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--- Wednesday --- October 14, 1998 --- Vol. 1 --- No. 58 ---
NATIONAL EDUCATION GOALS PANEL
NEGP Weekly
THE UPDATE ON AMERICA'S EDUCATION REFORM EFFORTS
in cooperation with the DAILY REPORT CARD
Shhhhhh!
The American Federation of
Teachers, in AMERICAN TEACHER,
uncovered a 1997 article in
HEARING REHABILITATION
QUARTERLY that speaks (quietly)
to the issue of noise pollution
and its effect on student
performance. In that article,
Dr. Arline L. Bronzaft,
professor emeritus at Lehman
College-CUNY, writes about a
study she conducted in 1975
with D.B. McCarthy in one New
York City grade school located
next to train tracks.
The researchers compared
reading scores of students in
classrooms on the noisy side of
the school with students
located on the more quiet side.
The result: Students in grades
2, 4 and 6 who sat on the noisy
side performed worse than their
friends on the quiet side of
the school. After several
modifications were made to halt
the noise pollution,
researchers in 1981 re-tested
the students and found students
on each side of the building
were reading at the same level.
For more info:
www.lhh.org/noise (League for
the Hard of Hearing)
__________ __________
| SPOTLIGHT |
| |
| THE GOLD STAR REPORT |
| |
| Colorado and Connecticut |
| earned the highest number |
| of gold stars for student |
| improvement in math and |
| science, according to a |
| National Education Goals |
| Panel report released |
| today. |
| |
| Each state earned two |
| stars for significant |
| improvement over time in |
| fourth-grade and eighth- |
| grade math, and a third |
| star for achieving world- |
| class performance in |
| eighth-grade science. |
| |
| Fourteen states were |
| heralded as "world-class" |
| in science. |
| |
| Stars are awarded to |
| states that show a |
| significant increase in the |
| percentage of students in |
| their state who meet the |
| Goals Panel's performance |
| standards, which are based |
| on NAEP results. (#4) |
|_____________________________|
============== QUOTE OF THE DAY ==============
"While problems in education do exist, the numbers show how we
are succeeding in many places in the country."
National Education Goals Panel Chair Cecil Underwood, governor of
W.V., on a new report issued by the Goals Panel. (#4)
_______________________________________________________________
| (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
SCHOOL IMPROVEMENT: Pittsburgh begins with early literacy. (#1)
INCENTIVES TO IMPROVE: Pa. gives cash awards to schools. (#2)
GOAL FOUR: TEACHER ED/PROFESSIONAL DEVELOPMENT
WANTED: Top-notch teachers in New York. (#3)
GOAL FIVE: MATHEMATICS AND SCIENCE
SHINING STARS: Fourteen states "world-class" in science. (#4)
"ANY WARM BODY": Death knell for math and science. (#5)
===== GOAL THREE: STUDENT ACHIEVEMENT AND CITIZENSHIP =====
*1 SCHOOL IMPROVEMENT: PITTSBURGH BEGINS WITH EARLY LITERACY
The Pittsburgh public schools' road to academic improvement
begins with early literacy, according to Pittsburgh school
Superintendent Dale Frederick (PITTSBURGH POST-GAZETTE, 10/4).
In an editorial, Frederick spells out his plan of action for the
city's public schools.
Frederick's goal is for 85% of third-grade students to be
reading and writing at 95% proficiency by 2001. He also intends
to "update and in some cases transform our curriculum and the
corresponding system by which we deliver instructional services
to our 40,000 students."
Before any changes can be made and the goals met, Frederick
anticipates the need to "enhance the leadership skills and
professionalism of our staff," and to "infuse technology" into
instruction at all levels.
The district already has formed a task force to launch the
early literacy initiative, which includes numerous partner
organizations. Through this initiative and others, district
leaders intend to forge strong ties with the community,
businesses and parents.
A public-private task force, the Financial and Educational
Program Assessment Panel, recently released a report that also
called for improved community relations and outreach. One
suggestion is to invite business people to be principals-for-a-
day, and then ask them to "identify problems they perceived and
to propose solutions." (Lash and Chute, Pittsburgh POST-GAZETTE
(10/6)
School safety also tops the superintendent's agenda.
According to Frederick, the city schools have in place prevention
and intervention strategies. "We will continue to be proactive
and ever-vigilant about the safety of our children, who cannot
learn in an environment that is disorderly and undisciplined," he
writes.
New this year is an anger-management program designed for
young adolescents in middle schools. Teachers have been trained
to help students understand and handle their anger in positive
ways, he notes.
*2 INCENTIVES TO IMPROVE: PA. GIVES CASH AWARDS TO SCHOOLS
For the first time, Pa. Gov. Tom Ridge (R) handed out cash
awards to schools that improved student attendance rates and test
scores (Asquith, PHILADELPHIA INQUIRER, 10/7). One thousand
schools statewide divided up $10M set aside from the governor's
education budget, write the paper.
Student scores on the Pennsylvania System of School
Assessment (PSSA) were used to determine winners. The PSSA began
in 1993 and tests reading and math skills in grades 5, 8 and 11.
According to the paper, teachers are expected to use test results
to improve curricula.
In Philadelphia, the most improved test scores came from
fifth graders. The only Philadelphia 11th-grade classes to earn
money due to improved test scores came from Stephen Girard and
Saul High Schools. Edison/Fareira High School won the most
money, $107,737.59, because student attendance increased six
percentage points in 1997-1998.
The INQUIRER reports that schools could receive between $6
and $37.50 per pupil for test scores that improved by more than
50 points and attendance that increased on average more than 0.75
of a percentage point. School data from 1997-1998 was compared
to data collected from the previous two years.
While many rejoiced over the incentive program, some
criticized the connection between student improvement and money.
"I don't think teachers try to improve test scores because
they're going to get money," said Larry Bosley, superintendent of
the Kennett Consolidated School District in Chester County. "I
think people who work with kids do it for other reasons."
Students in Bosley's district score well, but did not receive any
awards.
Schools are now in the process of forming committees that
will decide how to distribute the financial reward. Most of the
money must be spent on instructional programs or to develop
teacher skills, but one-fourth can be used as cash awards for
teachers.
Wythe Keever, spokesman for the Pennsylvania State Education
Association, cautions of the dangers in "using PSSA scores to
evaluate individual teacher performance because that would lead
to teachers only wanting to teach children who do well on state
tests." Keever suggests rewarding the entire school staff,
rather than an individual teacher's performance.
===== GOAL FOUR: TEACHER ED/PROFESSIONAL DEVELOPMENT =====
*3 WANTED: TOP-NOTCH TEACHERS IN NEW YORK
In a plan to improve the teaching workforce, the New York
Board of Regents called for coaxing talented teachers into New
York state's neediest schools, requiring districts to establish
quality inservice programs, and outlawing emergency teaching
licenses (AMERICAN TEACHER, American Federation of Teachers,
October 1998).
The Regents Task Force on Teaching suggests a new
scholarship program for teachers who agree to teach in high-
turnover schools and "new grants for schools of education that
develop programs to encourage more qualified teachers to take
assignments in high-turnover schools, particularly those serving
disadvantaged communities," writes the paper.
Phasing out temporary credentials over the next five years
also is recommended by the Regents Task Force as critical for
developing a quality teaching workforce.
Other features of the plan:
all first-year teacher would receive mentoring from a
classroom veteran; and
all teachers receiving a professional certificate after 1
September 2000 must complete at least 175 hours of
professional development every five years to renew their
licenses.
"First and foremost, we are pleased that professional
development and training to keep teachers up to date on subject
area, content and skills will be offered by school districts and
will focus on helping students reach state standards," said
Antonia Cortese, first vice president of the New York State
United Teachers. "Furthermore, this plan provides that staff
training and development will be based on the districts' needs as
revealed by their annual report cards. It makes a lot of sense
that teacher training be custom-tailored to the needs of
individual school districts and the children they serve."
===== GOAL FIVE: MATHEMATICS AND SCIENCE =====
*4 SHINING STARS: FOURTEEN STATES "WORLD-CLASS" IN SCIENCE
Students in fourteen states achieve at "world-class" levels
in science, according to a new report issued by the National
Education Goals Panel. "Mathematics and Science Achievement
State by State, 1998" found that most states also have made
progress in raising student math achievement.
"The report shows that math and science education is
improving in most of the nation," said Goals Panel Chair Cecil
Underwood, Gov. of W.V. "U.S. students in 14 states receive a
science education that's at world-class levels. In 28 states,
math scores are on the upswing. While problems in education do
exist, the numbers show how we are succeeding in many places in
the country."
"Mathematics and Science Achievement" is the first Goals
Panel report to present specific figures on student achievement
in states to:
show whether student achievement is increasing over time, so
that policymakers can judge the success of state programs;
compare state performance relative to other states and the
nation as a whole to see where improvement is most needed;
benchmark individual states against other countries to see
how states compare to the best in the world;
measure how specific groups of students are performing
academically, so that states can target educational services
appropriately.
Data is provided for the U.S., each state, the District of
Columbia and five U.S. territories. Progress toward Goal 3
(Student Achievement and Citizenship) is reported first, using
student achievement data from the National Assessment of
Educational Progress (NAEP). Currently, 45 states participate in
NAEP.
NAEP results are reported for the U.S. and for each
participating state in math, for grades 4 and 8, and science,
grade 8 only. Each state's data page includes information on:
how much progress the state has made over time; how the state's
latest academic performance compares to that of the U.S. and
other states; and how different subgroups of students in the
state performed on the most recent NAEP assessment.
Gold stars are awarded to states with a significant increase
in the percentage of their students who meet the Goals Panel's
performance standard, which is set at the proficient or advanced
levels on NAEP. Student achievement on NAEP is categorized by:
basic, proficient and advanced.
Data highlights from the "Mathematics and Science
Achievement" report include:
The percentage of students who met the Goals Panel's
performance standard -- the two highest levels of
achievement on NAEP -- increased significantly during the
1990s: nationally and in 7 states in fourth-grade math; and
nationally and in 27 states in eighth-grade math;
The majority of states that participated in NAEP assessments
during the 1990s have improved in at least one grade in
math, with 28 states earning at least one star -- out of a
possible two -- for improvement over time:
Ariz., Ark., Calif., Colo., Conn., Dela., Fla., Hawaii,
Ind., Ia., Ky., Md., Mich., Minn., Mont., Neb., N.H., N.M.,
N.Y., N.C., N.D., Ore., R.I. Tenn., Texas, W.V., Wis., Wy.
Six of thee states have two, out of two, stars for
improvement over time:
Colo., Conn., Ind., N.C., Texas, W.V.;
Seven states that made significant gains in math also were
among the highest-performing states in the nation:
Conn., Ia., Minn., Mont., Neb., N.D., Wis.
Fourteen states have reached "world-class" standards, based
on a recent study that used NAEP math and science scores to
predict how states would perform relative to the 41 nations
that participated in the Third International Mathematics and
Science Study (TIMSS). Only Singapore students would be
expected to outperform U.S. students in 8th-grade science
from these states:
Colo., Conn., Iowa, Maine, Mass., Minn., Mont., Neb., N.D.,
Ore., Utah, Vt., Wis., Wy.
"The high scores of 14 of our states, those that would be
expected to be exceeded only by Singapore, show the error of
those who argue that Americans cannot reach high standards," said
Underwood. "There is nothing peculiar to the American system
that prevents our children from reaching high levels. We have a
long way to go in reaching our National Education Goal of being
first in the world in mathematics and science. But the stellar
achievement of students in states from Maine to Nebraska to
Oregon show we can do it. We can make our schools world-class."
Copies are free-of-charge and available by calling the
National Education Goal's Panel at 202/724-0015, or visiting the
Web site: www.negp.gov.
*5 "ANY WARM BODY": DEATH KNELL FOR MATH AND SCIENCE
The "conundrum" faced by public schools nationwide --
setting stricter requirements for new teachers at the same time
there is a "critical" shortage of math and science teachers --
receives little attention, writes Donald Pierson, dean of the U
of Massachusetts Lowell's Graduate School of Education (Boston
GLOBE, 10/6).
Pierson points to New York City's desperate situation, in
which the public schools have been forced to hire non-English
speaking teachers. "This year, 23 Austrians are teaching math
and science, recruited in part with a flier that promised 'If you
can read this, have we got a deal for you.'"
However, the "any-warm-body" approach to teaching math and
science will have only dire consequences for students who soon
will face the high technological demands of the workplace.
"Our challenge is clear: Provide enough qualified,
effective math and science teachers," pens Pierson. He adds that
"we who lead colleges of education in the state are committed to
improving teacher preparation." He petitions state and business
leaders to join forces with university's to accomplish this goal.
Already, the Massachusetts Legislature has begun to address
the need for highly qualified teachers. Senate President Thomas
Birmingham sponsored legislation to provide financial incentives
to new and master teachers in all subjects, reports Pierson.
Pierson also cites the newly established Engineering in Mass
Collaborative, a joint effort between the business community and
the U of Massachusetts. Besides the dean of engineering, Ray
Stata of Analog Devices and Massachusetts Technology
Collaborative president Joseph Alviani have agreed to serve as
co-chairs of the new collaborative.
_______________________________________________________________
| 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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