--- Friday --- October 25, 1996 --- Vol. 6 --- No. 78 --- D #### ##### #### ### #### #### ##### ### #### #### A ## ## ## ## ## ## ## ## ## ## ## ## ## ## ## ## ## I #### #### #### ## ## #### ## ## ##### #### ## ## L ## ## ## ## ## ## ## ## ## ## ## ## ## ## ## ## Y ## ## ##### ## ### ## ## ## ##### ## ## ## ## #### THE NATIONAL UPDATE ON AMERICA'S EDUCATION REFORM EFFORTS A service of the National Education Goals Panel __________ __________ NEA'S SCHOOL STORIES | SPOTLIGHT | This week's edition of the | | National Education Associa- | WHEN SIN IS GOOD | tion's "School Stories," which | | airs on The Learning Channel, | Revenue generated from | explores a teacher recruitment | sin taxes -- taxes on the | effort sponsored by the DeWitt | sale of alcohol and tobacco | Wallace-Reader's Digest Fund. | -- are used in some states | "Pathways to Teaching Careers" | to fund children's | takes school employees, | education and health | especially minorities, and | services. A capitol idea? | offers them tuition and other | The pros and cons of | support so they can enroll in | tapping sin taxes are | college courses leading to | debated in a new | degrees and teacher certifica- | publication, issued by the | tion. The scholars promise to | National Health & Education | teach in the city's public | Consortium, titled "A | schools for at least 3 years. | Capitol Idea?: Earmarking | The program airs on The | Alcohol, Tobacco and Gaming | Learning Channel every Sunday | Revenue to Support | at 12:30 p.m. "School Stories" | Children's Education and | is a joint venture between the | Health Programs." | NEA and The Discovery Channel. | A major reason lawmakers | | look favorably on sin taxes | EDUCATION DAY | is that it is easier to | Vice President Al Gore and | raise the rate on existing | First Lady Hillary Rodham | taxes than it is to | Clinton yesterday celebrated | introduce a new levy. | the Clinton/Gore campaign's | But budget analysts say | "National Education Day." | don't be tempted by the | Activities and speeches were | ease of sin. The taxes | held nationwide, with Gore | reduce budget flexibility | addressing the Wisconsin | and are an unpredictable | Education Association Council | source of revenue. (#3) | and Clinton speaking at Ohio U. |_____________________________| ============== QUOTE OF THE DAY ============== "This business of each group getting its own victimization written into legislation is a very bizarre way of studying history." -- Eric Foner, a history professor at Columbia U, on lawmakers requiring what events should be taught in public school history courses. (#2) ___________________________________ | 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 FIVE: MATHEMATICS AND SCIENCE SUPPORTING SCIENCE: Exxon gives millions. (#1) STATESIDE POLITICIANS AND HISTORY: Making curriculum decisions. (#2) MONEY MATTERS EARMARKING "SIN TAXES:" Is it right for your state?. (#3) PROMISING PRACTICES TUESDAY MORNING TEACHING: Administrators give up desk jobs.(#4) CHOOSING SCHOOLS END OF BUSING?: Then, give minority students a choice. (#5) PARTNERS IN EDUCATION SPRINTING TO SAFETY: A Sprint telecommunications venture. (#6) ===== GOAL FIVE: MATHEMATICS AND SCIENCE ===== *1 SUPPORTING SCIENCE: EXXON GIVES MILLIONS Exxon and the Exxon Education Foundation last week announced a $5M K-12 science initiative focused on the improvement of science education (EXXON EDUCATION FOUNDATION press release, 10/17). The National Science Teachers Association will receive about $1.3M from the Foundation through the grant to initiate activities that help science teachers implement new standards in the classroom. "Throughout our 41 year history, the Exxon Education Foundation has given more than $430M in support of education in the U.S.," said Edward Ahnert, president of the Exxon Education Foundation. "This latest initiative in support of science education will create networks of teachers and informed leaders who are knowledgeable about science education reform, help them develop effective science teaching methods for the K-12 curriculum and provide the means to disseminate this information to their colleagues around the country." The National Science Teachers Association and the Texas Education Agency announced at the same time the kick-off of their Exxon program -- a series of statewide satellite-assisted electronic discussions on the Exxon grant. Other recipients of the Exxon grant include a joint project sponsored by the U of California, Berkeley and the Institute for Education Inquiry. Both organizations will design, develop and implement at select education settings the use of teacher education materials. Their award totaled $821,925. Another $1M grant will fund the design and construction of a new interactive exhibit exploring the topic of energy at the Liberty Science Center in Jersey City, N.J. ===== STATESIDE ===== *2 POLITICIANS AND HISTORY: MAKING CURRICULUM DECISIONS The PHILADELPHIA DAILY NEWS reports on state lawmakers who mandate that certain historical events be taught in the schools (AP/10/18). A N.Y. state law signed last week that requires all public school students over 8 be taught about Ireland's Great Hunger of the 1840s prompted the article. N.Y. Assemblyman Joseph Crowley of New York City defends his bill because the potato famine "had a tremendous effect on the United States, but particularly in this state of New York." He added that "a great many of those people came here." However, state Assemblyman John Faso, who opposed the law, asked, "Where does it stop?" He continued: "Do we next year consider special legislation dealing with the Armenian genocides or the Cambodian atrocities.?" Eric Foner, a history professor at Columbia U, also cautions against mandating events to be taught in public school history classes. "This business of each group getting its own victimization written into legislation is a very bizarre way of studying history," he said. "As a historian and a teacher, I believe that people ought to know about the Irish famine. But I'm not thrilled about the state legislature deciding what should be considered historically important." According to the paper, a 1994 N.Y. law requires that students learn about slavery, the Holocaust and genocide. Fla. legislation mandates the teaching of the Holocaust in school. Mont.'s Constitution "recognizes the distinct nature of American Indian culture and declares the state's commitment" in its education goals to the preservation of their cultural integrity." The paper also notes that the Irish famine and the Armenian genocide were added to N.J.'s curriculum earlier this year. Christopher Cross, president of the Council for Basic Education observed that some aspects of history are better taught by families and communities as part of a child's heritage. "The Irish famine might not be as relevant to French-Canadian communities or to New York students up near the Canadian border," he said. "For them, it might be more relevant to learn about the French Revolution." ===== MONEY MATTERS ===== *3 EARMARKING "SIN TAXES:" IS IT RIGHT FOR YOUR STATE? Raising adequate funds to support education and other social services is difficult for many state governments facing tight budgets. One way to raise funds for education is to earmark revenue from taxes on the sale of alcohol and tobacco -- the sin taxes. A new report, "A Capitol Idea?: Earmarking Alcohol, Tobacco and Gaming Revenue to Support Children's Education and Health Programs," explores the pros and cons of targeting revenue derived from sin taxes for education and health program for children. The report, published by the National Health & Education Consortium, presents a brief review of the history of earmarking sin taxes and helps each state "evaluate the appropriateness of financing health care and education ... in this fashion." For example, according to the report, 32 states already use sin taxes to support, at varying levels, health care and/or education. Seventeen states earmark tobacco taxes for health or education, and seven use all or part of the revenue for education. Sixteen states target alcohol taxes for health or education, and six of those use all or part of the revenues for education. "A Capitol Idea?" also reveals that earmarked alcohol and tobacco taxes yielded nearly $700M for education in fiscal year 1994. Lottery and gaming revenue also are discussed in "A Capitol Idea?" Thirty-seven states offer a lottery, with 15 of those states earmarking some or all of the net lottery revenues for education. In fiscal year 1994, states raised over $5B for education through lotteries, writes the report. Ill., N.J. and S.C. are the only states that earmark gaming revenue for health or education. Together those states raised $732M in FY 1994 from gaming for education, mental health, veterans, or aging programs. The major reason lawmakers might consider tapping sin tax revenue for education and health is the difficulty they face attempting to levy new taxes for those areas. According to the report, increases in existing taxes are easier and "more palatable if linked to a program or cause that generally enjoys popular support -- such as quality health care and/or quality education." However, many budget experts deride earmarking as bad fiscal policy because they "reduce flexibility in the budget" and are "an unpredictable funding source fluctuating annually with the volume of sales of the product," reports "A Capitol Idea?" From the report: "In addition, an earmark may outlive its usefulness but remain law because a political constituency continues to support it." Examples of states that use sin taxes to fund education and health are noted in the report. A series of tables also are attached that cover these topics: state-by-state tobacco, alcohol taxes and lottery proceeds; proportion of state revenue earmarked; gaming revenue earmarked for health or education; and state cigarette taxes, rate, and total collections. A list of National Health & Education Consortium Members is included. Copies of the report and a companion audio cassette are available from the National Health & Education Consortium for $15,,00 for the report; $7.50 for the 30-minute cassette; plus $2.00, shipping and handling. Contact the NHEC at 1001 Connecticut Avenue NW; Suite 310; Washington, D.C. 20036; 202/822-8405; internet: nhec@iel.org; web site: http:\\www.nhec.org ==== PROMISING PRACTICES ==== *4 TUESDAY MORNING TEACHING: ADMINISTRATORS GIVE UP DESK JOBS Administrators of the Richmond, Va., public schools can be found in the district's classrooms every Tuesday morning (URBAN EDUCATOR, Council of the Great City Schools, Oct. 1996). The innovative program is the brainchild of Superintendent Patricia Conn, who began the program last year after being appointed chief of the schools. Conn: "The SAC (Support and Accountability Center) volunteer program connects the central office with the schools in a way that transforms the ivory tower myth of the 'us and them' syndrome. Now, when carrying out routine assignments, they can envision how their work connects to and supports teaching and learning. It's a win-win situation for everyone, especially the children." SAC employees are volunteers because, "technically, they are not on the job when they're working with students at the schools," writes the newsletter. They make up an additional two hours each week to compensate for the missed time at the office. The central office volunteers are trained to work directly with students on developing academic and social skills. Volunteers without cars are transported to their school via a school bus. Conn noted that the program, which is in its second year, is persuading central office staff that "all Richmond schools can serve children well," reports the newsletter. "We will never be satisfied with a few outstanding schools," said Conn. "We are accountable for effectively educating all of our children." Bettye Bellamly, executive assistant to the superintendent added that the program sets an example for community involvement in the schools. ==== CHOOSING SCHOOLS ==== *5 END OF BUSING?: THEN, GIVE MINORITY STUDENTS A CHOICE Mo. Republican attorney general nominee Mark Bredemeier has proposed a school choice plan for St.Louis minority students affected by the court-orderd end of city-county busing (Mannies, ST. LOUIS POST-DISPATCH, 10/18). Bredemeier would give low- income students scholarships to attend the public, parochial or private school of their choice. According to the paper, the state-financed city-county busing program is an "offshoot" of the 15-year-old court-ordered busing program in the city. However, negotiations underway at a federal court are learning toward ending that busing arrangement. Bredemeier claims his choice plan would not cost the state additional money, since it could use some of the state funds saved by ending city-county busing. However, a spokesman for Attorney General Jay Nixon, who is running for re-election, said the school-choice plan "sounds pretty expensive and raises some serious constitution issues since the state constitution bars spending money for religious purposes." Bredemeier counters that awarding funds to parents, not schools, avoids any separation of church and state conflict. Bredemeier said his goal is to "return St. Louis schools to local control, and end court oversight. ... But the state must continue to give extra financial help to the disadvantaged urban students," writes the paper. "We invest it now [in education] or we pay it later in more money for prisons, welfare or drug abuse problems," he said. ==== PARTNERS IN EDUCATION ==== *6 SPRINTING TO SAFETY: A SPRINT TELECOMMUNICATIONS VENTURE A $200,000 Sprint Spectrum program provided by American Personal Communications has improved teacher-parent communication, school safety and security at two Washington, D.C. schools (AMERICAN PERSONAL COMMUNICATIONS press release, 10/24). The Sprint Spectrum Scholar Access Program is the first-ever public/private partnership designed to introduce 100% digital wireless communications into the classroom, notes the release. According to American Personal Communications data, teacher- parent communication at Dunbar Senior High School has improved by 200% and nearly doubled at Fletcher Johnson Elementary School. Calls to administrators and other teachers also increased after the Sprint program was introduced at both schools. A pilot program was tested last spring, and the full-fledged program was launched earlier this month. Ms. Twyman, a kindergarten teacher at Fletcher Johnson Elementary School explains how the system has helped her. "Having instant access to Sprint phones has been especially valuable to those of us in early childhood classes. We have the ability to contact parents immediately in an emergency without leaving the child. If the child gets hurt on the playground or gets sick, we can get in touch with the parent. It also allows the parent to talk to the child, which helps eliminate some fears. ... " Other teachers note that they have better access to security in the event of disciplinary problems. One class used the phones to contact an area stock broker who taught the students how to read stock reports in the newspaper. American Personal Communications reports that teachers at these two schools have 7.5 more hours of classroom time because they no longer are forced to leave a class to make or receive calls, wait for one of the three lines formerly available to Dunbar teachers to free up or try to squeeze in calls between class periods.