The NEGP Weekly for June 29, 2001....
From: Negpweek (NEGPWEEK@WESTAT.com)
Date: Thu Jun 28 2001 - 14:04:32 PDT
The NEGP Weekly is taking a summer recess next week, but we will be back the
week of July 12 with more exciting news stories about education improvement
efforts across America. Happy Fourth of July!
*****************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 29, 2001 -- Vol. 2 -- No. 107
*************************************************
CONTENTS
**STATE POLICY
1.) VIRGINIA GUIDELINES: HELPING CURRICULA MATCH STANDARDS (Goal 3)
2.) ALGEBRA: SOUTHERN STATES UNITE TO CREATE EXAM (Goal 5)
**COMMUNITY AND LOCAL NEWS
3.) TEACHER HIRING: ON THE FAST TRACK IN BUFFALO (Goal 4)
4.) ROMER AND L.A. PUBLIC SCHOOLS (All Goals)
**FEDERAL POLICY NEWS
5.) MATH AND READING: A FEDERAL PARTNERSHIP (Goals 3, 5, and 6)
6.) AFTER-SCHOOL FUNDS: DoED ISSUES AWARDS (Goal 3)
**RESEARCH AND EDUCATION PRACTICE
7.) AMERICAN STUDENTS ON ASIA: ILL-INFORMED (Goal 3)
8.) GRADE SCHOOL DROPOUTS: NO HELP IN SIGHT (Goal 2)
**FEATURE STORY
9.) "BEATING THE ODDS:" INNER-CITY SCHOOLS AND ACADEMIC GOALS (All Goals)
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STATE POLICY NEWS
********************
1.) ******** VIRGINIA GUIDELINES: HELPING CURRICULA MATCH STANDARDS
(Goal Three: Student Achievement)
Virginia teachers will be able to refer to new state-released guidelines
that show them how and in what order to teach English, math and science so
that curricula matches the state's Standards of Learning (SOL). (Wermers,
Richmond TIMES-DISPATCH, 6/22).
A press release issued by the state's Department of Education said that the
"Scope and Sequence Guides" demonstrate how concepts called for in the SOLs
can be taught sequentially and meaningfully. Critics complain, however,
that the guidelines are too restrictive and basically amount to a curriculum
for the schools.
For more information, visit the Virginia Department of Education at
http://www.pen.k12.va.us/VDOE/Instruction/solscope/ for copies of the sample
guides.
2.) ********ALGEBRA: SOUTHERN STATES UNITE TO CREATE EXAM
(Goal Five: Math And Science)
Organized by the Southern Regional Education Board (SREB), a group of 12
Southern states has joined forces to improve algebra instruction and testing
in school (Hoff, EDUCATION WEEK, 6/20.) The group is seeking proposals from
companies and non-profit groups "to create a series of products that will
give the states common test items for their exams and professional
development opportunities for math teachers and the administrators who
supervise them," writes the paper.
For more information on SREB, visit http://www.sreb.org.
*************************
COMMUNITY AND LOCAL NEWS
*************************
3.) ******** TEACHER HIRING: ON THE FAST TRACK IN BUFFALO
(Goal Four: Teacher Education and Professional Development)
Lawmakers in Albany, New York, put hiring new teachers in the Buffalo school
district on the fast track by eliminating a rigorous testing process
(Precious, 6/22). The legislation, which gained final approval last week,
was "hailed by Buffalo school officials as a way to streamline hiring to be
competitive with suburban school districts," writes the paper. Since 1968,
new teachers faced extra testing when seeking a job in Buffalo.
Buffalo teachers union officials criticized the change, claiming it will
lower the quality of teachers coming into the district and make it easier
for school officials to hire friends and relatives. School officials argued
that the separate test "restrained us from going out for recruitment," said
Buffalo School superintendent Marion Canedo. Canedo added: "We could never
say to the candidate: 'Wow, you have great credentials. We can hire you.'
"
For more information on the Buffalo schools, visit the city of Buffalo at
http://www.ci.buffalo.ny.us/city/index/html. Click on city government and
find Buffalo schools.
4.) ******** ROMER AND L.A. PUBLIC SCHOOLS
(All Goals)
Roy Romer, former governor of Colorado and superintendent of schools in Los
Angeles, is receiving good marks after his first year running the city's
school system (West, BALTIMORE SUN, 6/24). According to the paper, "his
early critics are revising their opinions upward."
While student achievement test scores are due out this summer, Romer has
"already declar[ed] victory," notes the SUN. Romer acknowledges that change
does not come in one year. "You want this place to change faster, but you
need to be honest about how much you can do within a certain period of
time." Romer added that being a school chief is "much tougher than being
governor."
Romer's primary goal is improving classroom instruction, especially reading.
He also intends to build 85 schools, although the paper writes "there is no
end in sight to classroom overcrowding."
For more information on the Los Angles Unified School District, visit
http://www.lausd.k12.ca.us.
*********************
FEDERAL POLICY NEWS
*********************
5.) ******** MATH AND READING: A FEDERAL PARTNERSHIP
(Goal Three: Student Achievement, Goal Five: Math and Science and Goal
Six: Adult Literacy and Lifelong Learning)
The U.S. Departments of Education and Labor recently announced a joint
effort to improve adult and young adult education opportunities. The
partnership calls on the two departments to;
> Assess the reading and math needs of local labor markets and of local
labor pools as well as available adult education resources in order to
establish a referral program for workers in need of reading and math skills
training;
> Give at-risk youth access to a high school diploma through partnerships
between the Labor Department's Job Corps centers and public schools,
distance learning programs and online course providers; and
> Provide technical assistance to state and local education agencies and
other groups to assist them in providing and expanding improved adult
education opportunities.
For more information, visit the Department of Education at
<http://www.ed.gov>.
6.) ******** AFTER-SCHOOL FUNDS: DoED ISSUES AWARDS
(Goal Three: Student Achievement)
U.S. Secretary of Education Rod Paige earlier this month announced the award
of nearly $206 million in new grants to 308 school districts to create
high-quality learning opportunities after school and during the summer.
The 21st Century Community Learning Centers program helps schools stay open
longer to provide youth tutoring and homework help, academic enrichment,
college prep activities, enrichment through the arts, technology education,
drug and violence prevention counseling, supervised recreational
opportunities and services for youth with disabilities.
For more information and a list of grantees, visit the Department of
Education at http://www.ed.gov/PressReleases/06-2001/06152001.html.
*********************************
RESEARCH AND EDUCATION PRACTICES
*********************************
7.) ********AMERICAN STUDENTS ON ASIA: ILL-INFORMED
(Goal Three: Student Achievement and Citizenship)
American students demonstrate a lack of understanding of Asia, America's
"most important" trading partner, according to a report issued by the New
York City-based Asia Society. Namji Kim Steinemann, vice president of
education programs at the Asia Society, said the report's major finding -
that American schools engage in "educational isolationism" - confirms the
group's view accepted by many educators nationwide.
The report notes that high school social studies and history teachers tend
to pay little attention to Asia because they do not have the training. They
also do not have the books and materials to use in classroom instruction.
The Asia Society's National Commission on Asia in the Schools is seeking the
aid of U.S. governors to lead school curriculum changes that stress
international education and Asia-related classes. Governors from Alabama,
Michigan, North Carolina, Pennsylvania and Washington already have agreed to
work with the Commission (Mangaliman, SAN JOSE MERCURY NEWS, 6/25).
For more information, visit the Asia Society at http://www.asiasociety.org.
8.) ********GRADE SCHOOL DROPOUTS: NO HELP IN SIGHT
(Goal Two: School Completion)
Most programs to curtail the school dropout problem target high school
students. Yet, nearly 2,000 6th-, 7th- and 8th-grade students in Chicago
dropped out of school last year, according to a report issued by the
Consortium on Chicago School Research and reported in the June 2001 issue of
Catalyst, a Chicago-based school-reform magazine.
"They've been the silent dropouts that no one really talks about," said
Patricia Preston, director for alternative education at City Colleges of
Chicago. Preston has been lobbying the state legislature to fund programs
for younger students who drop out or are at risk of dropping out of school.
According to Catalyst, sixteen-year-olds who leave school have "productive
alternatives to high school," including full-time employment, job-training
programs and GED. However, there is no "structured program" for younger
students who leave school, said Preston.
For more information on grade school dropouts in Chicago, visit Catalyst
online at http://www.catalyst-chicago.org. Click on the June 2001 issue.
*****************
FEATURE STORY
*****************
9.) ******** "BEATING THE ODDS:" INNER-CITY SCHOOLS AND ACADEMIC GOALS
(All Goals)
Inner-city schools have made meaningful improvements in math scores on state
assessments and some gains in reading, according to a new report issued by
the Council of the Great City Schools. Urban schools may have finally
"established a beachhead on the rocky shoals of reform," writes the report.
In Beating the Odds, achievement data are presented district-by-district on
55 city school systems in reading and math, by year, by grade and by
race/ethnicity. These systems are located in 35 states. Other information
provided in the report includes: important demographic and financial data,
enrollment by race/ethnicity, poverty rates, percentages of English language
learners and average per-pupil expenditures. Data is presented for each
city and state.
The Council analyzed state assessment data from several perspectives.
Researchers examined test data at the district level; then they analyzed
aggregate data across grade levels and, finally, the Council examined
racial/ethnic gaps in student scores on state assessments.
Following are the six major findings report in Beating the Odds:
> Math achievement has improved in urban schools. About 92 percent of the
Great City school districts increased their scores in more than half the
grades tested on their state assessments. Nearly half of Great City School
districts increased their math scores in more than half the grades tested at
a faster rate than the statewide average. About 86 percent of all grades
tested in the Great City Schools on state assessments showed gains in math
scores.
> Gaps in math achievement in urban schools may be narrowing. In math, 55
percent of the 4th grades in the Great City schools narrowed the achievement
gap between white and African American students. Nearly half of 8th and
10th grades reduced the white-black gap. Fifty-nine percent of the 4th
grades narrowed the achievement gap between white and Hispanic students.
Nearly half of 8th grades reduced the gap; and 76 percent of 10th grades
narrowed the white-Hispanic gap.
> Reading achievement in urban schools has improved on state tests. About
80 percent of Great City School districts increased their reading scores in
more than half the grades tested on their state assessment. About 34
percent of the districts increased their reading scores at a faster rate
then the statewide averages for more than half the grades tested on their
state assessment.
Approximately 74 percent of all grades tested showed increased reading
scores. However, the report notes that these gains in reading are not as
strongly corroborated by other studies as the gains in math.
> Gaps in reading achievement in urban schools may be narrowing. About 68
percent of 4th grades narrowed the achievement gap in reading between white
and African American students. About 67 percent of 8th grades narrowed the
gap, while 76 percent of 10th grades did so.
> Nearly 60 percent of 4th grades narrowed the gap in reading between white
and Hispanic students; about 71 percent of 8th and 10th grades did so.
> Urban school achievement in reading remains below the national average.
Only five major cities have average reading scores in at least half of the
grades tested that are the same as or higher than their respective state
average in 2000. They are: Albuquerque, Hillsborough County (Tampa);
Portland, Oregon; San Diego; San Francisco.
Beating the Odds features several cities that are making across-the-board
gains and provides descriptions of what they are doing. These cities
include Charlotte-Mecklenburg, Houston and Sacramento.
The report concludes with future actions the Council of the Great City
Schools, federal, state and local government and schools can do to encourage
education improvements in urban schools and a closing of the achievement gap
between white and minority students.
For more information, visit the Council of the Great City Schools at
http://www.cgcs.org. Copies of the report are available for $20 plus $5
shipping and handling.
************************************
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.
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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.
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