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--- Monday --- December 9, 1996 --- Vol. 6 --- No. 94 ---
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THE NATIONAL UPDATE ON AMERICA'S EDUCATION REFORM EFFORTS
A service of the National Education Goals Panel
__________ __________
REHABILITATION | SPOTLIGHT |
New York City principals | |
faced with poor quality | BUILD IT, |
teachers have another option | AND THEY WILL COME |
besides the arduous task of | |
seeking their dismissal. They | "The key problem is, |
can enroll them in a remedial | we're working with those |
program designed for low- | who come to us. We need to |
performing teachers (Belluck, | go to them," said La. state |
N.Y. TIMES, 12/8). | board of ed member Gerald |
A teaching coach will be | Dill. He was speaking of |
assigned to work one-on-one in | the need to expand adult ed |
the classroom for as long as a | services in his state.(#4) |
year. The paper writes that | |
the program is "one of only a | According to the |
handful in the country." | governor's office, the |
| state primarily reaches |
SHE STARTED IT | recent H.S. dropouts, but |
Washington, D.C., is | few of the many older |
witnessing a brawl between the | adults who require literacy |
principal of the Marcus Garvey | and job-training skills. |
Charter School and a reporter | The limited reach of adult |
from the WASH TIMES. The | ed, coupled with the |
controversy is whether the | expected droves of adults |
principal assaulted the | searching for skills |
reporter and confiscated her | training under new welfare |
note pad. Do charter schools | reform laws is the catalyst |
have autonomy not only over | behind the state's dream to |
what they teach, but how their | build a more expansive |
staff behave, queries the WASH | adult ed program. One |
POST (Wilgoren, 12/8). The | suggestion is to use |
school board wants a fact- | school-to-work programs for |
finding mission, which some say | youths, leaving more adult |
is not a strong enough | ed funds for older workers. |
response. |_____________________________|
============== QUOTE OF THE DAY ==============
"After acting precipitously last month, the state Board of
Education and its chairman, John Silber, are in a thicket of
unintended consequences." --
A BOSTON GLOBE editorial on Mass.'s GED brouhaha. (#1)
_______________________________________________________________
| 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 |
Staff Writer: Rosemary Polanco |
|_______________________________________________________________|
============== TABLE OF CONTENTS ==============
GOAL THREE: STUDENT ACHIEVEMENT AND CITIZENSHIP
MASS.'S GED REQUIREMENT: Just forget it. (#1)
SERVICE LEARNING IN PRIVATE SCHOOLS: Study underway. (#2)
GOAL FIVE: MATHEMATICS AND SCIENCE
JASON WINS: Combining technology and science. (#3)
GOAL SIX: ADULT LITERACY AND LIFELONG LEARNING
ADULT EDUCATION: Needs expansion in Louisiana. (#4)
FROM COURTHOUSE TO SCHOOLHOUSE
COURT RULES: N.H. school financing constitutional. (#5)
PROMISING PRACTICES
FAMILIES FIRST: Future homemakers latest look. (#6)
===== GOAL THREE: STUDENT ACHIEVEMENT AND CITIZENSHIP =====
*1 MASS.'S GED REQUIREMENT: JUST FORGET IT
The Massachusetts Board of Education and its chairman, John
Silber, are in a "thicket of unintended consequences," pens an
editorial in The BOSTON GLOBE (12/5). After the board voted to
give the GED test to all high school seniors, Silber added that
the students who cannot pass the test should not graduate from
high school -- a proposal which caused a ruckus around the state.
(See DRC 12/4/96)
A compromise, offered by Silber and Gov William Weld (R),
quickly followed, in which students who failed would graduate but
with "Failed GED" stamped on their diplomas. But that compromise
contains far too many problems, contends the paper. For example,
the test, typically administered to adults who have not finished
high school, is graded on a curve, "with 30 percent failing every
year." The paper queries: "If given to seniors with
consequences attached, the results should surely be graded
against a standards of performance that is judged acceptable,
whether 90 percent meet that standards or only 50. But who would
set the standard?"
Another question: Does the board have the authority to
order the test without legislative approval, asks the paper. The
response from the lawmakers is conflicting, at best. Senate
President Thomas Birmingham and House Speaker Thomas Finneran
claim the board has the funds and discretion to spend them on GED
testing. But Rep Harold Lane, a former high school principal,
drafted legislation that would bar the GED requirement, writes
the paper.
According to the GLOBE, only two "sensible actions face the
board" when it meets this week: "Either affirm the original plan
of giving the test once, without consequences, as an interim
measuring device or scrap the GED requirement altogether." The
GLOBE suggests that Silber and his board would do better to
concentrate on developing standards for the assessment process
scheduled to begin this spring under the state's education reform
bill.
*2 SERVICE LEARNING IN PRIVATE SCHOOLS: STUDY UNDERWAY
The National Association of Independent Schools recently
announced a $62,000 grant from the New York-based Surdna
Foundation to examine service-learning and community service
programs in independent schools (NAIS press release, 11/26).
According to the release, many independent schools have
created "vibrant" community service programs over the past
several decades. However, "formal service-learning programs that
are integrated into the academic curriculum are only beginning to
take hold," writes the release.
NAIS will begin by conducting a national survey of
independent schools, which will include visits to campuses. Some
questions that will be addressed are: How many schools have
community service or service-learning programs?; how many schools
have a service-learning curriculum involving class time?; what
are the barriers to effective programs, and how might they be
overcome?; and, how do location and type of school influence the
nature of these programs?
Deborah Genzer, director of community service-learning at
San Francisco University High School, was named the principle
researcher for the study. Genzer also serves as a consultant to
both the National Society for Experiential Education and Linking
San Francisco, a consortium of 35 area schools working on
service-learning. She is charged with examining the
"practicalities and advantages of employing this new
teaching/learning strategy for independent schools," writes the
release.
Research goals for the project include defining the current
level of service-learning in independent schools, developing a
plan to promote expansion of service-learning, and examining its
impact, notes the release.
NAIS, a voluntary membership organization of over 1,100
member schools and associations in the U.S. and abroad, developed
in 1994 its "Moral Life of Schools Project," which "aims to help
schools truly realize the oft-espoused mission to educate not
only the minds and bodies but also the hearts of the young people
in their charge," notes the release. And, in 1984, it published
"Community Service in Independent Schools" by Lee Levison, who
will service on the advisory board for NAIS's latest service-
learning project.
===== GOAL FIVE: MATHEMATICS AND SCIENCE =====
*3 JASON WINS: COMBINING TECHNOLOGY AND SCIENCE
The JASON Project (www.jasonproject.org) wins kudos as the
best example of how integrated advanced technology enhances
education and students' learning experiences (JASON Project press
release, 12/3). The project won the National Information
Infrastructure Award in the education category.
Dr. Robert Ballard began the JASON Project in 1989 after he
received thousands of letters from students asking him about his
discovery of the wreckage of the R.M.S. Titantic, writes the
release. The annual JASON Project is administered by the JASON
Foundation for Education, whose mission is "to excite and engage
students in science and technology, and to motivate and provide
professional development for their teachers." Teachers and
students are selected to participate as "Argonauts" and join
Ballard and his team of scientists on an annual expedition.
For example, the 1996-1997 topic is an investigation of
Earth's hottest spots -- Yellowstone and Iceland. Both sites
will be explored during the Journey from the Center of the Earth,
the eighth annual JASON Project, running from 28 April to 9 May.
Past JASON trips had students, teachers and scientists explore
warships from the War of 1812 at the bottom of Lake Ontario and
follow Charles Darwin's steps in the Galapagos Islands.
Part of the JASON adventure is conveyed via the World Wide
Web. From the release: "During JASON Project VII, the world's
first and only underwater website lured students to the bottom of
the sea and virtually let them loose in a NOAA ocean floor
research facility called AQUARIUS." NII judges were impressed
that "students and teachers can join in the scientific process
with an immediacy never before possible."
Winning entries were selected on three criteria: capability
of the information infrastructure; practical results and
benefits; and innovation Of nearly 900 entries, one winner was
selected in each of the ten categories: arts and entertainment;
business; children; community; education; government; health;
public access; and telecollaboration. For more information and
for other category winners please see www.gii.awards.com.
"One of the most important benefits of the NII Awards
Program is its ability to bring together people from all parts of
society in an atmosphere of learning where they can exchange
ideas and knowledge," remarked Vice President Al Gore.
The JASON Project is supported by the National Geographic
Society, Bechtel, Sprint, SUN Microsystems, Eastman Kodak
Company, ICI Worldwide and the National Science Center
Foundation.
===== GOAL SIX: ADULT LITERACY AND LIFELONG LEARNING =====
*4 ADULT EDUCATION: NEEDS EXPANSION IN LOUISIANA
La. state officials have recommended an expansion of
literacy and job training programs to cover the state's almost
one million undereducated citizens (Shipley, New Orleans TIMES-
PICAYUNE, 12/5). "We're trying to determine what in Louisiana we
need to develop a better workforce," said Chris Weaver of Gov
Foster's office of Workforce Development.
Weaver offered several proposals to the state Board of
Elementary and Secondary Education earlier this month. His
strategies include: move youths at risk of dropping out of
school into adult education programs using school-to-work
programs that combine basic skills with workforce training;
expand the mission of the state DoEd adult education program
beyond GED preparation to include adult literacy education;
encourage partnerships among state agencies, technical and
community colleges, private companies and non-profit volunteer
agencies, writes the paper.
Weaver also called for rapid response to welfare reforms in
order to quickly move people from welfare to work by targeting
adult education, technical colleges, Job Training Partnership Act
programs, and community colleges. According to the paper, Weaver
explained that "efforts to boost workforce development have
become more urgent by recent welfare reforms that will force
7,000 adults into the workforce in 1997 alone."
The GED was discussed at the board meeting, with board
member Leslie Jacobs noting that the average age for a La. GED
candidate is 22.5 years old, the lowest in the nation. Board
member Donna Contois followed up that the state's approach to the
GED serves as a dis-incentive for some students, notably those
out of school the longest. Before being able to take the GED,
students must first pass a preliminary exam that determines
whether they have reached the level of a high school senior,
writes the paper.
Contois, pointing out that 82% of students who take the
preliminary exam pass the test, said the success rate is no
accomplishment. "It's easy to get 16- to 19-year olds and say we
have an 82% success level. Ninety-five percent of the illiterate
and semiliterate people in this state are not being addressed by
any literacy program, and that's because of the high bar for the
GED program," she said.
Older, illiterate adults are not getting help because they
do not seek assistance, observed board member Gerald Dill. "The
key problem is, we're working with those who come to us. We need
to go to them," he said.
Weaver suggested that teen-age dropouts be sent to
alternative schools run by the public school system, in order to
free up adult education funds to "help older adults who have
different needs," writes the paper.
Board members requested that schools Superintendent Cecil
Picard recommend policy changes in January.
===== FROM COURTHOUSE TO SCHOOLHOUSE =====
*5 COURT RULES: N.H. SCHOOL FINANCING CONSTITUTIONAL
A state trial court judge ruled last week that N.H.'s school
financing system does not violate the state constitution (N.Y.
TIMES, 12/8). Education is financed almost entirely by property
tax revenue, since N.H. has neither a personal income tax or
general sales tax, writes the paper.
The decision stemmed from what is popularly known as the
Claremont case. In 1993, the State Supreme Court ruled that N.H.
must offer all children an adequate education, "but it left the
definition of 'adequate' to the trial courts," writes the paper.
Five school districts situated in disadvantaged communities sued
the state, arguing that poor districts are "short-changed," since
they do not have a high property base and the state government
pays less than 8% of public school costs.
However, Judge George Manias of Merrimack County Superior
Court said arguments to overturn the state's education financing
system failed to "sustain their burden of proving that under the
current system, the state is not providing the petitioner school
district students with an adequate education." Manias did not go
so far to endorse the current system, writes the paper. He said
that education reform was the responsibility of the Governor and
the Legislature; the court's role is "simply to determine whether
the present system is constitutional," writes the paper.
According to the paper, proponents of the current system
claim the case was political, "an effort to force the courts to
establish a high-priced statewide school system."
The ruling is expected to be appealed to the State Supreme
Court.
==== PROMISING PRACTICES ====
*6 FAMILIES FIRST: FUTURE HOMEMAKERS LATEST LOOK
"It's not your mother's Future Homemakers of America, that's
for sure," writes a Future Homemakers of America, Inc., press
release. Last month, the group launched Families First, a peer-
education initiative designed to teach young people coping and
communication skills to help them improve their own family
relationships.
"My generation is paying dearly for family discord; teens
are getting pregnant, running away, turning to drugs, even
joining gangs just to find a substitute for supportive family
life," said Johnnie Mosley, FHA's 17-year-old national president.
"America's youth need to know that we can make a difference. We
have the power to build our own families -- whatever their makeup
-- into strong, caring units that can overcome the societal
obstacles of the '90s."
Families First encourages young people to carry out projects
that help them and their peers become strong family members. For
example, Families First participants in Iowa are promoting
intergenerational relationships by discussing the history of
their families. In a disadvantaged rural area of Wis., Families
First is involving parents in the job-hunting process for their
teen-age children by arranging transportation for families to
travel out of the area to search for jobs. In N.D., Families
First is reaching out to youngsters by providing family-focused
activity trayliners at local fast food restaurants.
Alan Tains, Jr., FHA/HERO executive director, explained that
the Families First program is one of many programs developed by
the organization to meet the changing needs of its all-student
membership. According to the release, 20% of the organization's
members are male and local chapters are ethnically and racially
diverse. FHA/HERO trains students in money management, time
management, decision-making skills, character-building, and
communication and relationship skills.
For more information, contact FHA/HERO; 1910 Association
Drive; Reston, Va. 20191-1584; 703/476-4900; e-mail:
natlhdqtrs@fhahero.org.
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