percent and high school grade-point-averages also have
increased steadily. "Conversely, during the same period, SAT scores and
12th-grade performance on the National Assessment of Educational progress
barely budged," noted Paige. He added: "If we want to prepare our young
people to be active citizens, we must set high standards for them and
measure their performance toward those standards - not just move them
along."
For more information, visit the College Board at
<http://www.collegeboard.org/press/html/index.html>.
************************************
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: John W. Barth
Publisher: Barbara A. Pape
http://www.negp.gov
************************************
The NEGP/ Daily Report Card (DRC) hereby authorizes further reproduction and
distribution with proper acknowledgment.
To subscribe to (or unsubscribe from) the NEGP Weekly, respond to this email
or address an email message to: NEGPWEEK@westat.com and put subscribe or
unsubscribe in the message portion of the e-mail.
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.
-- 30 --