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The Daily Report Card

    --- Wednesday --- June 19, 1996 --- Vol. 6 --- No. 57 ---

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    THE NATIONAL UPDATE ON AMERICA'S EDUCATION REFORM EFFORTS
         A service of the National Education Goals Panel

                                   __________         __________
ARE YOU DISTRIBUTING              |          SPOTLIGHT          |
THE DAILY REPORT CARD?            |                             |
  If you are distributing the     |  LOOKS A LOT LIKE LEARNING  |
DAILY REPORT CARD on your own     |                             |
network, web site, or through     |   Rural Minn. boasts the    |
any other means, OR if you are    | New Country School, a       |
a professor or teacher who uses   | charter school with the     |
the DAILY REPORT CARD in your     | motto, "It doesn't look     |
class, please complete the        | like school, but it looks   |
appropriate form at the end of    | like learning."  The school |
today's DAILY REPORT CARD and     | preaches parent involvement |
return it to the DRC by 21        | and student and teacher     |
June: e-mail:                     | accountability.  Community  |
DRC_publisher@goalline.org.;      | resources frequently are    |
fax:  202/632-0957; address:      | tapped by the school, which |
1255 22nd Street NW; Suite 502;   | also adheres to the         |
Washington, D.C.  20037.          | principles of the Coalition |
  Thank you for your help.        | of Essential Schools.       |
Your information will help with   |   School board member Doug  |
our fundraising efforts.          | Thomas claims the charter   |
                                  | has helped spur innovation  |
NO MORE QUOTAS                    | in the district's other     |
  Prince George's County, Md.,    | public schools.  (#7)       |
board of education members        |                             |
yesterday voted to end court-     |   Author Ray Budde might    |
ordered racial quotas that keep   | reply that the district     |
black students out of the         | should consider chartering  |
county's "popular" magnet         | all of its public schools.  |
programs (Frazier, WASH POST,     | In a recent book, Budde     |
7/19).  For some, the 5 to 4      | extols the virtue of all-   |
decision means the county's       | charter districts,          |
majority-black schools cannot     | emphasizing how charters    |
meet racial guidelines            | foster school-based         |
established by the court,         | management.  (#5)           |
writes the paper.                 |_____________________________|


         ==============  QUOTE OF THE DAY  ==============
 "I haven't even thought of that piece." -- Barbara Schmidt, who
 is proposing a one-teacher only charter school, when asked what
              would happen if she became ill.  (#6)
  _______________________________________________________________
|      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
  GOING DOWN, DOWN, DOWN:  California's drop-out rate. (#1)

GOAL THREE:  STUDENT ACHIEVEMENT AND CITIZENSHIP
  SINGLE-SEX CLASSES:  A return to the turn of the century? (#2)
  MORE HOMEWORK IN GEOGRAPHY:  Means higher test scores. (#3)

MONEY MATTERS
  NO FREE LUNCH:  Or public schooling in Roanoke County. (#4)

CHARTING A NEW COURSE
  SUMMER READING LIST:  Charter schools big hit. (#5)
  ONE-WOMAN SHOW:  Minnesota charter school proposal. (#6)
  LESSONS LEARNED:  A rural Minn. charter school experiment. (#7)



           =====  GOAL TWO:  SCHOOL COMPLETION  =====

*1   GOING DOWN, DOWN, DOWN:  CALIFORNIA'S DROP-OUT RATE
     Calif. state Superintendent of Public Instruction Delaine
Eastin was pleased to announce a continuation in the decline of
her state's school drop-out rate (Calif. DoEd press release,
6/4).  "I am encouraged by the efforts public school districts
have made to reduce the number of students dropping out of
school," she said.  The statewide rate for students in grades 9
through 12 "decreased rather substantially" from almost 5% in
1993-1994 to 4.4% in 1994-1995, writes the release.  The national
dropout rate for 1993-1994 is 4.5%.
     During the past decade, Calif. school districts have worked
to reduce drop-out rates by opening alternative educational
programs to at-risk students, reports the release.  The number of
students enrolled in alternative programs increased by 406% since
1985.
     Eastin:  "Dropping out has enormous economic implications.
The difference in earning capacity is substantial between
dropouts and young people who complete their education. ... We
must reemphasize our efforts to help youngsters realize that,
without a high school diploma, they are severely limiting their
future options."
     Calif. dropout data for grades 9 through 12 can be
electronically retrieved.  Call the Educational Demographics
Bulletin Board at 916/657-5371 or 916/657-4881.  Or, access the
data through the Internet at goldmine.cde.ca.gov.

 =====  GOAL THREE:  STUDENT ACHIEVEMENT AND CITIZENSHIP  =====

*2   SINGLE-SEX CLASSES:  A RETURN TO THE TURN OF THE CENTURY?
     Public schools nationwide are experimenting with "sexual
segregation, in the name of school reform," writes NEWSWEEK
(Hancock and Kalb, 6/24).  However, the reporters ponder whether
same-sex classes will survive legal challenges and prove a
successful education reform.
     The current trend toward single-sex classes came on the
heels of a report issued four years ago by the American
Association of University Women.  The report claims that girls
are being short-changed in schools and would benefit greatly from
single-sex classes geared to their learning style.  According to
NEWSWEEK, the report was "meant to help improve coeducation, not
dismantle it."  While research suggests that single-sex schools
foster confidence in girls, no long-term studies exist regarding
single-sex classes in coeducational schools, notes the magazine.
     U of Maine professor Bonnie Wood claims that an all-girl
algebra class offered at the high school in Presque Isle, Maine,
produces girls who are twice as likely to enroll in advanced
chemistry and college physics, reports the magazine.
     Single-sex education also may benefit boys.  Marsteller
Middle school, in Manassas, Va., offers single-sex classes in
physics and English, claiming that separating the sexes
eliminates distractions.  Marsteller boys raised their average
language arts scores by one grade after a only one term, writes
the magazine.  Robert Coleman Elementary in Baltimore, Md.,
introduced single-sex classes in order to instill discipline
among the boys.
     But legal challenges could be on the horizon.  The magazine
reports that federal law does not allow segregation by sex in
public schools, except for contact sports, human-sexuality and
remedial classes.  One middle school in Ventura, Calif., won a
legal challenge by changing the name of its all-girl math class
to Power Learning for Underrepresented Students (PLUS).  No boys
signed up.
     Some critics are concerned that single-sex classes will "set
back the cause for gender equity," writes the magazine.  Others
claim girls and boys must learn to work together in preparation
for a coed world.
     However, some teachers counter that single-sex classes work
because they "let kids think with something besides their
hormones," writes the magazine.  NEWSWEEK:  "Impressing the
opposite sex is a 14-year-old's reason for being.  Take away that
pressure, and miracles happen."

*3   MORE HOMEWORK IN GEOGRAPHY:  MEANS HIGHER TEST SCORES
     The latest National Assessment of Education Progress
Geography Report Card confirms conventional wisdom:  students who
complete more homework assignments have higher average scores
than those who do less (DoEd press release, 6/18).  The NAEP
report also revealed that most students have achieved at least a
basic level of geography knowledge.
     "I'm encouraged by these findings that show many of our
students have a basic understanding of geography," said U.S. Ed
Sec Richard Riley.  "It indicates that they're ready for more
challenging course work and the higher standards for learning
that are required for world-class competition."
     Students in grades 4, 8 and 12 were tested and achievement
levels were set at basic, proficient and advanced.  According to
the report, about 70% of all student who took the exam placed at
or above the basic level.  The study also found that students
performed better if they had support from home -- if they
discussed their studies at home, if their homes contained
literary materials and if T.V. viewing was restricted.
     Students enrolled in classes in which the teacher used maps
and globes once or twice a week scored better than students who
reported never using them.  The release notes that a positive
correlation was found between student performance and use of
films, videos and filmstrips in classes.
     Other findings:  4th-grade students who had spent more class
time on social studies, and 8th-graders who had taken a course in
geography since 6th grade or a course in earth science, performed
better in geography than other students; students whose parents
had more education scored higher; and students who reported that
geography was their favorite subject on average scored higher.
     Single copies of the NAEP geography report are available
while they last from the National Library of Education; 800/424-
1616.

                   =====  MONEY MATTERS  =====

*4   NO FREE LUNCH:  OR PUBLIC SCHOOLING IN ROANOKE COUNTY
     Students from surrounding communitites who attend Roanoke
County, Va., public schools will be required to pay $500 in
tuition beginning this fall (Turner, THE ROANOKE TIMES OnLine,
7/15).  The school board agreed last week to charge tuition, but
will allow nonresident students already enrolled in Roanoke
schools to continue to pay only the $100 annual registration fee.

     Marion Roark, a board member, expressed concern that the
schools could lose a "substantial" amount of state funds if the
new policy causes a decrease in nonresident students.  "I know
there are reasons to support the tuition charge, but I fear we
will risk losing a lot of state money," she said.  "I worry that
it could affect the quality of education in the county."
However, Tom Leggette, another board member, dismissed claims
that the tuition charge will cause an exodus of students.
     According to the paper, about 5.5% of Roanoke's students
come from other jurisdictions.

               =====  CHARTING A NEW COURSE  =====

*5   SUMMER READING LIST:  CHARTER SCHOOLS BIG HIT
     Charter schools are hot topics among educators, parents,
politicians and the media.  Following are several reports that
feature charter schools.
     "Charter Schools:  Early Learning: Insights on Education
Policy and Practice, No. 5" is produced by the Southwest
Educational Development Laboratory.  The policy brief illustrates
successes and failures and "highlights the implications of these
findings for future policy decisions," writes R&D WATCH (Council
for Educational Development and Research, May 1996).  Key topics
covered in the report include:  accountability, teacher
responsibility, funding and systemwide reform.  Author Kathleen
McGee also discusses the differences in state legislative
language that make some charter schools more autonomous than
others.  She compares legislation in four states -- Ark., Texas,
N.M. and La. -- and suggests questions policmakers should
consider as they craft charter school legislation.
     "Charter Schools:  Early Learnings" is available for $4.00
plus $2.50 shipping, prepaid from the Southwest Educational
Development Laboratory; 211 E. Seventh Street; Austin, Texas
78701.  Ask for order no. SD-596-RD.
     The Southwest Educational Develompent and Research
Laboratory also published a paper that chronicles the history of
the charter school movement, with a special focus on the
environment that produced the movement and why charters have
caught fire across the country.  "Redefining Education
Governance:  The Charter School Concept" is part of a series of
papers on charter schools.
     Author Kathlees McGree asserts that the birth of charter
schools was made possible by two education reform trends of the
last decade:  state-mandated regulations to encourage higher
quality and accountability; and the call to restrucutre schools
for more flexibility and autonomy.  From the paper:  "Charter
schools represent a culmination and extension of these two waves
of reform by emphasizing accountability for results, school-based
change, teacher professionalism and choice."
     McGree also contends that support for charter schools is bi-
partisan, which places charters on middleground between those who
want to abandon public education and the preachers of status-quo.
     "Redefining Eduction Governance:  The Charter School Concept
is available for $4.50, plus $2.50 shipping from the Southwest
Educational Development Laboratory; 211 East Seventh Street;
Austin, Texas 78701.  Refer to order no. SD-596-RD.
     Author Ray Budde asks why not charter all schools
districtwide in a book by The Regional Laboratory for Educational
Improvement of the Northeast and Islands.  "Strengthen School-
Based Management by Chartering All Schools" describes how all
schools in a district could be chartered over a three-year
period.
     According to Budde, "School-based mangement cannot be
'installed' or strengthened by focusing on changng the
organization of schools alone."  He adds that "both schools and
the school 'systems' (districts) in which they are embedded have
to undergo substantial structural change."
     Budde includes a list of policies school boards could adopt
to reorganize their districts, "including a one-time policy that
guarantees job security for teachers while they restructure
schools," writes R&D WATCH.  Budde:  "A heavy threat of dismissal
hanging over the staff would pretty much doom any genuine efforts
for reform."

*6   ONE-WOMAN SHOW:  MINNESOTA CHARTER SCHOOL PROPOSAL
     Former adult education teacher Barbara Schmidt has proposed
a charter school built on "holism" and taught by one master
teacher -- herself (Hotakainen, Minnesota STAR TRIBUNE, 6/17).
Her school, called NOETICUS, would target students age 15 years
and older.  The school would be sponsored by Mankato State U's
School of Nursing.
     According to the paper, the nursing school's interest was
piqued in Schmidt's call for a "holism," which means "a belief in
the idea that all things are connected," writes the paper.
NOETICUS students would "analyze personal environments that ...
impede the development and expansion of beauty, joy, creativity,"
said Schmidt.  Schmidt further explained that she would seek
students who "are really itching to be self directional" and who
desire to expand their "spiritual capacities."
     NOETICUS students would be required to master the basics,
but also would study dreams, visions and clairvoyance, according
to the paper.  Students would be able to select morning or
afternoon classes based on personal biorhythm.  The school also
would stress "community-based learning," by visiting museums,
libraries and attending legislative hearings.
     Mary Huntley, interim associate dean of the School of
Nursing, told state Board of Education members that graduates
from the charter school would be "good candidates" for health-
care jobs, reports the paper.
     Some board members reacted to the proposal with
"enthusiasm," according to the paper.  "I don't have a problem
with your trying to reinvent things that we're doing in education
because I think we need to do that," said Wendell Maddox, one
board member.  However, many worried about the consequences of a
one-teacher school and they questioned Schmidt about what would
happen if she became ill.  "I haven't even thought of that
piece," she said.  She promised to find a substitute teacher.
     The board withheld its support until Schmidt could provide
answers to several basic questions.

*7   LESSONS LEARNED:  A RURAL MINN. CHARTER SCHOOL EXPERIMENT
     Doug Thomas, school board member for the LeSueur-Henderson
(Minn.) school district, describes his board's experience with
opening a charter school (THE AMERICAN SCHOOL BOARD JOURNAL, July
1996).  LeSueur-Henderson is a tiny rural district, serving 1,400
students in grades K-12.  According to Thomas, the community
agreed to support a charter school because they wanted to be
"part of the larger push for innovation and competition among
schools that was taking place statewide."
     In 1993, a group of teachers and parents approached the
school board with plans to open the Minnesota New Country School.
The board initially rejected the proposal; calling on the
school's team to "refine their ideas and try again later."
Thomas explained that board members did not want to approve a
charter until they conducted a districtwide strategic planning
meeting to "elicit important community input about the school
system's direction."
     Shortly after the strategic meeting, the New Country School
sponsors again requested school board approval for their charter.
This time they met with success.  However, Thomas adds that not
everyone was overjoyed with opening a charter school.  "Creating
competition for traditional schools, critics argued, was not
wise," he writes.  He outlines the reasons school board members
had for agreeing to extend a charter to New Country:  the updated
version of the charter school plan included key components from
the district's strategic plan, including more technology and
greater community involvement; the belief that competition "can
help drive improvement;" and the fundamental principles
underlying the new charter school, including "extensive" parent
involvement, teacher/student accountability, use of the community
as a learning ground; enhanced technology; and a "commitment to
the principles of the Coalition of Essential Schools."
     Thomas describes New Country's approach to learning.  The
school offers many "nontraditional programs," which include field
studies, projects and internships.  According to Thomas
"graduation is based on demonstrated skill and knowledge."
Students are required to demonstrate what they know during
monthly "presentation nights," which are open to the public.  In
this forum, students select "one or more of their individual or
group projects and perform or demonstrate in front of parents and
other community members at the local mall," writes Thomas.
     New Country has been successful at tapping community
resources.  For example, a local cafe serves students hot
lunches, reports Thomas.  Many parents are invited to teach
"mini-courses" such as literature, government and art, notes
Thomas.
     Thomas concludes with four lessons learned by his school
board.  First, New Country has "helped stimulate improvements
that affect the district's other students," writes  Thomas.  They
also learned that "all our schools need our attention and
understanding in dealing with change."  He encourages board
members to "communicate our mission in supporting choices for
parents and kids."  Fourth, the charter school has forced board
members to think differently and "trust educators to teach and
manage."
     Thomas concludes:  "Ultimately, it's the board's
responsibility to build support for those schools that yield good
results -- charter and non-charter schools alike."


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