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--- Wednesday --- February 19, 1997 --- Vol. 7 --- No. 15 ---
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THE NATIONAL UPDATE ON AMERICA'S EDUCATION REFORM EFFORTS
A service of the National Education Goals Panel
__________ __________
FIRST LADY STAMP OF APPROVAL | SPOTLIGHT |
Hillary Rodham Clinton heaped | |
praise on Cleveland Elementary, | AN EDUCATIONAL TUNE-UP |
a Washington, D.C., school that | |
has entered a partnership with | "Education is the engine |
the Holland & Knight law firm | that drives our economy," |
(BALTIMORE SUN, 2/15). | declared Ed Sec Richard |
Attorneys provide tutoring, | Riley in his annual State |
donate supplies and accompany | of American Education |
students on field trips. | speech. Riley beat the |
Clinton urged other firms to | drum for Clinton's 10-point |
enter similar partnerships with | "Call to Action," which the |
schools. D.C. school chief, | president outlined during |
retired Gen. Julius Becton, | his State of the Union |
noted that 23 schools remain | address. (#6) |
without partners, primarily | |
because they are in communities | But education is badly in |
where "people don't feel | need of a tune up, says |
comfortable." | Riley. Higher standards |
| for students and teachers, |
"THE PROBLEM WE ALL LIVE WITH" | technology, safe and drug- |
. . . is the title of Norman | free schools, and better |
Rockwell's memorable painting | access to higher ed are |
of the black little girl | areas the nation must work |
entering a newly integrated New | on to improve educational |
Orleans public school, | opportunities. |
accompanied by federal | |
marshals. The little girl, | "The American people are |
Ruby Bridges-Hall, was reunited | tuned into education. The |
with two of the marshals for | sparks are all around us," |
the first time after 37 years | said Riley. But can the |
at a ceremony organized by the | Administration secure |
U.S. Marshals Service to | bipartisan support for |
celebrate Black History Month | Clinton's ambitious agenda. |
(Finn, WASH POST, 2/19). |_____________________________|
============== QUOTE OF THE DAY ==============
"Education is now the great 'fault line' that determines who is
part of the American Dream."
Ed Sec Richard Riley. (#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 THREE: STUDENT ACHIEVEMENT AND CITIZENSHIP
"ACADEMIC LANGUAGE:" Sweeping up after whole language. (#1)
GOAL FOUR: TEACHER EDUCATION/PROFESSIONAL DEVELOPMENT
PROJECT-BASED LEARNING FANS: Gathering in the Bay Area. (#2)
STATESIDE
CALIFORNIA: Is it too big to go small? (#3)
FROM COURTHOUSE TO SCHOOLHOUSE
TEXAS FUNDING CAPER: Mix-up means fewer $$ for technology. (#4)
BYTES AND PIECES
GETTING WIRED: Alexandria, Va., school board gets e-mail. (#5)
HE SAID, SHE SAID
THE STATE OF AMERICAN EDUCATION: A report from Riley. (#6)
===== GOAL THREE: STUDENT ACHIEVEMENT AND CITIZENSHIP =====
*1 "ACADEMIC LANGUAGE:" SWEEPING UP AFTER WHOLE LANGUAGE
The WASH TIMES reports on the work of two Calif. educators
who blame whole-language programs for keeping minority children
from learning appropriate language skills (Innerst, 2/3).
"Whole language ruined a generation of students," said
Edward Wright, a doctoral candidate who also coordinates an
Upward Bound program at Fresno City College. "Most students ...
don't know sentence structure, vocabulary, which are the basics
for matriculating to college."
Phyllis Kuehn, an associate professor in the department of
educational research at California State U (Fresno) and overseer
of Wright's doctoral work, concurs. She has created a program
based on helping students develop, what she calls, "academic
language." The program stresses vocabulary and grammar and,
according to the paper, "could help the schools teach standard
English to children who speak street slang in their homes."
Her program began in 1991 with a $300,000 federal grant from
the Fund for the Improvement of Post Secondary Education, writes
the paper. She also has received a five-year $800,000 Title VI
grant with an elementary school to "identify the nature of
academic language in kindergarten through sixth grade," reports
the TIMES.
The paper reports that whole-language programs "swept
phonics out of the classrooms" ten years ago, particularly in
Calif. However, even backers of whole-language in Calif.,
including former Superintendent of Public Instruction Bill Honig,
now concede "it was a bust," writes the paper.
Kuehn: "The whole-language problem in California
exacerbated the distance that children are away from academic
language. We stopped teaching grammar, stopped even using
textbooks, because people felt they were too hard for the
children. Obviously what we're doing hasn't been working." The
TIMES notes that Calif. recently posted reading scores that were
among the lowest in the nation on the National Assessment of
Educational Progress reading exam.
===== GOAL FOUR: TEACHER EDUCATION/PROFESSIONAL DEVELOPMENT =====
*2 PROJECT-BASED LEARNING FANS: GATHERING IN THE BAY AREA
Teachers, administrators and students from around the
country will meet in San Rafael, Calif., next month to share
their experiences with project-based learning strategies and
curriculum. The purpose of the conference is to disseminate
teacher-created, teacher-tested strategies and curricula for
using project-based learning at all grade levels.
"Project-based learning bridges traditional academic
subjects with the skills needed for today's world of work by
engaging students in solving complex real-world projects through
which they develop and apply interdisciplinary knowledge and
skills," said Autodesk Foundation President Bob Pearlman.
"Project-based learning transforms teaching from 'telling about'
to 'doing,' thereby preparing students to be quality contributors
to the economic and cultural life of our world," he added.
The conference, a collaboration between the Autodesk
Foundation and the Marin County Office of Education, is sponsored
by the Bank of Marin, Boderbund, Fair, Isaac & Co., the Gap
Foundation, the Fireman's Fund Foundation, Marin Airporter,
Pacific Bell and Westamerica Bank.
Several presenters will demonstrate education technology,
including the use of the World Wide Web and videoconferencing to
enhance curriculum and greatly expand the resources available to
classrooms, writes an Autodesk press release. Conference
participants also will be able to see firsthand the "most
successful dimensions of project-based learning-infused schools"
during a second day of project-based learning institutes. These
events include four school-based institutes, a school-to-career
institute and a technology institute.
Project-based learning programs in several schools,
including Colo.'s Peakview Elementary School, where students use
technology to present, exhibit and archive their projects, and a
fifth-grade Fort Worth, Texas, class, also featured on
Nickelodeon News, will be featured during the conference.
The conference, scheduled for 10-11 March in San Rafael,
Calif., can be viewed at
http://www.autodesk.com/foundation/pblconf. The early
registration deadline is 21 February. For more information,
contact the Autodesk Foundation; 111 McInnis Parkway; San Rafael,
Calif. 94903; 415/507-5000.
===== STATESIDE =====
*3 CALIFORNIA: IS IT TOO BIG TO GO SMALL?
Calif. Gov. Pete Wilson (R) is undeterred by a recent report
that details obstacles for the state's class-size reduction
effort (Colvin, L.A. TIMES, 2/13). In Wilson's corner stands
state Superintendent of Public Instruction Delaine Eastin, who
wants to "press on" with reducing class size, regardless of the
difficulties.
Topping the list of problems is, to no one's surprise,
money. According to the report issued by the state legislative
analyst's office, a survey of 150 Calif. school districts found
that the districts were spending about $770 per pupil for extra
teachers, custodians, books and other costs attributed to new
classes that have been added to achieve the 20-student classes.
However, Wilson's proposal calls for only $660 per pupil in state
funding to cover the costs of the class-size reduction program.
The report suggests that to bring costs in line, school
districts be required to maintain "merely an average of 20
pupils" and still qualify for the extra state funding, writes the
paper. However, some lawmakers and educators are skeptical of
the report's suggestion. "I'd be reluctant on a policy basis to
do anything that allows us to go over 20 pupils," said Mark
Slavkin, a member of the Los Angeles Unified School District
Board of Education. "We've waited this long to get to 20 to 1,
and this would start us down a slippery slope in the name of
flexibility."
Other problems enumerated in the report: 24% of the 18,400
teachers hired to reduce class size this year lack credentials;
finding enough classroom space to house the additional teachers
has caused the elimination of libraries, computer labs and day-
care rooms at many schools; and funding is needed to find new
classroom space or build portable classes.
Wilson and Eastin continue to pursue an expansion of the
class-size reduction program to include 4th grade. But Bob
Wells, assistant executive director of the Association of
California School Administrators, pointed to the seriousness of
the cost issues. "This program has the potential within two or
three years to bankrupt school districts," he predicted. "It's
happy talk to think about going to a fourth grade . . . but it's
not very realistic, and I think we're a lot better off finishing
this job adn doing it right before we push on."
Wilson spokesman Dan Edward said the governor has signed
legislation to make it "easier for districts to hire retired
teachers for temporary duty or to create or expand teacher
internship programs," reports the paper. Wilson also is
advocating for a bond issue in 1998 to pay for new classrooms.
===== FROM COURTHOUSE TO SCHOOLHOUSE =====
*4 TEXAS FUNDING CAPER: MIX-UP MEANS FEWER $$ FOR TECHNOLOGY
Texas state District Judge F. Scott McCown ruled against a
group of school districts that charged they were being
shortchanged on state spending for technology (Fort Worth STAR
TELEGRAM, 2/8). The school districts sought an estimated $97M in
state aid for computers and other technology, writes the paper.
The plaintiffs interpreted a 1995 education law to mean they
should be receiving $55 per student for technology, not the $30
per student they did receive from the State Board of Education,
writes the paper. State lawyers countered that the board does
not have the legal power to authorize the additional funds, and
that the state budget did not "specifically provide for the
appropriation," reports the paper.
McCown explained that "respect for separation and balance of
powers" required him to leave the issue "in the hands of the
Legislature." Senate Finance Committee Chairman Bill Ratliff (R)
agreed with McCown's decision. "We have to have a pretty hard
and fast line in the sand: If it's not in the appropriations
bill, it's not an appropriation -- or we will find ourselves
constantly in arguments and maybe in courts about whether or not
some statement in a statute somewhere implies an appropriation,"
he said.
Earlier this month, the Senate passed a bill sponsored by
Ratliff that stated funds "must be specifically included in the
state budget in order to go to school districts," explains the
paper.
Representatives from the more than 80 school districts that
filed the suit were disappointed. Ron Caloss, superintendent of
the Hurst-Euless-Bedford district, said it appears that the
Legislature approved but did not appropriate the additional
funds. "They said one thing, and they did something else," he
complained.
===== BYTES AND PIECES =====
*5 GETTING WIRED: ALEXANDRIA, VA., SCHOOL BOARD GETS E-MAIL
Alexandria, Va., School Board members are the first in the
nation to pilot the National School Board Association's
"Electronic School Board" program (Jennings, ALEXANDRIA JOURNAL,
2/13). The program, launched last summer by the Alexandria-based
NSBA, has received donations of computers from Apple Computers,
while Microsoft contributed software.
The purpose of the program is to "allow the board members
and Superintendent Herbert Berg to send messages to each other
and to school staff," and to "explore the Internet," writes the
paper. "It's going to allow us to organize some things without
making numerous calls, and of course constituents can write us
and we can communicate with the staff," explained board member
Rodger Digilio.
However, board members must take care not to violate the
state's Sunshine Act, which stipulates that school board business
must be conducted in public, reports the paper. "Other than
saying that there is a meeting at this time or I'm going to be
here doing this, there is really very limited use for the
computers because of the Sunshine Act," said Henry Brooks, a
school board member. "You can't use it like a memo to exchange
thoughts and ideas," he added.
==== HE SAID, SHE SAID ====
*6 THE STATE OF AMERICAN EDUCATION: A REPORT FROM RILEY
U.S. Ed Sec Richard Riley delivered his fourth annual state
of American education speech before a Ga. audience that included
former President Jimmy Carter. Riley began by praising Carter
for creating the federal Department of Education, which means the
nation's education secretary has a seat at the president's
Cabinet meetings.
Riley's speech generally promoted President Clinton's 10-
point "Call to Action," which Clinton described during last
month's State of the Union address. While acknowledging
educational progress made, especially in the South, Riley
declared that the nation must not be satisfied with the status of
education. "We live in a new golden age of discovery.
Astronomers probe the unfolding majesty of the universe, even as
scientists race to map the genetic makeup of humanity. Yet we
struggle to put the old industrial model of education behind us."
A plethora of social and economic changes experienced
worldwide has implications for the type of teachers needed to
teach in today's classrooms, noted Riley. He added that
"education is the engine that drives our economy." Riley:
"Education is now the great 'fault line' that determines who is
part of the American Dream." Yet, "there can be no equality in
this nation without a renewed commitment to excellence," he
added.
Riley called Clinton's education agenda a "bold vision."
The 10-point "Call to Action" is "national in scope -- yet local
in action because that's the American way," said Riley.
Helping students master the basics is number one on Riley's
to-do list. He defends Clinton's call for a national reading
test in the fourth-grade and an eighth-grade math test. Riley:
"Reading is reading. Math is math. For these basics, let's not
cloud our chidlren's future with silly arguments about federal
government intrusion. These proposed tests are an opportunity
not a requirement, a national challenge not a national
curriculum."
Riley also pointed out the need for safe and drug-free
schools. While there are numerous drug-prevention programs
available, Riley observed an "enormous variation in the
effectiveness" of the programs. Riley: "We know a lot about
what works when it comes to drug prevention, programs like
Project Alert and Life Skills," he said. "We also know that
these proven models are not being used as much as they should."
Riley also said that consistently poor achieving schools
should be closed. "If a school is bad and can't be changed,
reconstitute it or close it down. If a principal is slow to get
the message, find strength in a new leader. If teachers are
burned out, counsel them to improve or leave the profession. If
laws need to be changed, get on with it."
Riley stood strongly behind public education, claiming that
the "strength of our diverse democracy is the direct result of
our belief in a quality pubic education for all." He featured
the New American Schools Development Corporation and school
models of James Comer, Henry Levin, E.D. Hirsch, Deborah Maier,
Ted Sizer, Marc Tucker and Gene Bottoms as "models of
excellence."
Technology in education is another theme touched on by
Riley. He applauded the Federal Communications Commission who,
this spring, is scheduled to pass the E-rate or education rate.
"Final approval by the FCC will cut access charges to the
Internet in half for the vast majority of our schools." He
called the Internet the "blackboard of the future."
Improving the teaching force is a critical ingredient for
improving American education, according to Riley. We will never
have 'A' students if we can only give ourselves a 'C' as a nation
when it comes to preparing tomorrow's teachers," he said. He
called on university leaders to "strengthen links between your
schools of liberal arts and schools of education. . . . Greater
attention needs to be paid to the content of what future teachers
need to know in their subject areas."
Riley also discussed ways to finance a college education to
make higher education more accessible to middle-income students.
Clinton's Hope Scholarship program, modeled after Ga.'s Hope
Scholarship, is a step in the right direction, according to
Riley. In response to critics, Riley said: "Now, some have said
the President's plan is not needed. I disagree. When it comes
to trying to afford the costs of college, many middle-income
families are in practical terms, barely holding on -- and many do
not even consider college an option."
In conclusion, Riley quoted Thomas Jefferson, "America's
first great educator:" "If a nation expects to be ignorant and
free, in a state of civilization, it expects what never was and
never will be." Riley: "Good citizenship, then, has it s roots
in education."
The WASH POST has posted a White House abstract of Clinton's
second-term education initiatives. See
http://www.washingtonpost.com and click on the square symbol on
the front page of The POST's site.
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