--- Wednesday --- October 2, 1996 --- Vol. 3 --- No. 71 ---
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THE NATIONAL UPDATE ON AMERICA'S EDUCATION REFORM EFFORTS
A service of the National Education Goals Panel
__________ __________
A KISS IS JUST A KISS | SPOTLIGHT |
... well not in Lexington, | |
N.C. Six-year-old Johnathan | THE SECRET OF |
Prevette was "charged" with | CATHOLIC SCHOOLS |
sexual harassment when he | |
planted a kiss on the cheek of | High expectations and |
a classmate who, according to | tough courses. That's the |
Johnathan, requested the kiss. | secret to the success of |
Most editorials found the | Catholic schools, particu- |
charge ludicrous. Here's two | larly with the education of |
illustrations: Meg Greenfield | disadvantaged and minority |
(NEWSWEEK, 7 Oct.): "This | youngsters, says N.Y.U.'s |
creation of one-size-fits-all | Diane Ravitch. |
rulings and prohibitions | |
manages not only to create | Ravitch cites James |
preposterous incidents of this | Coleman's seminal research, |
kind, but also to free | which concludes that |
responsible authorities from | Catholic schools make the |
dealing, in the normal, human, | biggest difference for |
community way, with the odd kid | students from low-income |
who is truly disturbed and | backgrounds. Why? Because |
needs to be singled out for | minority and poor children |
attention." Tony Kornheiser | are far more likely to take |
(WASH POST, 9/29). "Listen, | advanced courses at |
the kid is 6. Let's not make | Catholic schools than they |
him into Rob Lowe. Little boys | are at public ones. |
pecking little girls on the | |
cheek is Americana." For a | |
different take, Kornheiser | But higher demands will |
quotes Patricia Ireland, | cause higher drop-out |
president of N.O.W.: "Boys who | rates, lament some. Not |
aren't taught to respect girls | so, says Ravitch, who |
grow up to be workers at the | points to data from one |
Mitsubishi plant." | federal report. (#6) |
|_____________________________|
============== QUOTE OF THE DAY ==============
"Algebra one in Fairfax [Va.] isn't algebra one somewhere else."
-- Lin Corbin-Howerton, a parent speaking at a Winchester, Va.
hearing on academic standards. (#3)
_______________________________________________________________
| 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 SIX: ADULT LITERACY AND LIFELONG LEARNING
ADULT ED AND LITERACY AWARDS: Riley applauds winners. (#1)
CITY HALL
HORNBECK'S REPORT CARD: Passes by skin of his teeth. (#2)
STANDARD BEARERS
THE PUBLIC SPEAKS: A hearing on Va. school standards. (#3)
RESEARCH NOTES
MINIMUM COMPETENCY TESTS: Do they increase drop-out rate? (#4)
TAKING STOCK
OCTOBER: It's energy awareness month. (#5)
HE SAID, SHE SAID
MORE ON CATHOLIC SCHOOLS: Coursetaking is key. (#6)
TESTS AND TESTING
CASE CLOSED: Preliminary S.A.T. gender ruling. (#7)
===== GOAL SIX: ADULT LITERACY AND LIFELONG LEARNING =====
*1 ADULT EDUCATION AND LITERACY AWARDS: RILEY APPLAUDS WINNERS
U.S. Ed Sec Richard Riley announced the 12 winners of the
1996 Secretary's Awards for Outstanding Adult Education and
Literacy Programs (DoEd press release, 9/26). The awards began
in 1985 to recognize programs and practices that can serve as
models for educators to assist adult learners in achieving their
education, personal and professional goals.
"Adult education and literacy are key activities of the
department," said Riley. "I am glad to say that 40% of adult
Americans took part in all types of education in 1995, up from
32% in 1991. If our nation is to remain strong, prosperous and
free, we must become a nation of readers and lifelong learners."
Family literacy, workplace literacy and services to out-of-
school youth were the focus of this year's awards. State
directors of adult education were invited to nominate programs
for competition, followed by independent expert panel reviews and
visits to program sites by Office of Vocational and Adult
Education staff.
The following criteria were used to select the winners:
effectiveness in education gains; program planning; curriculum
and instruction,; staff development; support services;
recruitment and retention; and coordination.
Winners include Ohio's Great Oaks Workplace Literacy
Program, which provides 55 hours of literacy instruction at 12
work sites in greater Cincinnati. All classes are funded by the
businesses where they are located, and include courses in
reading, writing, math, GED Test preparation, communication
skills and person finance. (Contact: Arthur Ftacnik, 513/771-
8925)
Other winners are: Los Angeles Unified School District's
division of adult and career education; Family LIteracy Program
(Canton, Ohio); Austin Community College Adult Education Program
(Austin, Texas); Regional Adult Learning Center (Idaho Falls,
Id.); Mott Adult High School (Flint, Mich.); Missoula Adult Basic
Education (Missoula, Mont.); Second Start (Concord, N.H.); Santa
Fe Community College's Adult Basic Education (Santa Fe, N.M.);
Workforce Education at The Consortium for Worker Education (New
York, N.Y.); Youth Internship Program (New York, N.Y.); and Basic
Skills at Wilkes Community College (Wilkesboro, N.C.).
==== CITY HALL ====
*2 HORNBECK'S REPORT CARD: PASSES BY SKIN OF HIS TEETH
The Philadelphia Board of Education issued a report card
evaluating the performance of Superintendent David Hornbeck. The
result: he barely passes (Haney, Philadelphia DAILY NEWS, 9/30).
According to the paper, board members graded Hornbeck on 36
goals, grouped into 10 categories. He received a composite board
grade of 2.73 out of a possible 4.0.
Under the board's scoring system, a 4.0 means the
superintendent exceeded expectations; 3.0 means he met
expectations; 2.0 means he partially met expectations, and 1.0
means he failed, reports the paper. Hornbeck's score was low
enough to signal a 5% cut in his pay of $160,000. However,
district sources told the DAILY NEWS that they doubt Hornbeck's
pay would be docked, fearing such action would threaten
Hornbeck's "Children Achieving" school reform program.
Hornbeck met with the board a week ago to present his
perspective of the district's accomplishments under his reign.
Averting a teacher strike and settling a 25-year-old
desegregation case that included getting more funding for city
schools were noted by Hornbeck. The superintendent also boasted
of revamping the district into clusters of schools focused on
neighborhood high schools.
However, some board members challenged Hornbeck's record
because student test scores remain low and district officials
salaries are high, reports the paper.
==== STANDARD BEARERS ====
*3 THE PUBLIC SPEAKS: A HEARING ON VIRGINIA SCHOOL STANDARDS
Va. students are not being taught the basics and the quality
of education throughout the state is uneven, according to
parents, teachers and others who participated in a public hearing
on academic standards (AP/RICHMOND TIMES-DISPATCH, 9/28).
"Algebra one in Fairfax [Va.] isn't algebra one somewhere else,"
said Lin Corbin-Howerton, one of the speakers at the Winchester,
Va., hearing.
Public forums are being held statewide on Virginia's
Standards of Accreditation for public schools. The state Board
of Education is holding the meetings because they plan to revise
the standards this spring.
Those who testified in Winchester "generally praised" the
schools for meeting the needs of a diverse student body.
However, most speakers were critical of the schools' ability to
teach core academics, writes the paper.
===== RESEARCH NOTES ====
*4 MINIMUM COMPETENCY TESTS: DO THEY INCREASE DROP-OUT RATE?
The assumption that a poor score on a minimum competency
test causes students to leave school is disputed by two
researchers. Bryan Griffin from Georgia Southern U and Mark
Heidorn from the Florida DoEd examined a cross-sectional random
sample of data drawn on over 76,000 black, white and Hispanic
high school students from 14 school districts in Fla. The
results: no statistically significant difference in dropout
rates between low achieving students who passed and failed the
MCT.
Griffin and Heidorn also found that while academically
disadvantaged students are more likely to leave school overall,
it did not appear that performance on the minimum competency test
provided any additional impetus for these students to drop out.
Another finding: although a gap exists in the predicted
dropout rate between those who passed and failed the MCT for
students with better academic records, the data did not support
the notion that minority students are adversely affected by the
MCT in a manner different from white students.
The researchers also discovered a surprise finding.
Students with strong academic records, those one would least
expect to be affected by competency test performance -- suffer
most from failure on the exam. Griffin and Heidorn suggest that
this relationship may be partially explained by the perceived
stigma attached to MCT failure.
Griffin and Heidorn caution against building any casual
inferences from the data; for example, that MCT performance
actually contributes to a student's decision to leave school.
Instead, the study only indicates possible linkages between MCT
performance and dropping out.
The researchers work is published in the Fall, 1996 issue of
"Educational Evaluation and Policy Analysis," a journal of the
American Educational Research Association. For a free copy of
the article write to the American Educational Research
Association; 1230 17th Street NW; Washington, D.C. 20036-3078;
202/223-9485.
===== TAKING STOCK =====
*5 OCTOBER: IT'S ENERGY AWARENESS MONTH
Energy education programs "should be in every school in the
nation," according to Gerard Katz, founder and program director
for the National Energy Education Development Project. A survey
conducted by Katz's group of adults and students found that few
know much about energy or are aware of its relationship with the
nation's economy (NEED press release).
"Twenty-two years after the last major oil crisis, most
Americans still don't know enough about energy to make informed
choices," noted Katz. "In 15 years, the United States will be
using 25% more energy. Which energy sources should be utilized
to meet this increased demand? Who will be making those
decisions? Are they prepared? No," he exclaimed.
In the NEED Project's survey of 2,884 adults and 16,690
youngsters in grades 5-12, students correctly answered fewer than
four of 12 basic energy-related questions. Adults scored better,
but still correctly answered fewer than half.
Other findings: high school students know only slightly
more than middle school students; males consistently score higher
than females in all categories; only 38% of middle and 40% of
high school students know that gasoline is refined from
petroleum, while 76% of adults know this; 40% of adults surveyed
and 29% of high school students said the federal government
should allow development of petroleum resources in Alaska and the
OCS; one-third of middle school students responded that people
should be required by law to save energy; one-third said
recycling should be mandatory; and 40% think people should be
encouraged, not required, to recycle.
NEED included in their survey information a WALL STREET
JOURNAL (9/4) editorial written by Michael Sanera and Jane Shaw,
authors of "Facts, Not Fear: A Parent's Guide to Teaching
Children About the Environment," forthcoming from Regnery. The
authors blast what they claim is the one-sided, alarmist
philosophy of most environmental curricula used in schools. "Our
own review of over 140 textbooks and nearly 170 environmental
books written for children shows that on major issues, the
'education' is strictly one-sided."
For example, Sanera and Shaw note that the texts do not
cover the "largest scientific study of acid rain ever conducted
(the $500 million government-funded National Acid Precipitation
Assessment Program)," which found that the "much-feared acid rain
has harmed only a small number of lakes. Instead, students learn
to mix water and vinegar to see 'acid rain' killing plants."
The authors complain that the federal Environmental
Protection Agency's Environmental Education Division "has done
nothing to address such problems of exaggeration and bias." They
charge that the EPA is "shamelessly advocating political action,
and it won't tolerate any deviation from its positions."
Sanera and Shaw question the EPA's nearly $2M teacher
training program, which awarded the funds to the North American
Association for Environmental Education. The NAAEE is a group of
educators, environmentalists and business interests. The authors
charge that the NAAEE has produced draft guidelines for
curriculum materials that are "worthless gruel."
Sanera and Shaw conclude: "At a time when basic education
is failing in our schools, do we need federal support to
perpetuate this kind of 'education'? We don't think so. We
think that parents want their children's environmental education
to be based on good science and good economics."
For more information on NEED and energy education programs
contact NEED at 1920 Association Drive; Suite 414; Reston, Va.
22091; 703/860-5029
==== HE SAID, SHE SAID ====
*6 MORE ON CATHOLIC SCHOOLS: COURSETAKING IS KEY
Catholic schools succeed in educating disadvantaged and
minority youngsters at higher rate than public schools because
more students take advanced courses, writes Diane Ravitch, senior
research scholar at New York U, in a WALL STREET JOURNAL
editorial (10/1). Her editorial appears to be in response to
some critics of New York City Mayor Rudolph Giuliani's (R) plan
to send the city's lowest performing students to Catholic
schools. The critics she directs her column to continue "to
insist that Catholic schools offer no advantages to poor and
underachieving students."
Ravitch first points to James Coleman's research of nearly
15 years ago that found that Catholic schools "make the biggest
difference for the poorest, lowest-achieving kids," she writes.
However, some public school advocates counter that the Catholic
schools' "advantage disappears if you 'hold coursetaking
constant,'" she reports. Ravitch concurs with this notion;
however, she adds that if you do not hold coursetaking constant,
"what you discover immediately is that poor, black or Hispanic
students are far likelier to take advanced academic courses if
they attend Catholic schools." A major difference between
Catholic and public schools is that parochial ones set the same,
high standards for all student, while public schools do not, she
writes.
Ravitch cites data from the U.S. DoEd that reveals "sizable
gaps between racial and ethnic groups in high school coursetaking
patterns." White and Asian American students take more advanced
courses than do black and Hispanic children, she explains.
However, the gap closes for Catholic school students. Seventy-
six percent of all Catholic school students are enrolled in
college-preparatory curriculum, compared to 45% of public school
students.
According to Ravitch, the "most revealing contrast" between
Catholic and public schools is a comparison in coursetaking
between students whose parents have a college degree with their
colleagues whose parents do not have a degree. From DoEd data:
Algebra II is taken by 65% of public school students whose
parents have a college degree, but only 43% of students whose
parents lack a college degree take the course. In Catholic
schools, 62% of students whose parents have a college degree take
algebra II, and 65% of students whose parents do not have a
degree. Similar figures are available for geometry and
trigonometry.
Ravitch concludes: "The greater academic demands on
students in Catholic schools produce higher academic achievement
for those who need it most."
Ravitch acknowledged an often-heard complaint from public
school educators: higher academic demands will lead to higher
dropout rates. However, the National Educational Longitudinal
Survey, a federal report, found that public school students had a
7.6% dropout rate between the eighth and 10th grades, compared to
a 1.3% dropout rate for Catholic schools, notes Ravitch.
Ravitch reports on other findings from the Coleman study.
"But the key issue in the success of Catholic schools was
identified by Mr. Coleman when he wrote that for many youngsters
from broken families, the Catholic schools have become a haven of
stability, safety, and structure."
Not all children can or should attend Catholic schools,
acknowledges Ravitch. But she asks "whether public schools can
learn from Catholic schools about high academic expectations;
respect for the individual student; a climate of caring and
discipline; and steadfast resistance to the fads that sweep
through the education world with alarming regularity."
Ravitch also is a senior fellow at the Brookings
Institution.
==== TESTS AND TESTING ====
*7 CASE CLOSED: PRELIMINARY SAT GENDER RULING
An agreement has been reached among the U.S. DoEd, the
Educational Testing Service and the College Board to address
charges filed by the National Center for Fair and Open Testing
(FairTest) that the Preliminary S.A.T. is gender biased. In
response to 1994 allegations by FairTest, a new multiple-choice
section that measures writing skills will be included in next
year's PSAT.
"We're satisfied that adding the test of written English
will improve the disparity that we have noticed between the men
and women," said Norma Cantu, the DoEd's assistant secretary for
civil rights.
FairTest charged in 1994 that the PSAT, a test used to
determine semifinalists for the National Merit Scholarship
program, discriminates against females (AP/WASH POST, 10/2). "As
a result, millions of dollars more in scholarships should go to
the young women who earned them through their superior academic
performance," said Pamela Zappardino, executive director for
FairTest. Zappardino's group has monitored the National Merit
awards for the past decade and found that every year "girls make
up a higher percentage of test takers, but a disproportionately
smaller number of semifinalists were girls. Girls are being
screened out at the semifinalist level," according to Zappardino.
Specifically, the complaint waged by FairTest asserted that
use of the PSAT/National Merit Scholarship Qualifying Test for
entry to the scholarship program violated Title IX of the
Education Amendments of 1972 because more males than females,
relative to the population of test takers, have been identified
as Merit program semifinalists on the basis of their PSAT/NMSQT
scores, explains a DoEd press release. Title IX prohibits
gender-based discrimination in educational programs and
activities offered by recipients of federal funding. The College
Board and the National Merit Scholarship Corporation co-sponsor
the PSAT/NMSQT, and the test is developed, administered, and
scored by ETS.
The College Board and ETS denied allegations in the
complaint. Neither were found by the Office of Civil Rights to
have violated Title IX. The DoEd press release states that "the
Resolution Agreement reflects a prior decision by the College
Board and ETS to expand the PSAT/NMSQT by adding a writing skills
component and it expedites implementation of the expanded test to
October 1997."
FairTest tells a different story. From their press release:
"The Education Testing Service and College Board have effectively
admitted what FairTest and the ACLU charged -- their college
admissions exams are gender biased and inaccurate -- by accepting
this settlement and agreeing to overhaul the Preliminary SAT."
(10/1) According to the release, FairTest is "highly skeptical"
that the companies "that have produced biased exams for decades
will suddenly correct the flaws in their products." They promise
to monitor both test-makers and the DoEd's settlement.
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