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--- Wednesday --- November 13, 1996 --- Vol. 6 --- No. 87 ---
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THE NATIONAL UPDATE ON AMERICA'S EDUCATION REFORM EFFORTS
A service of the National Education Goals Panel
__________ __________
"GET MESSY, MAKE MISTAKES" | SPOTLIGHT |
. . . is the motto of one of | |
T.V.'s wackiest and most loved | FIRST THINGS FIRST |
science teachers, Ms. Frizzle | |
of THE MAGIC SCHOOL BUS. | The cry for higher |
Scholastic Inc. recently | academic standards for |
announced a contest to find a | students is penetrating |
creative -- if not wacky -- | most school districts |
elementary science teacher. | nationwide. But coming up |
THE MAGIC SCHOOL BUS is based | with the right blueprint |
on Scholastic's acclaimed book | for success is producing |
series written by Joanna Cole | discord among educators and |
and illustrated by Bruce Degen. | parents. |
The television show can be seen | |
daily on PBS. | TEXAS: The Texas Essen- |
K-6 teachers are asked, "What | tial Knowledge and Skills |
would you do if you had the | document, developed by |
resources to create an | educators and parents, is |
exemplary science program?" | assailed for being too |
The winning teacher will | vague & unchallenging.(#3) |
receive a grant valued at | |
$10,000 to develop and | HARTFORD: The Conn. DoEd |
implement his or her special | stopped short of a state |
science program and a trip to | takeover, but recommends a |
the National Science Teachers | total overhaul of Hartford |
Association annual conference | public schools (#5). |
in April 1998. Two Honorable | |
Mention Awards will include | First things first, says |
$1,000 each in books, software | Thomas Bertonneau, a |
and other Scholastic | college instructor. Beef |
educational products. | up the college curriculum |
The deadline for the Ms. | to produce teachers who |
Frizzle Award is 1 March 1997. | possess the knowledge |
For more info, call Scholastic | necessary to teach. (#4) |
at 212/343-6801. |_____________________________|
============== QUOTE OF THE DAY ==============
". . . despite its almost universal acceptance in the U.S., our
algebra curriculum -- late, abruptly introduced and isolated --
is simply beyond repair." --
From a report issued by the Algebra Working Group. (#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 TWO: SCHOOL COMPLETION
THE ANTI-DIPLOMA: One idea for keeping kids in school. (#1)
GOAL FIVE: MATHEMATICS AND SCIENCE
TEACHING ALGEBRA: America must start from scratch. (#2)
STATESIDE
THE BIG O: Outcome-based education in Texas? (#3)
HIGHER EDUCATION
MICHIGAN STATE UNIVERSITIES: Coursework too P.C. (#4)
TAKING OVER
"KNEE-DEEP IN HARTFORD:" DoEd issues reform blueprint. (#5)
NEWS BRIEFS
CONTROL BOARD: Getting ready to take over D.C. schools. (#6)
MISSOURI NEA PROPOSAL: Schools as community centers. (#7)
PUBLISHER'S NOTE
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the business community read the DRC and to find more business-
school projects. If you are a representative of a large or small
business, please complete the form at the end of today's DRC.
Thank you for your cooperation.
===== GOAL TWO: SCHOOL COMPLETION =====
*1 THE ANTI-DIPLOMA: ONE IDEA FOR KEEPING KIDS IN SCHOOL
Joe Sandoval, principal of Denver's North High School,
concocted the "anti-diploma," his way of curtailing North High's
dropout problem (AP/CHICAGO TRIBUNE, 11/7). Students on the
verge of dropping out of school are called to his office for a
meeting. They are presented with the "anti-diploma," a form that
calls on them and their guardian to assume full responsibility
for leaving school.
From the "anti-diploma:" "The undersigned guardian and
student accept full responsibility for the listed student being a
high school dropout. By signing this disclaimer, I realize that
I will not have the necessary skills to survive in the 21st
Century." The form lists the skills -- reading, writing,
arithmetic, problem-solving, responsibility and leadership --
that the student will not possess. A warning also appears on the
diploma that informs recipients that they can expect to earn an
average $585 a month without a diploma, which is half of what
they would earn if they had diploma, reports the paper. A
Certificate of Dropping Out accompanies the form.
According to the paper, four students have been offered the
"anti-diploma," which all declined. The students agreed to go
back to school. "It was something the kids could see," said
Sandoval. "To a lot of them, that's the only way they'll ever
learn. It was something in writing and to some of them, it was a
shock."
While the "anti-diploma" is the bedrock of Sandoval's
dropout-prevention activities, it is only one component. The
school several years ago opened the Welcome Center to provide
after-school education for troubled students. North High, under
Sandoval's guidance, offers "intensive" counseling of the 200
students most likely to quit school, reports the paper.
Sandoval also personally pursues potential drop-outs, trying
to persuade them to stay in school. For example, the paper
chronicles one day when Sandoval drove through the neighborhood
searching for Isabel Godoy, who regularly misses school. After
talking with her mother at home, Sandoval found Isabel hanging
out at a shop two blocks from school. He successfully gets her
to meet him in his office, where he tries to ascertain what
Isabel's problem is with school. From the paper: "If the
problem is studying, Isabel can have tutoring. If it's a
conflict with teachers, Sandoval promises to get her schedule
changed. If it's class time, he can offer an alternative school,
or afternoon classes designed to help students get a GED high
school equivalent."
Isabel agrees to return to her regular classes, but it
"doesn't mean anything unless they graduate," Sandoval remarked.
===== GOAL FIVE: MATHEMATICS AND SCIENCE =====
*2 TEACHING ALGEBRA: AMERICA MUST START FROM SCRATCH
A group of researchers, led by James Kaput of the U of
Massachusetts-Dartmouth studied algebra instruction in U.S.
schools and compared it with the curriculum used in "more
mathematically successful countries," writes Wisconsin Center for
Education Research (WCER) Highlights (Fall 1996). Their
conclusion: " . . . despite its almost universal acceptance in
the U.S., our algebra curriculum -- late, abruptly introduced and
isolated -- is simply beyond repair," writes WCER. WCER is
located at the school of education, U of Wisconsin-Madison.
"It will not suffice to tinker at the edges by creating
prealgebra courses, introducing the same algebra earlier, or
trying to fix the Algebra 1 and Algebra 2 courses in their
standard position as isolated high school courses," said Kaput.
"Rather, the development of algebraic reasoning needs to begin in
the early grades. It should be interwoven with the learning of
other mathematics and should continue through the school years as
an integral part of the K-12 math curriculum."
Specifically, the processes of generalizing and formalizing,
which fom the basis of "what makes thinking mathematical" should
be a "defining characteristic of a curriculum rather than a topic
that is covered," added Kaput. "The intrinsic embededness of
algebraic reasoning is violated by treating it as a separate
course."
WCER also notes that algebra consists of a "web of
languages," for expressing and manipulating generality. This
position also supports an "early and integrated algebra," writes
the newsletter.
However, early introduction of algebra places new demands on
teachers, most of whom do not possess sufficient math skills to
be able to integrate algebra in their teaching. WCER holds that
teacher education programs and credentialing and instructional
materials must change before any school can embrace the work of
Kaput and his colleagues.
Kaput was chair of the Algebra Working Group, one of seven
international networks of researchers created by WCER's National
Center for Research in Mathematical Sciences Education, explains
WCER. NCRMSE, directed by UW-Madison education professor Thomas
Romberg, is designed to "provide a research base for the reform
of school mathematics nationwide as reflected in the National
Council of Teachers of Mathematics' 'Curriculum and Evaluation
Standards for School Mathematics' and the 'Professional Standards
for Teaching Mathematics,'" writes the newsletter.
The Algebra Working Group champions the teaching of
algebraic reasoning to all students and the integration of
algebra with other mathematics.
For more information, see the Algebra Working Group postings
at the Web site http:\\tango.mth.umassd.edu\AWG\WecomeAWG.html.
NCRMSE research findings are posted on the UW-Madison's
gopher server, "WiscInfo," under "newsletters and Other Special
Interest Publications," and on the WCER Web site at
http:\\www.wcer.wisc.edu.
===== STATESIDE =====
*3 THE BIG O: OUTCOME-BASED EDUCATION IN TEXAS?
A team of educators and parents delegated with writing the
Texas Essential Knowledge and Skills document are facing charges
that their product smacks of outcome-based education (Puente,
Fort Worth STAR-TELEGRAM, 10/30). "If anything, this [document]
will prove less of a challenge to our students, leaving them even
more unprepared for their lives outside of school," said Alicia
Stonick, president of the Granbury school board.
Public hearings are being held across the state to solicit
views of the Texas document. According to the paper, all
comments will be sent to the Texas Eduction Agency, "which is
directing the statewide effort" and to the teams of educators and
parents responsible for producing the document.
Many attending last month's public hearing in Fort Worth
compared the document to outcome-based education. Critics
charged that the document was "vague, unchallenging and
inadequate to prepare students of life after graduation," writes
the paper. Burleson resident Stephanie Cecil, a member of the
English and language arts writing team, fought hard to include
the alphabet in the curriculum. She said the final document
"excluded basic facts and knowledge," instead focussing on
"global outcome standards."
Other critics complained of the inclusion in the curriculum
of non-academic topics, such as abortion and values. Opponents
of outcome-based education also deride the inclusion of values in
the curriculum. The document does not include such elementary
skills as multiplication tables and phonics, according to some
Fort Worth residents.
The Texas Essential Knowledge and Skills curriculum will be
delivered to the State Board of Education, which is expected to
adopt a final draft this summer.
Written comments about the curriculum can be sent to Dr. Ann
Smisko; Texas Education Agency; 1701 N. Congress Avenue; Austin,
Texas 78701. For more information call 817/625-5311.
===== HIGHER EDUCATION =====
*4 MICHIGAN STATE UNIVERSITIES: COURSEWORK TOO P.C.
Mich.'s state university system offers too many "trendy,
politically correct courses that are producing poorly educated
graduates," according to a report issued by a conservative Mich.-
based think tank, writes the Detroit FREE PRESS (Walsh-Sarnecki,
11/4). The report also warns that when those poorly educated
college graduates go on to become teachers, they in turn produce
poorly educated K-12 students.
"Declining Standards at Michigan Public Universities" was
released by the Mackinac Center and written by Thomas Bertonneau,
a part-time English instructor in Central Michigan U's Extended
Degree Program. According to the paper, Bertonneau reviewed
syllabi, course catalogs and reading lists from Mich,'s 15 state
universities.
The FREE PRESS reports that the "heart of the study" is a
call for the return to a classical education in public
universities. Bertonneau defines classical to mean students who
study historic writers and thinkers, not their contemporary
counterparts in literature and the humanities, writes the paper.
Bertonneau also claims that many of the courses and teaching
methods employed at state universities "pander to self-esteem"
but end up producing lazy students. The author also argues that
problems in K-12 education can be traced back to the "trendy"
courses offered at the university level, which, he holds, does
not produce competent teachers. "How can poorly educated
teachers produce well-educated students, he asks," writes the
paper. Teachers are unfairly blamed for producing low-achieving
students when universities that graduate unprepared teachers are
the real culprit, concludes Bertonneau.
The lack of focus on the classics also results in students
who cannot write, according to Bertonneau He claims that current
courses "place a stigma on grammar and encourage students to
write the way they speak, instead of stressing a uniform, formal
style," explains the paper.
University professors defend their practices, and claim
Bertonneau is "picking out one example and sort of demonizing
it," said Patrick McConeghy, a Michigan State U professor. "We
have a lot going on in writing and it's sort of disappointing
that what you're doing is not being recognized," retorted Edie
Goldenbert, dean of U-Michigan's College of Literature, Science
and the Arts.
Other professors say they have not done away with required
curricula, yet eliminating the study of modern writers will not
improve them. "Shakespeare has not disappeared from the
university, nor will he," said Tilden Edelstein, vice president
for academic affairs at Wayne State. "At the same time, there
are other voices we should be hearing from, whether they're white
or black." Many of these professors hold that it is not enough
to read classic foreign language authors when "today's global
economy means students must be able to understand a foreign
culture," reports the paper.
==== TAKING OVER ====
*5 "KNEE-DEEP IN HARTFORD:" CONN. DoED ISSUES REFORM BLUEPRINT
The Conn. DoEd issued a series of recommendations designed
to overhaul the struggling Hartford public school system (Frahm
and Green, Hartford COURANT, 11/7). "After observing the
condition of education in Hartford, it has become crystal clear
that everyone and every institution within and linked to Hartford
public schools must change," said Education Commissioner Theodore
Sergi.
Some states, including neighboring N.J., have taken over
school districts plagued with financial and administrative
mismanagement and low student achievement. However, Conn.'s
"effort will depend largely on the good will of city officials,
the school board, the teachers' union, local businesses and
others," writes the paper. The state DoEd intends to play a
strong role in overhauling the Hartford schools. "We'll be knee-
deep in Hartford," noted DoEd spokesman Thomas Murphy. Ted
Carroll, vice president of the Hartford Board of Education
acknowledged that the district has "never had this kind of
involvement from the state Department of Education."
According to the COURANT, the DoEd began its review of the
district last spring after an unsuccessful attempt to turn the
reigns of the school system over to Education Alternatives Inc.,
a Minneapolis-based private firm. Parents and city officials
"complained bitterly" of the district's and schools' inability to
produce high achieving students.
Most of the DoEd's 48 recommendations focus on a fragmented
curriculum and unacceptable student performance, writes the
paper. For example, the department's blueprint calls for
requiring all ninth-graders to take algebra, requiring every
elementary school to develop an academic theme, such as science
or the arts and allowing city parents to enroll their children in
schools of their choice; assigning fewer children to special
education, remedial classes and bilingual programs; establishing
rewards for schools that succeed and penalties for those that
fail, reports the paper.
Other recommendations: revise how teachers and principals
are evaluated; adopt a "warranty of essential skills" to enable
students to return to school at no charge if skills are not
learned; bring in an "army of retired teachers" to read to first-
and second-graders; add more preschool programs to include every
3- and 4-year-old; increase corporate and community involvement
in schools; and establish a private fund to aid school programs.
The COURANT notes that some of the suggestions will meet
with controversy. For example, any attempt to revamp special
education and bilingual programs will face stiff community
opposition. The report also points out that Hartford spends
considerably more of its budget than other cities on employee
salaries and considerably less on classroom materials, writes the
paper. In order to change that ratio, school officials and union
leaders must re-negotiate contracts, a "daunting" task, observes
the paper.
Allan Taylor, member of the State Board of Education: "It
comes down to changing bargaining agreements. It comes down to
changing everybody else's behavior. How do you make that happen?
You make that happen with pressure and visibility. Most of the
people in this system want to do a good job."
The report urges the Hartford Board of Education to respond
to the DoEd's recommendations by February, writes the paper.
==== NEWS BRIEFS ====
*6 CONTROL BOARD: GETTING READY TO TAKE OVER D.C. SCHOOLS
The Washington, D.C. financial control board, put in place
by Congress, has issued a 56-page report that derides the city's
public school system as "dysfunctional." (Vise and Horwitz, WASH
POST, 11/13). According to the POST, the report is a "prelude to
a far-reaching overhaul of the school system."
D.C. Superintendent Franklin Smith is expected to be fired
and the board of education will probably be stripped of much of
its power, writes the paper.
More news on the D.C. school situation in this Friday's
DAILY REPORT CARD.
*7 MISSOURI NEA PROPOSAL: SCHOOLS AS COMMUNITY CENTERS
Missouri Education Association members last week embraced a
report that calles for public schools of the future to serve as
community learning centers (Bower, St. Louis POST-DISPATCH,
11/7). According to the report, schools could open at 6:00 a.m.
and close at 10 or 11 p.m. Parents could enroll in various
classes, such as computer class. Their children could be cared
for at the school while their parents attended class.
The Missouri National Education Association can be located
on their web site at http:\\www.mo.nea.org.
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