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--- Wednesday --- May 29, 1996 --- Vol. 6 --- No. 50 ---
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THE NATIONAL UPDATE ON AMERICA'S EDUCATION REFORM EFFORTS
A service of the National Education Goals Panel
__________ __________
HARTFORD: THE SERIES | SPOTLIGHT |
The Hartford COURANT | |
published a front-page, four- | "REACH FOR THE POWER -- |
part series on the travails of | TEACH" |
the city's public school | |
system. The in-depth coverage | Not enough people are |
uncovers major flaws in | entering the teaching |
financial management, explores | profession -- particularly |
EAI's experiment, features the | to work in urban settings, |
work of teachers and their | concludes a recent survey |
union, and discusses the future | conducted by the Urban |
of Hartford public schools, | Teacher Collaborative. |
with a focus on pre-schools. | |
The series is available on The | The survey found an |
Courant's Web site at | "immediate demand" for |
http://www.courant.com. | special education teachers; |
| teachers of math, science |
TALENT SEARCH | and bilingual education |
H.S. school senior-age | also are in demand. Teach- |
students can apply for the | ers of color and males are |
1996-97 Arts Recognition and | on the most wanted list in |
Talent Search. The award, an | general. (#3) |
annual program sponsored by the | |
National Foundation for | Many of the districts |
Advancement in the Arts, | that responded to the |
provides aspiring artists, | survey note efforts to |
dancers and others with access | recruit teachers in these |
to nearly $3M in scholarships | high-demand areas. The |
from certain universities and | W.S. JOURNAL describes one |
direct cash awards of up to | successful program in |
$3,000 each. The regular | Philadelphia that targets |
deadline is 10/1/96. For more | teaching assistants and |
info, contact NFAA at 800 | turns them into full- |
Brickell Ave., Miami, Fla. | fledged teachers. (#4) |
33131; 305/377-1140. |_____________________________|
============== QUOTE OF THE DAY ==============
"They're not asking for a block grant. They're asking for a
blank check." -- U.S. DoEd senior advisor, Mike Cohen, on Va.'s
request for "unconditional release" from the federal Goals 2000
program guidelines. (#7)
_______________________________________________________________
| A service of the National Education Goals Panel |
| Published by the Education Policy Network |
| 1255 22nd Street NW; Wash, D.C.; 20037; 202/632-0952 |
| The DRC hereby authorizes further reproduction and |
| distribution with proper acknowledgement. |
| Publisher: Barbara A. Pape |
|_______________________________________________________________|
============== TABLE OF CONTENTS ==============
GOAL TWO: SCHOOL COMPLETION
"OUT OF THE MAINSTREAM:" Joint effort to help dropouts. (#1)
GOAL THREE: STUDENT ACHIEVEMENT AND CITIZENSHIP
DON'T KNOW MUCH ABOUT HISTORY: News from NAEP. (#2)
GOAL FOUR: TEACHER EDUCATION/PROFESSIONAL DEVELOPMEN
"THE URBAN TEACHER CHALLENGE:" Finding good teachers. (#3)
TEACHER RECRUITMENT: Focus efforts on teacher aides. (#4)
STATESIDE
GIVE REFORM A CHANCE: Gov Bush pledges not to alter law. (#5)
BALTIMORE SCHOOLS: Get state funds and a deadline. (#6)
GOALS 2000
TUG-OF-WAR: U.S. DoEd vs Virginia over Goals 2000. (#7)
===== GOAL TWO: SCHOOL COMPLETION =====
*1 "OUT OF THE MAINSTREAM:" JOINT EFFORT TO HELP DROPOUTS
The U.S. DoEd and the Department of Justice have joined
forces to help communitites keep students in school (Dept. of
Justice press release, 5/23). "Young people who drop out are
much more vulnerable to delinquency, drugs, gangs and violence
than kids who are in school," explained Shay Bilchik,
administrator of the Justice Department's Office of Juvenile
Justice and Delinquency Prevention. "Communities can make all of
their citizens safer by getting kids back into school."
The Youth Out of the Education Mainstream Initiative's
mission is to aid communities that pool their resources to create
partnerships involving law enforcement, schools, corrections,
social services and the business community, writes the release.
OFFDP and the DoEd's Safe and Drug Free Schools Program have
funded the initiative with an $800,000 grant to Pepperdine U's
National School Safety Center. The university's center will hold
four regional public forums this summer to teach representatives
from schools, law enforcement, social services and juvenile
justice systems how to develop a local program.
NSCC also will provide technical assistance and training to
10 sites "to help them develop comprehensive programs that
address the academic, psychological and social needs of youth out
of the education mainstream," writes the release. The sites will
be selected through a competitive application process.
"Youth out of the education mainstream programs include
everything from truancy prevention and community policing to
alternative education, job training and school-based probation,"
said Bilchik. "Through the regional training, we will give
communitites the tools they need to develop a program that serves
their specific needs and circumstances," he added.
Bilchik noted several successful programs, including the
Massachusetts Truant Youth Screening Program, "which identifies
truant youth and gives them a trial period for their attendance
to improve before referring them to juvenile court," writes the
release. A juvenile probation officer and social worker work
with the youth's parents during the trial period, encouraging
them to be more active in their child's education.
Another program featured was Boston's Young Graffiti Masters
Program. YGM provides counseling, leadership training and
tutoring to young people who have painted illegal graffiti. The
program attempts to channel their "creative talents into
community service projects, such as designing billboards and
banners," reports the release.
More information on the Youth Out of the Education
Mainstream Initiative is available from OJJDP's Juvenile Justice
Clearinghouse; Box 60000; Rockville, Md. 20857; 800/638-8736.
Information about other OJJDP programs, publications and
conferences is available through the Clearinghouse and on the
OJJDP's World Wide Web site at http//www.ncjrs.org/ojjhome.htm.
===== GOAL THREE: STUDENT ACHIEVEMENT AND CITIZENSHIP =====
*2 DON'T KNOW MUCH ABOUT HISTORY: NEWS FROM NAEP
American children "simply don't know enough about our
national past," remarked U.S. Ed Sec Richard Riley, as he
released the latest National Assessment of Education Progress
report on history (DoEd press release, 5/21). More than 60% of
students in grades 4 and 8 scored at or above the basic level,
while only 43% of 12th-grade students scored at or above the
basic level of achievement.
The 1994 NAEP U.S. History Report Card provides information
on student performance "according to major background
characteristics" of children in grades 4, 8 and 12. Compared to
other NAEP tests conducted in 1994, smaller percentages of
students in grades 8 and 12 scored at or above the basic level on
the history exam, writes the release.
The history assessment measured student performance in
knowing, understanding and applying knowledge in eight periods of
U.S. history. Several themes were featured in the exam,
including: change and continuity in American democracy -- ideas,
institutions, practices and controversies; the gathering and
interaction of peoples, cultures and ideas; economic and
technological changes and their relation to society, ideas and
the environment; and the changing role of America in the world.
The NAEP history report card also presented information on
home and school factors that contribute to academic achievement,
notes the report. For example, students tend to perform better
if they regularly discuss their studies at home, if their homes
contain literary materials and if television watching is
restricted.
Other findings: 4th- and 8th-grade students who read
textbooks and used maps and globes almost every day earned higher
scores than students who did not; 8th- and 12th-graders who did
more homework had higher average scores than students who did
less; students whose parents had higher levels of education
performed better; and students in the Central and Northeast
regions of the country had higher average scores than those in
the Southeast and West, writes the release.
Single copies of the NAEP history report are available while
they last from the National Library of Education at 800/424-1616.
===== GOAL FOUR: TEACHER EDUCATION/PROFESSIONAL DEVELOPMENT =====
*3 "THE URBAN TEACHER CHALLENGE:" FINDING A FEW GOOD TEACHERS
Teacher shortages plague urban schools: a trend expected to
get worse given the anticipated surge in public school
enrollment, according to a study prepared by Recruiting New
Teachers (RECRUITING NEW TEACHERS press release (5/22). RNT in
conjunction with the Council of the Great City Schools and the
COuncil of the Great City Colleges of Education released a survey
that describes the recruitment, preparation and selection of
teachers and prospective teachers.
RNT mailed surveys to all Great City school district human
resources administrators and superintendents in 1995. Thirty-
nine of the 47 districts responded to the survey.
According to the survey, school district officials noted an
"immediate demand" for special education teachers and teachers of
science, math and bilingual education. More than half of the
districts responding to the survey cited a need for more
elementary teachers. Ninety-two percent of the districts said
they needed more teachers of color; and nearly 85% said they
wanted more male teachers.
The survey also probed districts about any special
recruitment programs. About 85% of districts responded that they
do "make special efforts to recruit in high demand areas," writes
the report. Most of their efforts are directed at colleges and
universities (74%) and recruitment programs that target
historically black and/or Hispanic universities (69%). The
survey also notes that a "full range of strategies" are being
used by districts to recruit teachers. Two programs cited in the
report are: Pittsburgh Public Schools' Grow Your Own Program --
a high school recruiting project that offers loan forgiveness
options; and Saint Paul Public School District's Collaborative
Urban Educator Program that recruits graduates from local
colleges and universities and guides them through alternative
certification.
Other findings: nearly 54% of districts surveyed said they
work in collaboration with a college or local teacher union to
offer programs for non-traditional teacher candidates to meet
state certification requirements; nearly 77% of districts said
they permit non-certified teachers to teach; and 77% said they
offer opportunities for middle and/or high school students to
"explore" teaching careers, writes the report.
RNT also surveyed members of the Council of the Great City
Colleges of Education. Thirty-nine of the 50 Great City member
colleges responded to the survey.
Key findings: 83% of the institutions surveyed have at
least one program designed to recruit and retain minority
students; 75% of the colleges that responded offer post-
baccalaureate licensure programs; and the colleges boast sundry
programs that target adult students interested in moving from
their current career into teaching -- 43% of the schools said
they have an alternative licensure program; 28% have
paraeducator-to-teacher programs and 25% offer apprenticeships or
internships.
Sixty percent of the colleges noted that they have special
placement programs to encourage graduates to seek urban teaching
positions. For example, the Teachers for Urban Schools is a
partnership between the U of Pittsburgh and urban school
districts. The collaboration offers clinical experiences in
urban schools "under the guidance of committed staff," writes the
report. Participants also enroll in preparation seminars and
coursework offered on school site by university and school
district personnel. From the report: "This unified program
reflects the latest research about teaching and learning in urban
settings, including multicultural curricula, types of learning
styles, community organizations, family structures and multiple
types of student assessments."
The survey also inquired about the ways colleges are
preparing teachers to enter high-need fields and programs for
mid-career adults.
RNT, the Council of the Great City Schools and the Council
of the Great City Colleges of Education have formed the Urban
Teacher Collarborative, "which continues to explore new and
innovative approaches to expanding and diversifying the pool of
prospective teachers and teacher candidates for urban schools and
colleges," writes the report.
RNT also launched its latest public service advertising
campaign, "I Teach." The ad campaign features a "mosaic of
diverse teachers in urban settings," notes the report. Viewers
interested in learning more about becoming a teacher are directed
to call 800/45-TEACH. They will be sent a free booklet about
teaching and are encouraged to call RNT's Urban Helpline, "where
they can receive individualized career counseling and referral to
the Urban Teacher Collaborative's partner colleges and districts,
and other organizations," explains the report.
*4 TEACHER RECRUITMENT: FOCUS EFFORTS ON TEACHER AIDES
More universities are recruiting school personnel --
teaching assistants, secretaries and guards -- to become teachers
(Thomas, W.S. JOURNAL, 5/23). Grants from several foundations
have helped the number of programs grow to 43. For example, the
DeWitt Wallace-Reader's Digest Fund has funded degrees for 2,200
assistants with $40M in grants, reports the paper.
According to the paper, interest in recruiting school
employees, especially teaching assistants, has grown due to an
anticipated dearth of teachers in urban schools. (See today's
DRC, #3). Teaching assistants are a primary target because
school officials claim they already have shown they have what it
takes to work in an inner-city school. From the paper: "Local
teaching assistants bring streetwise insight into students who
come from neighborhoods where drugs and crime are far more
prevalent than books and homework."
"This is a way to get people who really understand these
kids to go into teaching on their own turf," said Fredricka
Reisman, director of teacher education at Drexel U. "And the
kids have a role model." Drexel offers tuition assistance and a
flexible schedule for non-traditional students, reports the
paper.
The JOURNAL features Eileen Burton, a teaching assistant for
14 years. Burton next year will become an elementary school
teacher, after earning a B.A. from Drexel. Burton already is
experienced in a classroom setting and is comfortable with
encouraging her students' parents to participate in school life,
reports the paper.
===== STATESIDE =====
*5 GIVE REFORM A CHANCE: GOV BUSH PLEDGES NOT TO ALTER LAW
Texas Gov George W. Bush (R) called on lawmakers to give the
state's 1995 education reform law a chance before offering any
revisions (Stutz, THE DALLAS MORNING NEWS, 5/22). Bush: "Last
year we passed one of the most far-reaching reform packages in
the United States. ... We need to give people a chance to adjust
to the new environment. I will frown on anything that tries to
structurally change Senate Bill 1."
The legislation includes a bill of rights for parents that
"gives them the option of seeking a new teacher or school if they
believe that their child is shortchanged on education," writes
the paper. Another provision authorized charter schools; and the
State Board of Education already has approved 20, the maximum
number allowed. Bush has endorsed increasing the cap of state-
granted charter schools, reports the paper.
An easing of the no-pass, no-play rule, approval of silent
prayer in schools and a focus on abstinence in sex education
courses also were included in the bill. Textbook screening was
turned over to local school districts in the new law; however, a
group of House members called on the State Board of Education to
continue screening texts. The legislators indicated an interest
in revising the law during the next session.
Bush cautioned lawmakers to "give Senate Bill 1 a chance to
work." He noted that the bill is "such a fundamental reform that
we need to leave it in place to get people comfortable about
where this state is headed." Bush explained his message for next
fall: "stability." "Let Senate Bill 1 work before someone comes
up with a new invention."
According to the paper, Bush commented on Senate Bill 1 at
the unveiling of a new public service ad designed to improve the
reading skills of elementary students. The commercial features
Bush with the dog from the PBS series "Wishbone." Both call on
children to "Read and Unleash your Mind."
*6 BALTIMORE SCHOOLS: GET STATE FUNDS AND A DEADLINE
The Md. Legislature earlier this year passed a bill that
would have made funding for Baltimore public schools contingent
on the implementation of certain education reforms. Gov Parris
Glendening (D) this week vetoed the legislation (Abramowitz, WASH
POST, 5/29). However, he placed the school system under a 60-day
deadline to reach a consensus with state officials on an overhaul
of the schools or face losing $5.9M in state aid for the budget
year that begins in July, reports the paper.
"Make no mistake, the intent of [the] legislation will be
met," said Glendening. "Should the city fail to launch
substantive reforms as promised, the state will begin to withhold
the money earmarked in the bill."
The bill passed by the Legislature would have withheld about
$5.9M of more than $300M in funding for Baltimore schools "until
the city cut some administrative salaries," writes the paper.
The legislation also contained mandates for the city to direct
funds to the classroom, rather than administrative overhead.
Del Howard Rawlings, a Democrat from Baltimore and chairman
of the House Appropriations Committee, conceded that he was
disappointed with the governor's veto. However, he was pleased
that Glendening placed a deadline on Baltimore. "This is the
first time Governor Parris Glendening is [on the] record that his
patience is limited," said Rawlings. "It shows that maybe the
governor is getting the message."
However, Senate President Thomas Mike Miller Jr. (D) was not
as sanguine. "Deadlines have come and passed previously with no
consequences," he observed. "The money wasn't being taken from
the city. It was being shifted from administrators to school
children."
==== GOALS 2000 ====
*7 TUG-OF-WAR: U.S. DoEd vs VIRGINIA OVER GOALS 2000
Va.'s state board of education last week approved a
resolution that stated the board would seek $6.7M in federal aid
for purchase of classroom computers and software, on the
condition that the federal government "unconditionally releases"
the state from "any obligation ... to comply" with Goals 2000
guidelines (WASH POST, 5/29).
The DoEd's response: "There's no way that we could or would
agree to that," according to Mike Cohen, senior adviser to Ed Sec
Richard Riley. He added that Va. is "not asking for a block
grant. They're asking for a blank check."
The DAILY REPORT CARD has covered Va. Gov George Allen's
battle against the Goals 2000 federal education program. (See
DRCs #
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