The NEGP Weekly for June 1, 2001...
From: Negpweek (NEGPWEEK@WESTAT.com)
Date: Thu May 31 2001 - 13:34:57 PDT
*****************THE NEGP WEEKLY*****************
A weekly news update on America's Education Goals
and school improvement efforts across America from the
NATIONAL EDUCATION GOALS PANEL
Friday - June 1, 2001 -- Vol. 2 -- No. 102
*************************************************
CONTENTS
**STATE POLICY
1.) STANDARDS OF LEARNING: VIRGINIANS WEIGH IN (Goal 3)
2.) SINGLE-SEX SCHOOLS: PROMOTES STEREOTYPES IN CALIFORNIA (Goal 3)
**COMMUNITY AND LOCAL NEWS
3.) CUT ADMINISTRATIVE STAFF: HIRE TEACHERS (Goals 3 and 4)
4.) ARIZONA'S ZERO TOLERANCE: IS IT FAIR? (Goal 7)
**FEDERAL POLICY NEWS
5.) INELIGBLE FOR AID: COLLEGE STUDENTS CONVICTED OF DRUG-RELATED OFFENSES
(Goal 7)
6.) CENSUS REPORTS: FEWER MARRIED WITH CHILDREN (All Goals)
**RESEARCH AND EDUCATION PRACTICE
7.) ON-LINE TEST PREPARATION: GROWING ON THE WEB (Goal 3)
8.) GOOD AND BAD SCHOOLS: IDENTIFICATION WEAK (Goal 3)
**FEATURE STORY
9.) "WRITTEN OFF": AN EXAMINATION OF TEXAS' HISPANIC DROPOUT PROBLEM (Goal
2)
********************
STATE POLICY NEWS
********************
1.) ******** STANDARDS OF LEARNING: VIRGINIANS WEIGH IN
(Goal Three: Student Achievement)
A slight majority of Virginians (52 percent) say the state's Standards of
Learning (SOL) have improved student learning, according to a new poll
released by the Commonwealth Educational Policy Institute of Virginia
Commonwealth University (Borja, Richmond TIMES-DISPATCH, 5/22). Of the 52
percent, 16 percent say the program helps "a lot," while 36 percent say the
SOL help "a little". Almost one-third (31 percent) responded that the
program has helped "not at all"
The survey also found the public to be divided over whether the SOL tests
accurately measure student achievement: 44 percent of those surveyed say
they are very or somewhat confident in the tests as a good measure; 46
percent say they have reservations or no confidence in the tests.
"The results are mildly positive," said Cary Funk, director of the
Commonwealth Poll. "That's surprising given all the political heat on the
SOLs, all the political debate back and forth."
For more information, visit the Virginia Commonwealth University at
www.vcu.edu and search for the Commonwealth Educational Policy Institute.
2.) ******** SINGLE-SEX SCHOOLS: PROMOTES STEREOTYPES IN CALIFORNIA
(Goal Three: Student Achievement)
Researchers were surprised to find that California's experiment with
single-sex schools actually promoted gender stereotypes (Mecoy, Sacramento
BEE, 5/23). Under a program established in 1997, six single-sex academies
were created in the state, designed to give at-risk students "a chance to
excel without the pressure of having the opposite sex in the classroom,"
writes the paper.
A two-year study, funded by the Ford and Spencer foundations and conducted
by researchers at the University of Toronto, UC San Diego and UC Berkeley,
found reduced distractions and "enhanced candid conversations." However,
discipline, instructional methods and the "messages delivered by teachers
reinforced sexual stereotypes," reports the paper.
The Legislature has eliminated funding for the academies, and only one
remains open.
For more information on public education in California, visit the California
State Board of Education at www.cde.ca.gov/board/
*************************
COMMUNITY AND LOCAL NEWS
*************************
3.) ******** CUT ADMINISTRATIVE STAFF: HIRE TEACHERS
(Goal Three: Student Achievement and Four: Teacher Education and
Professional Development)
In an attempt to hire hundreds of new teachers in the fall, the Chicago
Public Schools system is planning to eliminate 16 percent of its central
office staff by the end of the school year (Quintanilla and Martinez,
Chicago TRIBUNE, 5/22). The paper writes that Mayor Richard Daley's
"admonition" to school CEO Paul Vallas and Board of Education President Gery
Chico was the impetus for the plan to cut and reorganize central office
staff.
According to the TRIBUNE, the first cut of 400 administrative jobs is
expected to raise $22 million to hire 500 new teachers.
For more information, visit the Chicago Public schools at www.cps.k12.il.us.
4.) ******** ARIZONA'S ZERO TOLERANCE: IS IT FAIR?
(Goal Seven: Safe Schools)
A new state law in Arizona that allows prosecutors to file felony school
interference charges against students who make threats is being questioned,
reports the Arizona REPUBLIC (Villa, 5/19). The paper conducted a study on
the effectiveness of the law, and found it comes up short.
According to the paper's study, almost half of the referrals were dropped
because the threats turned out to be innocuous. The majority of the
remaining cases ended up with a lowering of the charges - from felony to
lesser misdemeanor charges. Prosecutors counter that it's routine for many
cases to be dropped.
For more information on the Arizona REPUBLIC'S study, visit the paper at
www.azcentral.com/news/education/0519THREATS19.html.
*********************
FEDERAL POLICY NEWS
*********************
5.) ******** INELIGBLE FOR AID: COLLEGE STUDENTS CONVICTED OF DRUG-RELATED
OFFENSES
(Goal Seven: Safe Schools)
A federal law, on the books since 1998 but never implemented until now,
mandates that current and future college students who are convicted of
drug-related offenses and admit to it are ineligible for federal tuition aid
for at least one year (Wagman, Philadelphia INQUIRER, 5/21). Repeat
offenders would be permanently ineligible. In order to have their
eligibility reinstated students must participate in a federally approved
drug-rehabilitation program.
"It's a bad law," said Rachel Lohman, chairwoman of financial aid at Wilkes
University in Wilkes-Barre, Pennsylvania, and chairwoman of the National
Association of Student Financial Aid Administrators. "We should not be
using the financial-aid system to enforce social behaviors.
The law was passed as an amendment to the Higher Education Act, and the drug
question first appeared on federal-aid forms in the 2000-2001 school year.
For more information, visit the Philadelphia INQUIRER at
http://inq.philly.com/content/inquirer/2001/05/02/front_.../JDRUGS21.htm?tem
plate+aprint.html, or www.inq.philly.com and search for the 5/21 story
written by Jake Wagman.
6.) ******** CENSUS REPORTS: FEWER MARRIED WITH CHILDREN
(All Goals)
The 2000 U.S. Census report marks a slight decline from 1990 the number of
households comprised of married couples with children. Fewer than
one-fourth of U.S. households are made up of married couples with children
under age 18. Campbell Gibson, a senior analyst at the Census Bureau, said
the data shows trends that have persisted since at least 1960.
EDUCATION WEEK writes that the new data is likely to "revive questions about
whether the nation's schools have the right blend of programs to serve
students from homes that are not in the traditional two-parent mold."
(Trotter, 5/23)
For more information, visit the Census Bureau at www.census.gov or read the
EDUCATION WEEK article at
www.edweek.com/ew/ew_printstory.cfm?slug=37census.html.
*********************************
RESEARCH AND EDUCATION PRACTICES
*********************************
7.) ******** ON-LINE TEST PREPARATION: GROWING ON THE WEB
(Goal Three: Student Achievement)
Online test preparation is a fast-growing business, spurred in part by
President Bush's call for expanded student testing, according to the N.Y.
TIMES (Morris, 5/24). Sites like www.Homeroom.com, owned by the Princeton
Review, allow students to practice test-taking skills by taking practice
exams in the classroom.
According to the paper, schools that do not use online tests depend on
teachers to prepare students by stopping the regular curriculum "for weeks"
to practice test-taking.
While teachers told the paper the online test tools are "invaluable," the
paper reports that "even the companies that sell them note that actual
improvement in test scores has been shown to be incremental."
Skeptics remain. "Given 20 choices of what students could be doing with
these new tools, is practicing test items something which should be high on
the list," queried Jamie McKenzie, a former school superintendent from
Bellingham, Washington, now a consultant on educational technology issues.
For more information on online test preparation, visit www.homeroom.com.
8.) ******** GOOD AND BAD SCHOOLS: IDENTIFICATION WEAK
(Goal Three: Student Achievement)
A new Rand report found that while more than half of the states reward or
penalize schools based primarily on test scores, methods used to identify
good and bad schools are less reliable than many state leaders may think
(Olson, EDUCATION WEEK, 5/23). "The question is, are we picking out lucky
schools or good schools, and unlucky schools or bad schools?" asked David
Grissmer, senior management scientist at Rand. "The answer is, we're
picking out lucky and unlucky schools."
Researchers found that between 50 percent and 80 percent of the improvement
in a school's average test scores from one year to the next was temporary
and caused by fluctuations that had nothing to do with long-term changes in
learning or productivity.
The study will be published next year.
For more information, visit RAND at www.rand.org.
*****************
FEATURE STORY
*****************
9.) ******** "WRITTEN OFF": AN EXAMINATION OF TEXAS' HISPANIC DROPOUT
PROBLEM
(Goal Two: School Completion)
A complex series of factors lead to Texas' disproportionate Hispanic dropout
rate, reports the DALLAS MORNING NEWS in a series on the state's Hispanic
dropout problem (5/22). The paper is running a five-part series examining
reasons why Hispanic students drop out at higher rates and which programs
effectively keep Hispanics in school to earn a diploma.
Part 3 of the series assesses the severity of the dropout problem and
discusses the factors leading to the high dropout rates. Nationally,
Hispanics drop out of schools 2.5 times as often as blacks and 3.5 times as
often as whites. In Texas, 54 percent of Hispanics over age 25 have a high
school diploma.
According to the paper, the "statistics take on an added importance for
Texas because of the state's changing demographics." The Hispanic
population, which already comprises 40 percent of the state's public school
population, is expected to more than double over the next 30 years. "The
economy we have now can no longer absorb large numbers of dropouts," said
Maria Robledo Montecel, executive director of the Intercultural Development
Research Association, a San Antonio-based group that advocates for improved
education experiences for disadvantaged and minority students.
Montecel points out that today's dropout rates are significantly better than
the 80 percent or 90 percent who dropped out in the 1940s and 1950s, but
today's 57 percent Hispanic high school completion rate remains far behind
that of whites (88.4 percent) or blacks (78.9 percent).
Dr. Rober Hauser, a professor at the University of Wisconsin, uses census
data to promote his view that the reason the Hispanic dropout rate is high
is that Hispanic children are more likely to live in high-risk situations
than are white or black children.
Other researchers point to several factors particular to the Hispanic
community that may explain why dropout rates are so high: strong family
bonds in many Hispanic households might make teenagers consider their
responsibility to earn money a higher duty than finishing school, for
example.
The paper describes the efforts of one district, the Carrollton-Farmers
Branch ISD, where Hispanic enrollment has jumped 76 percent since 1994.
Nothing is new or radical. The district offers English classes to Hispanic
parents, hires Spanish-speaking liaisons and follows up with Hispanic
students who are at risk for dropping out.
In Dallas, many GED programs target Hispanic students. The national Aspira
Association promotes its program called Apex that is built around holding
workshops in churches, community centers and homes of Hispanic families
around the country. Topics presented include how to "navigate the education
system and the importance of education," writes the paper.
For more information on this series in the DALLAS MORNING NEWS, visit the
paper at www.dallasnews.com/dropouts/part3/stories/index.html.
************************************
The NEGP WEEKLY is a publication of:
The National Education Goals Panel
1255 22nd Street NW, Suite 502
Washington, DC 20037;
202-724-0015
NEGP Acting Executive Director: John Barth
Publisher: Barbara A. Pape
http://www.negp.gov
************************************
The NEGP/ Daily Report Card (DRC) hereby authorizes further reproduction and
distribution with proper acknowledgment.
To subscribe to (or unsubscribe from) the NEGP Weekly, respond to this email
or address an email message to: NEGPWEEK@westat.com and put subscribe or
unsubscribe in the message portion of the e-mail.
WHAT IS THE NATIONAL EDUCATION GOALS PANEL?
The National Education Goals Panel is a unique bipartisan body of state and
federal officials created in 1990 by President Bush and the nation's
Governors to report state and national progress and urge education
improvement efforts to reach the National Education Goals.
WHAT DOES THE GOALS PANEL DO?
The Goals Panel has been charged to:
* Report state and national progress toward the National Education Goals.
* Work to establish a system of high academic standards and assessments.
* Identify promising and effective reform strategies.
* Recommend actions for state, federal, and local governments to take.
* Build a nationwide, bipartisan consensus to achieve the Goals.
WHAT ARE THE NATIONAL EDUCATION GOALS?
There are eight National Education Goals set for the year 2000. They are:
1) All children will start school ready to learn.
2) The high school graduation rate will increase to at least 90%.
3) All students will become competent in challenging subject matter.
4) Teachers will have the knowledge and skills they need.
5) U.S. students will be first in the world in math and science achievement.
6) Every adult American will be literate.
7) Schools will be safe, disciplined, and free of drugs, guns and alcohol.
8) Schools will promote parental involvement and participation.
WHO SERVES ON THE GOALS PANEL AND HOW ARE THEY CHOSEN?
Eight governors, four state legislators, four members of the U.S. Congress,
and two members appointed by the President serve on the Goals Panel. Members
are appointed by the leadership of the National Governors' Association, the
National Conference of State Legislatures, the U.S. Senate and House, and
the President. The number of Republicans and Democrats are made even by
appointing five governors from the party that does not control the White
House.
The current Panel Members are Governors Frank O'Bannon, IN (Chair,
2001); Jim Geringer, WY (Chair-elect); John Engler, MI; Jim Hodges, SC;
Frank Keating, OK; Paul E. Patton, KY; Jeanne Shaheen, NH; Tom Vilsack,
IA;
U.S. Senator Jeff Bingaman, NM; U.S. Senator Jim Jeffords, VT; U.S.
Representative George Miller, CA; Representative G. Spencer Coggs,
WI; Representative Mary Lou Cowlishaw, IL; Representative Douglas R.
Jones, ID; Senator Stephen Stoll, MO.
The annual Goals Report and other publications of the Panel are available
without charge upon request from the Goals Panel or at its web site
http://www.negp.gov. Requests can be made by mail, fax, e-mail, or Internet.
-- 30 --
Back to Daily Report Card homepage