The Daily Report Card

	--- Wednesday --- September 9, 1998 --- Vol. 1 --- No. 53 ---


						NATIONAL EDUCATION GOALS
PANEL

									NEGP
Weekly


			THE UPDATE ON AMERICA'S EDUCATION REFORM EFFORTS
				In cooperation with the DAILY REPORT CARD 
	


FAMILY-FRIENDLY CITIES
  Education, community safety and recreation lead the list of quality
indicators for family-friendly cities, according to a survey of municipal
officials and community leaders.  "The Makings of a Family-Friendly City and
Municipal Government's Role" was issued by the National League of Cities.
  Education topped the list, with 74% of those surveyed ranking it number
one.  Results revealed that a family-friendly community is one in which the
"school system is of high quality, has strong academic standards, and has
good outcomes as measured through test scores and graduation rates," writes
the survey.  It also is a community where "schools are safe and accessible
to all children and where parents feel welcome and are involved."  
  A community that provides lifelong learning opportunities, including the
presence of colleges or universities, is another indicator of family
friendliness.
  Copies of the report are available by calling the NLC at 202/626-3030;
www.nlc.org.

 __________         __________
|          SPOTLIGHT          |
|                             |
|         PARENT TRAP         |
|                             |
|   While over 70% of parents |
| report that their child's   |
| school did "very well" in   |
| explaining how children     |
| were expected to behave,    |
| fewer than half thought     |
| their school did "very      |
| well" in explaining what    |
| children should know and be |
| able to do at their grade   |
| level.                      |
|                             |
|   The "National Portrait"   |
| survey also found that      |
| nearly 40% of parents had   |
| never been invited to       |
| observe their child's       |
| classes.  (#4)              |
|                             |
|   Content standards         |
| provided by states are      |
| proving to be yet another   |
| trap for parents and        |
| educators.  Conflicting     |
| reviews of state content    |
| standards have been offered |
| by three groups that review |
| standards.  A new NEGP      |
| report provides a review of |
| the reviews. (#1)           |
|_____________________________|



	==============  QUOTE OF THE DAY  ==============
	"When we do what works, public schools work."
	Sandra Feldman, president of the American Federation of Teachers.
	(#5) 

 _______________________________________________________________
|         (c) by the Education Policy Network, Inc.             |
|    1255 22nd Street NW; Washington, D.C. 20010; 202/724-0124  |
|     EPN, Inc. hereby authorizes further reproduction and      |
|           distribution with proper acknowledgement.           |
|                 Publisher:  Barbara A. Pape                   |
|_______________________________________________________________|

	==============  TABLE OF CONTENTS  ==============

GOAL THREE:  STUDENT ACHIEVEMENT AND CITIZENSHIP
  CONFLICTING REVIEWS:  Assessing state standards. (#1)

GOAL SEVEN:  SAFE, DISCIPLINED AND DRUG-FREE SCHOOLS 
  KEEPING SCHOOLS SAFE:  New ideas, new partnerships. (#2)
  EARLY WARNING:  A guide and a summit on safe schools. (#3)

GOAL EIGHT:  PARENTAL PARTICIPATION
  FAMILY INVOLVEMENT IN EDUCATION: Parents want to know how. (#4)

TAKING STOCK
  THE PUBLIC ON PUBLIC SCHOOLS:  PDK/Gallop poll results in. (#5)




	=====  GOAL THREE:  STUDENT ACHIEVEMENT AND CITIZENSHIP  =====

*1	CONFLICTING REVIEWS:  ASSESSING STATE STANDARDS
	Florida educators and parents may be quite befuddled over the state
of their state standards.  While one national organization gave them an A,
another group ranked them at a C+ level, while still another group assigned
them a D.  
	A significant number of other states are in a similar quandary as
they examine three separate reviews of state standards offered by the
American Federation of Teachers, the Council for Basic Education and the
Fordham Foundation.  A new report issued by the National Education Goals
Panel found significant conflict in the criteria used by the reviewers.
	According to the NEGP, the three groups, which each offered a
state-by-state review of student standards, lacked a common vision of good
standards and whether they ought to be specific enough to permit easy
assessment or general enough to allow teacher discretion.  The NEGP report,
"The Reviews of State Content Standards in English Language Arts and
Mathematics:  A Summary and Review of Their Methods and Findings and
Implications for Future Standards Development," is the first-ever systemic
evaluation of three new reviews released in the past year on the quality of
state content standards.
	"It was very confusing to see different reviews and not know what
they reflected," said West Virginia Gov Cecil Underwood, who chairs the
NEGP.  
	The report, written by Douglas A. Archbald of the U of Delaware,
found that there is:

*	no standards language or model for content standards;

*	a lack of consensus for how state standards should be organized;

*	no agreement on how specific state standards should be; and
	
*	no common understanding of how standards are supposed to transform
instruction.

	According to the NEGP, two different philosophies undergird the
reviewers' different grading system.  One philosophy advocates for
prescriptive standards that are very specific and easily measured.  These
standards are designed to tell teachers what to teach and publishers of
textbooks and tests what facts to include.
	The other model holds that standards are general guidelines for
teachers.  These descriptive standards indicate broad themes and concepts,
but leave room for local control of the curriculum and for teachers to
choose the best way to reach the shared goal.
	Following is the report's assessment of what each group focused on
to evaluate the standards:

	The Council of Basic Education stressed rigor, which they defined to
include essential concepts and skills at a challenging level.  CBE compared
state standards to a CBE-developed framework of what the curricula should
be.  

	The American Federation of Teachers rated state standards based on
how well they provided a "common core curriculum."  Its report checked to
see that standards were:  linked to grade levels or clusters of grades,
detailed and comprehensive, firmly rooted in the content of the subject
area, clear and explicit and specified which courses are required of all
students;

	The Fordham Foundation based their reviews on clarity, organization
and content.  They compared state standards to their own model of what
should be included and penalized the grade for inclusion of what they called
"false doctrine" or "anti-academic qualities" that went against their own
views of what should be taught and what methods should be used.

	Ken Nelson, NEGP executive director:  "By knowing what the different
groups were looking for we can make better judgments about their ratings.
States should view these ratings with caution and make sure the reviewer was
counting the aspects of these standards that are important to the citizens
in their state before adopting any highly ranked standard as a model for
their own efforts."
	Despite massive differences, the AFT, CBE and Fordham Foundation
agrees on four points:

*	the quality of state standards varies greatly from state to state;

*	most states need to improve their standards;

*	some state standards are outstanding and should serve as models for
other states; and 

*	standards must be clear and specific enough to embody a core of
academic content.

	The NEGP report, "The Reviews of State Content Standards" is
available at www.negp.gov.   


	=====  GOAL SEVEN:  SAFE, DISCIPLINED AND DRUG-FREE SCHOOLS   =====
*2	KEEPING SCHOOLS SAFE:  NEW IDEAS, NEW PARTNERSHIPS
	As American school children marched back to school this month, The
National Association of Attorneys General (NAAG) and the National School
Boards Association (NSBA) announced a new partnership dedicated to reducing
the toll of violence in American schools.  
	"Nothing is more important to the people of this country than
providing our children with a safe learning environment," said Mississippi
Attorney General Mike Moore, who also serves as NAAG president.  We as
Attorneys Generals and school board officials must work diligently to ensure
that all of our children are safe at school."
	As a first step, the partnership launched a Web-based resource
called "Keep Schools Safe," designed to serve as a clearinghouse for
concerned educators, parents and community leaders.  It can be found at
www.keepschoolssafe.org.  
	Other programs and initiatives include:
	
*	a 10-point safe school plan;

*	major outreach efforts to local and state level community leaders to
become active in the campaign for safer schools and communities;

*	support for federal legislation (S 2235) sponsored by Senators
Jeffords (R-Vermont) and Nighthorse-Campbell (R-Colorado) that would allow
states to more easily use federal police grant funding for hiring school
safety resource officers -- a similar bill is being offered in the House by
Rep. Maloney (D-Connecticut);

*	participation in various events designed to reduce school violence,
including the review of model state legislation and an upcoming May 1999
national summit on school violence to be held in Mississippi.

	For more information on the 10-point plan and the collaboration
between the NSBA and NAAG, visit www.keepschoolssafe.org.	 

*3	EARLY WARNING:  A GUIDE AND A SUMMIT ON SAFE SCHOOLS
	Earlier this summer, President Bill Clinton called for a national
conference on school violence to be held on 15 October.  The first-ever
White House conference on school violence will address issues including
school uniforms, anti-truancy efforts and before- and after-school programs
to keep youths off the street in directed activity.
	Clinton's announcement came at the American Federation of Teachers'
annual conference held in July.  "Teachers can't teach if they have to fight
for respect or are worried about their own safety," Clinton said.  
	The President also released late last month a new guide to help
teachers, parents, principals and school district leaders prevent violence
in schools.  "Early Warning -- Timely Response:  A Guide to Safe Schools"
helps school leaders determine what to look for and what to do to prevent
violence, when to intervene and get help for troubled children, and how to
respond when violent situations occur.
	"This guide is a practical resource for schools and communities to
use to reduce the likelihood of violence and improve existing prevention and
intervention efforts," said U.S. Ed Sec Richard Riley.  "Because there is no
one-size-fits-all approach to this complex issue, it is important that
everyone -- parents, students, teachers, staff and community members be part
of creating safe, disciplined school environments."
	Besides presenting a brief summary of research on violence
prevention, intervention and crisis response in schools, the guidebook also:

*	notes that effective prevention, intervention and crisis strategies
work best in schools that focus on high standards of achievement and
discipline, involve families and communities, emphasize positive
relationships among students and staff, openly discuss safety, offer
extended before- and after-school activities for students, and identify
problems and assess progress toward solutions;

*	describes early and imminent warning signs including social
withdrawal, excessive feelings of isolation, being alone and rejected, being
a victim of violence, and expression of violence in writings or drawings;

*	recommends that effective intervention efforts to improve behavior
include a system of coordinated school and community services, parental
involvement and input from students;

*	provides suggestions for developing a violence prevention and
response plan outlining ways for the entire school to spot behavioral and
emotional signs that indicate a child is troubled and resources that can be
used to create safe environments;

*	discusses ways to respond in the aftermath of a crisis to ensure a
coordinated community effort; and

*	provides resources and references for schools and parents who want
more information.

	The guide was developed at the request of President Clinton by the
U.S. DoEd and the Department of Justice in cooperation with the National
Association of School Psychologists.  
	It will be distributed to schools nationwide and is available
free-of-charge on the Internet at
www.ed.gov/offices/OSERS/OSEP/earlywrn.html, or by calling 877-4ED-PUBS.
	  
	====  GOAL EIGHT:  PARENTAL PARTICIPATION  ====

*4	FAMILY INVOLVEMENT IN EDUCATION:  PARENTS WANT TO KNOW HOW
	In a recent U.S. DoEd survey, most parents say they want more
information and help on how to support their children -- both at school and
at home.  "Family Involvement in Education:  A National Portrait" also
reveals that while 89% of parents surveyed say that their child's school
treats them as important partners in their child's education, 77% feel that
teachers need to learn more about encouraging involvement.  
	Ninety-four percent of National Portrait parents had at least one
contact with their child's teacher during the school year, with eight out of
ten reporting that their child's teacher listens to them, is accessible by
telephone, and gives positive feedback about the child.
	"Parents, teachers and school officials working closely together are
proven ingredients for success in our nation's schools," said U.S. Ed Sec
Richard Riley.  "Family-school partnerships are essential to promote the
standards of excellence that we know our children can reach."  
	Other findings:

*	90% of parents report at least two different opportunities to be
involved at their child's school;

*	38% of parents had never been invited to observe their child's
classes while in session;

*	85% of schools schedule meetings or call-in times on weekends, early
mornings, or evenings, to make it possible for working parents to attend;
90% of parents who do not have these options would like them in order to
help them be involved;

*	75% of parents report receiving a school newsletter; however, fewer
than one in four report higher technology options, such as school web sites
or cable TV;

*	While over 70% of parents report that their child's school did "very
well" in explaining how children were expected to behave, fewer than half
thought their school did "very well" in explaining what children should know
and be able to do at their grade level.

*	One in three said their child's school did "very well" in providing
samples of successful work done by students at different grade levels;

*	More than half of National Portrait parents report that they have no
input at all about topics including what subjects are taught or on teacher
hiring and salary determination;

*	71% said teachers follow through on parents' requests, with fewer
parents recalling that the teacher made a suggestion about how the child
might improve at school.

	The report also found that after-school programs are a big hit with
parents.  Seventy-nine percent of parents said they would pay a fee for
their child to attend an after-school program.  Computer technology classes
were the most popular among parents, followed by arts, music and cultural
programs, supervised recreational activities, community service and basic
skills tutoring.
	"Family Involvement in Education:  A National Portrait" is available
by calling the U.S. DoEd at 800/USA-LEARN.  A companion report, "Questions
Parents Ask About Schools," which answers some of the most frequent concerns
that parents have on school work, homework, safety and preparing children
for a career, also is available by calling 877/4ED-PUBS.
	 

	====  TAKING STOCK  ====

*5	THE PUBLIC ON PUBLIC SCHOOLS:  PDK/GALLOP POLL RESULTS IN
	While school safety concerns percolated among educators at the state
and local level this summer, a survey of the American public found that 63%
of public school parents say they do not fear for the safety of their oldest
child when he or she is at school, down from 69% in 1977.  According to the
30th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes, Toward
the Public Schools, this percentage did not vary greatly across groups.
This year's poll also found that "fighting/violence/gangs" (15%) rose to the
number one problem facing public schools, with "lack of discipline/need for
more control" (14%) taking the number two spot.  Other problems reaching
double-digit figures are:  "lack of financial support/funding/money" (12%)
and "use of drugs/dope" (10%).
	Other findings from the survey:

*	46% of respondents give the schools in their own community a grade
of A or B, increasing to 52% among public school parents and to 62% when
public school parents are asked to grade the school of their oldest child;

*	41% of Americans surveyed state that children today get a better
education, with 48% saying it is worse, and 8% expressing no difference; 

*	30% of respondents state that public schools in the community are
too big, with a majority wanting their child to attend a high school with
less than 1,000 students;

*	62% believe schools in their communities are taking the correct
steps to promote understanding and tolerance among students of different
backgrounds;

*	Half of public school parents believe that school has caused their
child to become an eager learner;

*	A significantly greater number of Americans surveyed in 1998
compared to those polled in 1990 believe public school parents should have
more say in various aspects of school operation, including hiring of
teachers and administrators and book selection;

*	71% support voluntary national tests, administered by the federal
government, that would routinely test fourth- and eighth-grade students in
order to measure the performance of the nation's public schools;

*	School prayer is supported by 67%, with those respondents indicating
support for an amendment to the U.S. Constitution permitting prayers in
public schools;

*	Two-thirds of the public indicate a willingness to pay more taxes to
provide funds to improve the nation's inner-city schools;

*	73% of respondents consider themselves to be either well informed or
fairly well informed about their local public schools.

	A central focus of this year's survey is on public funding for
private and church-related schools.  Americans continue to oppose allowing
students and parents to choose a private school to attend at public expense,
with 44% in favor and 59% opposed, according to responses to a question that
has been asked five times in the 1990s.  
	However, for the first time the public favors allowing parents to
send their school-age children to any public, private or church-related
school if the "government pays all or part of the tuition."  (51% to 45%)
This represents a reversal of opinion since 1996, when 43% favored the idea,
and 54% opposed it.  In 1997, opinion was evenly divided (49% in favor, 48%
opposed).  
	Two new questions were added to the 1998 survey that used the word
"Vouchers" to assess the public's views of government-issued notes to pay
tuition at private or church-related schools.  Respondents are evenly
divided on vouchers that would pay all of the tuition (48% in favor and 46%
opposed.)  However, the public supports the idea of vouchers for partial
tuition, with 52% in favor and 41% opposed.  
	"The findings appear to guarantee that the issue of public funding
for church-related schools will be a battleground for the foreseeable
future," said authors Lowell C. Rose, executive director emeritus of Phi
Delta Kappa International, and Alec M. Gallup, co-chairman of the Gallup
Organization.
	U.S. Ed Sec Richard Riley, while noting that the poll results show
"great public support for increased investments in education," also finds
that the data shows that "school vouchers remain a divisive issue" for
American public education.
	Sandra Feldman, president of the American Federation of Teachers:
"Buried in the news of the 51% support for vouchers, which has not changed
very much over the past few years, are some very positive signs for public
schools.  Parents are clearly stating that, given the choice, they
emphatically support strengthening public schools."
	She added that the poll "Sends a clear signal to elected and school
officials to stay the course on proven reforms.  We know how to help
students achieve -- high standards, proven academic programs, small class
size, and well-trained teachers.  When we do what works, public schools
work." 

 _______________________________________________________________
|                 National Education Goals Panel                |
|    1255 22nd Street NW; Suite 502; Washington, D.C.  20037    |
|       202/632-0957 (Fax); e-mail:  negp@goalline.org          |
|                       Web site:  www.negp.gov                 |
|_______________________________________________________________|

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